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Classifying the score of the students into following criteria:

The mean score of the students was classified in to seven levels are as
follows:

No Score Mark
1.
2.
3.
4.
5.
6.
7. Score 96 – 100
Score 86 – 95
Score 76 – 85
Score 66 – 75
Score 56 – 65
Score 36 – 55
Score 0 – 35 Excellent
Very good
Good
Fairly good
Fairly
Poor
Very poor

Depdikbud (2017)

Data Analysis Technique

After collecting the data from pre-test and post-test of experimental class 1 and experimental class 2, the researcher
analyze the data to find out whether movies and song have influence in students’ listening skill at the eleventh grade of
SMK Taruna Pekanbaru, and to find out the signifficant difference influence between them.
Normality
The normality test will be done with the purpose to get the data normality distribution. In this research, the
researcher uses the IBM SPSS Statistics 25 with Shapiro-Wilk test, which the test format is to compare the probability (p)
score or significancy (Sig.) with degree of freedom (df) ∝ = 0,05.
If Sig. or P-value > 0,05 the data is normal distribution
If Sig. or P-value < 0,05 the data is abnormal distribution

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 Homogeneity
Homogeneity test will be done after normality test. The purpose of this test is to find out whether the data is from the
homogenous sample and population or not. In this research, the researcher uses IBM SPSS Statistics 25 with Lavene
Statistic formula.
If Sig. or P-value > 0,05 the data is homogenous
If Sig. or P-value < 0,05 the data is non-homogenous
Hypothesis Analysis
Hypothesis data test will be done to find out the conclusion from the data. In this research, the researcher
focuses on the pre-test score and post test score and compare the result test of listening skill between students who watch
movies and students who listen to songs method. The test will be done in order to find the significant influence using
movies and song, other than that this test is for finding whether there is a comparison or not. Hypothesis test will be done
with compare the mean score (Compare Means) using SPSS. To find the difference between pre-test and post-test, it needs
to use the Paired Sample t-Test Analysis. To find the difference influence between the two methods it needs to use
Independent Sample t-Test.
a. The influence between student who watch movies and students’ Listening skill at SMK Taruna Pekanbaru
H0: There is no signifficant influence between students who watch movies toward English listening skill in SMK Taruna
Pekanbaru
H1: There is a signifficant influence between students who watch movies toward English listening skill in SMK Taruna
Pekanbaru
If probability or Sig. (2-tailed) > 0,05 it means H0 accepted
If probability or Sig. (2-tailed) < 0,05 it means H0 rejected

The influence between students who listen to song toward English listening skill in SMK Taruna Pekanbaru
H0: There is no signifficant influence between students who listen to song toward English listening skill in SMK
Taruna Pekanbaru
H1: There is a signifficant influence between who listen to song toward English listening skill in SMK Taruna
Pekanbaru
If probability or Sig. (2-tailed) > 0,05 it means H0 accepted
If probability or Sig. (2-tailed) < 0,05 it means H0 rejected
c. The different influence of students who watch movies and students who listen to song toward English listening skill at
AMK Taruna Pekanbaru
H0: There is no signifficant difference influence between students who watch movies and students who listen to
song toward English listening skill in SMK Taruna Pekanbaru
H1: There is a signifficant difference influence students who watch movies and students who listen to song toward
English listening skill in SMK Taruna Pekanbaru
If probability or Sig. (2-tailed) > 0,05 it means H0 accepted
If probability or Sig. (2-tailed) < 0,05 it means H0 rejected

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3.1. Research Design

The suitable research method is required to collect data, analyze it, and summarize the findings. The right method will
enable the researcher to achieve the research's aim. As a result, selecting a research method requires careful consideration.
In this research, the researcher will use experimental method. (Sutrisno, 1989, p. 56) experimental design is one of the
precise methods to examine the cause and effect. There are some research designs in experimental research; quasi-
experimental, pre-experimental and true experimental. In order to make the research easier and more directed. The
research design is adjusted with research aspect and main problems in research This research will conduct by using quasi-
experimental design, exactly Pre-test-Post-test, Non-equivalent Multiple-Group Design. About this design, it can be
pictured below:

