CHAPTER II: REVIEW OF THE RELATED LITERATURE
E. Conceptual Framework
45 3) Problem
A dilemma or series of complications.
4) Events
A series of events/action as characters try to overcome obstacle or solve problem.
Based on the description above, it is clearly seen that movie trailer can be used in teaching Speaking, especially pronunciation and vocabulary by asking the students to describe the Movie, place setting, or even the action or event which is provided on the trailers.
The procedure of using movie trailer in teaching descriptive pronunciation is started by building the students‟ knowledge. The first step the teacher explain the media” movie trailer” then continuing by showing the media on three minute feedback is very important for students as in line, after showing the media, the student come in front of position then they explain the movie on two minutes and continuing by giving feedback that can fulfill students‟ need especially in enhancing their knowledge of pronunciation and vocabulary.
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The theoretical framework underlying the research in given in the following diagram:
Figure 2.1: Conceptual Framework
The conceptual framework in Figure 2.1 showed the three steps;
input, process, and output. Input referred to teaching speaking skill where the mean was to teach ESL learners to produce the English speech sounds and sound pattern. Process referred to three points, those were pre-test which were aimed at knowing the obtaining of the students‟ speaking skill by giving or showing a picture then they told what the picture tell about.
Then in the treatment focused on the implementation of Movie Trailer, and The Post-test was aimed at measuring the students‟ Speaking by doing
INPUT
TEACHING SPEAKING MATERIAL
PROCESS
TEACHING LEARNING PROCESS BY USING “MOVIE TRAILER”
OUTPUT PRONOUNCIANTION
VOCABULARY
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debate related to the topic of movie trailer. The output referred to know the students‟ achievement in Speaking Skill in terms of Pronunciation (long vowel and short vowel) and vocabulary (verb and adjective).
F. Research Hypothesis
Based on the theoretical framework, the hypothesis can be formulate as follows:
1. Alternative hypothesis (H1): There is a significant improvement on students‟ pronunciation and vocabulary before and after learning by using movie trailer.
2. Alternative hypothesis (H0): There is no a significant improvement on students‟ pronunciation and vocabulary before and after learning by using movie trailer.
48 CHAPTER III RESEARCH METHOD A. Research Design
The type of pre-experimental design of this research was comparing the result after and before giving treatment. The researcher only compared score of pretest and post-test, where the first was before using movie trailer and the second was after using movie trailer. According to Creswell (2009:160), the types of this research could be designed as follow:
TABLE 3. 1 Research type
Where:
O1 = pretest X = treatment O2 = post – test
B. Research Variables and Indicators 1. Variables
There were two variables, such as independent variable and dependent variable. Independent variable is variable which influence the object, while dependent variable is variable which is influenced by the object, they were:
Pretest Treatment Post-test
O1 X O2
25
26 a. Independent variable
Independent variable was the use of movie trailer in teaching speaking skill. Movie trailer was a media to be used by students to increase students‟ pronunciation and vocabulary.
b. Dependent variable
Dependent variable of this research was the students‟
improvement in pronunciation and vocabulary.
2. Indicators
The indicators of this research were long and short vowel in pronunciation; verb and adjective in vocabulary.
C. Population and Sample 1. Population
The Population of this research is the students of Junior High School in Jeneponto regency, one of the schools that will be occupied by researchers is SMP Negeri 1 Turatea in the academic year 2019/2020.
2. Sample
Sample is a part of population. The sample in this research is the VIII grade class A in SMP Negri 1 Turatea in the academic year 2019/2020 which consist of 28 students. The sample of this ressearch will be applied with purposive sampling.
D. Research Instrument
There 2 research instruments used in this research, they are:
1. Test a. Pre-test
In pre-test the researcher showed the students six different pictures, then asked them to chose one picture and asked them to retell 26
27
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what they were getting after saw the picture or what the picture told about. Pre-test used to know the students‟ speaking skill.
b. Post-test
In post-test the researcher used one picture related to the scene of movie trailer that had been watched in treatment before, then asked them to retell what happened in that scene or what the actors and actress talk about in that scene. Post-test used to know the improvement of students‟ speaking skill after giving the treatment.
