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 utterance1

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.2

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

1
Saraswaty, D. R. (2018). Learners’ Difficulties & Strategies in Listening Comprehension.
English Community Journal. 2(1), 139.
2
Bouchareb, N. (2010). The Role of Foreign Language learners’ Self-Esteem in Enchancing
Their orsl Performance. Constantine: Contstantine University.

8
 9

develop in second language learning3. 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)4. In listening comprehension there are two processes, bottom-up

and top-down processing

Listening comprehension needs morre consentration 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.5

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 comprehension6.

3
Kurita, T. (2012). Issues in second language listening comprehension and the pedagogical
implications. Accents Asia, 5(1), 30-44.
4
Helgesen & Brown, Steven. 2006. Teaching Listening. New York: Cambridge
University Press.
5
Ziane, R. (2011). 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.
6
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

Based on theory above, the researcher conclude that listening

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

the 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. Listening Comprehension Strategies

Azmi Bingol, Celik, Yidliz, and Tugrul Mart expressed that

there are three types of strategies in listening comprehension. They are

cognitive, metacognitive, and socio-affective. These strategies can

change based on the level of learners7.

1) Cognitive Strategies

Cognitive strategies are related to understanding and

gathering input in short term memory or long-term memory for later

use. Comprehension begins with the received data that is examined

as consecutive levels of formation and a process of decoding.

Cognitive strategy is a problem-solving method that learners apply

to deal with the learning activity and facilitate the learning of

knowledge8. Derry and Murphy defined cognitive strategies as

problem-solving techniques that learners use for the acquisition of

knowledge or skill. Brown and Palincsar and O’Malley and Chamot

7
Azmi, B. M., Celik, B., Yidliz, N., & Tugrul, M. C. (2014). Listening Comprehension
Difficulties Encountered by Students in Second language Learning Class. Journal of Educational and
Instructional Studies in the World, 4(4), 1-6.
8
Azmi, B. M., Celik, B., Yidliz, N., & Tugrul, M. C. (2014). Listening Comprehension
Difficulties Encountered by Students in Second language Learning Class. Journal of Educational and
Instructional Studies in the World, 4(4), 1-6.
 11

and Abdalhamid expressed that cognitive strategies are related to

the learning activities and include direct utilization or change of the

learning materials9.

There are two kinds of cognitive strategies in listening:

bottom- up and top-down. Bottom-up strategies are word-for-word

translation, arranging the rate of speech, repeating the oral text, and

concentrating on prosodic characteristics of the text. Top-down

strategies involve forecasting, guessing, explaining, and

visualization. Advanced learners use more top-down strategies than

beginners10.

Holden and Azmi Bingol, Celik, Yidliz, and Tugrul Mart

stated that in this strategy students are aware when listening to the

text11. In this strategy, learners learn how to plan, monitor, and

evaluate the collected information from the listening part. Salataci

indicated that the use of metacognitive strategy in the listening

process increases learners’ self-confidence, motivation, and ability

to complete the activities12.

2) Metacognitive Strategies

9
Abdalhamid, F. (2012). Listening Comprehension Strategies of Arabic-Speaking ESL
Learners. Master’s Dissertation, Department of English, Colorado State University, Fort Collins,
Colorado.
10
Abdalhamid, F. (2012). Listening Comprehension Strategies of Arabic-Speaking ESL
Learners. Master’s Dissertation, Department of English, Colorado State University, Fort Collins,
Colorado.
11
Azmi, B. M., Celik, B., Yidliz, N., & Tugrul, M. C. (2014). Listening Comprehension
Difficulties Encountered by Students in Second language Learning Class. Journal of Educational and
Instructional Studies in the World, 4(4), 1-6.
12
Salataci, R. (2002). Possible Effects of Strategy Instruction on L1 and L2 Reading. Reading in
a Foreign Language, 14(1).
 12

Holden and Azmi Bingol, Celik, Yidliz, and Tugrul Mart

stated that in this strategy students are aware when listening to the

text. In this strategy, learners learn how to plan, monitor, and

evaluate the collected information from the listening part13.