Table 3.1 Pre-test-Post-test, Non-equivalent Multiple-Group Design

Group Pre-test experiment Post-test
A O1 X1 O3
B O2 X2 O4

(Sugiyono,2018:116)
Description of the image:
A = Experimental Class 1
B = Experimental Class 2
O1 = Pre-test listening skill using movie
O2 = Pre-test listening skill using songs
X1 = Watching movies experiment
X2 = Listening to song experiment
O3 = Post-test listening skill using movie
O4 = Post-test listening skill using songs

Determining the research variables is necessary to minimize misinterpretation and to make the research more apparent.
The variable is made up of two parts: an independent variable (X) and a dependent variable (Y). Sugiyono (2015, 61) states
that An independent variable is a variable that influences or causes the dependent variable to change or appear. On the
other hand, dependent variable is a variable that is impacted or caused by the independent variable.
In short, the dependent variable has the ability to influence the dependent variable. Furthermore, the independent variable
has an impact on the dependent variable.
In this research, the independent variable is “the implementation of movies and song” in teaching listening. The
dependent variable is “students’ listening skill.” In other words, the dependent variable is referring to students’ score in
listening skill, reached by using techniques and some factors according the independent variables.

3.2. Research Setting

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This research will be held at the Eleventh grade of SMK TARUNA Pekanbaru, Jl. Rajawali Sakti, Simpang baru, Kecamatan
Tampan, Pekanbaru, Riau. This research will be conducted in July-August 2022.

3.3. Population and Sample

a. Population
A population is an entity or subject in an area that is made up of specific terms that have a specific feature or character
(Sugiyono, 2015). This research will take place at SMK Taruna Pekanbaru and the subject are students of eleventh grade
from TKJ class. The reason why the researcher chose TKJ class only because the students have the same characteristic, in
order to make it more representative. The total population is 122 people.

Table 3.2 Population of XI TKJ class at SMK Taruna Pekanbaru

Class Total
XI TKJ 1 30
XI TKJ 2 32
XI TKJ 3 29
XI TKJ 4 31
Total 122

b. Sample
Cluster random sampling will be used in this research as the sample technique to take the sample. Acharya et al (2013)
giving an explanation, a cluster random sample is a two-step process in which the entire population is divided into clusters
or groups, usually geographic areas or districts like villages, schools, wards, blocks, etc. The researcher using lottery to
choose which class should be sample on this research. The researcher chose this method because it is easier to apply in
schools and takes less time. There are four pieces of paper containing numbers from one to four, and the researcher found
XI TKJ 1 as Experimental Class 1 by using movie, XI TKJ 2 as Experimental Class 2 by using song.

3.4. Data Collection Method

This research will use the test in data collection. The researcher will use the research instrument named listening test;
intended to measure the test-taker’s knowledge, skill or classification in many other topics. In listening test in this research,
the researcher will use multiple-choice design, with 20 questions. The pre-test is used to see the prior knowledge of the
students in listening before giving treatment while post-test is aimed to know the students’ achievement after giving
treatments.
3.5. Data Collection Procedure
There are three designs or steps in this research:
a. Pre-test
The pre-test will be given to the class to find the information about students’ prior knowledge, before they take the
treatment given. The test will be conducted to know the students’ listening ability before conducting the treatment. In this
pretest, the researcher given 20 questions about listening skill in 40 minutes. The result compare using a one-way analysis
of variance (ANOVA) for both classes (Fraenkel et al., 2012:289). The students take the test before getting the treatment
using movies and song doing the listening skill test.
b. Treatment
In experimental research, at least two (but often more) conditions used to see the effect(s) of particular research (Fraenkel
et al., 2012). Both of groups experimental classes are taught with different techniques. The experimental 1 will be given the
treatment by using movies and experimental 2 will be treated using songs. The treatment for experimental group will be
given in six meetings, each meeting is done for about 60 minutes.
c. Post-test
The post-test will be given after the treatment program which identically with the pre-test, the difference is in the time
and function. This final test intended to measure students’ listening skill.
In analyzing the data, the researcher applied some steps as follows:
1. Scoring the students‟ correct answer of pre-test and post-test by using this formula

