CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Theory

1. Listening Comprehension

a. Definition of Listening Comprehension

Listening comprehension is regarded as a complex, interactive process

in which listeners are involved in a dynamic construction of meaning.

Listeners understand the oral input from sound discrimination, prior

knowledge of vocabulary, grammatical structures, stress and intonation, as

well as other use linguistic, paralinguistic, or even nonlinguistic clues in

contextual utterance.7

Listening comprehension is the different process of understanding the

spoken language. These include knowing speech sounds, comprehending the

meaning of individual words, and understanding the syntax of sentences.

According to Bouach, listening comprehension is useful for learners’

pronunciation. That is, when learners are more exposed to spoken English,

they can more know and get used to its pitch, intonation, stress, redundancy,

and cluster.8

Listening comprehension is an important part of language learning.

Learners want to understand native speakers and a lot of multimedia like

DVDs and the Internet. Listening is a significant skill to develop in second

7
Saraswaty, D. R. (2018). Learners’ Difficulties & Strategies in Listening Comprehension.
English Community Journal. 2(1), 139.
8
Bouchareb, N. (2013). The Role of Foreign Language learners’ Self-Esteem in Enchancing
Their orsl Performance. Constantine: Contstantine University.

8
 9

language learning.9 The students can improve students’ comprehension by

doing exercise, practice a lot can improve students comprehension, by using

media such as internet, watching movies, listening a song and the others.

Helgesen and Brown state there are several ways to look how deeply

the listener thinks about what he or she hears: Appreciation (highest level),

evaluation, inference, reorganization, and literal (lowest level). 10 In listening

comprehension there are two processes, bottom-up and top-down processing

Listening comprehension needs more concentration and quick

understanding is also required. When listening, a lot of factors should be

specially paid attention. They are context, facial expressions, and body

gestures that are very important for listeners to facilitate the understanding of

what is conveyed by speaker.11

Hamouda states that, listening comprehension is an individual

understanding of what he has heard and it is the listener’s ability to repeat the

text despite the fact that the listener may repeat the sound without real

comprehension.12

Based on theory above, the researcher concludes that, listening

comprehension is not only an activity to listen the speakers but also the

9
Kurita, T. (2013). Issues in second language listening comprehension and the pedagogical
implications. Accents Asia, 5(1), 30-44.
10
Helgesen & Brown, Steven. 2016. Teaching Listening. New York: Cambridge
University Press.
11
Ziane, R. (2018). The Role of Listening Comprehension in Improving EFL Learners’
Speaking Skill. Case Study: Second Year Students (LMD) at Biskra University: Master’s Dissertation,
Ministry of Higher Education and Scientific Research, Faculty of letters and Foreign Languages,
English Devision, Uneversity of Biskora. Algeria.
12
Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered
by Sudi Students in the EL Listening Classroom. Interantional Journal of Academic Research in
Progressive Education and Development. 2(2), 113-115.
 10

process trying to get the message from what speakers said. In this listening

comprehension, listeners are asked to understand and catch the ideas of what

they listen.

b. The Importance of Listening Comprehension

Listening comprehension is by far the most beneficial skill that a man

can have. By listening people can gain information and use it for their own

advantage. Furthermore, Gilakjani and Sabouri gathered expert opinions that

are related with the importance of listing comprehension. It can be viewed on

as follow:13

1 Learners want to understand native speakers and a lot of multimedia like

DVDs and the Internet

2 Listening is a significant skill to develop in second language learning

since it provides input for learners and it plays an important role in the

development of learners’ language

3 Listening comprehension provides the appropriate situations for the

acquisition and expansion of other language skills.

4 Development of listening is related to the attainment of proficiency in

speaking.

5 Listening plays a significant role in the communication process

6 Listening is the most frequently used skill in the language classrooms

13
Abbas Pourhosein Gilakjani & Narjes Banou Sabouri, The Significance of Listening
Comprehension in English Language Teaching, (ISSN 1799-2591 Theory and Practice in
Language Studies, Vol. 6, No. 8, pp. 1670-1677, August 2016)
 11

Therefore, it is essential for language learners to develop their listening

comprehension skills in order to effectively communicate in the target

language. Listening is an important part of language learning and should be

given the attention it deserves. It is the key to understanding native speakers

and should be incorporated into language curriculums.

