AN ANALYSIS OF FILM SUBTITLES IN LISTENING TEST IN NINTH CLASSES OF MTs MIFTAHUT THOLIBIN EAST LAMPUNG. The purpose of this research is to investigate the problem faced by students in the use of movie subtitles in the listening test in the ninth grade of MTs Miftahut Tholibin Sukadana east Lampung and to know the perception of the students in the use of movie subtitles in the listening test in ninth grade. MTs Miftahut Tholibin Sukadana east Lampung. The problem posed by the researcher in this research was that the student had difficulty in listening, they have a low language aspect mastered by the students as in the limited English vocabulary of the students.
Subyek penelitian ini adalah 20 siswa kelas IX MTs Miftahut Tholibin Sukadana Lampung Timur. Peneliti menyimpulkan bahwa ada tiga peningkatan yang signifikan dalam penggunaan film gigitan ular di kalangan siswa yang menyimak tes di kelas sembilan MTs Miftahut Tholibin Sukadana Lampung Timur. Tujuan dari penelitian ini adalah untuk mengetahui masalah yang dihadapi siswa dalam penggunaan subtitle film dalam tes menyimak siswa kelas IX MTs Miftahut Tholibin Sukadana Lampung Timur dan untuk mengetahui persepsi siswa tentang penggunaan subtitle film dalam bahasa Inggris. tes mendengarkan di kelas sembilan.
Resracher menyimpulkan bahwa ada tiga peningkatan yang signifikan dengan menggunakan film gigitan ular pada tes mendengarkan siswa di Kelas 9 MTs Miftahut Tholibin Sukadana, Lampung Timur. Kuliahku tercinta dari Jurusan Bahasa Inggris Institut Islam Negeri Metro Lampung.
INTRODUCTION INTRODUCTION
Research Question
What are the problems faced by students in using subtitles of Indonesian movies in the hearing test in the ninth grade of MTs Miftahut Tholibin in the academic year 2019/2020. What is the opinion of the students about the use of Indonesian movie subtitles in the hearing test in the ninth grade of MTs Miftahut Tholibin in the academic year 2019/2020.
This research is expected to be useful for English teachers as valuable information in the form of students' difficulties with subtitles in listening tests. By knowing the problem, it is expected that the English teacher will be able to use the solution to overcome the student's hearing problems when using movie subtitles in the listening test. This research is intended to be a guideline for school principals to consider policies in the form of English language teaching programs with this research, principals can also help improve the quality of listening or students in the form of teaching equipment to teach English language teaching methods and various other programs as an effort to improve the quality English.
Prior Research
- Listening
- Listening Testing
The agreement between this study and the first previous study lies in the similarity of the investigated variables film and listening. The difference between this study and the first previous study lies in the study sample. The agreement between this study and the second previous study lies in the similarity of the studied variables film and listening.
The differences between this study and the second previous study is that the research method is quantitative. The similarity between this study and the third previous study lies in the similarity of the investigated variables film and listening. The difference between this study and the third previous study is in the study sample.
8 Babita Tyagi,"Listening : An Important Skill and Its Various Aspects,"The Criterion An International Journal in English 12, No. 9 Yıldırım, S., Yıldırım, Ö,"The Importance of Listening In Language Learning and Listening Compension Deur taalleerders: 'n literatuuroorsig,” Abant İzzet Baysal University Faculty of Education Journal 16, No.
- Benefit of Film Subtitle
- Principle of Film Subtitle
- Problems of using Film Subtitle as a Listening Ability
- Procedure of Film Analysis in Qualitative Research
A subtitled film is offered through an interplay between visual and verbal modes and not just images or words.21 There are two types of verbal modes in subtitled films: the original verbal language (i.e. the sound track) created in the process of making the film, and the subtitle, an auxiliary and an additional semiotic channel in subtitled films. Thus, information in subtitled films is offered through two systems of cross-modal interactions: one between the visual mode and the original verbal language (here for the visual-verbal system) and the other between the visual mode and subtitles (here for the visual-subtitle system). To some extent, subtitling is a process of re-narrating the original films.22 Since viewers of subtitled films do not understand, or at least do not fully understand, the original verbal language, they cannot have full access to the narrative created between the original verbal language and the visual images.
There are two kinds of verbal modes in subtitled films: the source language (i.e. the soundtrack) produced in the filmmaking process, and the subtitle, an additional and additional semiotic channel in subtitled films.26 Thus, the information in subtitled films was presented by two systems. of cross-modal interactions: one between the visual mode and the source verbal language (hereafter the visual-verbal system), and the other between the visual mode and the subtitles (hereafter the visual-subtitle system). It is postulated that "distance" is revealed through an investigation of viewers' understanding of the meanings delivered through semiotic interplay in the visual-verbal system and the visual-captioning system. If the meaning in the visual-verbal system is conveyed in a more direct and clearer way than in the visual-subtitle system, there is a long distance between the visual and the verbal and vice versa.
This section first describes the technical limitations in subtitling and then elaborates two theoretical considerations about how these technical limitations can be overcome by referring to the semiotic interplay between visual and verbal modes in the subtitling process. The writer will analyze the problems of students' problems in using movie subtitles in listening test.
RESEARCH METHOD
Data Analysis
- The result of observation sheet film subtitle in listening testing student of MTs Miftahut Tholibin of MTs Miftahut Tholibin
- The result of interview question film subtitle in listening testing
In this case, the researcher collected the primary source of the data from the student's results film subtitle in listening tests at the ninth grade of MTs Miftahut Tholibin as. The researcher took 20 students' result at the ninth grade of MTs Miftahut Tholibin as the data source. It refers to the response caused by sound waves that stimulate the sensory receptors of the ear; it is physical response; hearing is perception of sound waves; you have to hear to listen, but you don't have to listen to hear (perception needed to listen depends on attention).
This step helps to understand the symbols we have seen and heard, we must analyze the meaning of the stimuli we have perceived; symbolic stimuli are not only words, but also sounds such as applause and sights such as a blue uniform that also have symbolic meanings; The meanings attributed to these symbols are a function of our past associations and the context in which the symbols appear. At this point, the active listener weighs the evidence, separates fact from opinion, and determines the presence or absence of bias or prejudice in the message; an effective listener makes sure not to start this activity too quickly; starting this stage of the process before the message is complete requires us to no longer hear and attend to the incoming message - as a result, the listening process stops. Beaute kareena” while the correct answer is “What is the name of the snake she calls cole.
The next procedure was to analyze the sources of errors to find out why MTs Miftahut Tholobin's ninth grade students made mistakes when using movie subtitles in the listening test. Most students say that listening is receiving language through the ears, listening involves recognizing speech sounds and processing them into words and sentences.
The Percentage components of students problems in listening
Based on the above figure it can be concluded that there are five components in the listening test, they are listening, understanding, remembering, evaluating and responding. Student listening component 31%, student understanding component 26%, student remembering component 21%, student evaluating component 14% and student responding component 8%.
Suggestion
This research is expected to be useful for students as information in the form of a useful phenomenon related to students' listening problems using subtitles in listening tests is expected through this research students realize students' problems with students' listening problems using subtitles in listening tests, the reasons for students' problems with problems in using film subtitles to test listening and the solutions to students' problems in using film subtitles in listening.