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The second research related to this research from (Abdullah & Rahman, 2017), the students of English Education
Department of Tarbiyah and Teaching Science Faculty of UIN Alaudin Makasar who conducted
the research entitled” Correlation between students’ habit in watching movie and listening skill?” This research, the
researcher described about the correlation movie and listening skills. The population in this research was all of the first
semester students in the academic year 2016/2017 which consisted 102 students, and the sample taken was 30 students by
using random sampling. The score from both instruments were calculated and analyze by using statistical procedure of
product moment correlation to see whether there was a correlation between the two variables or not. The outcome
demonstrated a correlation, with an index correlation coefficient (rxy) value of 0.444, indicating a moderate correlation. In
addition, the hypothesis tests showed that the correlation coefficient index value (rxy) of 0,444 was higher than the
correlation coefficient index value (rt) of 0,306 for the Product Moment table, indicating that the alternative hypothesis
(H1) had been accepted and the null hypothesis (H0) had been rejected. In conclusion, the two variables showed a
moderately significant association. Based on the mentioned data, the researcher hypothesizes that students' listening skills
will increase as they watch more English movies, which indicates that movies can be used as a medium to help students
with their listening skills. In order to enhance students' listening skills, the researcher advises English teachers to use
movies into their language teaching. Although this research related to present research. The researcher found some
differences. The variable used in this previous research different with the present research. Besides, the research design is
not the same as present research.
The third previous research was done by Nurkholis Solehudin (2017) entitled, “The Correlation Between Students’
Listening English Songs Habit and Their Listening Skill At The Second Semester of The Eleventh Grade of Ma Al-Islam
Bunut Pesawaran In The Academic Year Of 2016/2017” The purpose of this research was to examine the impact of students
listening to English song on students’ Listening skill. The populations in this research were all students of the eleventh
grade of MA Al-Islam Bunut Pesawaran in the academic year of 2016/2017, which total number of populations were 98
students. The results of the research showed that there is a positive correlation between students‟ habit in English song (X)
and listening skill (Y) the correlation score rx1y = 0.84; The students' habitual use of English song (X) and listening skill (Y)
combined account for 71% of the results. According to the research's findings, there is a positive relationship between
students' habits of listening to English songs and their listening skills. Thus, when attempting to improve listening skills,
students' habits with English songs should be taken into account. There are some differences from the present research
with the previous research such as the population and sample. Other than that, the theoretical in the previous research also
have differences with the present research. Research design used in previous research is not the same as the present
research which the previous research was using correlation research while the present research uses quasi experimental
research design.

The previous relevant researches have with important issue related this present research. However, the researcher has not
found the research about comparison student who watch movies and listening to song toward listening skill.

2.3. Conceptual Framework

In this research researcher will use two classes as experimental class. Those classes will be given treatment. One class will
be given treatment using movies as the media and the other class will be given the treatment using songs. The classes will
be given pre-test before the treatment to measure the score before treatment given. After the treatment, the researcher
will give posttest to know the result of the research.

Page 1 of 2
Figure 2.1 Conceptual Framework

The diagram above means that using movies and song on students’ listening as an input. The research takes two classes,
movies class as experimental class 1 and song class as experimental class 2. The output is students’ effect on listening skill
using both of technique. Based on the conceptual framework, the researcher will use quasi experiment using movies and
song as techniques. The researcher uses comparative research to know which technique that enhance English listening skill
for students, that consists of pre-test, treatment, and post-test.

2.4. Hypothesis
Based on theories which were describe in the previous chapter about, it could be posed a theoretical hypothesis as
follows:
1. Hypothesis 1: There is a signifficant influence between who listen to song toward English listening skill in SMK Taruna
Pekanbaru
2. Hypothesis 2: There is a signifficant influence between students who watch movies toward English listening skill in SMK
Taruna Pekanbaru
3. Hypothesis 3: There is a signifficant difference influence students who watch movies and students who listen to song
toward English listening skill in SMK Taruna Pekanbaru

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Harmer (2001) cited in Krisnawati (2019) mentioned the benefits of using movies. Here are the advantages of movies:
a. Seeing language-in-use
When using movie, students do not just hear language, they see it too. This considerably facilitates interpretation, for
examples, as expression, gestures, and other visual cues sometimes confound general meaning and moods. Students can
duplicate some spoken language gestures and expressions.
b. Cross cultural awareness
A movie uniquely allows students beyond their classroom. This is especially useful if they want to see, for example, typical
British “body language‟ when inviting someone out, or how American speaks to waiters. Students certainly benefit from
watching movies because they get to observe things like the cuisine and clothing that people in other countries wear..
They can learn about another country's culture in addition to learning about language.
c. The power of creation
Students are given the opportunity to produce something memorable and pleasant when they use their own movie as a
teaching and learning tool, which makes learning more interesting for them.
d. Motivation
For all of the reasons so far mentioned, most students show an increase level of interest when they have a chance to see
language 24 in use as well as hear it. It can motivate students in teaching learning process.

