CHAPTER II LITERATURE REVIEW
B. Theoritical Framework
1. English Language Teaching and Learning a. Nature of English Language Teaching
According to Derakhshan in 2015, teaching is a multidimensional process, and teachers should pay enough attention to all skills of students such as: reading, writing, listening, and speaking.29 In other words, language teaching is a complex process where educators need to spend extra effort to help students comprehending these skills. Also, in order to teach these skills, teachers should understand students’ ability and readiness in advance.
b. The Importance of Four Basic Skills in Learning English
The four foundational language skills listening, speaking, reading and writing never are independent zones but all the four together, holistically language learning as a discipline. The first and the third are
29 Derakhasan Ali, “The Challenges of Teaching English Language: The Relationship Between Research and Teaching. International Journal of Linguistics 7, no.1 : 102-110 (2015).
comprehension skills and the second and the fourth are production skills.
There is a basic and reciprocal relationship between oral lamguage skills of listening and speaking ad is there between the two written language skills of reading and writing. Consequently, to develop complete communication capability, mastering the four language skills of listening, speaking, reading, and writing are profoundly important to exchanges of information and ideas.30
2. English Teaching Listening
Listening is one of the four language skills has always formed part of the syllabus in the teaching of English. Brown in 2006 stated that the process of listening itself is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain. And product of listening is a spoken or written response from the students that indicates correct or incorrect auditory processing.
It is important to have much practice in listening besides speaking, reading and writing. Every teacher of language knows that oral production ability other than monologues, speeches, reading aloud and the like is only as good as listening comprehension ability.31
Teaching listening is not an easy job, as Brown in 2006 stated that one of the most important concerns of the secondary school teacher is to keep self-esteem high by; avoiding embarrassment of students at all
30 Sharma Citra, “The Importance of Four Basic Skills in Learning English”, The Genensis 7, no.4 :33-36 (2020).
31 Steven Brown, Teaching Listening (United States of America: Cambridge University Press, 2006).
costs,affirming each persons’ talent and strength, allowing mistakes and other errorsto be accepted, de-emphasizing competition between classmates, encouraging small-group work where risks can be taken more easily by teen.32
Based on the statement above, the researcher concluded that the teachers’ role is very important to motivate students in teaching learning process while students in a trans ition period. Therefore, they would have good discipline and responsibility if their teacher encourages them to learn in writing in the target language. The methods for teaching should maintain the characteristics of students in the order that the students can learn the target language optimally. In language learning context, it is believed that children would learn a foreign language more effectively under certain conditions. When teaching learning process is fun and natural, then it would make the students more effectively in learning the target language.
3. Listening
a. Definition of Listening
Listening is basic skill in communication process, it recognizes and responds to the spoken language or non spoken sound by our eardrum. The importance of listening skill is recognized by Brown in 2001 who stated students always do more listening than speaking when
32 Ibid.
they in classroom. It means that, listening is the important thing in our daily life, through listening we can explain the meaning.33
In the term of linguistic, Pourhosein Gilakjani and Sabouri in 2016 explained listening consists of auditory discrimination, aural grammar, choosing necessary information, remembering it, and connecting it to the process between sound and form of meaning.34
Acoording to SA Nuraini in 2019, listening is the first skill and basic ability in learning a new language that beginners have to learn. It is a receptive skill meaning that the language learning beginners receive new words from what they have heard or listened to.35 And also Rost in 2001 stated that the process of listening helps us to understand the world around us and is one of the necessary parts in making successful communication.36
In conclusion, we define listening as a first receptive skill in the way of understanding a language, as specially for spoken language, moreover without the ability of listening, the process of an oral communication would not occur.
33 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, 2001.
34 Abbas Pourhosein Gilakanji and Narjes Banou Sabouri, “Learners’ ListeniComprehension Difficulties in English Language Learning: A Literature Review,” Canadian Center of Science and Education 9, no. 6 (2016).