According to Henner Stanchina metacognitive strategies

played an important role in listening comprehension. She mentioned

that skilled listeners can permanently explain and what they hear

through, the first utilizing their prior knowledge and predictions to

create theories on the text. Second, connecting new information

with their continuing predictions, third, making deductions to fill

comprehension breaks, fourth, assessing their predictions, fifth,

improving their theories14.

3) Socio-affective Strategies

Vandergrift and Abdalhamid expressed that socio-affective

strategies are techniques that listeners use to cooperate with others,

to check their comprehension, and to reduce their apprehension 15.

Wilson said that socio-affective strategies are related to students’

interaction with other speakers and their reactions towards

13
Holden & Azmi, B. M., Celik, B., Yidliz, N., & Tugrul, M. C. (2014). Listening
Comprehension Difficulties Encountered by Students in Second language Learning Class. Journal of
Educational and Instructional Studies in the World, 4(4), 1-6.
14
Henner Stanchina, C.(2016) Learners’ Listening Comprehension Difficulties in English
Language Learning: A Literature Review. English Language Teaching; Vol. 9, No. 6.
15
Abdalhamid, F. (2012). Listening Comprehension Strategies of Arabic-Speaking ESL
Learners. Master’s Dissertation, Department of English, Colorado State University, Fort Collins,
Colorado.
 13

learning16. Habte-Gabr said that in socio-affective strategy, students

should know how to decrease anxiety, feel confident during

listening activities, and raise motivation in improving listening

skill17.

Based on listening comprehension strategies above the

researcher conclude that, the strategy used by the teacher for

listening comprehension is metacognitive strategies. The students

learn on their own about listening comprehension. The students find

out for themselves what the main ideas are in the audio-visual, the

teacher only monitors to students and give feedback at the end of

the lesson.

c. English Learning Difficulty

Learning difficulty means a disorder in one or more of the basic

psychological processes involved in understanding or in using language,

spoken or written, that may manifest in an imperfect ability to listen,

think, speak, read, write, spell, or to do mathematical calculations. 18 It

means that the learning difficulties mean that very obstacles that

students found that make them imperfect to listen, think, speak, read, or

write.

16
Wilson, M. (2003). Discovery Listening—Improving Perceptual Processing.
[Link]
17
Habte-Gabr, E. (2006). The Importance of Socio-affective Strategies in Using EFL for
Teaching Mainstream Subjects. Journal of Humanizing Language Teaching, 8(5). Retrieved March 25,
2016, from [Link]
18
Ahmed Saad ElSayed Salem, Learning Difficulties, (Arab:Curriculum & Instruction
– TEFL Head of Department,2014), p.2
 14

The second/foreign language learners are usually faced with

many kinds of difficulties in the learning of language, especially

English. The areas of difficulties may range from aspects to skills. They

are such as follow:19

a. Problems in learning ‘listening

Some potential difficulties occurred in terms of

comprehending listening and learning language widely, further, the

difficulties should be undertaken to make a good condition of class

learning. By regarding an international academic journal brought by

Hamouda in Feby states several difficulties came up which students

had related to the aspects which were related to materials, the

speaker, and the listeners itself.20This means that there are at least

three factors that contribute to students’ difficulty in learning to

listen, which are materials, speakers, and the listener. They are as

follow:

1) Difficulties Related to the familiarity of the spoken text

The listening material may deal with almost any area of

life. It might include street gossip, proverbs, everyday conversation,

new products, and situations unfamiliar to the student. Also, in

19
QudsiaIqbalHashmi, A Study of the Difficulties in Learning of English Faced by
Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia, (India:
CCS University, 2016), p.33-35
20
Hamouda, A. 2013. An Investigation of Listening Comprehension
ProblemsEncountered by Saudi Students in the EL Listening Classroom. International Journal
of Academic Research in Progressive Education and Development. Vol. 2, No. 2 ISSN:
22266348
 15

spontaneous conversation speakers frequently change topics. The

material itself may be the main source of listening comprehension

problems. In particular, unfamiliar words, difficult grammatical

structures, and the length of the spoken text may present students

with listening problems.

