“All the World is Watching Us”: The Crisis at Little Rock Central ...
THE RELATIONSHIP BETWEEN WATCHING ENGLISH ...
-
Upload
khangminh22 -
Category
Documents
-
view
0 -
download
0
Transcript of THE RELATIONSHIP BETWEEN WATCHING ENGLISH ...
THE RELATIONSHIP BETWEEN WATCHING ENGLISH MOVIE AND
STUDENTS’ SPEAKING ABILITY IN 2ND
GRADE OF SMA NEGERI 13
GOWA
(A Correlation Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment for the Degree of Education in
English Department
NUR HIKMAH
10535 6424 15
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
x
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Nur Hikmah
NIM : 10535642415
Program Studi : Pendidikan Bahasa dan Sastra Inggris
Judul : The Relationship between Watching English Movie
and Students Speaking Ability in 2nd
Grade of SMA
Negeri 13 Gowa
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuat oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Agustus 2020
Yang membuat perjanjian
Nur Hikmah
xi
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Nur Hikmah
NIM : 10535642415
Program Studi : Pendidikan Bahasa dan Sastra Inggris
Judul : The Relationship between Watching English Movie
and Students Speaking Ability in 2nd
Grade of SMA
Negeri 13 Gowa
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya
akan menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2,
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Agustus 2020
Yang membuat perjanjian
Nur Hikmah
xii
MOTTO
“Life is never flat, so keep your chin up”
I dedicated this thesis
For my lovely father in heaven, my mother,
my husband, my little girl, and all people
who love and prayed me until I finished
this thesis
xiii
ABSTRACT
NUR HIKMAH, 2020. “The Relationsheep between Watching English Movie
and Students’ Speaking Ability in 2nd
Grade of SMA Negeri 13 Gowa”.
Gueded by Eny Syatriana and Saiful.
The problem statement of this research was formulated in problem
statement (1) is there significant relationship between watching English movie
and students‟ speaking in 2nd
grade of SMA Negeri 13 Gowa.
The objective of this research was to find out the significant relationship
between watching English movie and students‟ speaking in 2nd
grade of SMA
Negeri 13 Gowa.
The researcher methodology of this research was descriptive correlation in
quantitative which consisted of two instruments in collecting the data. The
instruments was questionnaire and test. This research was done at class XI IPS
SMA Negeri 13 Gowa with the total of sample is 26 students.
The researcher found The researcher found ro = 0,049 and r-table= 0,388
with a standard of significant 95%. The value of correlation product moment is
lower than r table (0,049< 0,388). So, the alternative hyphothesis (H0) of the
research is accepted, but H1 is rejected. It means that there was correlation but the
correlation of both variables are very low. So there was a relationship between
students in watching English movie and students‟ speaking ability.
Key words: relationship, watching movie, speaking
xiv
ACKNKOWLEDGMENT
Alhamdulillahirobbil‟alamin, in the name of Allah, the most Gracious, the
most Merciful and the Almighty who never stop blessing she so that she could
finish writing this thesis. Shalawat is also deliver to our prophet Muhammad
SAW who has brought us from the darkness to the brightness and delivered the
truth to human being.
The thesis could not be finished without supporting and encouragement of
people who gave valuelable assistance. Therefore, she would like to express her
appreciation to them particularly.
The researcher would like to express her highest appreciation and deepest
thankfulness to her beloved parents Almarhum Satuhang and Hj. St. Kartini for
their prayer, loves, financial, motivation and sacrifice for the her success.
There for, she would like to express her gratitude and honor to:
1. Dr.H.Abdul Rahman Rahim, S.E., M.M., The rector of Muhammadiyah
University of Makassar.
2. Erwin Akib, M.Pd., Ph.D., The Dekan of Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar.
3. Ummi Khaerati Syam, S.Pd., M.Pd., The Head of English Education
Department of FKIP Muhammadiyah University of Makassar.