35 Nuraini, “The Effectiveness of Using Youtube Video in Teaching Listening Skill Student’s on Narrative Text (Quasi-Experimental Research at The Eleven Grade of SMAN 8 Serang in The Academic Year of 2018/2019)”.”
36 Michael Rost, Teaching and Researching Listening, 2001.
b. Definition of Listening Comprehension
Listening comprehension is the different processes of understanding the spoken language. It is how the way human comprehending a sound or an oral language and knows the meaning.
The definition of “listening comprehension” has been defined by different authors. According to Hamouda in 2013 listening comprehension is a process where listeners are able to elaborate the speakers' intention, process linguistics from like the fast rate of speech and fillers, overcome listening in an interaction, understand of message of the text without comprehending every single word, and realize different genres37.
In summary, listening comprehension is a complex process where listeners should focus in order to gain the message of the conversation.
Knowledge of English Prosody, vocabulary and structure is required.
Simply, listening comprehension is when the listener comprehends the text which consist of word and sentence.
c. Types of Listening
According to Michael Rost in 2001 stated there are six types of listening:Intensive listening refers to listening precise sounds, words, phrases, grammatical units and pragmatic units. Although listening intensively is not often called for in everyday situations, the ability to listen intensively whenever required is an essential component of
37 Arafat Hamouda, “An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom,” International Journal of Academic Research in Progressive Education and Development 2, no. 2 (2013).
listening proficiency. The prototypical intensive listening activity is dictation, the transcription of the exact words that a speaker utters.
Dictation is often claimed to be an excellent integrative test because it involves listening, vocabulary, grammar, and the ability to make inferences from context.38
Selective listening, selective listening tasks encourage learners to approach genuine spoken texts by adopting a strategy of focusing of specific information rather than trying to understand and recall everything. Reconstruction of the spoken material based on selective listening tasks can help students link selective to global listening.
Interactive listening, refers to listening in collaborative conversation. Collaborative conversation, in which learners interact with each other or with native speakers, is established as a vital means of language development.
Extensive listening, refers to listening for an extended period of time, while focusing on meaning. It is necessary for the learner to have access to listening input that can be understood reasonably well on the first listening, in which learners are literally protected from being overwhelmed by too much information to process effectively.
Responsive listening, refers to a type of listening practice in which the listener‟s response is the goal of the activity. Listening task
38 Rost, Teaching and Researching Listening.
design using short inputs (typically one or two minutes long) and overt listener response have great benefits for listening training.
Autonomous listening, refers to independent listening, without the direct guidance of an instructor. The key is that the learner is in control of input selection, task completion, and assessment.
Based on the explanation above, the researcher conducted selective listening type in the class, so the researcher only focused on the conversations in the video which were consisted of descriptive text topic.
d. Indicator of Listening Comprehension.
Nunan in 2003 explained that the listening activities develop a wide variety of listening skills, including listening for gist, listening for details, and inferring meaning from context39. In this research, the researcher limited the indicator of listening comprehension in two categories, first is listening for gist and listening the detail information, due to the validator of the research instrument had measured that those two of indicators appropriate for students of junior high school.
Listening for gist is a listening comprehension which focuses on identifying main ideas, noting e sequence of events and the like. In listening for gist, the materials can be announcements, advertisements, and short functional text. In this research the used of listening for gist which was identifying the main idea was applied in multiple choice question such as what the speaker said in the video.
39 David Nunan, Practical English Language Teaching (New York: McGraw Hill, 2003).
In addition, Anderson in 2002 stated that listening for details, the materials are some monologue texts. The ten types of texts: narrative, poetic, dramatic, response, explanation, information, discussion, exposition, recount, factual description, procedure, and procedural recount can be implemented through film.
Then, listening for details is listening for specific information such as names, times, and specific language forms. In this research the used of listening for detail information was applied in listening recall test, practically the researcher provided the fill-blank type of test for students so they had to identify the convenient word in the list vocabularies which had set up on the paper.