2) Difficulties Related to the Low Concentration

These difficulties might become the most common

difficulties that happened in a listening class. Since students have to

understand new information comes from listening, they will be very

confused if they lose their concentration. It will make students be

left away by the information that comes from the spoken text. And

this is very problematic. In listening comprehension, even the

smallest pause in attention could make the students fail to

comprehend the meaning

3) Difficulties Related to Psychological Characteristics

The students’ feeling about doing listening is also affecting

students’ capability of the listening comprehension process. Every

time students feel nervous and uncomfortable, at the same time the

students will hard to focus on. Every time students feel nervous and

uncomfortable, at the same time the students will hard to focus on.

4) Difficulties Come from the Listener

The listener of course makes the listening comprehension

process be able to be done well or not. Hamouda said that gives a

 16

questionnaire in which it reveals students’ difficulties in listening

came from their inability to understand the whole spoken text from

the first listening.21Students’ difficulties in listening came from their

inability to understand the whole spoken text such as pronunciation

or limited working memory

5) Difficulties Related to the Speaker

These difficulties may come because of the natural way of

speaking the speaker has. It has been become well known for

students who are trying to do well in listening must consider some

aspects from the speaker who talks in the text: natural speech,

pronunciation, varied accents, and so on related to the speaker’s

way of speaking.

6) Difficulties Related to the Physical Settings

These difficulties may be directed to students surrounding

environment. Since it’s not only about how good listening ability

the listener has but it also about how comfortable the environment

of the listener can support the listener's best effort in doing the

listening. These difficulties may be directed to students surrounding

environment

21
Hamouda, A. 2013. 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. Vol. 2, No. 2 ISSN:

22266348
 17

As the conclusion, the difficulties that students face when

learning to listen can be divided into three main categories: difficulties

related to the material, difficulties related to the speaker, and difficulties

related to the listener. Difficulties related to the material can include

unfamiliar words, difficult grammatical structures, and the length of the

spoken text. These difficulties can make it difficult for students to

understand the [Link] related to the speaker can include

the speaker's accent, the speed of the spoken text, and the use of

idiomatic expressions. These difficulties can make it difficult for

students to understand the speaker. Difficulties related to the listener can

include the listener's level of concentration, the listener's psychological

characteristics, and the listener's working memory. These difficulties

can make it difficult for students to understand the spoken text.

2. Media

a. Definition of Media
 18

Media can facilitate student’s communication, both with teachers

and with other learning resources22. 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 need 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 23. It means that

teacher have to use various media in teaching and learnng English to

students. On the other hand, according to Lever-Duffy and McDonald

media are technologies that are used to facilitate by teacher24.

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 clothers, books, TV shows, news

reports, the internet, and video games are also types of media25.

22
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.
23
Harmer, Jeremy. 2001. The Practice of English Language Teaching. London: Pearson
Longman Inc. Page 134.
24
Lever Duffy, Dkk, “Teaching and Learning with Technology. (Third Edition). “(New York:
Pearson Education Inc: 2009). Page 61.
25
Brien J. Jennins, What is Media.(Englan : Capstone Global Library, 2018),4.
 19

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”26.

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. The Advantages of Media in Teaching and Learning

Sudjana and Rivai mention the rationale of use the media in

teaching and learning27.

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.

According to Brinton, media help tachers to motivate students by

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

26
Trianto. 2009. Mengembangkan Model Pembelajaran Tematik. PT Prestasi Puastaka. Jakarta.
27
Sudjana and Ahmad Rifa’I, “Media Pengajaran” (Bandung. Sinar Baru Algesindo. 2009).
Page 2.
 20

language in its more communicative context28. 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 world.

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 studnets knowledge.