3. Song
a. The Nature of Song
There is a phrase says that “music begins where speech ends,” means that music is a way to express the feeling when the
words is no longer exist, or when a speech shuts down. Based on listener’s perspective, music can be understood as a
language because it has some of characteristics that resemblance with it. The importance of music in modern society
cannot be overstated. Most people all across the world routinely listen to music. A song is a piece of music that makes it
perfect as an art. The term song has various definitions; it depends on the people’s points of view in giving definition. It
is possible to define a song as having lyrics, melody, and rhythm or a song is a source of lyrical poetry.
Song is a piece of musical composition of words, verse, or poem which is sung or uttered with modulation of voice which
expresses the thought and feeling (Zakiyah, 2017).
From the statement above, a song comprises lyrics or poems set to the arrangement of music. Gaye (2007) writes in his
article that a song's form, which consists of a title, chorus, verse, and maybe a precious and/or bridge, is an art form and a
means of communication made up of melody, harmony, rhythm, lyric, and shape. Albrecht (2004) states that there are
three important elements of song which are melody, chords and lyrics.

b. The Kind of Song

Song is well-known and well-liked in society, not just in general society but also in the educational community. Song is a
blend of music and language that has countless virtues that merit the attention of listeners (Solihat, 2014). In the
meantime, describes the song as part of the music you sing with words. It is strongly connected to the ability of
pronunciation. In the music lyrics, the students know how to pronounce the words by listening to or singing the song.

Page 1 of 2
(Grifee. D. T, 2001) mentioned there are three kinds of song as follows:
(1) Art song
Art songs are songs written for orchestra or string quartet performances that have an author(s) and a composer.
(2) Song of Folk
Folk songs are songs, mostly of secret or public domain origin, that are orally transmitted. In nowadays day, folk songs are
usually passed down orally in nonverbal ways. There are folk songs in practically every culture.
(3) Customary lyrics
Current common songs are typically broadcast as recordings and are played on the radio via all other mass media relevant
to audio capabilities. For short, pop songs may be called pop songs, whereas pop songs or pop music may instead be
considered a more commercially popular form of popular music as a whole.

2.2. Relevant Research

The researcher has some relevant research to support this research. The first related research was by (Widyawati et al
2019) conducted the research under the title” A Comparative Study of Students’ Listening Comprehension Achievement
Taught through Video and Audio at SMAN 1 Pringsewu”. The objective of this research is to find out the significant
difference of students’ listening comprehension achievement after being taught through video and audio. This research
used quantitative approach involving the first grade of senior high school students. Two groups made up the sample: the
control class and the experimental class. The instrument of this research was 30 items of multiple-choice questions. To
know the significant difference of listening achievement, the researcher analyzed students’ post-test score through
Independent Sample t-test at the level of 0.05.
The result of this research shows there is significant difference of students’ listening comprehension between students
who were taught using video and audio with the significance level of 0.008
and 0.009 which lower than alpha (0.05). In video class, the gain score was in the point of 1.57707, while in audio class the
gain score was in the point of 0.81045. This means, students who were taught using video showed higher result than that
of audio class with the difference score of 0.71233. As a result, it can be said that videos are more effective in helping
students improve their listening comprehension because they offer additional information, such pictures, that makes
students interested in learning process. Based on this previous research. The researcher found some differences with
present research. The first is the variable used in previous research are audio and video while in present research the
researcher take the specific variable which are movies and songs. The second is the theory provide in the previous research
is not similar with present research.

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Besides, (Tyagi, 2013) also mention some types of listening based on objective and manner are as follows:
1. Active listening.
In a way that shows interest and encourages people to keep talking.
2. Appreciative listening
Seeking ways to accept and appreciate the other person through what they say. Looking an opportunity to compliment.
Alternatively, listen to something enjoyable, such as music.
3. Attentive listening
Listening clearly and carefully, expressing an interest
4. Biased listening
Listening through a personal bias filter, the person hears only what they want to hear.
5. Casual listening
Listening without expressing obvious interest. Actual attention can vary greatly.