Ziane & Guettal also stated that listening comprehension is

importance. They are:14

1 A steady practice of listening comprehension activities is one effective

way that leads students to well acquire a foreign language.

2 Listening comprehension is very important in foreign language instruction

because of listening is a process by which people get input, and without

understanding it learning cannot occur.

3 Listening has a great impact in developing speaking

In conclusion, listening comprehension is an essential skill for foreign

language learners. It is fundamental for language acquisition and development

because it allows learners to receive, process, and comprehend the language.

As such, it should be an integral part of foreign language instruction, with a

steady practice of listening comprehension activities to improve students'

language skills.

14
Randa Ziane & Imene Guettal, The Role of Listening Comprehension in Improving
EFL Learners’ Speaking Skill, (Algeria: University Mohamed Khider Biskra, 2015), p. 11
 12

c. The Process of Listening Comprehension

According to Human Information-Processing System developed by

Bourne et al in Nguyen, the process of how the information are processing in

the human brain are as follow:15

Environment Sensory Short-term Long-term

Memory Memory Memory

Information lost Information lost

within about 1s within about
15s

Spoken messages are first received by the sensory memory from the

environment around us. The sensory memory receives an auditory message,

then either passes the signals on to short-term memory or loses them. In the

short-term memory, the message is consciously processed in less than 15

seconds before giving out signals to the listener to decide what to do. When

there is too much new information memory cannot encode it all at one time.

It has been proved that non-native language learners have shorter

auditory memory if they were given foreign language material. 16 If long

listening texts are introduced to students, they may not have adequate

cognitive memory to process the information. Thus, in delivering listening

15
Minh Trang Nguyen, Understanding Listening Comprehension Processing And
Challenges Encountered: Research Perspectives, (International Journal of English Language
and Literature Studies ISSN (e): 2306-0646 ISSN(p): 2306-9910 DOI:
10.18488/journal.23.2020.92.63.75)
16
Ibid. p. 65
 13

material to students, particularly to non-native speakers, those materials

should carefully select the listening input that can help these students reduce

memory load in order to understand the coming spoken messages.

2. Media

a. Definition of Media

Media can facilitate student’s communication, both with teachers and

with other learning resources.17 Media education in general, is a teaching and

learning tool. Everything that can be used to stimulates thoughts, feelings,

concerns and abilities or skills of learners so as to facilitate the process of

learning. This limitation is quite broad and includes in-depth understanding of

the source, the environment, human beings and the method used for the

purpose of learning / training.

Media are needs to reach the objectives of the teaching and learning

English. In teaching and learning English, media has important rule. Harmer

states that as language teacher, the teacher should use variety of teaching aids

to explain meaning and construction and engage student in topic or as the

basic of a whole activity.18 It means that teacher have to use various media in

teaching and learning English to students. On the other hand, according to

Lever-Duffy and McDonald media are technologies that are used to facilitate

by teacher.19
17
T. Tafakur and M. Solikin, “Electronic spark advance ignition system simulator as
instructional media for assisting electrical practices on automotive field”. Journal of mechanical
engineering education, vol.3, no.1, July 2018.
18
Harmer, Jeremy. 2014. The Practice of English Language Teaching. London: Pearson
Longman Inc. Page 134.
19
Lever Duffy, Dkk, “Teaching and Learning with Technology. (Third Edition). “(New York:
Pearson Education Inc: 2013). Page 61.
 14

Media is talked about all the time because it’s everywhere. Look

around and you will see examples all over. Media might be something we

hear, see, or even wear on our clothes, books, TV shows, news reports, the

internet, and video games are also types of media.20

According to Trianto “Media as a component of learning strategies is a

container of messages that the source or distributor wants to be forwarded to

the target or recipient of the message, and the material to be conveyed is a

message of learning, and that the goal to be achieved is the learning

process”.21

From the theory the researcher concluded that, learning media is a

component of learning strategies and a tool used by teachers to support the

success of the learning process and stimulate students’ interest in learning.

b. Media for Teaching Listening

Sudjana and Rivai mention the rationale of use the media in teaching

and learning.22

1. The teaching and learning will be more interesting so that it can improve

the students’ motivation.

2. The material will be understood easily by the students, since the media

will enable them to master the teaching objectives well.