3. Movie

a. Definitions of Movie

28
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.
 21

Barsam and Monahan define movie is a story that capture in set

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

speed to give an impression of moving29. 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 text30.

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 reallife 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

29
Richard Barsam and Dave Monahan, Looking at Movies: An Introduction to Movie, (New
York: W.W. Norton & Company, 2010), 3rd edition, pp. 2-3.
30
Mark, k. (2011).New approach to exploiting movie in the foreign language classroom. L2
journal, 3(2)
 22

the several positive effects that movies have on language learning, for

instance the exposure to foreign language and the entertaining aspect of

movies which also affects students’ motivation31.

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. Techniques For Using Movie in the Classroom

Using movie in the classroom cannot be implemented without an

appropriate approach or strategy. We cannot simply play the movie fully

and ask the students to watch it. There are some strategies of movie

viewing so that the goal of using movie can be optimally reached. King

proposes some approach of movie viewing as follow32:

1) Short Sequence Approach

a) Equential approach; teaching scene-by-scene or one segment at

a time;

b) A single-scene approach; utilizing one scene or segment from

the entire movie;

c) A selective approach; featuring only a few scenes from different

parts of the movie;

31
Ruusunen, V. (2011). 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]
32
King, Jane. 2002. Using DVD Feature Movies in the EFL Classroom. Computer
Assisted Language Learning Vol. 15 No. 5, 509-523.
 23

d) A whole movie approach; showing the movie entirely in a

single viewing.

2) Whole Movie Approach

A whole movie approach is an approach where the movie is

played entirely and studied as a whole. This usually takes one or

two hours of movie viewing. Shea in King argues that playing a

movie in its entirety is a theoretically and empirically sound way of

teaching English33. He further says, "If I cut up the movie in five-

minute segments, focusing on the linguistic structure and the form

of the language, the students might never have recognized the

emotional force and narrative dynamic of the video (movie) as a

story about important things in the human experience, aesthetic and

ethical things like dreams, imagination, and commitment; things

that drive language and ultimately stimulate students to learn it in

the first place".

In line with this, King says that showing complete movie

enhances student motivation to such an extent that students are

visibly impressed with how much English they can figure out 34.

While watching the movie, they can enjoy the visual motion

pictures telling the story which they can understand. After the

whole movie is played, their confidence soars when they realize that
33
Shea & King. 2019. Using Movies to Teach Listening Comprehension. IJEE
(Indonesian Journal of English Education)
34
King, Jane. 2002. Using DVD Feature Movies in the EFL Classroom. Computer
Assisted Language Learning Vol. 15 No. 5, 509-523.
 24

understanding a movie is not as difficult as they had imagined

before.

When selecting certain approaches, teachers must consider

the teaching objectives and target groups. Teachers must consider

and plan what is the goal to be achieved whilst and after movie

viewing and its appropriateness to the students level. For example,

the two-hour movie has a problem in its length and overloaded

content for less advanced learners, therefore the teachers should not

play the movie one at a time. For mature and advanced learners,

movies should be chosen simply not only for entertainment value.

c. Problems in Listening by Using Movies

Some common problems in using movies in listening is that it

can be difficult to understand the dialogue. This is especially true if the

movie is in a foreign language. Additionally, movies often contain a lot

of background noise, which can make it difficult to hear the dialogue.

This is in line with Amalia et al that said there are some problems in

using movie in listening.35 First, this is because some teachers still

perceive movies as a medium of entertainment and not for the

pedagogical setting. Second, the content of the film may not be familiar

enough for the students. film viewing can be rather challenging

sometimes. It can cause boredom and passiveness for the students.

35
Eka Rizki Amalia, Nurulazizah Ria Kusrini, Pungky Ramadhani, Using Films to
Teach Listening Comprehension, (Mojokerto: Institut Pesantren KH Abdul Chalim, 2019), p.
120-122
 25

Third, sometimes it is difficult to make authentic material

comprehensible to the students, in case the movie is authentic material.

