THE INFLUENCE OF MOVIES TO IMPROVE SPEAKING

ABILITY AT THE 11th GRADE OF SMA N 1 PURWOKERTO

THESIS

Presented to Faculty of Tarbiya and Teacher Training, State Institute of

Islamic Studies Purwokerto as a Partial Fulfillment of the Requirements for
Degree of Sarjana Pendidikan (S.Pd.) in Teaching English

By:
ANDINNI RACHMANIA NISA PAMULA
1522404005

STUDY PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER TRAINING
INSTITUTE COLLEGE ON ISLAMIC STUDIES
PURWOKERTO
2020

i
 STATEMENT OF ORIGINALITY

Herewith I,
Name : Andinni Rachmania Nisa Pamula
Students Number : 1522404005
Grade : Undergraduate
Faculty : Tarbiya and Teacher Training
Department : English Education

declares that this Thesis script entirely my own research outcome or work, except
some parts the sources of which are cited.
In case the statement is untrue in the future, I will accept all risks including
cancellation of the academic title.

ii
iii
 OFFICIAL NOTE OF SUPERVISOR

To the Honorable,
Dean of Faculty of Tarbiya and Teacher Training
State Institute on Islamic Studies of Purwokerto
in Purwokerto.

Assalamu‟alaikum Warahmatullahi Wabarakaatuh.

Having guided, analyzed, directed, and corrected the thesis by Andinni
Rachmania Nisa Pamula, Student Number: 1522404005, entitled:
THE INFLUENCE OF MOVIES TO IMPROVE SPEAKING ABILITY
AT 11TH GRADE OF SMA N 1 PURWOKERTO
I recommended the thesis to be submitted to Dean of Faculty of Tarbiya and
Teacher Training, State Institute of Islamic Studies Purwokerto, and examined in
order to get Undergraduate Degree in English Education (S.Pd)
Wassalamu‟alaikum Warahmatullahi Wabarakaatuh.

iv
 MOTTOS

“I believe what I believe”

“My thoughts are stars, I can‟t fathom into constellations.”

(John Green)

“Nothing is impossible, the word itself says „I‟m possible‟ ”!

(Audrey Hepburn)

v
 DEDICATION

This thesis is dedicated to my beloved and dearest people in the world, my parents
(Mama and Papa), my dear brothers, my kindred spirit sister, and to all the
lecturers and friends (Via, Leea, Kel, Miskah, Ika) who had helped me a lot to
finish this thesis. And last but not least for all the people who asked me “when do
I will be graduated?” thank you for asking.
I say thank you for all your support, motivation, and prayer.
I love you all.

vi
 ACKNOWLEDGEMENTS

In the name of Allah. The benefit and the Merciful. All praises and thanks
to be to Allah SWT, the Lord of universe, who has given his blessing, guidance,
loves and helps to the writer for completing this thesis. Piece and salutation be
upon to our beloved prophet Muhammad SAW, his family, companions, and his
faithful followers.
This thesis presented as a partial fulfilment of the requirement for
obtaining the Sarjana Pendidikan (S.Pd) degree in Faculty of Tarbiyah and
Teacher Training of State Institute of Islamic Studies Purwokerto.
I would also like to express the deep gratitude and appreciation to:
1. Dr. H. Suwito. M.Ag., the Dean of Faculty of Tarbiyah and Teacher Training
of State Institute on Islamic Studies Purwokerto, who had approved this thesis.
2. The Vice Deans and Administration Staff of Faculty of Tarbiyah and Teacher
Training of State Institute of Islamic Studies Purwokerto.
3. The Head of English Education Department in Faculty of Tarbiyah and
Teacher Training of State Institute of Islamic Studies Purwokerto.
4. All of lecturers in Faculty of Tarbiyah and Teacher Training of State Institute
of Islamic Studies Purwokerto for teaching precious knowledge, sharing
philosophy of life, and giving wonderful study experiences.
5. Dr. Fajar Hardoyono, S.Si., M.Sc., as my supervisor, who has given me all his
best valuable guidance, advices, suggestions, encouragements and patience
during the writing process of this thesis May Allah bless you.
6. Drs. Arif Priadi M.Ed., as the Headmaster of SMA Negeri 1 Purwokerto, who
facilitated the writer through given permission for this research the process of
collecting data.
7. Mr. Muji Triono S.Pd., as the English teacher, who has been pleased to be the
guardian of the writer in doing the research in SMA Negeri 1 Purwokerto for
the preparation of the thesis.
8. The dearest people, Father and Mother, who always provide me so much
support, enthusiasm, prayer and love, that I can complete the preparation of

vii
 this thesis very well.
9. All of my friends TBI 2015 State Institute on Islamic Studies (IAIN)
Purwokerto, who always support and motivated the writer.
10. All lecturers of English Education Department for pouring all their knowledge
and insights to my empaty soul.
11. To all of my friends and people out there that dear to the writer’s heart that
cannot mention one by one.
12. To all parties who had helped the writer in the process of preparing this thesis
that cannot mentioned one by one.

viii
THE INFLUENCE OF MOVIES TO IMPROVE SPEAKING ABILITY AT
THE 11TH GRADE OF SMA N 1 PURWOKERTO
ANDINNI RACHMANIA NISA PAMULA
1522404005

ABSTRACT
Speaking is one of the basic skills in English that everyone should learn
and practice from elementary school until college. Unfortunately, there are so
many students that have difficulty in speaking English. They do not listen a lot to
English words, phrases, and sentences. Consequently, they are less in speaking
ability. Furthermore, most of students of SMA N 1 Purwokerto have already
mastered other English skills, but not speaking because they are rarely practiced
it. This study aims to investigate the influence of movies to improve speaking
ability. Movies are valuable sources to give language input. Through movies
students will improve their listening comprehension and speaking ability based on
the real-life conversation by native speaker.
This study was carried out at SMA N 1 Purwokerto especially at the 11th
grade. This study was an experimental that belongs to quantitative approach. The
total population of this research is 60 students. There were two groups in this
study, the experimental group which was given the treatment by watching movies
in two different styles (American, and British). The other one was control group
which was not given treatment, only using the conventional teaching and learning
process. In collecting the required data, the writer did the observation and test.
Meanwhile, the writer use n-gain to analyze the data. This study was done by the
writer in three meetings and consisting of doing pre-test and post-test. There are
five indicators to measure the ability of speaking in this study; grammar,
vocabulary, fluency, pronunciation, and comprehension.
The results of the pre-test and post-test are used to know the improvement
of students’ speaking ability. The average score of n-gain in experimental group
for American English is 0.19, and British English is 0.11 while the average score
of n-gain in control group is 0.17. It can be concluded that there is an
improvement in both classes but there is small improvement in control group. As
for experimental group, it indicates that American English is easier to listen and
understand than British English. Factors such as the speed of speech, the use of
idioms and slang words, and the use of grammar are being the influence of their
listening comprehension and speaking ability to listen and understand native
speaker.

Key words: Movies, Speaking Ability, Improvement, English Styles, Teaching

and Learning.

ix
 ABSTRAK

PENGARUH FILM UNTUK MENINGKATKAN KEMAMPUAN

BERBICARA SISWA DI KELAS 11 SMA NEGERI 1 PURWOKERTO

Andinni Rachmania Nisa Pamula

1522404005

Speaking adalah salah satu kemampuan dasar dalam bahasa Inggris yang
siswa harus pelajari dan mempraktikan dari sekolah dasar sampai ke perguruan
tinggi. Malangnya, ada banyak siswa yang masih kesulitan dalam berbicara
bahasa Inggris. Mereka tidak terbiasa untuk mendengarkan kalimat, kata,
ataupun frasa dalam bahasa Inggris. Sebabnya, kemampuan berbicara mereka
masih kurang. Lebihnya, banyak dari siswa SMA N 1 Purwokerto yang sudah
menguasai kemampuan bahasa Inggris lain tapi tidak dengan kemampuan
berbicaranya dikarenakan mereka tidak terbiasa mempraktikannya. Penelitian ini
bertujuan untuk menginvesigasi pengaruh film untuk meningkatkan kemampuan
berbicara siswa. Film adalah sumber belajar yang bernilai untuk memberikan
input bahasa. Melalui film siswa dapat meningkatkan kemampuan mendengar dan
berbicara mereka berdasarkan percakapan langsung dari native-speaker.
Penelitian ini dilakukan di SMA N 1 Purwokerto khususnya di kelas 11.
Penelitian ini termasuk kedalam penelitian eksperimen dengan menggunakan
pendekatan kuantitatif. Ada dua grup kelas yaitu; grup eksperimen yang akan di
berikan perlakuan (treatment)dengan menonton film dengan dua style bahasa
Inggris (American dan British) dan grup control yang tidak diberikan perlakuan,
dan menggunakan metode belajar-mengajar konvensional. Dalam pengumpulan
data, penulis menggunakan observasi dan tes sedangkan untuk analisis data
menggunakan n-gain. Penelitian ini dilakukan dalam tiga kali pertemuan dengan
mengadakan pre-tes dan post-tes. Ada lima indicator untuk mengukur
kemampuan berbicara yaitu; grammar, vocabulary, fluency, pronunciation, dan
comprehension.
Hasil dari pre-tes dan post-tes digunakan untuk mengetahui peningkatan
kemampuan berbicara siswa. Rata – rata skor n-gain di grup eksperimen untuk
American English adalah 0,19, dan British English adalah 0,11 sedangkan rata-
rata skor n-gain di kelas control adalah 0,17. Itu dapat disimpulkan bahwa ada
peningkatan di kedua grup kelas, akan tetapi di kelas control masih kecil. Untuk
kelas eksperimen, mengindikasikan bahwa American English lebih mudah untuk
di dengar dan di pahami daripada British English. Factor seperti kecepatan
berbicara, penggunaan grammar, dan penggunaan idiom dan kata slang menjadi
pengaruh dalam pemahaman mendengarkan dan kemampuan berbicara siswa.

Kata Kunci: Film, Kemampuan berbicara, Peningkatan, Style Bahasa Inggris,

Belajar dan Mengajar.

x
 TABLE OF CONTENT

PAGE OF THESIS TITLE ............................................................................................. i

PAGE OF STATEMENT OF ORIGINALITY ............................................................ ii

PAGE OF APPROVAL ................................................................................................. iii

PAGE OF OFFICIAL NOTE OF SUPERVISOR ...................................................... iv

PAGE OF MOTTO ......................................................................................................... v

PAGE OF DEDICATION ............................................................................................. vi

ACKNOWLEDGMENT............................................................................................... vii

ABSTRACT .................................................................................................................. viii

TABLE OF CONTENT ................................................................................................ ix

LIST OF FIGURES AND PICTURES ......................................................................... x

LIST OF TABLES ......................................................................................................... xi

LIST OF ABBREVIATION ......................................................................................... xii

LIST OF APPENDICES.............................................................................................. xiii

CHAPTER I INTRODUCTION

A. Background of the Study......................................................... 1

B. Definition of Key Terms ......................................................... 6
C. Research Question of the Study .............................................. 9
D. Objectives of the Study ........................................................... 9
E. Significance of the Study ........................................................ 9
F. Systematical of the Study ...................................................... 10
CHAPTER II LITERATURE REVIEWS

A. English as Second and Foreign Language ............................. 12

xi
 B. Standard of English In the World .......................................... 13
C. Varieties of English Style ...................................................... 15
1. British English ................................................................. 16
2. American English ............................................................ 16
D. Speaking ................................................................................ 17
1. Definition of Speaking..................................................... 17
2. The Input Hypothesis Theory .......................................... 18
3. Aspect of Speaking .......................................................... 19
4. Types of Speaking ........................................................... 20
E. English Listening and Speaking ............................................ 23
F. Language Teaching and Learning ......................................... 24
1. Definition of Teaching and Learning .............................. 24
2. Dale’s Cone of Experience .............................................. 25
3. Teaching English Through Movies ................................. 26
G. Benefits of Teaching and Learning Through Movie ............. 27
H. Conceptual Framework.......................................................... 28
I. Hypothesis of the Research ................................................... 29
J. Previous Study ....................................................................... 29
CHAPTER III RESEARCH METHOD

A. Design of the Research .......................................................... 32

B. Place and Time of the Research ............................................ 33
C. Population and Sample .......................................................... 34
D. Variable and Indicators of the Research ................................ 34
E. Types of Data......................................................................... 37
F. Techniques of Collecting Data .............................................. 38
G. Instrument of the Research .................................................... 39
H. Techniques of Analyzing Data .............................................. 42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Data Description .................................................................... 44

A.1 Description of Learning Process ..................................... 44

xii
 A.2 Description of Movie Script ........................................... 47
A.3 Students Speaking Skill .................................................. 49
A.4 Improvement of Students’ Speaking Skill ...................... 55
B. Discussion ......................................................................... 64
1. The Influence of Movies.................................................... 64
2. The Differences between Two Groups .............................. 65
3. The Progress of the Students ............................................. 68
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusions ........................................................................... 71
B. Suggestions ............................................................................ 72
BIBLIOGRAPHY