2. Recording
The researcher used a phone to record the students‟ activities or the students‟ dialogues when they asked to make a dialogue about the movie trailer that had been watched by using some expressions (expressing love, hate and so on) related to the material that learned in every treatment. The researcher used a recording test for collecting the data to get information about the students‟ improvement.
E. Technique of Collecting Data
The data collected by using pretest and post-test. Pretest was given to the students in the beginning of the research. Then, the post-test was given to the students at the end of the research.
The procedures of collecting data are as follows:
1. Pretest
The pretest done before treatment intended to obtain students‟
speaking skill. Item used for pretest of a picture then students explain
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what they know about the picture. The test was about speaking skill which was appropriate with indicators of speaking skill.
2. Treatment
The treatment was watching a movie trailer to increase students‟
speaking skill. First, researcher showed to the students a movie trailer, after that students asked to make a dialog by using expression (expressing love, hate, and so on ) based on what the material they learned in every treatment. The students‟ also asked to found some vocabularies that new for them or difficult to pronounce. The time to apply this strategy was sixth meetings.
3. Post-test
The test was given to the students to measure the students‟ skill in speaking especially students‟ pronunciation and vocabulary after giving treatment by using a picture from a scene of movie trailer and students asked to tell what happened and what the actors/actress talking in that scene.
F. Technique of Data Analysis
To interpret the score, the researcher used the criteria of measuring the test score to find the effect of using movie trailer towards students speaking skill, the criteria could be seen as follows:
Table 3.2
The Criteria Students‟ Score in Speaking Skill (Pronunciation)
CLASIFICATION SCORE CRITERIA
2 9
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Source : Preparation of English Psychomotor Assessment Tools in High School (2010:7)
Table 3.3
The Criteria Students‟ Score in Speaking Skill (Vocabulary)
(layman, in Wahyuddin, 2013:26) S
S our
ce : Preparation of English Psychomotor Assessment Tools in High School (2010:7)
Very good 5 They speak effectively and good of pronunciation
Good 4 They speak sometimes hasty, but
fairly good of pronunciation
Average 3 They speak sometimes hasty, fair
of pronunciation
Low 2
They speak hasty and more sentences are not appropriate in pronunciation
Very low 1
They speak very hasty, and more sentences are not appropriate in pronunciation and little or not communication
CLASSIFICATION SCORE CRITERIA
Very good 5 They speak effectively and
excellent of using vocabulary
Good 4 They speak effectively and good
of using vocabulary
Average 3 They speak sometimes hasty but
fairly good of using vocabulary
Low 2 They speak sometimes hasty, fair
of using vocabulary
Very low 1
They speak hasty, and more sentences are not appropriate using vocabulary
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Table 3.4
Table Scoring of Pronunciation
No. Score Category
1. 5 Very good
2. 4 Good
3. 3 Average
4. 2 Low
5. 1 Very low
G. Data Analysis
1. To calculate the score using the following simple formula:
The students‟ score = the gain score x 100 The maximum score
2. Calculating the mean score of students‟ pretest and post-test using this formula:
X = N
x
Where: X = Mean
∑ x = the sum of all score N = Total number of subject
(Gay, 2000:338) 3. The percentage of the students‟ speaking skill is identified by using the
formula as follow:
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P = 1
1 2
X X X
X 100
Where: P = the percentage of the student‟s improvement X1= the mean score of pretest
X2= the mean score of post-test
(Arikunto, 2006:306) 4. Finding the significant difference between the mean score of pretest and
post-test by calculating the value of t-test using the following formula.
t = ̅
√
where , ̅
Where: t = Test of significance
̅D = The mean of different score
∑D = the sum of total score of significance
∑D2 = the square of the sum for difference N = the total number of subject
(Gay, 2000:351) 31
32 CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter particularly presents the finding of the research which are presented as data description and discussion of the findings reveals argument and further interpretation of the findings.