6. Comprehension listening
Listening in order to comprehend. Looking for meaning little more.
7. Critical listening
Listening to evaluate, criticize, or otherwise pass judgment on what others say.
8. Deep listening
Going to seek to comprehend the individual, their personality, and their true and unspoken meanings and motivation
factors.
9. Discriminative listening
Listening for something specific but nothing else (eg. a baby crying).
10. Empathetic listening
Attempting to comprehend the feelings of the other. Demonstrating this empathy.
11. Evaluative listening
Evaluating, critiquing, or otherwise passing judgment on what someone else says while they are speaking.
12. Inactive listening
Pretending to listen while actually thinking more.
13. Judgmental listening
Listening with the intent to assess, critique, or otherwise pass judgment on what another person has to say.
14. Partial listening
Mostly listening, but occasionally thinking or formulating a response.
15. Reflective listening
Reflecting back to the other person what you heard once you've listened.
16. Relationship listening
Listening to support and strengthen the other person's relationship.

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17. Sympathetic listening
Listening with an interest in the other person's well.
18. Therapeutic listening
Trying to understand the emotions of the other.
19. Total listening
Being very attentive and actively listening to what is being said and the deeper meaning revealed by the way it is being
spoken.
Other than that, Newton & Nation, (2021) explain two types of listening which are One-way listening typically associated
with the transfer of information (transactional listening) and two-way listening typically associated with maintaining social
relations (interactional listening)

d. Listening Problem
In the process of listening, someone may face some problems, Rost, (2016:119) mentioned two problems in listening are as
follows:
a. Lack of concentration and attention.
The brain incredibly efficient. As it is proved scientifically, any person talks at a rate of 120 to 150 word a minute and the
brain can process about 400 to 800 word a minute. These statistics may give the impression that listening should be
simple, but the opposite is actually the truth. So, in the listening process, the learners can take in all the speaker’s word and
still have plenty of spare. The in the classroom context, the same problem has been stated by “Many students have
difficulties following instruction owing to apparent deficits in attention and concentration. Such students might not be
coping well with all the distractions in a standard classroom”.
b. Lack of prior knowledge and proficiency
To concerned knowledge in this context is the socio-cultural, factual or the contextual knowledge of the target language.
First, lack of exposure to listening materials since students prefer to read than to listen foreign language and the second
the acuity of hearing, students with some physical problems which prevents them from participating and renders them
mute. Environmental issues like noise might also have an impact on them. Then there are the learning problems that
student in constructing a successful listening is to identify the learning problems that students are experiencing as a result
of listening to related issues.

2. Movie
a. The Nature of Movie
Movie is entertainment that can be listened while seeing the storyline of the story. A movie can be used as a learning tool
for a variety of subjects, including culture and language. Some people assume that movies make them enjoy and watch it
in spare time for fun while some people watch it to learn language, culture, expression, etc. Barsam & Monahan (2015)
explain a movie is a set of celluloid strips or films which together tell a story and are displayed on a screen at a specific rate
to provide the appearance of movement. The primary attribute of movies remains the same, a movie or a film is a motion
image, despite the fact that many filmmakers have recently been shooting their films digitally.
Movies have been a big part of life. Barsam & Monahan (2015) added that movie as the most popular art form. Movies
currently play a significant role in human culture and life. Movies are an artistic medium on level with other forms. Movie
provides students with examples of English used in ‘real’ situations, particularly interactive language – the language of real-
life conversation (Fussalam & Lestari, 2019). Movies also have particular qualities: The continuous interplay of sight, sound,
and motion allows film to transcend the static imitations of painting and sculpture-in the complexity of its sensual
attractiveness and in its capacity to communicate at once on various levels. Drama is even surpassed by film in its singular
ability to present action, portray action, manipulate time, and convey an infinite sense of space. Unlike the stage play, film
can provide a continuous, unbroken flow which blurs and minimizes transitions without compromising the story ‘s unity.
Unlike the novel and the poem, movie communicates directly through physical pictures and sounds rather than through
the use of abstract symbols like words on a paper.
In addition, movie is not only for entertainment, but also used for pedagogic purpose (Ningsih, 2019). In conclusion, movie
is entertainment that can be a tool to learn many things include language, culture, etc. It depends on the purpose of each
person. They might apply it for educational purposes or just for fun during breaks.