Fourth, some students may not accept and consider authentic material as

a valuable learning source but take it simply as a kind of entertainment

in between their boring class hours. Fifth, the language level of the film

is too high for the students. Furthermore, overlaps and interruptions

between speakers are easily found. There are also incomplete sentences

with false starts and hesitation, background noise and voices, loosely

packed information, and so forth. All those are found in the film.

In conclusion, teachers should be aware of the potential

problems that may arise when using movies in the classroom. They

should carefully select films that are appropriate for their students, and

make sure that the films are properly introduced and explained.

Additionally, they should be prepared to pausing the film frequently in

order to ensure that students are understanding the material.

In addition, Widyastuti said that there are some problems in

using movies for listening. They are such as follow:36

1) The use of movies in teaching listening is time consuming since

students must watch the movie and read the subtitles of the movie

at the same time.

36
Retha Ruli Widyastuti, Using Songs And Movies In Teaching Listening
Comprehension By The English Teacher at SMK Batik 1 Surakarta, (Surakarta: UMS, 2021),
p.13
 26

2) The long duration of the movies can make students bored to watch

it until the end

3) Students can only pay attention to the actor or actress of the

movies rather than the aspects of language that they need to learn.

As the conclusion, because of the time commitment and

potential for boredom, using movies to teach listening need to be

monitored carefully by the teacher. Students may also be more likely to

pay attention to the actors and actresses instead of the language aspects

they need to learn.

d. The Procedure of Using Movie in Teaching Listening

Comprehension

According to Cakir there are some practical techniques to teach

in using animation movie, teacher should follow some practical

techniques in the classroom as follows37:

1) Active viewing

In active viewing activity, the teacher shows the movie and

let the students watch it from the beginning to the end. This activity

helps the teacher know how far the students’ understanding of the

video shown.

2) Freeze framing and prediction

37
Cakir, I. (2006). The use of video as an audio-visual material inforeign language
teaching classroom. The Turkish Online Journal of Educational Technology- TOJET , 5 (4),
67-72.
 27

In this activity, teacher stops the movie which showing the

pictures of characters’ body language, facial expression, emotions,

reactions, and responses. This activity helps the students understand

about what expression should be shown when we say something in

English especially.

3) Silent viewing

In the silent viewing, the movie is played with the sound off

and let the students guess what are the characters are talking about

in the movie. Through this activity, students are supposed to

remember the dialogues in the movie.

4) Sound on and vision off activity

In the sound on and vision off activity, the students only can

hear the dialogue but unable to see the action. This activity helps

the students to improve their listening skill.

5) Repetition and role play

In the repetition and role play activity, a scene on video is

replayed with certain pauses. When the students already understood

the presentation, then they are assigned to act out the scene as much

as they remember.

6) Reproduction activity

In the reproduction activity, the students are showed a

section in the movie and are asked to retell what is happening. This

activity can improve the students’ speaking skill.

 28

7) Dubbing activity

In dubbing activity, the students are asked to fill in the

missing dialogues orally when the video is being played with the

sound off.

8) Follow-up activity

In follow-up activity, the teacher makes a discussion with

the students regarding to the content of the movie for the sake of

understanding.

Therefore, by applying those techniques, it will be helpful for the

teachers to teach English by using animation movie in classroom for the

purpose of improving students listening skill.

e. 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 purposes38. 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

38
Arcario & King 2019. Using Movies to Teach Listening Comprehension. IJEE
(Indonesian Journal of English Education)
 29

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 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
 30

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 students, movies

which contain romances, romantic comedies, and less violent action will

relatively simple plots and subplots are also good choices39.

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

quite different from another approach40. 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.

f. 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

39
King, Jane. 2002. Using DVD Feature Movies in the EFL Classroom. Computer
Assisted Language Learning Vol. 15 No. 5, 509-523.
40
King, Jane. 2002. Using DVD Feature Movies in the EFL Classroom. Computer
Assisted Language Learning Vol. 15 No. 5, 509-523.
 31

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 process41.