APPENDIX

CURRICULLUM VITAE

xiii
Figure 2.1: Types of Speaking
Figure 2.1: Dale’s Cone of Experience
Figure 3.1: Gifted Movie Cover
Figure 3.2: Breathe Movie Cover
Figure 4.1: Post-Test Score of Students’ Speaking Ability in Experimental
Class
Figure 4.2: N-Gain Score of Students’ Speaking Ability in Experimental Class
Figure 4.3: Post-Test and N-Gain Score of Students’ Speaking Ability in
Control Class

xiv
LIST OF TABLES:
Table 3.1: First Research Schedule (Week 1)
Table 3.2: Second Research Schedule (Week 2)
Table 3.3: Outline of the Test
Table 3.4: N-Gain Score Category
Table 4.1: American and British English Differences
Table 4.2: Measurements of Speaking Abilities
Table 4.3: Pre-Test-Score of Students’ Speaking Ability in Experimental
Class
Table 4.4: Pre-Test Score of Students’ Speaking Ability in Control Class
Table 4.5: Comparison of the Pre-test Scores between Experimental Class and
Control Class
Table 4.6: Post-test Score of Students’ Speaking Ability (AmEng) in
Experimental Class
Table 4.7: Post-test Score of Students’ Speaking Ability (BriEng) in
Experimental Class
Table 4.8: Post-test Score of Students’ Speaking Ability in Control Class
Table 4:9: Comparison of the Students’ Post-test Average Score between
Experimental Class and Control Class
Table 4.10: N-Gain Score of Students’ Speaking Ability in Experimental Class
Table 4.11: N-Gain Score of Students’ Speaking in Control Class
Table 4.12: Comparison N-Gain Averages between Experimental Class and
Control Class
Table 4.13: N-Gain Score Category

xv
LIST OF ABBREVIATIONS:
AmEng : American English
BriEng : British English
EFL : English as Foreign Language
ELT : English Language Teaching
ESL : English as Second Language
GAE : General American English
NAmEng : North American English

xvi
LIST OF APPENDICES;
Rencana Pelaksana Pembelajaran (RPP)
Students’ Writing from the Movies Script
Syllabus
Picture Collections of the Research
Speaking Scoring guidance paper
Observation letter
Curriculum Vitae

xvii
 CHAPTER I
INTRODUCTION

A. Background
Nowadays, technology in general or multimedia in particular has
important role in education to make teachers and students learn easily. As
in language teaching and learning process, multimedia technology help
both teachers and students to acquire the language that they teach and
learn. One of multimedia technology that often used in language classroom
is movie. It can boost teachers by providing authentic materials which
further promotes learners‟ language acquisition and learning, in order to
make the ambiance of the classroom feel more relax and students can take
a course enjoyably and enthusiastically. According to Krashen (2009:20),
about input hypothesis, learners can learn a large amount of language
unconsciously through ample comprehensible input. The input hypothesis
is Krashen‟s attempt to explain how learners acquire second or foreign
language –how foreign language takes place. This input hypothesis explain
that the learner improves and progresses along the „natural order‟ when
he/she receives foreign language „input‟ that is one step beyond his/her
current stage of linguistic competence.
Based on Collin dictionary (1979), a film or movie consists of
moving pictures that have been recorded so that they can be shown at the
cinema or on television. A movie tells a story or shows a real situation.
Movies as one of the multimedia, it can be used in English teaching and
learning process because it helps to display the content, to deepen the
comprehension and to enhance lexical and grammatical learning. Besides,
it helps to improve limited vocabulary, poor grammar, listening and
speaking skills. Fortunately, by watching movies students are not just
study vocabulary and grammar, but also studying expression of someone
within it, culture, and the story plot. In addition, British Council states that
learning from movies is motivating and enjoyable, as in motivation is one

1
 2

of the most important factors in determining successful foreign language

acquisition. Movie, as a motivator, also makes the language learning
process more entertaining and enjoyable. Moreover, movie has its origin,
i.e., British movie, American movie, Canadian movie, Indonesian movie,
Singaporean movie, Australian movie, and many more. It can be divided
to many genres such as historical fiction, romance, mystery, thriller,
drama, action, science fiction, etc.
Language is a thing to communicate what are on our mind and as a
symbol of culture. It is the way we communicate as human being we speak
a language in our culture, so people will understand what we want, feel,
question, etc. Oxford dictionaries (1884 & 1989) defined that language is
the method of human communication, either spoken or written, consisting
of the use of words in a structured and conventional way. It is a non-verbal
method of expression or communication (body language) and used by a
particular country or community. As we know that English is International
language which is every country studying, including Indonesia. Lots of
simple things use English within it and we encounter it in daily activities
even though we use Indonesian as official language. Regardless,
international connection always use English for communicate each other.
We need to learn English because we need to make relation to other people
overseas. However, Indonesians still do not concern about how important
is English. Besides, Indonesians still find English-speaking is difficult
because they do not use to adapt or even live in English-speaking
circumstances.
In addition, many scholars have revealed that movies used in
English as Foreign Language (EFL) classroom can become an important
part of the curriculum. This is based on the fact that movies provide
exposures to „real language‟, used in authentic settings and in the cultural
context which the foreign language is spoken. According to Ismaili (2013),
movies catch the language learners‟ interest and it can positively impact
their motivation to learn. In terms of developing critical thinking, making
 3

learning more enjoyable, effective, and efficient for students to learn

languages, movies also play important role in developing speaking ability.
Speaking is an act of making vocal sounds. It means that to
converse or expressing one‟s thoughts and feeling in spoken language.
Through speaking we have the ability to communicate and spill out our
thought. Rivers (1978:162) said through speaking someone can express
her or his ideas, emotions, and reactions to other person or situation and
influence other person. When people speak they tend to showing different
expression, and it based on what those people talk about, i.e., is it anger,
happiness, sadness, condolences, etc. People speak in different language
because it depends on where she/he lives. Therefore, speaking is one of the
basic skills that students need to learn since elementary school until
university. The key to know whether someone has mastered the language
is by speaking. No matter how excellent you are in grammar or
vocabularies but never try to speak them up, it will be no used. On the
other hand, people seem to have difficulties to speak up as in to speak in
English. Why? It is because they just learn English but not acquire English
as well as learning. In this research, the researcher wants give „natural
order‟ or learning English unconsciously through movies to acquire
English-speaking better.
Speaking English used in English spoken countries, but as we
know that now, English has been learnt all over the world. Crystal (2003)
stated that English as a global language has developed from being the
language of small group of mother-tongue speakers to become a global
language spoken by people all over the world. In addition, Harmer
(2001:1) explained that English is not the largest number of native or first
language speakers, but it has become a „lingua franca‟. English seems to
be one of the main languages of international communication, and even
people who are not speakers of English often know the words from
English such as bank, taxi, hot dog, piano, radio, restaurant, and
television. Indonesian already familiar with those English words because
 4

they have been used as well in Indonesia. That is why English is important
language to learn because today, English is used to bridge the gap between
people and cultures, applied as a toll for communication when people with
different languages meet.
There are few factors affecting foreign language acquisition. One
of the affecting factors is affective factors, empathy which has a big effect
to acquire foreign language. Empathy is a feeling to open up a sense of a
new culture (English-speaking countries culture).
“Teenagers are typically much more self-conscious than younger
children. If there is strong element of unwillingness or
embarrassment in attempting to produce the different sounds of
another language, then it may override whatever physical and
cognitive abilities there are. If this self-consciousness is
accompanied by a lack of empathy with the other culture, then the
subtle effects of not really wanting to sound like a Russian or a
German or an American may strongly inhibit the learning process.”
(Yule, 2008:188-9)

That statement means that willingness and empathy are crucial things that
English learners should have willingness and adapting of English-speaking
countries culture to make the process of learning is easier. By watching
movies, students unconsciously attempt to adapt or acquiring in a sense, a
new personality, and a new culture. Moreover, they will feel empathy to
English-speaking countries culture and it will improve English learning
process.
Besides factor of empathy, aural medium being crucial factors in
building speaking ability. Richards & Renandya (2002:205) stated that
there is little doubt that listening plays an extremely important role in the
development of speaking abilities. Speaking feeds on listening, that
precedes it. In fact, during interaction, every speaker plays a double role –
both as a listener and a speaker. Moreover, there is a phrase that states “if
you can listen well then the speaking will be good, if you read a lot then
your writing will be good”. It expresses that to improve your speaking,
 5

you have to listen over and over again because listening count in
improving speaking.
This study intends to investigate about the role of movies to
improve speaking ability at the 11th grade of SMA N 1 Purwokerto. As the
writer has done the observation, that in this school have not used movies
as an instructional media for English teaching and learning process. The
teacher has ever had once using movie in teaching and learning process,
but tended to teaching grammar and the story plot or moral value of the
movie rather than to improve their listening comprehension and speaking
ability, so that the students learnt about grammar and reviewing of the
movie theoretically. Moreover, the teacher focused on teaching grammar
and writing as the favorite materials in English teaching and learning
process. Therefore, the students did not have practice enough in speaking
and it decreased their speaking ability. They may have mastered other
English skills such as reading and writing theoretically, but they were still
less in speaking practically because they rarely practicing. This proved by
the evidence of the average score of pre-test score of both experimental
group (51.83) and control group (53.16). Their speaking skills were still
moderate.
Thus, in this research, the writer wanted to present a bit different
teaching and learning process of English through movies. Learning
English through movie will motivate students, besides it is entertaining, it
is not threatening so that the students feel relax and enjoy the teaching and
learning process. Additionally, movies also provide the students real
conversation by native speaker in different styles based on the country that
the movies from. It will give students the experience to know different
styles of English. As Dudeney and Hockly (2010:272) mentioned that one
of the ways to learn English quickly is by watching movies or DVD.
Thereby, that is why the writer has chosen movies to improve the students‟
speaking ability. The writer would provide the students with two movies in
different style of English; American and British. The students would listen
 6

and write down the script that they have heard, after that the students
would speak out or converse based on what they heard and wrote. For this
case, the writer would explore further about the improvement or the
progress of students‟ speaking skill based on the styles of English through
movies.
This research tends to know the most listenable and understandable
English style between American and British English through the movies.
Furthermore, this research would also explore the reason why movies have
influence to improve students‟ speaking ability and the connection or
relation between listening comprehension and speaking ability at the 11th
grade students of SMA N 1 Purwokerto.
B. Definition of Terms
1. Movies
The writer used three movies with different styles of English.
The movies were American English (Gifted) and British English
(Breathe).
a. Gifted (2017)
The genre of this movie is family-drama. The
synopsis of this movie is about seven year-old Mary Adler
lives with her uncle Frank Adler. On her first day for going
to school as first grade, she shows remarkable mathematical
talent which impress her teacher, Bonnie Stevenson. Mary
is offered a scholarship to a private school for gifted
children. However, Frank, her uncle turns it down. Based
on his family‟s experiences with similar schools, he fears
Mary will not have a chance at a normal childhood. This
movie uses American English style.
b. Breathe (2017)
This movie based on the true event of English soldier and
the genre of this movie is biographical-drama. The synopsis
of this movie is about the inspiring true love story of Robin
 7

and Diana Cavendish. In 1958 in Kenya, Robin Cavendish

falls ill from polio at the age of 28, not long after marrying
his wife, Diana. Paralyzed from the neck down and unable
to breathe without assistance of a respirator, he is given
only three months to live. Initially, he is depressed, refusing
to see his wife or newborn son and wishing to remove from
life support. However, Diana is persistent and slowly his
spirits improve and he can live until his son turn 20 year-
old with the help of his wife and his doctor. This movie
uses British English style.
2. Speaking Ability
There are five abilities as the indicators that will be measured
for the term of speaking ability. They are grammar, vocabulary,
fluency, pronunciation, and comprehension.
a. Grammar
Harmer (2003:12) stated that the grammar of the
language is the description of the ways in which words can
change their forms and can be combined into sentences in
that language. If grammar rules are too carelessly violated,
communication may suffer, although creating a „good‟
grammar rule is extremely difficult.
b. Vocabulary
According to Neuman & Dwyer (2009) as cited in
Alqahtani (2015:24) defined vocabulary as “words we must
know to communicate effectively; words in speaking
(expressive vocabulary) and words in listening (receptive
vocabulary)”. Alqahtani (2015:25) defined vocabulary is
the total number of words that are needed to communicate
ideas and express the speakers‟ meaning.
 8

c. Fluency
Schmidt (1992) as cited by Nation and Newton
(2009:151) described fluency as the planning and delivery
of speech and it is extended to the comprehension of
speech. In the other side, Gower et al. (1995) cited in
Bashrin states “fluency is the ability to keep going when
speaking spontaneously”. In addition to that, Nation and
Newton (2009:152) added that fluency is typically
measured by speed of access or production and by the
number of hesitations; accuracy by the amount of error; and
complexity by the presence of more complicated
constructions, such as subordinate clauses.
d. Pronunciation
According to Esling and Wong (1983) cited in
Nation and Newton (2009:76) said that pronunciation
includes the articulation of individual sounds and the
distinctive features of sounds like voicing aspiration, voice-
setting features, stress and intonation. Attention to these
aspects also requires attention to the blending and omission
of sounds, and the effect of the various aspect on
intelligibility.
e. Comprehension
Brown (2003:240) stated that comprehension in
speaking is the ability to use normal communication, stress,
intonation, grammatical structure, and vocabulary of a
language to express meanings so that other people can
make sense of them and it can be directly and empirically
observed. Furthermore, Utami (2017:25) stated that
comprehension refers to the understanding of language
including comprehending what the speaker says.
 9