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1. Listening skill
a. The Nature of Listening
Listening skill means the understanding of listening. Listening is more than just hearing; there is a process of receiving
messages conveyed by other people through voice. Capturing, understanding or appreciating messages or ideas contained
in the language conveyed is also part of listening skills. Zeng & Goh (2018) explained that Listening is a critical dimension
in language learning and plays an important role in second language. Listening is the very first form of communication that
children get. It serves as a basis for all aspects of linguistic and cognitive development and plays as a life-long part in the
process of communication and interaction that are necessary for productive participation in people's lives (Hyslop & Tone,
1989). Listening can be seen from a different perspective, namely an active and interactive perspective (Thomlison, 1984, p.
5).
Active listening, as opposed to comprehensive listening, entails not only hearing what is said, comprehending meaning,
and remembering truth, but also listening beyond the statements to the affective or feeling aspect of the offered message
in order to gain an understanding of the communication partner. Empathy requires both the listener's cognitive and
affective abilities. As explained by (Roskelly, 1985, p. 1) in the similar opinion, listening is an active process that requires the
same skills as reading and writing, such as prediction, hypothesizing, checking, revising, and generalization. To summarize,
listening is a process of getting information and defining the meaning verbally or nonverbally from a speaker and it shows
that listening is a skill that important to be mastered by students.

b. The Process of Listening

There are some processes or levels in listening ability that the listener goes through. Tyagi (2013) mentions the listening
process consists of the following steps:
a. Hearing.
Hearing is the physical response caused by sound waves stimulating the sensory receptors of the ear; hearing is the sense
of sound waves; people should hear to listen, but people do not need to listen to hear.
b. Understanding.
This step helps in understanding the symbols people have seen and listened; people should analyze the meaning of the
stimuli that have perceived; symbolic stimuli include not only words but also sounds like clapping and sights like blue
uniform; the meaning attached to these symbols is a function of previous associations as well as the context in which the
symbols occur. For successful interpersonal communication, the listener must comprehend the receiver's intended
meaning and context.
c. Remembering.
Remembering is a vital part of hearing since it signifies that a person not only receives and processes the message, but also
stores it in their memory. Because attentive listening is selective, what is remembered may be substantially different from
what was seen or heard at the time.
d. Evaluating.
At this point in the listening process, only active listeners are participated. The active listener counts proofs, sorts truth
from perception, and determines whether or not a message contains bias or prejudice; the effective listener ensures that

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they do not begin this activity too early; starting this step of the process before a message is completed requires us to no
longer hear and attend to the incoming message, and the listening process ends as a result.
e. Responding.
Because the speaker has no other way of determining whether a message has been received or not, this step becomes
the only overt mechanism by which the sender can gauge the degree of success in sending the message.
To conclude, listening involves hearing, understanding, remembering, assessing, and responding. Each process is divided
into levels. The hearing process occurs when someone pays attention to what is being spoken. After hearing,
understanding is the next level. It is a circumstance in which someone comprehends the sender's implied context and
meaning. Then there's remembering, which is when someone adds to the mind's storage bank what they have heard and
understood. The next stage is to assess. In this step, someone saves what they've heard in their mind's storage bank before
attempting to assess what they have heard. The final step is responding, which involves someone receiving the entire
communication and providing response to the sender.

c. Types of Listening
Listening divided into several types, (Brown, 2004 , p. 120) mentioned four types of listening are as follows;
1) Intensive Listening for perception of the components (Phonemes, words, intonation, discourse markers, etc.) of a
larger stretch of language.
2) Responsive Listening to a relatively short stretch of language (a greeting, question, command, comprehension check,
etc.) in order to make an equally short response.
3) Selective Processing stretches of discourse such as short monologues for several minutes in order to “scan” for
certain information.
The purpose of such performance is not necessarily to look for global or general meanings, but to be able to comprehend
designated information in a context of longer stretches of spoken language (such as classroom directions from a teacher,
Tv or radio news items, or stories). Assessment tasks in selective listening could ask students, for example, to listen for
names, number, a grammatical category, directions (in a map exercise), or certain facts and events.
4) Extensive listening to develop a top-down, global understanding of spoken language. Extensive performance ranges
from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose.
Listening for the gist, for the main idea, and making inferences are all part of extensive listening.