A. Findings
1. The Students‟ Speaking Skill in Terms of Pronunciation
The students‟ score of pretest and post-test are observed based components of speaking. The data could be seen in the following table:
Table 4.1
Frequency and Rate Percentage of the Students‟ Speaking Ability in Terms of Pronunciation
No. Score Category Pre-test Post-test
F P F P
1. 5 Very good 0 0 0 0
2. 4 Good 0 0 0 0
3. 3 Average 0 0 0 0
4. 2 Low 0 0 12 42.86%
5. 1 Very low 28 100% 16 57.14%
TOTAL 100% 100%
Table 4.1 showed that in pre-test 100% students‟ pronunciation were categorized as very low, but in post-test was improved there were 57.14% student in categorized as very low and 42.86% categorized as low.
It could be seen from the chart below:
33
2. The Students‟ Speaking Skill in Terms of Vocabulary Table 4.2
Frequency and Rate Percentage of the Students‟ Speaking Ability in Terms of Vocabulary
No. Score Category Pre-test Post-test
F P F P
1. 5 Very good 0 0 0 0
2. 4 Good 0 0 0 0
3. 3 Average 0 0 0 0
4. 2 Low 0 0 20 71.42%
5. 1 Very low 28 100% 8 28.57%
TOTAL 28 100% 8 100%
Table 4.2 showed that there were 100% students‟ vocabulary categorized as very low and 0% categorized as low. In post was improved became 28.57% categorized as very low and 71.42% categirized as low. It could be seen from the chart below:
Table 4.3
The Mean Score of the Students‟ Speaking Skill in Pretest and Post-test
Students‟
Speaking Skill
Pretest Post-test Improvement
Pronunciation 0.03 0.05 42%
Vocabulary 10.14 0.06 59.6%
The result of the data analysis from pretest and post-test of the students‟ speaking skill in term of pronunciation and vocabulary showed by the mean score of indicator in the table 4.3. The mean score of pronunciation in pretest was 0.03 which was classified as very low, in contrary the mean score in post-test was 10.14 which were classified as very low and the improvement of students was 42%. The mean score of vocabulary in pretest was 10.14 which was classified as
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very low, in contrary the mean score in post-test was 0.06 which was classified as low with 59.6% improvement.
It means that the students‟ speaking skill had improved after treated by using Movie Trailer. They were more clearly shown in the chart below:
To know the level of significance of pretest and post-test, the researcher used t-test analysis on the level significance was (p) 0.05 with the degree of freedom (df)+ N-1, where N= number of subject (28 students) then the value of the t-table was 1.701. The t-test statistical, analysis for independent sample was applied.
Table 4.4 above showed the result of t-test calculation of students‟ speaking skill:
Table 4.4
The Comparison of T-test and T-table Students‟ Speaking Skill Score
Students‟
Speaking Skill
t-test t-table Improvement
Pronunciation 4.6 1.701 Significant
Vocabulary 10.14 1.701 Significant
Table 4.4 showed that t-test value of indicator for the students‟
speaking skill greater than t-table. The t-test value of pronunciation and vocabulary were greater than t-table, (4.6 > 1.701) and (8.3 >
1.701). It was said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. It means that there was a
34
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significant improvement on students‟ pronunciation and vocabulary before and after learning by using movie trailer in teaching English at the eleventh grade of SMP NEGERI 1 TURATEA.
B. Discussions
The major purpose of this research was to find out whether or not the use of movie trailer as media increases the students‟ speaking skill in terms of pronunciation and vocabulary. The result of this research showed that the use of movie trailer increased students‟ speaking skill in terms of pronunciation and vocabulary. There are possible explanations for the result found in this research.
1. The Students‟ Speaking Skill in Terms of Pronunciation
Firstly, the researcher gave pretest to the students to measure or knows their capability in speaking skill. The result showed that the students‟ capability in speaking skill was very low. The researcher found the problem in pretest was the students got difficulties in pronounce the words correctly. The caused was the students rarely heard those words and also the students‟ dialect affected to their pronunciation.
In pre-test, the researcher used a picture as media then asked the students to retell what the picture told about. The result of pre-test was the students got 100% categorized as very low. After giving pre-test, researcher gave them treatment. It was conducted in six meeting to measure the improvement of students‟ pronunciation after used movie trailer in learning process.
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In treatment, students watched a movie trailer as media in learning process. Researcher asked them to found some words that difficult to pronounce according by them.
After giving the treatment, in the last meeting researcher give post- test to them. In post-test, researcher used a picture related to the scene of movie trailer that had watched before in treatment, then students asked to retell what the actors/actress talk in that scene.