In conclusion, some activities such as listening for gist, listening for details can be implemented by selecting the materials which appropriate with the indicators of listening comprehension that had been being set by the researcher. Based on the instrument validator order, the researcher only use two of indicator, listening of gist or main idea and listening for detail information
e. Listening Difficulties
According to Yahmun, Endang Sumarti, Debby Setyowati in 2020 explained the students faced four main difficulties. Those difficulties included the record speed and length, vocabulary, pronunciation and accents. Meanwhile, other difficulties highlighted by
the previous scholars, like physical setting and quality of the record, were not found in this study.40
Gilakjani and Sobouri in 2016 stated that the most common difficulties faced by the students were the speed and the length of the record. One hundred percent of the students, or 25 students, agreed that the speakers in the record spoke too fast. Therefore, it was hard to take a note. As a result, the cannot check the meaning of the word in their electronic dictionary. Besides, the spoken text was also too long so that they could not remember what the speakers had said. This lead the students into complete confusion when they were to answer the questions. This support listening difficulties insight.
The last problem found in this study was accent. Twenty out of twenty-five students said that they were frequently confused with different accents used by the models. accent, sometimes, can be confusing for the EFL learners who did not use to different accent used by native speakers of English.41
4. Subtitling
a. Definition of Subtitling
Baker in 1998 stated that subtitling firstly used in Europe since 1929 when the first talkies reached Europe.42 What it is important is to
40 Yahmun, Endang Sumarti, and Debi Setyowati, “Listening Difficulties Faced by the First Semester Students at Basic Listening Class,” Journey 3, no. 1 (2020).
41 Gilakanji and Sabouri, “Learners’ ListeniComprehension Difficulties in English Language Learning: A Literature Review.”
42 Mona Baker and Gabriela Saldhan, ROUTLEDGE ENCYCLOPEDIA OF TRANSLATION STUDIES, Second (United States of America: Routledge, 2009).
give some theoretical clear definition of what is subtitling before going further in the challenges and strategies
Subtitling is a form of audiovisual translation with its own set of guidelines, parameters, and requirements. It's a form of translation with time and space constraints that have a direct effect on the end product. Chaume in 2013 stated that subtitling is the process of displaying a written text (subtitles) in the target language on a screen where an original version of a movie is being shown, so that the subtitles approximately conform to the dialogue of the screen actors.
Gottlieb in 2004 his article added that subtitling could be defined as a
"dia-semiotic translation of polysemiotic media (such as films, television series, video, and DVD) in the form of one or more lines of written text displayed on the screen in harmony with the original dialogue."43
From those two definitions of subtitling, it is clear that subtitle is in the form of written text that is added into the original film keeping all the original film discourse; it is synchronized with the speaker in the original film.
Subtitling is a procedure that involves not only transferring the features of spoken dialogue into written form but also matching the translated dialogue to the audio and video is a specific time and space.
43 Frederic Chaume, “The Turn of Audiovisual Translation: New Audiences and New Technologies,” Translation Spaces 2, no. 1 (2013).
b. Type of Subtitling
Theorists divide subtitling into three main types according to their linguistic point of view. Dries in 1997 divided subtitling into the following types as shown in the diagram.44
(Adopted from Dries, 1997) Add another two classification for subtitling;
1) According to time:
a. Prepared subtitle (offline subtitling): It is a complete work which is done before running the program or broadcast.
b. Live Subtitling (online subtitling): It can be done by interpreters who have a special skill in typing (Stenographer) or sometimes it is done by software of speech recognition during machine translation process.
2) According to technical parameters:
a) Opened subtitle: It is a stacked subtitle to the image and cannot be removed from it.