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Apart from movies, students also get benefit by listening to English songs as well. One of the media that can used by the
teacher to improve the student’s English skills is song mentioned by (Hadi, 2019). To improve listening skill, people can
exercise through listening English song because listening the English song has the benefit to improve listening skill.
Listiyaningsih (2017) states that there are many ways to improve listening skill, one of them is using song. Some people are
enjoying listening to the song, and this can be utilized to help their listening skills develop. Listening to English songs is a
routine and instinctive action of paying attention to obtain meaning from songs with words, melody, and rhythm sung by a
vocalist in English words by people in everyday life. From previous research entitled “The influence of listening English
song to improve listening skill in listening class” by Listiyaningsih (2017) found that listening English song can increase
listening skill. The students enjoy the song while learning every single word or the lyrics of the songs.
Based on the background above the researcher is interested in conducting the research entitled, “The Comparison
Between Student Who Watch Movies and Student Who Listen to Songs Towards English Listening Skill at the Eleventh
Grade of SMK Taruna Pekanbaru”

1.2. Identification of The Problems

Based on the background of problem, the researcher identifies the following problem in the comparison between students
who watch movies and listen to song at Eleventh grade student of SMK Taruna Pekanbaru.
1. Technique employed by English teacher in this school made the students bored
2. The students of Eleventh grade of SMK Taruna Pekanbaru have low score in listening
3. The teacher did not provide the media for learning listening skill in fun ways

1.3. Limitation of The Problem

The scope of the investigation must be limited by the researcher. Its purpose is to prevent a major issue area and to assist
the researcher in focusing on the research. In relation to the problem’s background and identification by using movies and
songs for teaching technique in listening skill, this research would only concentrate on the comparison between students
who watch movies and listen to songs towards English listening skill.

1.4. Research Question

Related to the limitation of the problem, the research question of this research are as follows:
1. Does watching movies have a significant influence on students’ listening skill at the eleventh-grade students of SMK
Taruna Pekanbaru?
2. Does listening to songs have a significant influence on students’ listening skill at the eleventh-grade students of SMK
Taruna Pekanbaru?
3. Do watching movies and listening to songs have different significant influence on students’ listening skill at the
eleventh-grade students of SMK Taruna Pekanbaru?

1.5. Research Objective

The objectives of the research are as follows:

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a. To find out whether watching movies has any signifficant influence on students’ listening skill at the eleventh-grade
students of SMK Taruna Pekanbaru
b. To find out whether listening to songs has any signifficant influence on students’ listening skill at the eleventh-grade
students of SMK Taruna Pekanbaru
c. To find out whether watching movies and listening to songs have significant difference influence on listening skill at the
eleventh-grade students of SMK Taruna Pekanbaru

1.6. Significance of The Research

The researcher hopes this research can give contribution to the English teaching and learning in Listening skill.
1) For the students
This research helps them to solve the problem in listening skill by watching movies and listening to song, so that the
students be familiar in Listening English skill.

2) For the teacher

This research is to find out the right technique to improve listening skill for students.
3) For the next researcher
This research is expected to be able to give significance to the other researcher as a reference for future studies on a
similar topic.

1.7. The Definition of Key-Terms

To make the title of the thesis more understandable, the researcher defines some technical terms:
a. Listening skill
Listening skill is defined as a multidimensional language skill that starts with an awareness of sounds and images, and a
focus on sounds and images (Latifi et al., 2011)
b. Movies
Barsam & Monahan, (2015:3)state that movie is a story, captured in a set of celluloid strips or films, which are shown on a
screen with certain speed to give the impression of moving.
c. Song
Song is a piece of musical composition of words, verse, or poem which is sung or uttered with modulation of voice which
expresses the thought and feeling (Zakiyah, 2017)

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1.1. Background of The Problem