3. The teaching methods will be various so the students will not get bored

during teaching and learning.

20
Brien J. Jennins, What is Media.(Englan : Capstone Global Library, 2018),4.
21
Trianto. 2014. Mengembangkan Model Pembelajaran Tematik. PT Prestasi Puastaka. Jakarta.
22
Sudjana and Ahmad Rifa’I, “Media Pengajaran” (Bandung. Sinar Baru Algesindo. 2013).
Page 2.
 15

According to Brinton, media help teachers to motivate students by

bringing a slice of real life into the classroom and by presenting language in

its more communicative context.23 In addition, she summarizes the rationales

for using media in the language classroom as follows:

1. Media can be an important motivator for students in the language teaching

and learning.

2. By using Audio-Visual media the students can create a contextualized

situation within languages item are presented and practiced. It is because

the Audio-Visual media provides the students with content, meaning, and

guidance.

3. Media can provide some authentic materials, so students can relate

directly between the language classroom worlds.

In conclusion according to researcher, the using media in teaching and

learning is useful for students to improve students more attractive. Media in

teaching and learning making students interesting and improve students’

knowledge.

3. Movie

a. Definitions of Movie

Barsam and Monahan define movie is a story that capture in sets of

celluloid strips/movies, which are shown on a screen with a certain speed to

23
Donna M Brinton “The Use of Media in Language Teaching in Marianne CelceMurcia (Eds).
Teaching English as a Second or Foreign Language (Third Ed”. (Boston, MA: Heinle & heinle. (2021).
Page 461.
 16

give an impression of moving.24 Technology growing so fast, the movie

industry is also affected in the making of the movie. Instead of using celluloid

strips, the movie making nowadays are more digital, but the main

characteristics of the movie itself remains the same, movie or movie are

“motions picture”.

Movies are very effective teaching tools and have positive and

effective results in learning a language. Therefore, teachers must understand

the power of video materials in order to capture the attention of learners,

increase their motivation and enhance their leaning experience. Mark

discussed three ways of using movie in the classroom: it can be used for

focusing on language; it can be used as a reflection of attitude, behavior,

beliefs of a specific culture, and as text.25

Movies can be an entertaining and motivating tool for students. Using

movies has brought authenticity, variety, reality and flexibility into EFL

classrooms. Movies provide the learners with real life language input, which

may be difficult to receive otherwise in a non- English-speaking environment.

Ruusunen explains that there are several reasons to use English movies in EFL

classroom. Some of these reasons are authenticity, the quality and amount of

input provided by movies and the several positive effects that movies have on

24
Richard Barsam and Dave Monahan, Looking at Movies: An Introduction to Movie, (New
York: W.W. Norton & Company, 2017), 3rd edition, pp. 2-3.
25
Mark, k. (2018).New approach to exploiting movie in the foreign language classroom. L2
journal, 3(2)
 17

language learning, for instance the exposure to foreign language and the

entertaining aspect of movies which also affects students’ motivation.26

Based on this research, the researcher concludes that movie is media

collecting of moving images that look alive to improve students’ knowledge

in there.

b. Using Movie as Media in Listening Comprehension

English plays an important role as an international language.

Therefore, various listening activities can be done by using movies, Movie, or

movies. Teaching of listening skill needs students to practice a lot. It will

make them familiar with the spoken language and help them to understand

more as by having more practices students will have many opportunities to

listen to spoken language. By watching movies, students are introduced to the

real context of language and a wide range of vocabulary that they cannot get

when learning in the classroom.

Anggia and Ginola stated that, choosing material is the highest thing

that should be considered for a teacher before delivering the materials because

it refers to students’ motivation in learning. There are many sources that we

can find. It can be from books, from application, the internet, movies or many

kinds of media as long as they are appropriate and can support the learning

process.27
26
Ruusunen, V. (2015). Using movies in EFL teaching: the point of view of teachers.
(Undergraduate thesis, English Department of Jvaskyla University).Retrieved on August 20th, 2015
from [Link]
27
Anggua H. & Ginola D. (2016). The Use of Authentic Materials in Speaking Class at The
Second Semester Students of English Education Study Program of Teacher Training and Education
Faculty of Bandar Lampung University. The Fourth International Conference on Education and
Language (4th ICEL)
 18

Aryuliva stated that, watching movies can improve students’

listening skills, as a foreign language or as an improvement, by concentrating

and comprehending their ability in listening. 28 The purpose of the study is to

know the step-by step process of giving English subtitle in a movie to improve

student listening ability.