C. Research Question of the Study

Based on the background of the study above, the writer wants to
explore the role of movies to improve speaking ability at the 11th grade of
SMA N 1 Purwokerto. The aim of this research is to find out whether
movies can improve students‟ speaking ability or not. The problems can be
questioned as follows:
1. Why do movies have influence to improve speaking ability?
2. How is the improvement or progress of the students‟ speaking
ability?
3. What is the easier style to listen and understand for students?
D. Objective of the Study
Referring to the problems above, these objectives of the research is
to find out:
1. Movies have influence to improve speaking ability.
2. The improvement of the students‟ speaking ability.
3. The easier style of English to listen and understand.
E. Significances of the Study
This research will be expected to provide significant contribution
both theoretically and practically.
1. Theoretically
The researcher extremely hopes that readers can get
knowledge of the influence of movies in improving speaking
ability and the easier English style to teach or learn.
2. Practically
The findings of this research can be beneficial to all people,
engaged in English language teaching and learning including
teachers and students.
a. It helps teachers to gain knowledge about the
influence of movies in improving speaking
ability.
 10

b. As for students, movies can give influence to

improve their speaking ability because movies
help present the real-life contexts, accents, and
dialect. It gives meaningful comprehensible
input to students.
c. For other researchers, this study can be used as a
reference to conduct a relevant study.
F. Systematical of the Study
To make a logical and systematic discussion, it is necessary to
frame a structure of this research. The structure of the research will
explain, as follows:
Chapter I, explain introduction which is contain of background of
the study, definition of key terms, research question of the study, objective
and significances of the study and systematical of the study.
Chapter II, explain previous studies and literatures reviews. First,
Theories of English as second and foreign language, it contained sub-
chapter; Standard English and Non Standard English, varieties of English.
Second, speaking, it contained sub chapter; definition of speaking, factors
affecting adult EFL learners‟ oral communication, aspects of speaking,
types of speaking, and the input hypothesis. Third, English language
teaching contained sub chapter; definition of teaching and learning, Dale
cone experience of learning, and teaching and learning through movies.
Fourth, benefits of using movie in teaching and learning English. The last
parts of these chapters are theoretical framework, and hypothesis.
Chapter III, explain about research method that include design of
the research, subject of the research, place and time of the research,
variables and indicators of the research, types of data, techniques of
collecting data, instrument of the research, and techniques of data
analyzing.
Chapter IV, explain findings and discussion of the research.
Contain data description which contained four sub-chapters: description of
 11

learning process of speaking, description of movie script, students‟

speaking skill, and the improvement of students‟ speaking skill after post-
test and discussions of the research.
Chapter V contains about conclusion, suggestion, and closing
remarks. The last part of this thesis contains about references, appendices,
curriculum vitae, and bibliography.
 CHAPTER II
THE INFLUENCE OF MOVIES TO IMPROVE SPEAKING ABILITY

This chapter discusses some issues and theories related to the role of
movies to improve speaking ability as the focus of the research. There are
some parts in this chapter, they are previous studies that relates to this
research, review of related literature that contain some theories to strengthen
the problem discussed here, theoretical framework and also hypothesis of the
study.

A. English as Second and Foreign Language

English is a language which has more non-native speakers than
native speakers. The non-native speaker can be divided into two types;
they are English as a Foreign Language (EFL) and English as Second
Language (ESL). Trudgill and Hannah (2013:127) explained that English
as foreign language means that people do not speak English as natively as
their mother-tongue and if they do speak English, they use it to speak to
foreigners, as for instances people in Germany, Brazil, Morocco, including
Indonesia. In the other hand, English as a second language meant to be
found in those nations where English is used as an official language and/or
as a language of education and/or as a means of wider communication
within the country, by people who are not native speakers. There are many
such countries in the world, such as; Philippine, India, Singapore,
Pakistan, Puerto Rico, Ghana, Nigeria, etc.
The concept of EFL is similar to ESL, many theories of English as
second language acquisition have used to study English as foreign
language acquisition. They have the same term that both EFL and ESL
consider that English is not the first language. On the other hand, Freeman
(1998) as cited in Ruusunen (2011:11) pointed out that the main difference
between EFL and ESL is that for EFL learners English is not their first
language and they learn English in settings where English is spoken as a

12
 13

foreign language. ESL learners for one, learn English for instance in the
United States or Great Britain but English is not their first language either.
Similarly, also Gebhard (1996:2-4) presented similar meaning to EFL and
ESL as well as Freeman. According to his definition about EFL refers to
“English as studied by people who live in places where English is not the
first language of people who live in the country” and ESL refers to
“English as studied by people who speak other languages as their first
language – such as Spanish, Arabic, Chinese, or Swahili – but live in
places where English is the first language”.
Based on Littlewood (1984:54) about learning situation in foreign
language, states “the language has no established functions inside the
learner‟s community but will be used mainly for communicating with
outsiders”. The term of second language itself indicates that the language
has communicative functions inside the community where the learner
lives. Otherwise, Prator (1979) as cited in Ruusunen (2011:11) pointed out
that the term EFL may be confusing for those people who study English in
foreign surroundings but still operate with the language so much that it is
not “foreign” for them. Regarding both teaching and learning English as
foreign or second language still need motivation and use authentic
materials. The teacher motivates the learners and also provides them with
the input needed. Thus, movies are useful and versatile way of ensuring
also the students get to hear how foreign language (English) has spoken by
the native speakers and besides they get to develop their listening and
communication skills with authentic language as their model.
B. Standard English in the World
Trudgill and Hannah (2013:1) mentioned that the type of English is
called „standard‟ because it has undergone standardization, which means
that it has been subjected to a process through which it has been selected,
codified, and stabilized, in a way that other varieties have not. Although
Standard English is the kind of English in which all native speakers learn
to read and write, most people do not actually speak it. Reflecting
 14

Standard English‟s social origins, most of that 15 per cent will be

concentrated towards the top end of the social scale, so that the Standard
English is still quite clearly a social dialect-something which is true to a
greater or lesser extent of all the English-speaking countries.
As far as codification is concerned, this refers to the fact that
Standard English is the variety whose grammar has been describe and
given public recognition in grammar books and dictionaries, with its
norms being widely considered to be „correct‟ and constituting „good
usage‟. Dictionaries also present norms for spelling. Stabilization means
that this type of codification has the effect of ensuring that the variety
takes on relatively uniform and somewhat stable form. However, this
uniformity and stability are only relative. The Standard English used in
different parts of the native English-speaking world differs noticeably
from one place to another. To give some idea of how Standard English
differs from other non-standard dialects of the language, besides Standard
English has a number of grammatical peculiarities which distinguish it
from most other varieties:
1. Standard English does not distinguish between the past tense
forms of the auxiliary verb to do and those of the main verb to
do. The past tense form in Standard English is „did‟ in both
cases: You did it, did you?
2. Standard English does not have the grammatical feature which
is called negative concord. In most nonstandard varieties,
negative forms agree grammatically with one another
throughout a clause as in I couldn’t find none nowhere, where
all the words that can take a negative form do so. In Standard
English, grammatical agreement or concord of this type does
not occur: I couldn’t find any anywhere.
3. Standard English has an irregular way of forming reflexive
pronouns, with some forms based on the possessive pronouns:
 15

myself, yourself, ourselves, yourselves; and others based on the

object pronouns: himself, themselves.
4. Standard English has irregular past forms of the verb to be,
distinguishing between singular and plural, something which
does not happen with other verbs: I was, he was but we were,
they were. Most non Standard dialects have the same form for
singular and plural: I were, we was, and so on.
5. For many irregular verbs, Standard English redundantly
distinguishes between past tense and perfect verb forms by
using distinct past tense and past participle forms as well as the
auxiliary verb „have‟. I could have seen him versus I saw him.
Many other dialects have no distinction between pat tense and
past participle forms.
C. Varieties of English Style (British and American)
English has been spreading all around the world as Kachru
(2006:22) stated that the profession of English language teaching (ELT)
has not had to face this issue so far. Institutions of teacher education and
publishing in the two powerful centers -the UK and the US- have relied on
their own models of General American English (GAE) and Standard
British English (BE). There are so many varieties or models of English,
but American and British English are the most popular with the
differences in the world among the others English. As well as Indonesians,
British English and American English are very popular because there are
several English course agencies that use British English and there are some
agencies use American English.
That is to say, if the new context of America and Australia led to
distinct Englishes in these regions in spite of shared ethnicity, culture, and
civilization, it is reasonable to conclude that the same will apply in the
very different socio-cultural context of Asia, Africa, and other parts of the
world to have their own distinct ethnicities, cultures, and civilizations and
 16

the fact that Singaporean English has been established beyond a doubt by
users of this variety.
1. British English
Trudgill and Hannah (2013:15) advocated that the accent
which is normally taught students who are studying British
English is the accent known as Received Pronunciation (RP).
There are number of advantages to learning this particular
accent. First, the accent is likely to be encountered throughout
the country. Second, RP and accents similar to it are quite often
used in radio and television broadcast in England, so a student
will have many opportunities to listen to them.
There also disadvantages to learning only RP. First, it is
accent used natively by only 3-5 per cent of the population of
England. This means that the students may have difficulty –
sometimes a great deal of difficulty- in understanding the other
95-97 percent of the population. Second, while RP is not a
regional accent, it is a social accent associated particularly with
the upper-middle and upper classes.
2. American English
The standard of English that has been used in America is
known as American English. As we know that American
English has spread in worldwide including Indonesia. Trudgill
and Hannah (2013:6) advocated that the form of standard
English that is widely taught to students of EFL and ESL refers
to North American English (NAmEng), meaning English as it
is written and spoken by educated speakers in the United States
of America or American English and Canada or Canadian
English.
Until recently, many European universities and colleges not
only taught British English but actually required it from their
students. Lately, very many universities now permit students to
 17

speak and write either British English or American English, so

long as they are consistent (or that, at least, is the theory). It
means that American English has taught widely including in
Indonesia, that some of the books and learning sources are
from America.
D. Speaking
1. Definition of Speaking
There is a lot of definition of speaking. Many linguists define
speaking in many ways. According to Harmer (2007:269) stated that
speaking is the ability to speak fluently and presupposes not only
knowledge of language features, but also the ability to process
information and language “on the spot”. Meanwhile, based on Byrne
(1984) as cited in Wahyuni (2016:6) said speaking is oral
communication. It is two ways process between speaker and listener
and involved productive and receptive skill of understanding,
moreover Huebner (1969) stated that speaking is the main skill in
communication. Observe what Huebner states about the idea of
speaking, it is understood that through speaking, someone can
communicate and express what she or he wants in order to understand
one another.
Rivers (1978:162) said that through speaking someone can
express her or his ideas, emotions and reactions to other person or
situation and influence other person. Furthermore, Johnson (1983:18)
refers to speaking as the ability to produce articulation, sounds or
words to express, to say, to show, and to think about ideas, thoughts
and feelings. Besides, speaking is the sign of someone acquiring
language. People will notice someone‟s speaking first to consider
whether he or she can speak that language. It is no doubt that speaking
being the main part of learning and acquiring language.
Speaking was not a popular activity to practice in the
classrooms previously, but nowadays the process of speaking activity
 18

in the classroom has changed a lot. Teachers try encourages the

students to improve their communication skill through speaking. It is
no doubt that speaking is one of crucial skills in learning language that
students should mastery. Without practice to speak the target language,
what they have learned will be no use. According to Nunan (1989) as
cited by Bashrin (2013:5) wrote that to be successful in acquiring the
speaking skill in the target language, the following sub skills should be
developed:
a. “The ability to articulate the phonological features of the
language comprehensively;
b. Expertise on stress, rhythm, and intonation patterns,
c. An acceptance degree of fluency,
d. Transactional and interpersonal skill,
e. Skills in talking short and long speaking turns,
f. Skills in the management of interaction,
g. Using appropriate formulae and fillers”.
2. The Input Hypothesis Theory
This theory will answer the important question of how do we
acquire language? Krashen (2009:20) claimed that acquisition is
central and learning more peripheral, than the goal of our pedagogy
should be to encourage acquisition. The question of how we acquire
then becomes crucial. The input hypothesis runs counter to our usual
pedagogical approach in second and foreign language. If we learn
language, first we will learn the structure then practice using them in
communication, and then this is how fluency developed, but the input
hypothesis says the opposite. As Krashen mentions that it says we
acquire by “going for meaning” first and the result is we acquire
structure. As Krasen (2009:21) has stated to the case above that the
input hypothesis relates to acquisition, not learning and we acquire by
understanding language.
 19

The next case of the input hypothesis is when communication

is successful, when the input is understood and there is enough of it.
The final part or case in the input hypothesis is that it states “speaking
fluency cannot be taught directly. Rather, it “emerges” over time, on
its own. The best way and perhaps the only way to teach speaking,
according to this view, is simply to provide comprehensible input.
Accuracy develops over time as the acquirer hears and understands
more input. So that means production ability emerges, it is not taught
directly.
3. Aspect of Speaking
Based on Cambridge dictionary, aspect itself has a meaning of
a particular feature of or way of thinking about something, especially
something complicated. It means that when someone tends to speak
languages, moreover speak in foreign languages need to concern some
aspects. There are five aspects of this case:
a. Fluency
According to Gower et al. (1995:100), “fluency is the
ability to keep going when speaking spontaneously”. As the
main aim of fluency is to give the students the opportunity to
speak, so the teacher should less at talking as Scrivener (2011)
suggested that teachers should reduce their talking time
(Teacher Talking Time, TTT).
b. Grammar
When dealing with grammar, students need to use
appropriate syntactic forms and vocabulary in order to meet the
task requirements at each level. In addition, Gower et al. (1995)
claimed, “Accuracy involves the correct use of vocabulary,
grammar, and pronunciation. In controlled and guided activities
the focus is usually on accuracy and the teacher makes it clear
from feedback that accuracy is important”. In speaking,
grammar is important and teachers should encourage the
 20

students to speak with grammar accuracy, but not too focused

on it because students will be find difficulties when learn
language because they need to be perfect in their speaking
which is not the goal of learning foreign language. Teachers
only make it clear in which areas accuracy is expected and to
what extent.
c. Pronunciation
According to Esling and Wong (1983) cited in Nation and
Newton (2009:76) said that pronunciation includes the
articulation of individual sounds and the distinctive features of
sounds like voicing aspiration, voice-setting features, stress and
intonation. Attention to these aspects also requires attention to
the blending and omission of sounds, and the effect of the
various aspects on intelligibility.
d. Vocabulary
Choosing correct vocabulary is also important for good
speaking. Goswami (2001) as cited in Moody, Hu, Jen Kuo,
Jouhar, Xu, and Lee (2018:1) stated that vocabulary has been
found to predict the acquisition of critical aspects of
metalinguistic awareness. For example, young children with
large vocabularies tend to outperform their peers on measures
of phonological awareness.
e. Comprehension
Comprehension is the ability of understanding something.
Comprehension is needed when people talk to each other. They
speak up to deliver information, so that is mean that the persons
that they talk to should comprehend what are they talking.
4. Types of Speaking
As Brown (2001:250) stated that much of our language
teaching is devoted to instruction in mastering English conversation.
He classifies the types of oral language as presented by the figure 2.2:
 21