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 42. The

purpose of the study is to know the step-bystep 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

dialogues43.

41
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)
42
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.
43
Zanon, N.T. (2006). Using subtitles to enchance foreign language learning. PORTA
LINGUARUM 6. 41-52
 32

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 media44. 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 students cannot

understanding text listening without assistance of the media, especially

audio visual. Students are greatly helped if learning listening can be

integrated with technology45.

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 quikly affect to all students, but in a process a slighly

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.

44
Nunan, David. 2003. Practical English Language Listening. New York: McGraw Hill
45
Yagang, F. (2011) Beyond Linguistika (Journal of Linguistics and Language Education) Vol 4
No. 1. April 2021.
 33

g. Advantages of Using English Movies

There are many advantages of using English movie in EFL

classroom. Movies can keep students interest in learning English.

Mirvan stated that, using English movies in the EFL classroom was new

and very pleasant experience for the students 46. The students enjoyed the

assigned activities in the classroom. Students were more motivated to

see and hear real life situation than to follow the activities in the text

book. They gave impression that movies also provided a relaxed

atmosphere.

Movies can improve is better for English teachers to play

English movies with English subtitles. Rokni and Azzam stated that,

movies with English subtitles had a significantly positive effect on the

students' listening skill compared to the movies with no subtitles 47.

Students can listen to English being used in a very natural way. Some

actors and actress may speak too fast so that it is difficult for students to

understand what they are talking about, but it will be a perfect way for

students to listen to native speakers.

Movies can improve native speakers in English movies can

speaking skill, especially their fluency. Students can watch English

movies with their friends and speak about them afterwards. They can

also find movie scripts online and imitate what the actors said in the
46
Mirvan. X. (2013). The advantages of reading skills in the EFL classroom. Journal of
Education and Practice, 13(4), 62-67.
47
Rokni, S.J.A. & Azzam, J.A. (2014). Movies in EFL clasrooms: With or without subtitles. The
Dawn Journal, 3(1), 715-726.
 34

movie. Then they can replay the movie to check whether their

pronunciation was correct or not. According to Kalean, teaching English

by using English movie as media in the EFL classroom is a good way to

teach the students how to speak well by imitating the actors and actress

in the movie. Students can listen how to link their words together48.

Movies can improve all know that English pronunciation is

extremely difficult and when students read words, it is very difficult for

students to say the words. Pratiwi reported that English movies really

affected students to comprehend pronunciation49. Before students

watched English movies, the students had some difficulties in English

stress patterns. After they watched English movies they were so good in

English stress patterns. Besides, they had better understanding in

producing unfamiliar sounds like /æ/ after watching English movies.

Thus, mastering vowels, diphthongs, stress and intonation could be

decreased by watching English movies.

Movie can improve with English subtitles can help students to

see how the words are written. By watching English movies, students

listen to many new words and phrases, especially idioms and colloquial

expressions. Students can keep a note book with them and writing down

any new words or phrases they listen. They can look up the meaning

later or ask their English teachers. Putra states that when students are
48
Kalean, I. (2013). Speaking skill improvement by using movie as media. Educational Journal
of Islamic University of Malang, 13(1), 155-160
49
Pratiwi, M.R. (2010). Improving pronunciation ability using English cartoon movies.
(Undergraduate thesis of Sebelas Maret University). Retrieved on September 3rd, 2015
 35

watching English movies with English subtitles, they can learn some

new words and phrases used in the movies, and also help them to

acquire new vocabulary and idioms50.

Based on theory above, the researcher conclude the advantages

of using the movies in learining process. In watching movies, it make

relax for the students, the students can improving new vocabularies. The

students can conclude what is the point about the movie. By watching

movies, make the students ability to speaking skills, because in the

movies have a good native speaker in there.

h. Disadvantages of Using English Movies

As it is well known, everything has its drawbacks. Aside from so

many advantages, the use of English movies in EFL classroom still has

the disadvantages or problems. First, it takes long time to watch the

movies so that students may get bored. Using English movies in the EFL

classroom will reduce students time to do classroom activities such as

writing or having discussion.