In watching movie, there is subtitle to improve students in listening

comprehension. Zanon argued that, subtitled video and would motivate

students to study English outside the classroom context, especially by

watching TV and cinema, listening to the original dialogues.29

In other theory, Nunan stated that many supporting facilities were

given to the listeners to understand the text conveyed, for examples images or

other visual media.30 Movie is audio-visual media, so by using movie as media

of listening comprehension, it can support the leaning process. By using

movie in listening, also improve students’ ability in learning listening.

In using Movie, the students can improve listening skills, the students

can practice listening step by step increase students knowledge. By watching

moves, the students can attractive and do exercise as long as watching movies.

According to Yagang, most of students cannot understand text listening

28
Adnan, Aryuliva. (2013). “Assigning Students to listen to English News.” In Proceeding of
Seminar of English Language Teaching (SELT) English Department, FBS. Universitas Negeri Padang.
29
Zanon, N.T. (2016). Using subtitles to enchance foreign language learning. PORTA
LINGUARUM 6. 41-52
30
Nunan, David. (2013). Practical English Language Listening. New York: McGraw Hill.
 19

without assistance of the media, especially audio visual. Students are greatly

helped if learning listening can be integrated with technology.31

Based on this theory, it can be concluded that using Movie in teaching

can help students’ understanding the text in detail. Even though, it did not

quickly affect to all students, but in a process a slightly change in their

understanding of a text can be seen when giving subtitles in the movie. In this

case students not only get knowledge or information about new vocabulary or

just listening with audio visual but also can improve their listening ability with

using teaching media to teach listening.

c. Criteria for Selecting the Movie

When we want to use movie as teaching aids, we cannot choose any

movie we like. As teachers, we have to follow the accepted standards of

choosing a movie, i.e. choosing the right movie for a particular level of

students. Arcario in King suggests that comprehensibility is a major criterion

in selecting video language-learning purposes. 32 Some of the requirements in

choosing an appropriate movie are to choose scenes that balance in dialog

with good visual support, appropriate speech delivery, clear picture and

sound, and standard accent. Sometimes the storyline is interesting and

attractive to the students, but the enunciation, the speed, and accent make the

story difficult to understand as the students are foreign language learners. As

stated by Dove in King, if the teachers use the wrong movie, it will result in
31
Yagang, F. (2015) Beyond Linguistika (Journal of Linguistics and Language Education) Vol 4
No. 1. April 2021.
32
Arcario & King 2019. Using Movies to Teach Listening Comprehension. IJEE
(Indonesian Journal of English Education)
 20

students’ frustration, confusion and may lead to their depression and they will

feel sure that they will never understand the “real” English. Viewing movie

can easily lead to students‟ frustration when they give up on trying

considering movie as stimulating aids for learning English.

Another consideration in choosing a movie is the content and the

comfort level of students. Some movies may contain explicit sex, violence,

and excessive profanity. This kind of movie should be ruled out.

Unfortunately, we cannot always find a movie which is completely

appropriate for the students. Some movies may still contain minor scenes of

sex, violence, and profanity. Thus the teachers should delete those scenes by

cutting or fast-forwarding the movie whenever it may be considered offensive.

Another thing which should be taken into consideration is that the

students’ motivation and interest are important things to be concerned about.

Entertaining movies are sometimes enjoyable and close to popular culture

which now the students are very engaged in. Movies which full of dramatic

tension and good acting will surely catch the students’ attention but then it

will make the students forget about the language and will focus more on the

plot. Another factor is that recently released movies are much more appealing

to students than classic ones. Moreover, if the movies succeed in box offices,

then they will be more interesting and attracting the students. For college
 21

students, movies which contain romances, romantic comedies, and less violent

action will relatively simple plots and subplots are also good choices.33

The length of viewing the movie in the whole-movie approach is quite

different from another approach.34 For advanced and more proficient students,

it is better to show a two-hour movie in two class periods. It serves the

students as good intensive listening training. When the students are attracted

and deeply engaged by the story, the will appreciate the continuity of the story

as their teacher will give in the next meeting. For low-level students, it is

better not to apply the whole movie approach but short sequence one.