Planned
Monologue
Unplanned
Types of Speaking
Interpersonal
Dialogue
Transactional
Figure 2.2 Types of Speaking

Brown as cited in Wahyuni (2016:7) stated that monologue is the

speaking where one speaker uses spoken language for any length of
time, such as; speeches, lectures, readings, news broadcasts, and so
on, then the listener have to process the information without
interruption and the speech will go on whether or not the listeners
comprehend what the speaker means.
In the other side, the dialogue is different from monologue.
Nunan (in Wahyuni 2016:7) said that dialogue is the speaking that
involves two or more speakers. It can be subdivided into those
exchanges that promote social relationship (interpersonal) and those
for which the purpose is to convey propotional or factual information
(transactional).
As further information, Broughton et al (2003:77) stated that
recently through massive pattern practice in audio-lingual and audio-
visual courses, there have been many students who could produce
perfectly adequate responses in the classroom when given a clear
stimulus by their teacher. Therefore, he explained that there are stages
in speaking such as controlled, guided, and free practice whose should
always be seen in relation to the functional use to which the student
will have to put his or her oral fluency. The stages will explain further
as follows:
 22

a. Controlled Oral Work

One of the most versatile techniques for the presentation
and practice of phonological, lexical and grammatical items is
the dialogue. Broughton et al (2003:77) said it has the further
advantages that it can be used for controlled, guided, or free
work, and besides the dialogue is by its very nature language
interaction between people, which fulfills the communicative
criterion.
b. Guided Oral Work
Guided oral practice aims to give the students a limited
freedom to use and practice what he or she has learnt, yet still
be subject to some restraints. In general, it is best to provide the
general situation and content of what is to be said, but allow
some freedom in the mode of expression. By controlling the
situation but allowing variety of expression of this kind, the
dialogue has been changed from controlled to guided oral work.
c. Free Oral Production
It is important to a student should be able to produce
naturally the language which has been presented to him or her
and which he or she has practiced in various more or less
controlled situations. Visual–maps, photographs, pictures,
cartoons, even slides and films–are another useful source of
oral language practice. They can be used simply as discussion
starters or as the material for a short talk or as the first step to
producing role-play situations or dialogues based on them.
d. The Conversation Class
Conversation classes are very common at intermediate and
advanced levels, often with small groups and individuals rather
than large classes. Usually it takes place in private schools or
with private teachers rather than in state-run institutions. The
 23

very term „conversation class‟ is imprecise as it refers partly to

the mode of teaching and may also refer to the content of what
is taught. The idea is that, by simply conversing, the teacher
shows the student how to hold a conversation him/herself.
In this case, the writer chose „free oral production‟ for the
research as for learning speaking through movies.
E. English Listening and Speaking
Broughton et al (2003:65) stated that it is principle common to this
and the previous chapter that listening should precede speaking. Clearly, it
is impossible to expect a student to produce a sound which does not exist
in his mother tongue or a natural sentence using the stress, rhythms, and
intonation of a native speaker of the foreign language without first of all
providing him with a model of the form he is to produce. It is not possible
to produce satisfactorily what one has not heard. The logical first step,
therefore, in attempting to achieve oral fluency or accuracy is to consider
the learner‟s ability to listen.
In this case, Broughton et al (2003:76) claimed that however good
student may at listening and understanding, it need not to follow that he
will speak well. A discriminating ear does not always produce a fluent
tongue. There has to be training in the productive skill of speech as well.
In many cases, listening should lead naturally on to speaking. Otherwise,
Saur et al (20080 as cited by Kuhl et al (2016:1) observed about brain and
language in listening and speaking of a second language that the streams
originate from areas involved in the early processing of speech
information in the general area of the superior temporal gyrus. A ventral
stream, projecting to the middle and inferior temporal cortices, processes
the conceptual meaning of phonological information and is involved in
listening to and understanding speech. A dorsal stream, projecting towards
inferior parietal and posterior frontal lobe regions, plays a role in
integrating auditory information with motor system representation, and
 24

allows for the production of speech sounds based on previous auditory

input.
Imitation of sounds is one of the natural stages everyone
experiences in the early days of acquiring one‟s first language. Adults also
often repeat themselves as do their conversational partners. According to
Chung (2010:98) stated that listening and speaking are simultaneously
required in a shadowing task. Based what Richards (2005) stated that
teaching in the past was equated with answering listening comprehension
question. However, comprehension of content is not the only purpose of
second or foreign language practice. From the speaking perspective,
Osburne (2003) claimed that shadowing techniques have been
recommended by many advanced English learners as an excellent strategy
to improve one‟s speaking skill.
F. English Language Teaching and Learning
There are several concepts about teaching and learning especially in
teaching and learning English.
1. Definition of Teaching and Learning
Teaching is an event inside or outside of the classroom that
consist of teacher and student. According to Sequeira (2012:3) stated
that teaching is set of events, outside the learners which are designed to
support internal process of learning. In the other hand, learning is
about developing a new skill and knowledge which has been taught.
Sequeira (2012:2) said that learning is about a change: the change
brought by developing a new skill, understanding a scientific law,
changing an attitude. The change is not merely incidental or natural in
the way that our appearance changes as we get older.
Learning is a relatively permanent change, usually brought
about intentionally. When someone attends course, search through
books, or read discussion papers, it sets out to learn. In other way,
learning can take place without planning, for an instances learning by
experiences. The difference between teaching and learning is that
 25

teaching (instruction) is outside the learner while learning is internal to

learner.
2. Dale’s Cone of Experience (Edgar Dale 1960s)
Cone of experience is a pictorial device use to explain the
interrelationship of the various types of audio-visual media, as well as
their individual „positions‟ in the learning process. As Anderson says
that Dale‟s cone of experience is a model that incorporates several
theories related to instructional design and learning process. During
1960s, Edgar Dale theorized that learners retain more information by
what they „do‟ as opposed to what is „heard‟, „read‟, or „observed‟. His
research led to the development of the „Cone of Experience‟. Today,
this „learning by doing‟ has become known as „experiential learning‟
or „action earning‟. The cone is diagramed and explained in the figure.

Figure 2.2 Dale‟s Cone of Experience

The cone charts the average retention rate for various methods
of teaching. The further you progress down the cone, the greater the
learning and the more information is likely to be retained, it also
suggests that when choosing an instructional method, it is important to
 26

remember that involving students in the process strengthens knowledge

retention.
It reveals that „action learning‟ techniques result in up to 90%
retention. People learn best when they use perceptual learning styles.
Perceptual learning styles are sensory based. The more sensory
channels possible in interacting with a resource, are better chance that
many students can learn from it. According to Dale, instructors should
design instructional activities that build upon more real-life
experiences.
3. Teaching and Learning Through Movies
Using movies to teach can definitely be a challenge, but when
carried out in proper manner, it boasts of numerous benefits. Unlike
texts or any other media, movies enable students to learn visually.
Movies can stimulate students‟ interest which it is important in
learning. On general level, many students respond better to watching
movies than reading a texts or books which helps keeping them
interested and prevent them from getting distracted. Greenaway as
cited in Gonzalez (2015:1) claimed that movies are not entertainment.
They are kind of language and reflection. Teaching with movies
triggers that disclose emotions allow questions and dilemmas for arise
for both teacher and learner.
The use of movies in language classroom provides a great
number of advantages. King (2002:1) says that many researches such
as (Cross, 2011; Stempelski, 2000; Mekheimer, 2011. As cited by
Aliyev and Albay, 2016) investigated the role of movies in language
teaching and majority of them agree on their benefits in language
learning environment. Movies are essential materials in a language
lesson that “provide more pedagogical options and are a rich resource
of intrinsically motivating materials for learners”. Moreover, Scander,
Balma, and Massa (2013:410) maintained that in terms of colloquial
English, films become a valuable source as “they present real-life
 27

contexts, an opportunity to be exposed to different voices, degrees of

formality, reduced speeches, stress, accents, and dialects”.
G. Benefits of Teaching and Learning Speaking Through Movies
Movies can be used as a pedagogic means to improve language
learning, based on the premise that they provide real-life language input.
Conversations in films occur in real life contexts, therefore learners
explore how language is used by its native speaker. One of the major
benefits of films is their contribution to the development of spoken
language comprehension. Melvin and Stout (1987) as cited in Aliyev and
Albay (2016:14), advocated the use of films in language learning because
learners stand a better chance of practicing the language. Moreover,
Blasco, Moreta, Levites, and Janaudis (2015:3) advocated that because
movies are familiar, evocative, and non-threatening, grounded in both
imagery and emotion, movies are useful in teaching the human dimension
required for developing as human beings and for building identity in
young learners. For teachers, the movie experience helps also to confirm
and clarify their role to bring a new perspective in teaching.
Nunan (1999) stated that movies are valuable sources of authentic
language. Authentic materials are produced in real communication rather
than for the purpose of language teaching. As authentic materials include
the characteristics of language used by the native speaker (Taylor, 1994),
they have significant impact on the language improvement. Moreover, Li
(2003), as cited by Aliyev and Albay (2016:14) stated that movies not only
provide for learners linguistic information but also enable them to
understand the social environment where the language is spoken. Berk
(2009) argued that “when you watch a movie or TV program, superficial
and even deep feelings and emotions are elicited, such as excitement,
anger, laughter, relaxation, love, whimsy, or even boredom”. These
aspects of movies encourage language learners to acquire vocabulary to
express their emotions and feelings.
 28

Based on Bloomsbury International mentions that teaching and

learning through movies can help speaking skills, “hearing natives speak
will also help your speaking skills, especially your fluency. You will hear
how to link your words together and where to put intonation on certain
words and sentences”. Furthermore, through movies students and teachers
can put the knowledge to practice. In the English classroom they will learn
a lot of vocabulary and grammar but they may not know how to use it in
real life. Watching English movies will help them understand how to use
all knowledge that has learnt in everyday situations.
H. Conceptual Framework
As Creswell (2014:86) stated that theory in quantitative research is
an interrelated set of constructs (or variables) formed into propositions or
hypotheses that specify the relationship among variables. Labovitz and
Hagedom (19710 added to this definition as “specifying how and why the
variables and relational statements are related”. In this research, the writer
had theoretical framework for easier thinking of this research.
Nowadays, we know that English is an international language.
People need to learn English, so that they could be connected to other
people overseas. Besides, in English teaching and learning process,
students learn four skills which are speaking, listening, reading, and
writing skill. They all are important skill to learn and acquire language, but
speaking as to communicate each other has a crucial role in learning and
acquiring language. Through speaking, people would know if someone has
mastered in his or her target language. Speaking itself has a meaning to
express what we thought and to converse and communicate each other. If
you learn a language but you do not practice it then it would go in vain.
Thus, improving speaking ability in learning English is needed.
Besides, the goal of learning English is acquiring English and be able to
speak it. Unfortunately, based on what researcher had observed in SMA N
1 Purwokerto, the students still had this kind of anxiety to speak English.
Moreover, they themselves did not understand „why do speak English is
 29

difficult?‟ the answer is easy because they never accustomed to the

English circumstances. They thought that English was boring and they do
not get the enthusiasm in English class and had low interest toward
English.
Therefore, the researcher had the idea to conduct the English
teaching and learning had more fun and effective way to improve their
speaking through movies which mostly students would have the English
circumstances and how English native speaker had their conversation in
the movies. Thereby, students got to accustom in listening English and
then they could practice it in their daily conversation so that their English-
speaking would improve. In this case, by using movies in English
classroom would be more interested and the movies should be suitable for
students in senior high school. Moreover, in this research the writer also
observed about the easier style of English to listen and understand or even
to learn.
I. Hypothesis of the Research
Quantitative hypotheses according to Creswell (2014:188) are
predictions the researcher makes about the expected outcomes of
relationships among variables. The statement of the hypothesis of this
study is as follow, “movies have a role to improve speaking ability in 11th
grade of SMA Negeri 1 Purwokerto”. There is hypothesis that can be
proposed:
1. Ho : Movies do not have role to improve speaking ability in
11th grade of SMA Negeri 1 Purwokerto.
2. Ha : Movies have role to improve speaking ability in 11 th grade
of SMA Negeri 1 Purwokerto.
J. Previous Study
Concerning to the role of movies to improve speaking ability, there
are several previous studies that relates to this research discusses as
follows:
 30