In post-test, researcher got the students‟ pronunciation was improved. It proved by comparing the students‟ percentage in pre-test was 100% categorized as very low became 57.14% in post-test.
It could be said that using movie trailer to increase the students‟
speaking skill in term of pronunciation was successful. It was similar with Donaghy‟s (2014:2) statement, he said in her article that film can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skill.
2. The Students‟ Speaking Skill in Terms of Vocabulary
Like in pronunciation, the researcher also found the problem was students were lacking in selection of vocabulary, it proved by seeing the students‟ percentage was 100% categorized as very low, this caused the students find the fastest way like translating their words by used google translate so they could not remembering the word and felt lazy to memorizing a new word.
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In first step researcher give a pre-test to students by using a picture, then they should retell what they were getting from the picture. After giving pretest, the researcher gave them treatment. In this case, the researcher taught the students by used movie trailer as a media. The treatment was conducted in six meetings to measure the improvement of students‟ vocabulary after used movie trailer in learning process.
During the treatment the researcher gave an exercise to the students to found 20 words (10 verbs and 10 adjectives) contained in the movie trailer dialogues. The students were interested in learning English, it could be seen from the students‟ enthusiasm found the words.
Basically the students were difficult to found the words, it because their listening skill also very less and for them it was the first time they heard those words or they were not familiar with those words. The researcher needed to reduce the speaking speed of the actress/actors in movie trailer.
After giving treatment, the researcher distributed post-test. The result indicated that the score of the students‟ post-test increased. They finally able to arrange their sentences without using goggle translate anymore, although there were still some words obtained from dictionary.
It could be said that using movie trailer in increase students‟
speaking skill in term of vocabulary was successful. It proved by comparing the students‟ percentage in pre-test and post-test was 100%
became 28.57% categorized as very low. As Khalid (2013:21) said that
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using movie in teaching vocabulary is going to provide student with a very good framework (context) from which students will realize meaning of words easily and affectively.
Based on the result of pretest and post-test, before and after using movie trailer, students‟ vocabulary was better then their pronunciation. It was supported by the mean score of students on pretest in pronunciation was 18.4 which were categorized as very low and the mean score on the post-test was 24 were categorized as very low. The mean on pretest in vocabulary was 23.03 which were categorized as very low and the mean score on post-test was 33.32 which were categorized as low. It means that the using of movie trailer effective in improving the students‟ speaking ability in vocabulary.
The result of t-test also supported this improvement by the comparison between T-test and T-table values. The students‟ T-test in pronunciation were 4.6 which were greater than t-table 1.701 (4.6>1.701), and the students‟ t-test vocabulary were 10.14 greater that t-table 1.701 (10.14>1.701). It means that students‟ speaking skill has significant improvement after the students treated by suing movie trailer in teaching speaking skill.
By seeing the alteration of students‟ improvement classification proved that using movie trailer had developed students‟ speaking skill.
This media could help the students in improving their pronunciation and vocabulary in speaking skill. It was same with Setyandari‟s (2015:52)
3 8
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statement in her journal that the use of movie as media was believed to be able to improve speaking skill in terms pronunciation and vocabulary because student see and hear directly the object being observed so as to generate interest to find out and dig deeper stories.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on finding, it could be conclude that the use of movie trailer was effective in increasing students‟ speaking skill, it proved by seeing the conclusion below:
1. The students‟ pronunciation improved, it had been proved by seeing the students‟ rate percentage was 100% categorized as very low became 57.14% in post-test.
2. The students‟ vocabulary improved, it had been proved by seeing the students‟ rate percentage was 100% categorized as very low became 28.57% in post-test.
B. Suggestion
The researcher suggests for English teacher to use movie trailer as one of media in teaching process especially in teaching speaking because most of the students had felt the positive impact of using movie trailer in improving their speaking skill. For students, they should be more diligent in learning English by using movie trailer as media because in it there were advantages that can help their speaking skill especially in terms of pronunciation and vocabulary. The last for other researchers, researcher still has many shortcomings in making and arranging this research, so the researcher hopes this study will motivate further research to conduct relevant studies.
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