Communication is the most important thing for individual. People carry out activities that cannot be separated from
communicating with one another. Communication can be said as a key to successful collaboration in many aspects.
Pearson et al., (2011) claim communication as the process of using messages to generate meaning. Communication is
considered as a process in which there are an activity, an exchange, or a set of behaviors. Communication enables people
to express what they have in their minds. In communication language plays an important role. To communicate with others,
language is needed. In this world there are more than a thousand language. The most popular language is English.
As an international language, English is extremely popular. The English language has been the common language for
some decades in the world (Mahu, 2012). Every non-English speaking country learns English as their second language,
including Indonesia. English has been taught since elementary school. The hope is that Indonesian citizens, especially
students are able to communicate in English. However, because English is not mother language of Indonesia, so, students
have difficulty to mastering four skills in English which are speaking, listening, reading and writing. All of these skills must
be mastered to fluent in English. However, the very crucial in verbal communication is speaking and listening. To be able to
communicate with other people well, individuals must be able to speak and also be able to listen to the interlocutor in
order to be able to speak two-way communication.
Listening is one of the most important skills in English language learning (Gilakjani & Sabouri, 2016). Besides, listening can
be one of challenging skill in English, as stated by Rintaningrum in Hendriani (2017) Listening is not as easy as people
think, it is generally viewed as a difficult skill for students to acquire. Listening is the basic part in determining students’
success in communication, but in reality, the position of listening skill is neglected by some other institution (Tersta &
Novianti, 2017). It prevents students from developing their listening skills effectively as a receptive skill which has an
important part in language learning. Egamnazarova & Mukhamedova (2021) also defines listening as a very complicated
process in which several different knowledge and skills work together simultaneously.
Listening is not a one-way street. It is much more than just unidirectional receiving of audible symbols (Wang, 2020). It
means that listening seems to be the active conversion of meaning from spoken language. Listening is more than just
hearing, but there is an active process heading on inside the brain. This skill is important in learning and teaching English
because it improves vocabulary, pronunciation, and grammar all at the same time. When understanding spoken language
by listening, it is easier to improve other skills and gain confidence (Renukadevi, 2014).
Listening is usually thought to be a passive process that occurs without any effort of the listener. That is not true. Because
listening is a complex process that involves the process of hearing, identifying, understanding, and interpreting spoken
language. A listener does not only hear what a speaker said, but also understands the meaning of what has stated. To make
the understanding of what is being said; individuals must pay attention to the context and draw on prior information. As a
result, it can be concluded that listening is an active process, and it is not as easy as it seems. Furthermore, when teaching
listening, the teacher frequently employs a monotonous style. If a teacher is boring while teaching, the student deals with
other things because they don’t enjoy that class (Varol & Yıldırım, 2018). It causes students to have low ability in listening
skills.
Based on researcher’s observation at SMK Taruna Pekanbaru, there were some problems found in learning listening
skill. First, the technique used in teaching listening skill also seems to be boring and monotonous such as listening to
conversation, listening to monologue and short story. Those cannot be enjoyed by the students and did not attract the
students to learn English especially listening.
Second, the students’ ability in English especially listening also low. It was proven by the score in TKJ 1. From 30
students there were 19 students who did not pass the test. It showed that more than 50 percent of the students at this
class have low ability in listening. Third, the teachers did not provide media that allows students to practice listening in a
fun way. For example, movies, songs, video, picture card and comic. As a result, the teacher requires a variety of
approaches to increase students listening ability. The technique used have to make students interested to learn English.

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 Watching movies is one of the most effective and enjoyable ways to improve listening skills. Movies are more
beneficial for second or foreign language learners as they not only provide entertainment but are also used as a more
valuable teaching tool to teach English naturally. Rao (2019) states that the students can hear the pronunciation from the
characters conversation, they also can learn about foreign culture; moreover, they can feel relaxed while they are learning.
Students will improve their listening skills by watching movies, as the more they watch movies; the more familiar they get
with English. This occurs because people are attempting to listen and comprehend the topic carefully while viewing a
movie. The students can learn the pronunciation and useful expression from movies (Adnan, 2014). A previous research
titled “The Correlation Between Students’ Habit in Watching Movie and Listening Skill” by (Abdullah & Rahman, 2017)
showed that the more students watching English movie the more their listening skill will be better which means movie can
be used as media to improve students’ listening skill. However, some students do not interest to watch movies because
they cannot be able to focus on what speaker says.

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