The first research is in the undergraduate thesis written by

Lialikhova (2014). Under the title “The Use of Video in English Language
Teaching: A Case Study in a Norwegian Lower Secondary School”. This
thesis aimed at exploring the use of video in English Language Teaching
(ELT) in a Norwegian lower secondary school (grades 8 to 10). Videos in
the thesis were represented kind of feature movies, YouTube clips, and
documentaries. In addition, the thesis aimed to find out how videos in
English lesson helped to achieve the goals of the LK06 English curriculum
in Norway. The main hypothesis of this research was that teaching with
video would develop pupils‟ communicative skills, and therefore, was
appropriate for the communicative approach to ELT. This thesis was
carried on qualitative and quantitative research.
The similarities of this research with this study are doing research
about audio-visual (movies) in ELT to communicative skills which the
writer is focus on speaking and the objects of both the researches are high
school students. The contradictions of this research are first, this research
aimed to achieve the goal of Norway English curriculum, whereas the goal
of the thesis of the writer is to make students get use to English speaking
circumstances, so that they will unconsciously acquiring English. Second,
this thesis use few kind of audio-visual teaching such as movies, YouTube
clips, and documentaries, while mine just focus on presenting movies from
different country (British, American, and Asian). The last contradiction is
that this research used qualitative and quantitative methods, while the
writer will carry on quantitative method to the research.
The second research is in the undergraduate thesis by Wijaya
(2013). Under the title “Improving the Speaking Learning Process of
Seventh Grade Students of SMP N 1 Kebonagung Pacitan in the Academic
Year of 2014/2015 Through Animation Movies”. The aim of this research
was to improve the speaking learning process of seventh grade students of
SMP N 1 Kebonagung Pacitan through animation movies. The result of
this research showed that the implementation of animation movies in the
 31

speaking learning process was effective to make the students become

enthusiastic in the English speaking activities. The research used
qualitative method.
The similarity of this research is both this research and the writer‟s
research is to find out the effectiveness of using movies in speaking class
toward high school students. The differences of this research with the
writer research are this research used animation movies while mine will
use real-life movie and this research used qualitative method, while the
writer used quantitative. Besides, this research is a case study, kind of
classroom action research whereas this researcher‟s study is quantitative
research about quasi experimental study.
The third research is in the undergraduate thesis by Wang (2016),
under the title “Effects of Watching Feature Films in English Learning for
Chinese College Students”. This study aims to investigate how watching
English feature films impact Chinese college students‟ perception in
language learning. The result of this study indicated that most Chinese
college students agreed that using feature films in English learning can
improve their cultural awareness, pronunciation, English life
understanding, and appreciation of filming arts. This research was carried
out in mixed methods (qualitative and quantitative).
The differences of this research with the writer research are this
research was conducted with Chinese college students, using mix methods,
while the writer is conducted with senior high school students and using
quantitative research. Besides, this research examined about the effect of
watching feature films for language learning in every skills, while the
writer is the effectiveness of using films in English learning, especially for
English speaking‟s teaching and learning. The similarity of this research
with the study is examine how films can be affecting in English language
learning, especially for students non-native English speakers.
 CHAPTER III
RESEARCH METHOD

This chapter consists of some principle components of the research

methods used in this research. They are design of the research, place and time
of the research, subject of the research, variables and indicators of the
research, types of data, techniques of collecting data, instrument of the
research, techniques of data analysis.

A. Design of the Research

This research is experimental method. Experimental research is a
research aimed to find out an effect from something given to the subject of
the research. Suwartono (2014:134) said that experimental research can be
divided into three types; they are pre-experimental, quasi-experimental,
and true-experimental. The type of this research was quasi-experiment. It
used two groups whose members were naturally collected like the students
in the classroom. Based on the method design above, the writer will use
non-equivalent design. It was based on the following requirements:
1. There were two groups and each group would be given pre-test
and post-test.
2. There was one control group (class) without treatment, which
was used to compare with the experiment class with the
treatment.
According to Aliaga and Gunderson cited in Muijis (2004:2), quantitative
research is „explaining phenomena by collecting numerical data that are
analyzed using mathematically based methods (in particular statistics).
Furthermore, Creswell (2012:19) states research designs are the specific
procedures involved in the research process; data collection, data analysis,
and report writing. The sequence of this research therefore is:

32
 33

O1 X O2
O3 O4
Where explained as follows:
O1 = Pre-test for experimental group
O3 = Post-test for experimental group
O2 = Pre-test for control group
O4 = Post-test for control group
X = Treatment
B. Place and Time of the Research
1. Place of the Research
The research was conducted at SMA Negeri 1 Purwokerto. This
school is located at Jl. Jenderal Gatot Subroto No. 73, Brubahan,
Purwanegara, North Purwokerto, Banyumas Residence, Central Java.
The subject of the research is eleventh-grade students of two science
classes in the academic year of 2018/2019.
2. Time of the Research
The writer conducted the research definitely at the eleventh-grade
of science class of SMA Negeri 1 Purwokerto on April 29 th to May
15th, 2019. Precisely, the writer did the research into two weeks and
divided sections, they are; pre-test, treatment (listening and watching
to the movie) and post-test which the students would converse what
they heard. In two weeks long, the writer had done different steps in
learning English based on which the class and done the pre-test and
post-test in every meeting of each class.
Table 3.1 First Research Schedule (week 1)
No. Date Time Class
1 Monday, April 29th , 2019 12.30 - 14.00 Science 7
2 Tuesday, April 30th, 2019 10.15 - 11.45 Science 8
3 Wednesday, Mei 1st, 2019 08.30 - 10.00 Science 8
4 Thursday, Mei 2nd, 2019 11.00 - 12.45 Science 7
 34

Table 3.2 Second Research Schedule (week 2)

No. Date Time Class
1 Monday, Mei 6th , 2019 12.30 - 14.00 Science 7
2 Tuesday, Mei 7th, 2019 10.15 - 11.45 Science 8
3 Wednesday, Mei 8th, 2019 08.30 - 10.00 Science 8
4 Thursday, Mei 9th, 2019 11.00 - 12.45 Science 7

C. Population and Sample

1. Population
According to Sugiyono (2013:61), population is generalization
area that consists of object or subject. It has special quality and
characteristics based on the criteria decided by researcher, then to be
learned and concluded. Population of this research was eleventh-grade
students of science classes (IPA 7 and IPA 8) of SMA Negeri 1
Purwokerto in English specialization class that consists of 30 students
of each class, in the academic year of 2018/2019. The total populations
were 60 students.
2. Sample
Sugiyono (2017:118) said “the sample is part of the number
and characteristics passed by the population”. In addition to that,
Arifin (2012:224) advocated that if the research population is 51-100,
the sample would take 50-60% or used total population, but if the
population more than 100, then the sample would take between 10-
15% or 20-25% or more. In summary, the writer decided to take all of
the population (total population) because the population was under
100.
D. Variable and Indicators of the Research
A variable is defined as anything that has a quantity or quality that
varies. Based on Sugiyono (2014:61), research variables are an attribute or
the nature or value of people, object, or activity that have certain variations
set by researcher to be learned then concluded. There are two variables in
this research, they are; independent variable and dependent variable.
 35

Independent variable is factor which is measured, manipulated, or

selected by the researcher to determine its relationship to an observed
phenomenon or antecedent conditions that are presumed to affect a
dependent variable. Whereas dependent variable is variable that influenced
by the independent variable and become the outcomes or results of the
influence of the independent variable. The independent variable of this
research is movies and the dependent variable of this research is speaking
ability.
According to Brown (2004) cited by Wijaya (2015:23) stated about
the aspects of assessing speaking; grammar, vocabulary, fluency,
pronunciation, comprehension, and task.
1. Grammar
When dealing with grammar, students need to use
appropriate syntactic forms and vocabulary in order to meet the
task requirements at each level. In addition, Gower et al. (1995)
claimed, “Accuracy involves the correct use of vocabulary,
grammar, and pronunciation. In controlled and guided activities
the focus is usually on accuracy and the teacher makes it clear
from feedback that accuracy is important”.
Harmer (2003:12) stated that the grammar of the language
is the description of the ways in which words can change their
forms and can be combined into sentences in that language. If
grammar rules are too carelessly violated, communication may
suffer, although creating a „good‟ grammar rule is extremely
difficult. In speaking, grammar is important and teachers
should encourage the students to speak with grammar accuracy,
but not too focused on it because students will be find
difficulties when learn language because they need to be
perfect in their speaking which is not the goal of learning
foreign language.
 36

2. Vocabulary
Choosing correct vocabulary is also important for good
speaking. Goswami (2001) as cited in Moody, Hu, Jen Kuo,
Jouhar, Xu, and Lee (2018:1) state that vocabulary has been
found to predict the acquisition of critical aspects of
metalinguistic awareness. For example, young children with
large vocabularies tend to outperform their peers on measures
of phonological awareness.
According to Neuman & Dwyer (2009) as cited in
Alqahtani (2015:24) defined vocabulary as “words we must
know to communicate effectively; words in speaking
(expressive vocabulary) and words in listening (receptive
vocabulary)”. Alqahtani (2015:25) defined vocabulary is the
total number of words that are needed to communicate ideas
and express the speakers‟ meaning.
3. Fluency
Schmidt (1992) as cited by Nation and Newton (2009:151)
described fluency as the planning and delivery of speech and it
is extended to the comprehension of speech. In the other side,
Gower et al. (1995) cited in Bashrin states “fluency is the
ability to keep going when speaking spontaneously”. In
addition to that, Nation and Newton (2009:152) added that
fluency is typically measured by speed of access or production
and by the number of hesitations; accuracy by the amount of
error; and complexity by the presence of more complicated
constructions, such as subordinate clauses.
4. Pronunciation
According to Esling and Wong (1983) cited in Nation and
Newton (2009:76) said that pronunciation includes the
articulation of individual sounds and the distinctive features of
sounds like voicing aspiration, voice-setting features, stress and
 37

intonation. Attention to these aspects also requires attention to

the blending and omission of sounds, and the effect of the
various aspects on intelligibility.
5. Comprehension
Comprehension is the ability of understanding something.
Comprehension is needed when people talk to each other. They
speak up to deliver information, so that is mean that the persons
that they talk to should comprehend what are they talking.
E. Types of Data
The types of the data of this study were used quantitative in the
form of the results of the pre-test and post-test. The pre-test and post-test
had done in order to recognize the students‟ ability in speaking English
after watching and listening to the movie. Are they able to comprehend the
different style of English (Singaporean, American, and British)? The
writer also contrived the outline of the test as presented in table 3.3.
Table 3.3 Outline of test
Material Indicators Outcome

Mention the social Grammar Students able to

function and the communicate without an
elements of error in English speaking
linguistic of the and able to speak
movie that had been grammatically correct.
watched. Vocabulary Students able to
identified the meaning of
the words and the similar
words.
Fluency Students could speak in
English fluently without
any difficulties.
Pronunciation Students able to
pronounce correctly the
words and they are
understandable.
Comprehension Students able to make a
dialogue or conversation
without any difficulties.
 38

F. Techniques of Collecting Data

The first step to collect the data was choosing the participants. The
participants of this research were the eleventh grade of senior high school.
The next step was choosing the instrument. The instrument of this research
was the test. The test was exercises of students‟ speaking to measure the
skill, knowledge, intelligence, capacity, or attitude of an individual. The
writer used post-test to get the data:
1. Pre-Test
Based on Creswell statement about pre-test (2012:297)
stated that a pre-test provides a measure on some attribute or
characteristic that you assess for participants in an experiment
before they receive a treatment.
Before giving the treatment, the writer gave a test first to
the students. The test was done for 30 minutes. The students
would converse as could as they know in a pair, and they
would give each pair two minutes to conversing. The test
aimed to know the ability of their English speaking.
2. Treatment
The treatment was applied in experimental classes in the
teaching and learning process which was by using movies in
the English class in different level (basic, intermediate, and
advance). The treatment was conducted three times by using
movies in English class for speaking and it would play for 15
minutes long and will be repeated twice. Every meeting had
gotten 90 minutes as 2 hours of teaching and learning process.
The procedures were:
a. The writer explained how this research could be done
and the steps of the test and the materials that would be
learnt.
 39

b. Students were allowed to ask questions based on what

the writer explained about the teaching materials.
c. The writer explained about the social function and the
elements of linguistic such as; expressions, greetings,
short conversation, difficult words, etcetera.
d. The writer played the movie and asked students to write
down the script based on what they heard and wrote the
unfamiliar words.
e. The writer gave a chance for students to ask from the
whole session.
3. Post-Test
According to Creswell (2010:297) stated that a post-test is a
measure on some attribute or characteristic that is assessed for
participants in an experiment after treatment.
The writer had done the post-test after giving treatment to
the students. The test was done for 30 minutes. The students
would speak what they had written and began to converse with
their partners of whatever they wrote. The aimed of this test
was to know the speaking ability of the students after giving
the treatment.
G. Instrument of the Research
In doing research, instrument is being the fundamental thing to do
before doing the research. In this research, the writer used movies as the
instrument of the research. There were three movies with different English
styles, so that the students would hear a different model of English of each
movie. The movie would be played twice with the duration 15 minutes to
watch and listen. Students would write what they heard at least five
minutes long out of 15 minutes. In this case, the movies were American
English and British English. The writer wanted to explore the students
comprehension toward the varieties or styles of English based on its
setting place, England and the US.
 40

This research resorted to three movies; British movie with genre of

romance-drama, American movie with genre of drama-family, and Asian
movie (using English) with genre romance-comedy. Those movies were:
1. Gifted (American)

The synopsis of this movie is about seven year-old

Mary Adler lives with her uncle Frank Adler. On her first day
for going to school as first grade, she shows remarkable
mathematical talent which impress her teacher, Bonnie
Stevenson. Mary is offered a scholarship to a private school for
gifted children. However, Frank, her uncle turns it down. Based
on his family‟s experiences with similar schools, he fears Mary
will not have a chance at a normal childhood.
The writer chose this movie to do the research because
the writer wants students know that it does exist a gifted
children. This movie belongs to family-drama. Besides, this
movie has a good moral value not to disparage or bully others if
you are a prodigy child, discerning that bully is very common
in high school nowadays. However, this movie is American, so
it a little bit hard to understand the conversation within the
movie, but it still clears to listen.
 41