44 Josephine Dries, “Dubbing and Subtitling. Guidelines for Production and Distribution,” Babel 43, no. 4 (1997).
b) Closed subtitle: It is the subtitle which can be add or removed from the program according to the desire of viewers.
c. Subtitling in Youtube
Yotube officially state that they supported subtitle and closed caption files, according to Cintas in 2010 stated that close subtitle: It is the subtitle which can be add or removed from the program according to the desire of viewers.45 A subtitle or closed caption file contains the text of what is said in the video. It also contains time codes for when each line of text should be displayed. Some files also include position and style info, which is especially useful for deaf or hard of hearing viewers.
Scenarist Closed Caption (.scc file extension) files are thier preferred file format. These files have an exact representation of CEA-608 data, which is the preferred format whenever captions are based on CEA-608 features.46
d. YouTube as the alternative media in Teaching Listening Comprehension
Nowadays YouTube Video becomes alternative media in teaching learning English language, especially in improving students’ listening comprehension. Siti Syafi’atul Qomariyah in 2021 stated that Learning English through applying YouTube with relevant videos has become one of the alternatives or main sources of learning within the
45 Jorge Díaz Cintas, Subtitling (Amsterdam: John Benjamins Publishing Company, 2010).
46 “Supported Subtitle and Closed Caption Files - YouTube Help.”
improvement of English students’ listening comprehension performance. The English learning videos provided by Youtube present illustrative images in which the students can learn the materials through visual and audio aids. Youtube learning videos also provide the students with large areas of self-learning and provision of knowledge based on the students’ curiosity. On the other hand, other learning sources where knowledge and goals are limited as well as time and place limit the students’ mobility in exploring their intellectual capacity. The data analysis proves that applying YouTube learning videos for students of the English language department, particularly the first semester of experimented students has indeed enhanced their listening comprehension performance after watching YouTube videos better than students treated without Youtube videos of learning; Audio recording.47 With that fact, the researcher would use YouTube Video with its closed caption in improving students’
listening comprehension.
e. Effect of English Subtitling to Listening Comprehension
Video caption which is also well-known as same-language subtitle benefits everyone who watches video (children, adolescent, college students, and adults). This research employs an English subtitling from YouTube video. A previous study by Gernsbacher in 2015 revealed that closed captioning a video can step up the comprehension of,
47 Siti Syafi’atul Qomariyah, Dira Permana, and Heri Hidayatullah, “THE EFFECT OF YOUTUBE VIDEO ON STUDENTS’ LISTENING COMPREHENSION PERFORMANCE,” Jo-ELT (Journal of English Language Teaching 8, no. 1 (2021).
attention to, and memory of the video as it helps learners who watch videos with the non-native language.48 This paper also come up with the procedures to design video caption by using Closed Caption provided by YouTube. Last but not least, it is expected that subtitled video as a teaching medium can be a beneficial alternative to teach listening skill.
f. Strategies for Using YouTube Videos in Classrooms
Berk in 2009 stated that there are eight steps for using a video clip in teaching. These are the following49:
1) The teacher picks a particular clip to provide the content or illustrate a concept or principle.
2) The teacher prepares specific guidelines for students or discussion question, to have directions on what to see, hear, and search. What is the point of the clip? The teacher makes it clear to the students;
3) The teacher introduces the video briefly to reinforce a purpose;
4) The teacher plays the clip
5) The teacher stops the clip at any scene to highlight a point or replay clip for a specific in class exercise;
6) The teacher sets a time for reflection on what was the view;
7) The teacher assigns an active learning activity to interact on specific question, issues, or concept in the clip; and
48 Morton Ann Gernsbacher, “Video Captions Benefit Everyone,” Behavioral and Brain Science 2, no. 1 (2015).
49 Ronald A. Berk, “Multimedia Teaching with Video Clips: TV, Movies, YouTube, and MtvU in the College Classroom,” International Journal of Technology in Teaching and Learning 5, no. 1 (2009).
8) The teacher structures a discussion around those question in small and large group formats.
37 CHAPTER III