4. Her high appreciation and great thankful to her first consultant, Dr. Eny
Syatriana., M.Pd and her second consultant, Dr. Saiful., M.Pd for their
xv
valuable time, knowledge, and guidance with all their patience during the
process of accomplishing this thesis.
5. Her beloved family, my husband and my sister and all member of family
can not be mentioned here. Thank you for your all help and motivation.
6. Many thankful for her beloved best friend ever all of her friends in BG 8F
English education department for anything we shared.
Finally, by reciting Alhamdulillahirobbil‟alamin. The researcher hopes
that this writing will give contribution to the improvement of the English teaching
and learning process. Hwever, the writer also realizes that this is still far from
being perfect. Therefore, all critics and suggestion will be appreciated.
Makassar, August 2020
Writer
xvi
TABLE OF CONTENT
CHAPTER 1 ..................................................................................................................... 1
INTRODUCTION ............................................................................................................ 1
A. Background ............................................................................................................ 1
B. Problem Statement ................................................................................................. 3
C. Objective of the Study ............................................................................................ 3
D. Significance of the Study ....................................................................................... 4
E. Scope of the Study ................................................................................................. 4
CHAPTER II .................................................................................................................... 5
REVIEW OF RELATED LITERATURE ..................................................................... 5
A. Previous Related Research Findings ...................................................................... 5
B. Pertinent Ideas ........................................................................................................ 9
a. Definition of Speaking skill................................................................................ 9
b. Types of Speaking ............................................................................................ 14
c. Functions of Speaking ...................................................................................... 16
d. Purpose of Speaking ......................................................................................... 19
e. Benefits of Speaking Activity........................................................................... 20
f. Definition of Media .......................................................................................... 20
g. Characteristics of Media ................................................................................... 21
h. Contribution of Media ...................................................................................... 22
i. Definition of film/movie .................................................................................. 22
j. Types of Movie ................................................................................................ 23
k. Watching English movie .................................................................................. 27
l. English Movie as Media in Teaching Learnig Process ..................................... 27
m. “Toys Story 4” .............................................................................................. 28
C. Conceptual Framework ........................................................................................ 29
D. Hypotesis.............................................................................................................. 30
CHAPTER III ................................................................................................................ 31
RESEARCH METHOD ................................................................................................ 31
A. Research Design ................................................................................................... 31
B. Subject of the Research ........................................................................................ 31
C. Instrument of the Research ................................................................................... 32
D. Population and Sample ......................................................................................... 35
E. Data Collection .................................................................................................... 36
xvii
F. Data Analysis ....................................................................................................... 37
CHAPTER IV ................................................................................................................ 41
A. Findings ............................................................................................................... 41
1. Analysis of Data of Students‟ in Watching English Movie .............................. 41
2. Analysis Clacification of Students Speaking Skill............................................ 43
3. Analyzed the classification of correlation between the two variables. .............. 45
B. DISCUSSION ..................................................................................................... 51
1. Students in watching English movie ................................................................. 51
2. Students speaking ability .................................................................................. 51
3. Relationship between students in watching English movie and students
speaking ability ........................................................................................................ 51
CHAPTER V .................................................................................................................. 52
CONCLUSSION AND SUGGESTIONS ...................................................................... 52
A. CONCLUSSIONS................................................................................................ 52
B. SUGGESTIONS .................................................................................................. 52
REFERENCES ............................................................................................................... 53
APPENDICES
CV
xviii
LIST OF TABLE
Table 3.1 Indicator of questionnaire
Table 3.2 The text of speaking test
Table 3.3 Population of research
Table 3.4 Sample of research
Table 3..5 Score of questionnaire in likert scale
Table 3.6 Criteria of speaking skill
Table 3.7 Score classification of speaking skill
Table 3.8 Interpretation of number correlation (“r” score)
Table 4.1 Classification of students main score variable X
Table 4.2 Frequency in watching English movie
Table 4.3 Classification of students main score variable Y
Table 4.4 Frequency of students speaking achievement based
on each scor
Table 4.5 Classification of students speaking achievement
Table 4.6 Descriptive statistics
Table 4.7 Analysis correlation between X and Y
Table 4.8 Correlation between X and Y
xix
LIST OF APPENDICES
Appendice 1 Name of Participants
Appendice 2 Speaking Test
Appendice 3 Score of Questionnaire
Appendice 4 Score of Speaking Test
Appendice 5 The score of variable X and Y
Appendice 6 Critical Value of r Product Moment
Appendice 7 Documentation
1
CHAPTER 1
INTRODUCTION
A. Background
Language is an important aspects in human life. It is mean of
communication the person to the others. The people need language to looking for
and give people benefit information. Communication hold the most important
aspect of language, listening or reading cannot occur without communication.