2. Breathe (British)

This movie based on true event, the inspiring true love

story of Robin and Diana Cavendish. In 1958 in Kenya, Robin
Cavendish falls ill from polio at the age of 28, not long after
marrying his wife, Diana. Paralyzed from the neck down and
unable to breathe without assistance of a respirator, he is given
only three months to live. Initially, he is depressed, refusing to
see his wife or newborn son and wishing to remove from life
support. However, Diana is persistent and slowly his spirits
improve and he can live until his son turn 20 year-old with the
help of his wife and his doctor.
This movie is biographical drama, the writer chose this
movie because it told about a true story and it is good for
students to know the kind of symptom (polio) and the
biography of Robin Cavendish, a British soldier. Besides, this
movie is from British, the English conversation would be
difficult to understand because it got British accent, which is
rare to be used here. Students found that British English is the
hardest conversation to listen and this movie used British
English in the dialogue.
 42

The students watched all the three movies in step by

step. They were watching movie which the dialogue is easy to
listen and easy to comprehend, it is Asian movie and then next
movie was American movie, so that it would be different from
the first movie because it would be the dialogue of native
speaker but it is familiar to listen, and the last movie is with the
most difficult dialogue. It is from British, and as we know that
British English is the hardest English to listen.
Overall, the writer chose different style of English to
know how far the ability of students to listen and speak in
different English style. In conclusion, the writer chose the
movies based on the style of English and the way the dialogue
or the conversation was carried out by the actors and actresses,
so that the writer did not choose the movies based on its moral-
value, story plot, etc. On the contrary, the writer had chosen the
movies based on students‟ interest and the style of English.
H. Techniques of Analyzing Data
Before using the analysis, the writer used the pre-test and post-test
assessment guidelines to assess the students‟ speaking abilities score as
follows:

Score = X 100

After giving different treatment toward two classes (experimental

and control class), the data were obtained from the pre-test and post-test
result that the writer had been provided before and after learning were
analyzed by using N-Gain. The N-gain provides information about
improving the speaking ability of the students by using movies. Based on
Hake (1997:65), the N-Gain score is determined using the following
formula:
 43

Where:

: Post-Test Score
: Pre-Test Score
: Ideal Score Maximum

Table 3.4 N-Gain Score Category

No. Limitation Category
1. N-Gain ≥ 0.7 High
2. 0.7 > N-Gain ≥ 0.3 Medium
3. N-Gain < 0.3 Low
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

Concerning with the statement of the problems, in this chapter the writer
describes and analyzes the findings during the research process conducted at
eleventh grade of SMA Negeri 1 Purwokerto. It is intended to answer the problem
of the research. In finding, the writer describes the process of calculation and
presenting the result of the data. Furthermore, in the discussion the writer
integrates and explains more about the finding of the research.

A. Data Description
A.1 Description of Learning Process of Speaking
The writer did the research and got the complete data from the test of
two groups, they were experimental group and control group. Experimental
group was a group that using treatment which was the learning process with
movies. Meanwhile, the control group was a group which did not have
treatment or the learning process still used conventional way.
To answer the problem of the research, the writer analyzed the data
systematically and accurately. After analyzing the data, the writer was able to
obtain the conclusion. The descriptions of the finding in this chapter are
divided into three sections. This research aimed to know the role of using
movies to improve speaking ability in 11th grade of SMA Negeri 1
Purwokerto.
Several steps were prepared and implemented by the writer for the
treatment in the experimental class. The genre of the movies and durations
were set up by the writer to get fun creation and efficient learning. The steps
were as follows:
1. Pre-Teaching
a. The writer attracted the students on the topic that will be
learned and also gave motivation toward the students about
how important English especially for speaking.

44
 45

b. To obtain the students‟ basic skill of speaking, the writer

conduct pre-test through speaking test without any
treatment.
c. The writer took the scoring of students‟ speaking ability.
d. The writer explained to students the steps of the learning
process from watching movies, listening and writing the
dialogue of the movie, then do the post-test.
e. The writer gave chances toward the students to ask question
related to what the writer had explained about the steps of
the learning process.
2. While-Teaching
a. The writer asked students to prepare a pen and a paper to
write down what they heard from the movie.
b. The writer played the English movies with different style of
English and they were Asian, American, and British.
c. The writer ordered the students to write the dialogue in the
movie according to their capability at least five minutes in
the beginning while they were watching movie for fifteen
minutes long with twice repeated.
d. The writer asked the students if there was any difficult
vocabulary or sentence that students did not understand.
e. After watching the movie, they would do the speaking test
in pair based on the dialogue that they wrote.
f. The writer did the assessment and took the scoring of the
students‟ speaking test with the help of teacher.
3. Post-Teaching
a. The writer and the students together discussed the dialogue
of the script to correct the mistaken dialogues.
b. The writer gave conclusions and enclosed of today learning
activities.
 46

The learning process in the control class used a usual lecturing

method, where the writer was being the center of the learning and did the
explanation. In this conventional learning, students tended to be passive as
they were just listening to the teacher explanation, so that made students felt
bored. The steps of this control class conventional learning as follows:
1. Pre-Teaching
a. The writer stimulated the students by giving a short
conversation in the early of the lesson.
b. The writer ordered some students randomly to speak based
on previous speaking basic skill.
c. Students did the speaking pre-test based on the words
expression that students already knew.
d. The writer did the assessment of the pre-test from the
students.
2. While-Teaching
a. The writer explained the speaking material that would be
learned and gave the examples of the differences among
English styles (Asian, American, and British).
b. Students made conversation based on the material that had
been learned in pair into role-playing and short
conversation.
c. Students (in pair) came forward to do the speaking test
while the writer was scoring their speaking ability through
role-play or the conversation that they did.
3. Post-Teaching
a. The writer along with the students discussed the topic that
mostly students had been written and spoken.
b. The writer gave feedback to the students and enclosed the
learning activities.
 47

A.2 Description of the Movies Script

In this research, the writer used three English styles of the movies,
they are Singapore English which is English that spoken in Singapore, as we
know that Singapore English has been known in Southeast Asia. The other is
American English (the US) which is English that spoken in the US. The last
one is English from England or it called British English. The movies are
following:
1. Breathe (British English)
R : “Dear God!”
T : “Not a chance.”
R : “And why not?”
T : “She‟s a famous heart-breaker.”
R : “Do you know her?”
T : “No, but I know her brothers. Don‟t! Just stop it. I can‟t
look at you.”
R : “She‟s gorgeous. Sorry, my fault. Sorry.”
D : “So, where are we going?”
R : “I thought Maidenhead. I know a rather jolly pub by the
river.”
D : “This doesn‟t look like a jolly pub by the river.”
R : “No. We seem to have lost our way.”
D : “What a surprise.”
B1: “You can‟t possibly marry him, Diana. He‟s practically
stranger. Is he a stranger than us, do you think?”
B2: “Not much in it?”
B1: “Has he got any money at all?”
D : “No.”
B2: “It‟s not as if you don‟t have other options.”
B1: “What about that Hugh? Didn‟t he have a castle in
Scotland?”
B2: “Mind you, who wants to live in Scotland?”
 48

B1: “Oh, do shut up! She‟s talking about going to live in

Kenya. For God‟s sake!”
B2: “Don‟t tell me to shut up!”
As we know that there are some differences between American
English and British English. Trudgill and Hannah (2013:59) claimed that all
the level educated speech and writing, there are relatively few differences in
grammar and spelling between EngEng (English from England or British
English) and NAmEng (North American English). Here some differences
among the three styles of English:
Table 4.1 Differences among Asian, American, and British Sentences
American English British English
1. I don‟t wanna 1. I know a rather
go! Jolly pub by the
2. Gonna be fine. river.
3. Gonna be fun. 2. Has he got
4. Gonna be great. money?
5. Try bein‟ a kid. 3. She‟s talking
6. You look about going to
beautiful. live in Kenya.

To begin with the analysis of the table 4.1, it can be concluded that
there are some differences between American English and British English.
The differences can be seen as follows:
1. Lacking of grammar within the dialog
Based on the sentence of the table, it can be seen that American
English is good with the use of grammar, it can be seen from the sentence
“you look beautiful”. As for British English has good grammar as well as
American English, it can be seen from the sentence “she’s talking about
going to live in Kenya”.
2. The use of slang words
Slang words are often used by American, as we can see from the
table that there are a lot of slang words in American movie for example
from the words “gonna (going to), wanna (want to), and bein‟ (being)”. In
 49

the other hand, British English has the most perfect sentence, good
grammar and no slang words, it can be seen from the sentences “I know a
rather Jolly pub by the river” and “she‟s talking about going to live in
Kenya”.
3. Listenable and understandable by the listener
American English is easy to listen but hard to catch up the
conversation because the speakers speak too fast. Although the words are
familiar for the listener but if they speak quickly it will hard to
understand. As for British is the most difficult to listen and understand
because its accent and the sentences rarely heard by non-native speakers.
It can be seen from the sentences “I know a rather Jolly pub by the river”
which means “I know Jolly pub by the river enough”, and the word “pub”
which means “bar”. Another example is from the sentence “has he got the
money?” which means “does he have money?. Those are the
characteristic of British English because British people still use traditional
English.
Based on the analysis above, it can be summarized that American
English is often use slang words, it means that Americans like using slang
words in their conversation, and for British English is the accent and the
use of the words are hard to listen and understand. Overall, those explain
that English has their own styles in every different country.
A.3 Students’ Speaking Skill
In this section, the writer compared the increase of speaking ability in
two groups, i.e. experimental group and control group. Hence, the writer
presents the data of students‟ speaking ability before and after treatment in
two different groups. The data of speaking ability were obtained from pre-test
conducted in two different groups. Meanwhile, the data of the students‟
speaking ability after treatment were obtained from the post-test.
Measurement of students‟ speaking abilities utilized with five
indicators refers to Kemendikbud, 2014, i.e. grammar, vocabulary, fluency,
pronunciation and comprehension.
 50

1. Grammar
Harmer (2003:12) stated that the grammar of the language
is the description of the ways in which words can change their
forms and can be combined into sentences in that language. If
grammar rules are too carelessly violated, communication may
suffer, although creating a „good‟ grammar rule is extremely
difficult.
2. Vocabulary
According to Neuman & Dwyer (2009) as cited in
Alqahtani (2015:24) defined vocabulary as “words we must know
to communicate effectively; words in speaking (expressive
vocabulary) and words in listening (receptive vocabulary)”.
Alqahtani (2015:25) defined vocabulary is the total number of
words that are needed to communicate ideas and express the
speakers‟ meaning.
3. Fluency
Schmidt (1992) as cited by Nation and Newton (2009:151)
described fluency as the planning and delivery of speech and it is
extended to the comprehension of speech. In the other side, Gower
et al. (1995) cited in Bashrin states “fluency is the ability to keep
going when speaking spontaneously”. In addition to that, Nation
and Newton (2009:152) added that fluency is typically measured
by speed of access or production and by the number of hesitations;
accuracy by the amount of error; and complexity by the presence
of more complicated constructions, such as subordinate clauses.
4. Pronunciation
According to Esling and Wong (1983) cited in Nation and
Newton (2009:76) said that pronunciation includes the articulation
of individual sounds and the distinctive features of sounds like
voicing aspiration, voice-setting features, stress and intonation.
Attention to these aspects also requires attention to the blending
 51

and omission of sounds, and the effect of the various aspect on

intelligibility.
5. Comprehension
Brown (2003:240) stated that comprehension in speaking is
the ability to use normal communication, stress, intonation,
grammatical structure, and vocabulary of a language to express
meanings so that other people can make sense of them and it can
be directly and empirically observed. Furthermore, Utami
(2017:25) stated that comprehension refers to the understanding of
language including comprehending what the speaker says.
There are 4 points (1,2,3, and 4) in assessing students‟ speaking to
each indicator. The writer will explain the measurements of speaking ability
as follow:
Table 4.2 Measurements of Speaking Abilities
Indicators Scores
4 3 2 1
Grammar There is There are There are so The grammar
almost no some errors many errors is very bad
error. but it does no
that effect the so that the
effect toward
meaning of sentence is
the meaning the sentence hard to
of the and understand.
sentence. sometimes
need to
rearrange the
sentence.
Vocabulary Sometimes Often use Use the The
the wrong wrong vocabulary is
pronunciation vocabulary so vocabulary very limited
is not true that the and often so that the
and needed dialog is repeat the possibility no
the limited. same dialog.
explanation vocabulary
because of that causes
the wrong the sentence
vocabulary. hard to
understand.
Fluency The dialog Not too Often Often stop
were spoken fluent hesitated to during the
 52

fluently, no because some speak conversation

difficultness. difficultness because of so that the
in finding limited dialog is not
words. vocabulary. created.
Pronunciati The There is error The Almost every
on pronunciation in pronunciation pronunciatio
can be pronouncing is hard to n
understood the words understand pronounced
even though and sometime because the in a wrong
with certain could create wrong way so it is
accent. misunderstan pronouncing. hard to
ding. understand.
Comprehen All the Some dialog The dialog is The dialog
sion content of the can be hard to be cannot be
dialog can be understood followed and understood
understood even though there are even with the
by the there is some many short dialog.
listener dialog with repeating
despite there many words.
are some repeating
repeating words.
words.