Teachers can choose the most suitable strategy which will lead to the student's

understanding of the movie.

d. Effectiveness of Using Movies in Learning Listening

Using movies is effective for learning listening. Ramadhani et al stated

that movies are:35

1. The rich content of movies introduces the learners to be exposed to a real-

life situation and sometimes to the world of imagination

2. It enable the learners to absorb the input more optimally by using two

senses which are hearing and seeing

3. It offers opportunities for developing fluency. In movies, English language

spoken by a native speaker of English, the learners as the audiences will

33
King, Jane. 2013. Using DVD Feature Movies in the EFL Classroom. Computer
Assisted Language Learning Vol. 15 No. 5, 509-523.
34
ibid
35
Eka Rizki Amalia, Nurulazizah Ria Kusrini, Pungky Ramadhani, Using Films To
Teach Listening Comprehension, IJEE (Indonesian Journal of English Education), 6 (2),
2019, p. 119-132.
 22

notice and unconsciously learn how to speak and use the English language

appropriately

4. It can increase motivation, developing intercultural communication of the

students

5. It prepares the learner for global citizenship since movies is one of the key

channels in which learners can be exposed to what occurs in the real

world

6. It is a visual medium and a good starting point for learners to explore and

experience another culture

This means movies can be a great tool for language learning. Not only

does it help to build better language skills, it also provides a real-world

context for learners to gain a better understanding of the English language.

Movies can also be an effective way to help learners develop their

intercultural communication skills and to become a more global citizen. It is

important to choose the right movies that are age-appropriate and of interest to

the learner. Movies can be a great way to engage learners and make learning

fun, while also being an effective tool for language learning.

Furthermore, Garza in Janfaza et al said that movies can assist learners

to connect auditory to visual input, and make a connection between form and

meaning can be considered as a bonus for foreign language acquisition. 36 This

means that movies help the learner to understand what they listen with visual
36
Abusaied Janfaza, Saghar Javidi Jelyani, Afshin Soori, Impacts of Captioned Movies
on Listening Comprehension, (International Journal of Education & Literacy Studies ISSN
2202-9478 Vol. 2 No. 2; April 2014 Copyright © Australian International Academic Centre,
Australia
 23

which make them understand the information better. Not only that, according

to Nouthaphone, Using films in the teaching of listening is good for students

since this media can increase students learning motivation and students

achievement in listening. Visual information in film plays the important in the

teaching and the learning process, especially, in teaching second-language

listening. Visual support can help language learners, especially, the learners

who have less proficiency, and are particularly helpful with more difficult

text. Furthermore, video as media that combines both audio and visual

supports is a perfect media for learners who are auditory and visual learners.37

In addition, Shapiro in Nouthaphone said taht movies provide a

narrative model frame in emotions and images that also was grounded in

students’ familiar, everyday universe. In addition, when they watch films or

movies, they can learn language components such as vocabulary, grammar,

pronunciation. Films can help the learners to understand more on details and

comprehension by enabling them to listen to exchanges and see visual

supports as facial expression. Additionally, the films provide a context for

language learning to learning to take place by reinforcing what learners would

learn in a classroom in a dramatized, authentic production.38

There are many kinds of useful listening resources such as titles of CD

recording and links to variety of internet audio and video texts. 39 In addition,

37
Thiphachanh Nouthaphone & Widyastuti Purban, “The effectiveness of using films
in the teaching of listening to improve the students learning achievement and enhance the
students learning motivation”, (LingTera, 7 (1), 2020, 61-71)
38
ibid
39
ibid
 24

using video can be much richer than using audio. Video not only produces

sound but also moving picture. Students can see the native speaker talk, the

action or movement of their body can tell the meaning of content and the

location where they were.

In conclusion, movies can be a great tool for culture and language

learning. They provide a rich source of cultural events and insights that can

help students better understand the culture and language. Additionally, the

emotional effect of movies can also have a positive impact on learning.

