![]() ![]() Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended into learning process to improve students' listening skills in English language classroom. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than E nglish movie with not delay. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. Most of the students gradually gained good scores at the end of the cycle. The results in this study indicate that there was improvement of the students’ skill listening. The method used in this study is Classroom Action Research (CAR) which the writer works collaboratively with the English teacher. The subject of this research is XI Agama 2 Class that consisted of 16 students. The aim of the study was to analyze and describe the process of improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through watching English movies. The results of the study may also be beneficial for the researchers having interest in listening skill. As a result, students develop their listening competency. Finding out EFL students' listening comprehension problems may help EFL teachers assist students improve their listening comprehension skills. Either in high school or university education process, listening skill was a pain in the necks of the EFL students who participated in the study. Furthermore, they are not able to quickly remember the words or phrases they have just heard. Besides, they are not able to comprehend the meanings of words which are not pronounced clearly. The results of the study showed some problematic issues in that the EFL students find it difficult to understand the listening text when speakers speak with varied and unfamiliar accents. The data was gathered by means of a questionnaire and an interview. 50 EFL students from three different classes were voluntarily selected for the study. This study seeks to examine the listening problems faced by a group of first year university students whose English proficiency level is elementary. It is the most underestimated skill in EFL context, though. Listening is clearly the weakest skill of EFL students who encounter different kinds of listening problems. ASC application was able to overcome one of the students' problems in listening comprehension. Students' scores in the second cycle dominated enough categories. This research found that students' scores dominated the poor category in the first cycle, but it reduced 35.32 points of its percentage in the second cycle. The success of a cycle was determined by using two criteria as follow: (1) students' mean score had to be higher than 75 points in the last phase of a cycle (2) there should be at least 80% of students who got at least 75 points for their final scores. An interview was used to gain information about students' responses to ASC application. An observation sheet was used to identify speed development. The test was used to measure students' achievement. There were three instruments used in this research, namely listening test, observation sheet, and interview. It used four phases, namely planning, implementation, observation, and reflection. This research applied classroom action research of Kammis and Taggart model. This research aims to advance students' listening comprehension by using Audio Speed Changer (ASC). One of the obstacles experienced by students of the English Study Program of STAIN Majene is the speed of spoken native language. Unfortunately, it often becomes the most challenging skill in learning a foreign language for students. As a receptive skill, listening is very influential for students' language development. ![]()
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