Based on those indicators, the students‟ speaking abilities before the

treatment in two different groups are presented below:
Table 4.3 Pre-Test Score of Students‟ Speaking Skill in Experimental
Class
Scoring
No. Name Total Score
A B C D E
1 Dewi F. T 2 2 2 3 2 11 55
2 Nisa Nur Laela 2 2 2 2 2 10 50
3 Rineta Mahacitra 3 3 3 4 4 17 85
4 Zulfa Aulia Shalsabila 2 3 3 3 3 14 70
5 Wicaksono 1 2 2 2 2 9 45
6 Rahardian Panji 1 2 2 2 2 9 45
7 Fajar Ragil Y. 1 2 2 2 2 9 45
8 Muhammad G. Nur 1 2 2 2 2 9 45
9 Afranza Falazain A. 1 1 2 2 2 8 40
10 Naufal S. H. 1 1 2 2 2 8 40
11 Ezar Tsany 2 2 2 3 3 12 60
12 Medhia M. 2 2 2 3 2 11 55
 53

13 Valian Davin 2 2 2 2 2 10 50
14 Andre Nara I. 2 2 2 2 2 10 50
15 Annisa N 1 1 2 2 2 8 40
16 Alya Rahma A. 1 1 1 2 2 7 35
17 Salma Pandya Kossa 2 3 3 3 3 14 70
18 Divina Diananda 2 2 2 2 2 10 50
19 Anastasya F. Putri 2 2 2 2 2 10 50
20 Anindya Ayu S. 1 2 2 2 2 9 45
21 Shafira Latifa Dinar 2 2 3 3 3 13 65
22 Anita Khairunnisa 2 3 2 3 3 13 65
23 Wira Maulana Ashar 2 2 2 2 2 10 50
24 Firdaus 1 2 1 2 2 8 40
25 Ali Nur Hidayat 2 2 3 3 3 13 65
26 Vittorio Z. 2 2 2 3 3 12 60
27 Dian Nur Hasanah 2 2 2 2 2 10 50
28 Annisa Rizky N. 2 2 2 2 2 10 50
29 Raihan Rafi'I H. 1 1 1 2 2 7 35
30 Jihan Iftina Hidayanti 1 2 2 3 2 10 50

Table 4.4 Pre-Test Score of Students‟ Speaking Skill in Control Class

Scoring
No. Name Total Score
A B C D E
1 Saifudin Zein 2 2 2 3 2 11 55
2 Tegar Danu P. 2 2 2 3 2 11 55
3 Naufal Ramadhani D. 2 2 2 2 2 10 50
4 Mohammad Ilham N. 2 2 3 3 3 13 65
5 Fadillah F. 2 2 3 3 2 12 60
6 Atika Yulia Rachma 2 3 3 3 3 14 70
7 Shalsabillah 2 2 2 2 2 10 50
8 Riski Tania 2 2 2 2 2 10 50
9 Vania Azra F. 1 2 2 2 2 9 45
10 Alyya Zaenurahma 1 2 2 2 3 10 50
11 Raden Clio M. A. 1 2 2 3 2 10 50
12 I Gede Marcel 1 2 2 3 2 10 50
13 Aliyya Cahya 2 2 2 3 3 12 60
14 Vabela M. K. 2 2 2 2 3 11 55
15 Awang Restu 2 2 2 2 2 10 50
16 Denayya 2 2 2 2 3 11 55
 54

17 Fillah Haidar Ibda B. 1 2 2 2 2 9 45

18 Moh. Elkhan 1 2 2 3 2 10 50
19 Gagas Satria 1 2 2 2 3 10 50
20 Firdaus Nurfuadi 1 2 2 2 2 9 45
21 Alda Tri W. 2 2 2 2 3 11 55
22 Sarah Al-Hamasah 2 2 2 2 3 11 55
23 Etika Warda V. 1 2 2 2 2 9 45
24 Isna Izzati Yumna 2 2 2 2 3 11 55
25 Mohammad Ilham N 1 2 2 2 2 9 45
26 Krisna Maulana 3 3 3 3 3 15 75
27 Syahdiva D. P. 2 2 2 2 2 10 50
28 Alyya Meigira K. 1 2 2 2 3 10 50
29 Zulfatis S. A. 2 2 2 2 3 11 55
30 Farah Az-Zahra 2 2 2 2 2 10 50

Mark: A = Grammar D = Pronunciation

B = Vocabulary E = Comprehension
C = Fluency

Table 4.5 Comparison of the Pre-Test Scores Between Group of Experimental

Class and Group of Control class
No. Indicators Group of Group of
Experimental Control Class
Class
1. Average score of students 51,83 53,16
a. Highest score 85 75
b. Lowest score 35 45
2. Average score in grammar 1,63 1,67
3. Average score in vocabulary 1,97 2,06
4. Average score in fluency 2,07 2,13
5. Average score in pronunciation 2,40 2,33
6. Average score in comprehension 2,30 2,43

According to the table 4.5, it can be concluded that the comparison

between experimental class and control class is not different. The average
score of pre-test in control class (53.16) is little bit higher than in
experimental class (51.83) but both experimental class and control class
 55

almost have similar ability in speaking. Additionally, both classes have the
lowest average score in grammar, it means that grammar is the most difficult
to learn. The second lowest score in both classes is vocabulary but the highest
score is different in both classes. In experimental class, the highest score is
pronunciation, meanwhile in control class the highest score is comprehension.

A.4 Improvement of Students’ Speaking Skill Using Post Treatment by

Movie in Three Different English Styles
The results of students‟ speaking abilities after using treatment in
experimental class by watching two different styles of English movies, they
were American English, and British English. In the other side, the control
class was without using treatment or using conventional teaching and learning
process as usual. The results of the post-test score are presented as follows:

Table 4.6 Post-Test Score of Students‟ Speaking Skill (American English)

in Experimental Class
Scoring
No. Name Total Score
A B C D E
1 Dewi F. T 2 3 3 3 3 14 70
2 Nisa Nur Laela 2 2 3 3 3 13 65
3 Rineta Mahacitra 3 3 4 4 4 18 90
4 Zulfa Aulia S. 3 3 3 3 3 15 75
5 Wicaksono 2 2 2 2 2 10 50
6 Rahardian Panji 2 2 3 3 2 12 60
7 Fajar Ragil Y. 2 2 2 2 3 11 55
8 Muhammad G. Nur 2 2 3 2 2 11 55
9 Afranza Falazain A. 2 2 3 3 3 13 65
10 Naufal S. H. 2 2 2 3 2 11 55
11 Ezar Tsany 3 3 3 3 3 15 75
12 Medhia M. 2 2 2 2 2 10 50
13 Valian Davin 2 2 2 2 3 11 55
14 Andre Nara I. 2 2 2 3 3 12 60
15 Annisa N 2 2 2 2 2 10 50
16 Alya Rahma A. 2 2 2 3 2 11 55
17 Salma Pandya K. 3 3 3 3 3 15 75
 56

18 Divina Diananda 2 3 3 3 3 14 70
19 Anastasya F. Putri 2 2 2 3 3 12 60
20 Anindya Ayu S. 2 3 3 3 3 14 70
21 Shafira Latifa Dinar 2 3 3 3 3 14 70
22 Anita Khairunnisa 2 2 2 3 2 11 55
23 Wira Maulana A. 2 2 2 2 2 10 50
24 Firdaus 2 2 2 3 3 12 60
25 Ali Nur Hidayat 2 3 2 3 3 13 65
26 Vittorio Z. 2 2 3 3 2 12 60
27 Dian Nur Hasanah 2 2 2 2 2 10 50
28 Annisa Rizky N. 2 2 3 2 2 11 55
29 Raihan Rafi'i H. 2 2 3 3 2 12 60
30 Jihan Iftina H. 2 2 2 3 3 12 60

Table 4.7 Post-Test Score of Students‟ Speaking Skill (British English) in

Experimental Class
Scoring
No. Name Total Score
A B C D E
1 Dewi F. T 2 2 2 3 2 11 55
2 Nisa Nur Laela 2 2 2 2 3 11 55
3 Rineta Mahacitra 2 3 4 4 4 17 85
4 Zulfa Aulia S. 2 3 3 4 4 16 80
5 Wicaksono 2 2 2 2 2 10 50
6 Rahardian Panji 1 2 2 2 3 10 50
7 Fajar Ragil Y. 1 2 2 2 3 10 50
8 Muhammad G. Nur 2 2 2 2 2 10 50
9 Afranza Falazain A. 2 2 2 3 3 12 60
10 Naufal S. H. 2 2 2 3 3 12 60
11 Ezar Tsany 2 2 2 2 3 11 55
12 Medhia M. 1 3 2 2 3 11 55
13 Valian Davin 2 3 2 2 3 12 60
14 Andre Nara I. 2 3 2 3 3 13 65
15 Annisa N 2 2 2 2 2 10 50
16 Alya Rahma A. 2 2 2 2 2 10 50
17 Salma Pandya K. 2 3 2 3 3 13 65
18 Divina Diananda 2 2 2 3 3 12 60
19 Anastasya F. Putri 2 2 2 3 3 12 60
20 Anindya Ayu S. 2 2 2 2 2 10 50
 57

21 Shafira Latifa Dinar 2 2 3 3 3 13 65

22 Anita Khairunnisa 2 3 2 3 3 13 65
23 Wira Maulana A. 2 3 2 3 2 12 60
24 Firdaus 1 2 2 2 2 9 45
25 Ali Nur Hidayat 2 2 3 3 3 13 65
26 Vittorio Z. 2 3 2 3 3 13 65
27 Dian Nur Hasanah 2 2 2 3 3 12 60
28 Annisa Rizky N. 1 3 1 3 2 10 50
29 Raihan Rafi'i H. 1 2 2 2 2 9 45
30 Jihan Iftina H. 2 2 2 3 3 12 60

Table 4.8 Post-Test Score of Students‟ Speaking Skill in Control Class

Scoring
No. Name Total Score
A B C D E
1 Saifudin Zein 2 2 2 3 3 12 60
2 Tegar Danu P. 2 3 2 3 3 13 65
3 Naufal Ramadhani D. 2 2 2 3 3 12 60
4 Mohammad Ilham N. 3 3 3 3 3 15 75
5 Fadillah F. 2 3 3 3 3 14 70
6 Atika Yulia Rachma 2 3 3 3 3 14 70
7 Shalsabillah 2 2 2 2 3 11 55
8 Riski Tania 2 2 2 2 2 10 50
9 Vania Azra F. 2 3 2 3 3 13 65
10 Alyya Zaenurahma 1 2 2 2 2 9 45
11 Raden Clio M. A. 2 2 3 3 3 13 65
12 I Gede Marcel 2 2 2 3 3 12 60
13 Aliyya Cahya 2 2 2 3 3 12 60
14 Vabela M. K. 2 2 2 2 3 11 55
15 Awang Restu 2 2 2 3 2 11 55
16 Denayya 2 2 2 2 2 10 50
17 Fillah Haidar Ibda B. 1 2 2 3 3 11 55
18 Moh. Elkhan 2 2 2 3 2 11 55
19 Gagas Satria 2 2 2 3 3 12 60
20 Firdaus Nurfuadi 2 2 2 2 2 10 50
21 Alda Tri W. 2 2 2 2 3 11 55
22 Sarah Al-Hamasah 2 3 3 3 3 14 70
23 Etika Warda V. 2 3 2 3 3 13 65
24 Isna Izzati Yumna 3 3 3 3 3 15 75
 58

25 Mohammad Ilham N 2 2 2 3 3 12 60
26 Krisna Maulana 3 3 3 4 3 16 80
27 Syahdiva D. P. 2 2 2 3 3 12 60
28 Alyya Meigira K. 2 2 3 3 3 13 65
29 Zulfatis S. A. 2 3 2 3 3 13 65
30 Farah Az-Zahra 2 2 2 3 3 12 60

Mark: A = Grammar D = Pronunciation

B = Vocabulary E = Comprehension
C = Fluency

Table 4.9 Comparison of the Students‟ Post-Test Average Scores between

Experimental Class and Control Class
Experimental Class Control
No. Indicators
AmEng BriEng Class
1. Average score of students 61,50 58,17 61,16
2. Average score in grammar 2,13 1,80 2,03
3. Average score in vocabulary 2,30 2,30 2,33
1. Average score in fluency 2,53 2,10 2,27
2. Average score in pronunciation 2,73 2,63 2,80
3. Average score in comprehension 2,60 2,73 2,80

Mark: AmEng = American English

BriEng = British English
Based on the table above, it shows that there is an improvement in the
speaking abilities of the students of both classes. In the experimental class
which is using treatment by listening and watching movie, there are two
results based on the styles of English i.e American English and British
English, the highest average score has got in the American English, the
average score is 61.50 and British English got lower than American, the
average score is 58.17. After the treatment in the experimental class, the
abilities of the students‟ speaking skill is improving, as it can be seen the
average of the speaking‟s abilities are increasing. Fortunately, the average
score of the students‟ speaking abilities in control class is also improving
 59

but there is some different improvement in both classes, as we can see in the
table.
In experimental class, the improvement has been obtained in
American English and for British English got decreasing from the average
score of control class. It means that the style of English has influence
towards students‟ speaking ability.
The results of N-gain score of students‟ speaking skill in both classes
are presented below:
Table 4.10 N-Gain Score of Students Speaking Skill in Experimental Class
N-Gain Scores
No. Name
AmEng BriEng
1 Dewi F. T 0,3 0
2 Nisa Nur Laela 0,3 0,1
3 Rineta Mahacitra 0,3 0
4 Zulfa Aulia Shalsabila 0,2 0,3
5 Wicaksono 0,1 0,1
6 Rahardian Panji 0,3 0,1
7 Fajar Ragil Y. 0,2 0,1
8 Muhammad G. Nur 0,2 0,1
9 Afranza Falazain A. 0,4 0,3
10 Naufal S. H. 0,3 0,3
11 Ezar Tsany 0,4 -0,1
12 Medhia M. -0,1 0
13 Valian Davin 0,1 0,2
14 Andre Nara I. 0,2 0,3
15 Annisa N 0,2 0,2
16 Alya Rahma Az-Zahro 0,3 0,2
17 Salma Pandya Kossa 0,2 -0,2
18 Divina Diananda 0,4 0,2
19 Anastasya F. Putri 0,2 0,2
20 Anindya Ayu S. 0,5 0,1
21 Shafira Latifa Dinar 0,1 0
22 Anita Khairunnisa -0,3 0
23 Wira Maulana Ashar 0 0,2
24 Firdaus 0,3 0,1
25 Ali Nur Hidayat 0 0
26 Vittorio Z. 0 0,1
 60