According to Mirvan a movie generally reduced active time into

more than an hour so that it would be a boring time for students to finish

the movie till the end51. In line with that, Champoux and Robert stated

that some students might resist viewing English movie with English

50
Putra, I.P.B. (2012). Learning vocabulary using English movies with subtitles in SMA Santo
Yoseph. English Educational Journal of Udayana University, p. 1-8.
51
Mirvan. X. (2013). The advantages of reading skills in the EFL classroom. Journal of
Education and Practice, 13(4), 62-67.
 36

subtitle since it is take more time and effort to follow because they

should read the subtitles and watch the scenes at the same time52.

Second, students prefer watching actors or actresses to focusing

on the main instructional goal. Every student has their own favorite

actors and actress. When they watch a movie that was starred by their

favorite actors, they will focus on the actors, not on the main

instructional goal. Students will forget what the teacher asked before

they watched the movie. Ying and Zhang states that the students may be

attracted by the actors and actress of the movie and forgot the purpose

and aim of watching the movie. While they are watching the movie,

they cannot pay attention to their tasks53.

Third, fiction movies can make students think and imagine

something illogically. As we know, many English movies such as Harry

Potter, Narnia, Alice in Wonder Land, and Peter Pan are not based on

true story and illogical. Of course, It is movie directors in producing

movies. Bottomley and Richard states that after watching English

movies students sometimes imagine if they were in a fairy tale world 54.

They build their own fantasy and act like a prince, a princess, a witch, or

an angel.

52
Champoux, J.E. & Robert, O.A. (2007). Movie as a teaching resource. Journal of
Management Inquiry, 8(2), 240- 251.
53
Ying, W. & Zhang, H.F. (2012). The application of English movies in higher vocational
English teaching. Sino-US English Teaching Jounal, 9(3), 1010- 1014.
54
Bootomley, J.&Richard Haill. (2013). Using movies to teach language and culture.
International Journal of Language and Culture,4(1), 1-6
 37

Fourth, movies can make students imitate bad scenes from the

actors or actresses. As it is reported in some news, many students

become victims of bad effect of movies in every year. There are some

bad scenes of English movies that usually students imitate such as

fighting scenes, adult scenes, smoking scenes, et cetera. Sargent

reported that most of Hollywood movies had a scene that showed the

actor and actress were consuming cigarette55.

Based on theroy above, the researcher conlude that the

disadvantages of using movies in learniing. If students watching movie

together in their class, most of students get bored because the students

who didn’t understand about the movie, the students didn’t focus and

feel not nteresting. The teacher have to choose s good movies or the

movies have education in there. So the students can take a moral value,

take a posyif impact to improve moral and norm.

B. Review of Related Studies

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

researcher related to this research. The first research entitled “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
55
Sargent, J. D. (2005). Smoking in smoking. Adolescent Medical Clinic Journal,16(3), 345-
[Link]: Impact on adolescent
 38

through video movie in the [Link] 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 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

 39

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

[Link] 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.

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
 40

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

researcher method.

C. Conceptual Framework

Learning Listening Using Movie

Problem in Learning Listening Using Movie

1. Problem in Learning Listening Using Movie
Teachers still perceive movies as a medium of
entertainment
2. The content of the film may not be familiar enough for the
students
3. Sometimes it is difficult to make authentic material
comprehensible to the students
4. Some students may not accept and consider authentic
material as a valuable learning source but take it simply as
a kind of entertainment
5. The language level of the film is too high for the students.
6. The use of movies in teaching listening is time consuming
since students must watch the movie and read the subtitles
of the movie at the same time.
7. The long duration of the movies can make students bored to
watch it until the end
 41

Cause Of Problem in Listening Using Movie

Figure 2.1 Conceptual Framework

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 common problems in learning listening. Furthermore, the

problems that students faced in learning listening by using movie as media will

be analyzed by using those theories.