Based on the experts above the researcher concludes the effectiveness

of using movies in learning listening into the table below:

No Indicator Descriptor

- The rich content of movies introduces The learners

to be exposed to a real-life situation and to the world

of imagination

- There are many kinds of useful listening resources

such as titles of CD recording and links to variety of

1 Contents
internet audio and video texts

- It enable the learners to absorb the language more

optimally by using two senses which are hearing and

seeing and by connect both senses

 25

- Films can help the learners to understand more on

2 Students’
details and comprehension by enabling them to listen
Understanding
to exchanges and see visual supports as facial

expression

In movies, English language spoken by a native speaker

of English, the learners as the audiences will notice and

3 Students’
unconsciously learn how to speak and use the English
Fluency
language appropriately

Using films in the teaching of listening is good for

students since this media can increase students learning

4 Motivation
motivation

B. Review of Related Studies

There are many previous study that have been carried out by several

research related to this research. The first research entitled “The Use of Video
 26

Movie to Improve Students’ Listening Comprehension Achievement”. This

research was conducted by Desy Putriani, Muhammad Sukirlan, Deddy

Supriyadi. The objectives of this research are to find out whether there is any

significant increase of student’s listening comprehension achievement after

being taught through video movie and to investigate the process of teaching

listening through video movie in the classroom. This research was conducted

at the first grade students of SMAN 1 Natar Lampung Selatan. This

quantitative research applied one group pretest – posttest design. Objective

listening comprehension test was used as the instrument and the data were

analyzed by using repeated measure t- test. The results show that there is a

significant increase from pre-test to post-test. The average score of pre-test is

54.83 and the post-test is 72.17 and t-value is higher than t-table. By

comparing the score of pre-test and post-test, it can be found that the gain is

17.33. This proves that the treatments had a positive effect on the students’

achievement. Based on the data, it can be concluded that the implementation

of video movie in the classroom increase students’ listening comprehension

achievement.

The second is research is about “The Implementation of Giving

English Subtitle in A Movie to Improve Students Listening ABILITY”. This

research conducted by Helta Anggia, Yulia Gusmiarni, Yanuarius Yanu

Dharmawan. The aim of this study is the implementation of giving English

Subtitle in a movie to improve students’ listening ability. It is to look at the

process of implementing the use of movies in learning listening through

 27

English movie and giving subtitles using the movie maker application. This

research consisted of two instruments, observation and interview. This

research focused on planning, identifying, implementing, and evaluating the

improvement of students’ listening comprehension ability. The study uses

qualitative method. It is exploring and understanding the meaning of

individuals or groups. To improve the students listening comprehension

ability, we focused on using English subtitle in a movie. After the students

added the subtitles in a movie, they felt challenged and they could understand

the listening text as well as the knowledge that they had never known before.

The last is research is about “The Use of Video Movie to Improve

Students’ Listening Comprehension Achievement”. This research was

conducted by Desy Putriani, Muhammad Sukirlan, Deddy Supriyadi. The

objectives of this research are to find out whether there is any significant

increase of student’s listening comprehension achievement after being taught

through video movie and to investigate the process of teaching listening

through video movie in the classroom. This research was conducted at the first

grade students of SMAN 1 Natar Lampung Selatan. This quantitative research

applied one group pretest – posttest design. Objective listening comprehension

test was used as the instrument and the data were analyzed by using repeated

measure t- test. The results show that there is a significant increase from pre-

test to post-test. The average score of pre-test is 54.83 and the post-test is

72.17 and t-value is higher than t-table. By comparing the score of pre-test

and post-test, it can be found that the gain is 17.33. This proves that the
 28

treatments had a positive effect on the students’ achievement. Based on the

data, it can be concluded that the implementation of video movie in the

classroom increase students’ listening comprehension achievement.

Based on some of the studies mentioned above, it is known there are

some similarities with the research that the researcher will do. Similarities in

this research can be found in terms of topics, objective of the research, and the

researcher method. The different of those studies with the current one is this

study only focused on the effectiveness of learning listening by using movie

as media.

C. Conceptual Framework

Listening
 29

Teaching Listening by Using

Movies

The Effectiveness of Using Movie in Listening

1. Content
2. Students’ Understanding
3. Students’ Fluency
4. Motivation

In this research, the theories that will be going to be used by the

researcher to answer the research question is the listening comprehension,

movie as teaching media, and the advantages of using movie in learning

listening. Furthermore, the effectiveness in learning listening by using movie

as media will be analyzed by using those theories.