27 Dian Nur Hasanah 0 0,2

28 Annisa Rizky N. 0,1 0
29 Raihan Rafi'I Herminasa 0,4 0,2
30 Jihan Iftina Hidayanti 0,2 0,2

Table 4.11 N-Gain Score of Student‟s Speaking Skill in Control Class

Pre- Post-
No. Name N-gain
Test Test
1 Saifudin Zein 55 60 0,1
2 Tegar Danu P. 55 65 0,2
3 Naufal Ramadhani D. 50 60 0,2
4 Mohammad Ilham N. 65 75 0,3
5 Fadillah F. 60 70 0,3
6 Atika Yulia Rachma 70 70 0
7 Shalsabillah 50 55 0,1
8 Riski Tania 50 50 0
9 Vania Azra F. 45 65 0,4
10 Alyya Zaenurahma 50 45 -0,1
11 Raden Clio M. A. 50 65 0,3
12 I Gede Marcel 50 60 0,2
13 Aliyya Cahya 60 60 0
14 Vabela M. K. 55 55 0
15 Awang Restu 50 55 0,1
16 Denayya 55 50 -0,1
17 Fillah Haidar Ibda B. 45 55 0,2
18 Moh. Elkhan 50 55 0,1
19 Gagas Satria 50 60 0,2
20 Firdaus Nurfuadi 45 50 0,1
21 Alda Tri W. 55 55 0
22 Sarah Al-Hamasah 55 70 0,3
23 Etika Warda V. 45 65 0,4
24 Isna Izzati Yumna 55 75 0,4
25 Mohammad Ilham N 45 60 0,3
26 Krisna Maulana 75 80 0,2
27 Syahdiva D. P. 50 60 0,2
28 Alyya Meigira K. 50 65 0,3
29 Zulfatis S. A. 55 65 0,2
30 Farah Az-Zahra 50 60 0,2
 61

Table 4.12 Comparison N-Gain Averages between Experimental Class

and Control Class

N-gain Average
Classes
AmEng BriEng

Experimental Class 0,19 0,11

Control Class 0,17

Mark: AmEng = American English
BriEng = British English

Table 4.13 N-Gain Score Category

No. Limitation Category
1. N-Gain ≥ 0.7 High
2. 0.7 > N-Gain ≥ 0.3 Medium
3. N-Gain < 0.3 Low

Based on the table 4.12, it can be seen that the comparison of N-gain
average in experimental class between AmEng, and BriEng were different.
The higher average of N-gain in experimental class is AmEng and the lower
is BriEng. Those mean that the most listenable movie and the easier style of
English to lern, listen, and understand is American English than British
English In the other side, the average of N-gain in control class is 0.17. It
means that the teaching and learning process using conventional way is low
to improve speaking ability students. For further analysis the writer displayed
graphs for post-tests and n-gain scores:
 62

Figure 4.1 Post-Tests Score of Students‟ Speaking Skill in Experimental

Class
100
90
80
70
60
50
40
30
20
10
0
S-12

S-21
S-22
S-10
S-11

S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20

S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-3
S-1
S-2

S-4
S-5
S-6
S-7
S-8
S-9

Ameng BriEng

Figure 4.2 N-Gain Scores of Students Speaking Skill in Experimental

Class

0,6

0,5

0,4

0,3

0,2

0,1

0
S-16

S-21

S-28
S-10
S-11
S-12
S-13
S-14
S-15

S-17
S-18
S-19
S-20

S-22
S-23
S-24
S-25
S-26
S-27

S-29
S-30
S-4

S-9
S-1
S-2
S-3

S-5
S-6
S-7
S-8

-0,1

-0,2

-0,3

-0,4
N-Gain Scores AmEng N-Gain Scores BriEng
 63

Figure 4.3 Post-Test and N-Gain Scores of Students‟ Speaking Skill in

Control Class

90

80

70

60

50

40

30

20

10

0
S-2 S-4 S-6 S-8 S-10 S-12 S-14 S-16 S-18 S-20 S-22 S-24 S-26 S-28 S-30
-10
Pre-Test Post-Test N-gain

For further analysis of the figures 4.1, 4.2, and 4.3 about the progress
of speaking ability, the writer makes the description of both class
experimental class and control class to compare pre-test and post-test scores
of the students.
1. Experimental Class
As it can be seen in the figure 4.1, that post-test score of students in
experimental class among the two styles of English (American English
and British English) are different. The scores of the students in American
and British English have slightly different, as we can see that the scores of
both American and British English almost on the same averages
(American English 61.50 and British English 58.17) that showed by red
line and green line respectively.
Based on the result of n-gain score and post-test in figure 4.1 and
4.2, it can be showed that the progress of students in speaking after
 64

treatment by watching movies in American English is easier to listen and

understand than British English.
2. Control Class
According to the figure 4.3, it can be seen that the result of the
students‟ post-test and pre-test scores in the control class has a low
improvement with the average score of n-gain 0.17. There are some
students that got higher score in pre-test and lower score in post-test.
Fortunately, mostly the students got the higher score in post-tests. It
means that the treatment of conventional teaching and learning was not
successful enough to improve the ability of students‟ speaking in high
level.
B. Discussions
The discussion of this study is presented based on the result of
findings and also discusses the review of related theory and analysis of the
data to clarify the findings. The writer focuses on the role of the movie to
improve speaking ability at 11th grade of SMA Negeri 1 Purwokerto and
the sociocultural and the language attitude of the students toward varieties
of English.
The findings show that the Ha (alternative hypothesis) of the
research is accepted that the movies do improve students‟ speaking ability.
The n-gain score proves that there is an improvement in students‟ speaking
ability. For further discussions, the writer will explain as follows:
1. The Influence of Movies to Improve Speaking Ability
Hearing natives speak will also help your speaking
skills, especially in the fluency. Students will hear how to link
the words together to make sentences and also they will learn
the stress and intonation of the sentence. As Krashen (1985)
about the input hypothesis claims that humans acquire language
by understanding messages or receiving comprehensible input.
Furthermore, he emphasizes the importance of comprehensible
input and states that “input is the essential environmental
 65

ingredient”. Since input is an essential part of language

learning, movies are good option to provide the students with
this comprehensible input. However, he also states that even
though television and films are good sources of input, the input
in question should be at right level, not too demanding for the
students but not too easy either.
According to Nunan (1999), movies are valuable
sources of authentic language. Authentic materials are produce
in real communication rather for the purpose of teaching. As
authentic materials include the characteristics of language used
by the native speaker and they have significant impact on the
language improvement. Those theories by Krashen and Nunan
were proved by this research that movies can improve language
learning especially in speaking. Additionally, movies can
represent the real-life context, real conversation by the native
speaker and the cultural background that students can learn by
it how the West cultures really are. Besides giving real-life
context, movies also give students to learn new vocabularies,
fluency, and pronunciation also listening comprehension.
Therefore, the speaking ability of the students can improve by
learning through movies those proved by the result of data
analysis in table 4.10 that shows the improvement of the each
ability.
In this research, the writer gave the students with three
different styles of English movies i.e., American and British to
represent the varieties of English style so that they will know
which the most difficult English to listen and understand. In
addition, the students can learn some styles of English through
those two movies. Moreover, as Bidawi stated (2016) that
movie is one of the audio-visual media that presents complete
communicative situation. The students can be easy to
 66

understand the facial impressions, gestures, physical

background shown and learning becomes closer to real-life
situation. In order to teach speaking effectively, there are
principles for teaching speaking English, they are; provide
intrinsically motivating techniques, encourage the use of
authentic language in meaningful context, and capitalize on the
natural link between speaking and listening.
Movies provide those three principles of teaching
speaking, so that is why movies have influence to the students
by watching it. If the students often watching movies in their
free time, it will improve their speaking time by time until they
are really able to speak English. This research was done by
Bidawi (2016) were proved in this research.
2. The Difference of Speaking Ability Improvement in Two
Different Groups of Student
In this research, the writer have already explained that
the experimental class is a class with treatment by watching
movies in learning speaking and the control class is a class
without treatment or using usual conventional learning.
According to the result of the data analysis, the students in
control class got the average pre-test 53.16 and pot-test 61.16
and the experimental got the average pre-test 51.83 and post-
test for AmEng, 61.50, and BriEng 58.17. Those averages show
that there is improvement in both classes.
The difference of both classes experimental and control
class is the treatment. In the experimental class, the students
were given treatment by watching movies, and they will listen
and write down what they heard, thus will help students‟
listening comprehension. After that, the students will converse
or speak what they have written, in three different English
styles. The result proved that the average of each abilities of
 67

students‟ speaking have improved after doing the post-test and

this show in the table 4.10.
In this case, this phenomenon about listening has the
influence in speaking has been described by Richards and
Renandya (2002:205) who stated that listening is important
factor to improve speaking ability. Additionally, Broughton
stated (2003:65) that listening should precede speaking.
Clearly, it is impossible for students to produce words or
sentences without providing them first the model of the form
they are to speak. Therefore, through watching English movies
in three different styles will provide the students the model of
the form that they are to speak and also they will aware of what
the easiest English to listen and understand and also to be
learned.
Generally, listening is essential in development of
speaking abilities. Speaking is closely related to listening,
which is the basic mechanism through the rules of language are
internalized. This proved by some students‟ result of the
writing. They are more aware and understand the words that
they already heard with the familiar accent than the new words
with unfamiliar accent. Furthermore, the students will improve
their speaking ability if they often watch movies because it
gives them some new vocabularies, pronunciations, grammar,
and other abilities.
However, in the control class, there is low improvement
of each abilities, this can be seen in the table 4.5 and 4.10. The
comparison of post-test and pre-test is still low. There are some
factors based on the writer observation in process of teaching
and learning. Mostly of the students, get bored easily and have
low enthusiasm to listen when the writer explain the materials.
There are some students that busy themselves with talking too
 68

much and it was very disturbing for other students who pay
attention to the writer explanation. Moreover, there are some
students that prefer to sleep in the class doing the learning
process.
Those factors are inefficient to do the teaching and
learning process, as the result students did not comprehend the
materials that the writer explain. In addition, when the writer
gives a task, they used their phone to browse the materials in
the internet. In the end, the students did not get fully
understand the materials of learning, thus make the low
progress of students in speaking ability.
3. The Progress of Students in Speaking Using Two Styles of
English
In this research, the writer provided the students with
three different English styles of movies; American English and
British English. Among those styles, the students prefer
American English as the easier English to listen and
understand. This proved by blue line on the figures 4.1 and 4.2.
Meanwhile, American and British English are almost in the
same level of difficulty, but British English has the higher level
of difficulty, this proved by the red and green line on the
figures 4.1 and 4.2.
There are some factors why do American English is
easier than British English to listen and understand. They are as
follows:
a. The Speed of Speech
American and British tend to speak fast and
how they speak the sentence, it is like they merge
the words together and they look like speak quickly
but American English has familiar accent and speak
clearer than British English. Moreover, British have
 69

the unfamiliar accent that students were difficult to

listen to.
b. The use of Idioms and Slang Words
Based on the movies, Americans are often to
use slang words. In the movie, the actors used slang
words almost in every sentence. Conversely, British
are rarely using slang words but they often use
idioms that the students did not acquire the meaning
of the idiom.
c. The Use of Grammar
As we know that grammar is important to
learn languages. In this case of speaking, grammar
does not have really important role, because the
students still have to speak English in spite of the
errors in grammar. Based on the movie, British has
the perfect grammar because they did not use slang
words in the movie and for Americans, they often
use slang words so, it makes grammatically error
even though they speak with a good grammar.
Those factors are why American English is easier to
listen and understand by the students of SMA Negeri 1
Purwokerto.
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusion
The writer conducted an experimental study using two groups of
students; experimental group and control group. Based on the result of the
research, it can be concluded that movies have influence to improve
speaking ability at the 11th grade of SMA N 1 Purwokerto. It is because
movies are valuable resources and present real-life contexts, an
opportunity to be exposed to different voices and its style, reduce
speeches, the use of grammar and slang words, etc.
The progress of students‟ speaking both experimental and control
groups has different improvement. It can be seen from the data analysis
that the average n-gain score of experimental groups in two different styles
of English, American English got the average score of n-gain is 0.19 and
British English 0.11. In conclusion, American English is the easier English
to listen and understand by students. In the other hand, the control group
get the average n-gain score 0.17, which in low category of n-gain. This
caused by the negative factors such as boredom and low enthusiasm.
Students in control group tend to get bored easily with the conventional
method in teaching and learning process.
To summarize all of the issues, movies can improve students‟
speaking ability but not all English movies has high opportunity to
improve speaking, this prove by the average score of n-gain in
experimental class. Additionally, factors such as the speed of speech, the
use of idioms and slang words, and the use of grammar have influence
toward the students in learning speaking and also the unfamiliar
vocabularies and accent have influence in student‟s listening
comprehension, and those make the students difficult to produce and
understand what words that have been said by the native speaker.

70
 71

B. Suggestions
1. For the teachers, teaching and learning by movie can improve the
speaking skill of English and the students also get the entertainment by
watching movie so that they will not get bored of the learning process.
2. For the students, watching movies will improve their skills in learning
language time by time especially in speaking skill, because they will
get to know how English is spoken by native speaker.
3. For other researchers, who wants to develop further about teaching and
learning process through movies, this research can be used as reference
to conduct deeper and further of finding the role of movies to improve
speaking ability.
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