People need language as a communication to express their feeling, thought and
desires. (Suci, 2017:1)
Basically, there are four skills required in English teaching learning
program. They are reading, speaking, listening and writing. Based on those skill,
speaking is one of the most important skill in language learning. By speaking, we
can convey information and ideas, and maintain social relationship by
communicating with others.
English is the most important foreign language studied in Indonesia.
English in Indonesia is generally taught as a foreign language and it needed
several strategies to make the pronunciation same with the native speakers. Every
language has different sounds So, when we communicate in English, of course,
we produce the English sounds.
In Indonesia, English considered the first foreign language to be learned,
the Indonesian government has chosen English as a first foreign language to be
taught in schools. In formal education, English is taught from elementary school
until universities. As a subject of learning process, English considered as one of
2
subject that less comfortable by students. So that using teaching media is very
important to help the students be more interest Saiful (2019).
In addition, speaking is the main means for fostering mutual
communication, reciprocal communication, using language as a medium. Talking
activities in language classes have aspects of two-way communication, namely
between the speaker and the audience reciprocally. Thus speaking exercises must
be first in Speaking we seem to do translation in doing it which indirectly makes
our brain work twice. This can be described as when a child is given a question
and then you prepare it first in the preparation stage for good and correct
Indonesian. Then move it or translate it into English which is certainly in the
correct pattern, so our brain will work twice. But it's different if we immediately
think of sentences in EnglishFurthermore, Grauberg (1997: 201) revealed that
many students who consider the main purpose of learning a compassionate
language are to be able to speak the language. Therefore, Grauberg continued,
language teachers must help students to achieve these student goals by releasing
all their best abilities.
Based on the information of the several teachers at SMAN 13 Gowa, there
are problems of speaking English in the second grade students. The students rarely
have opportunity to speak English to communicate with others and to share their
ideas in the class.Speaking English is difficult for them, but the teacher did not
give much attention to it. They had boring activities in the English class. The
teacher used textbook-based technique and reading aloud from book when
teaching English. He rarely used other media to support his teaching and focused
3
only on what the students might have in the UN (Ujian Nasional). Another
problem that appears in speaking was in term of pronunciation and vocabulary.
The students had limited sources to learn vocabulary and pronunciation. Instead,
the teacher was the only source. They also lacked of self-confidence and
motivation. They tended to be passive and merely listened to the teacher. The
teacher controlled most of the activities and used minimum media to support the
teaching of speaking. This study is also strengthened by research from Saiful
(2019) entitled the correlation between the frequency of watching English films
and vocabulary mastery of SMAN 1 Bontonompo Selatan Gowa Regency. He
concluded that there is a low correlation to the frequency of watching movies in
English and the students' vocabulary mastery.
From the explanation above, the researcher decide to conduct a research
entitled “The Relationship Between Watching English Movie and Students‟
Speaking Ability in 2nd
Grade of SMA Negeri 13 Gowa”
B. Problem Statement
The problem statement of this research is there significant relationship
between watching English movie and students‟ speaking ability in 2nd
grade of
SMAN 13 Gowa.
C. Objective of the Study
Based on the research question, the objectives of research is to find out the
significant relationship between watching English movie and students‟ speaking
ability in 2nd
grade of SMAN 13 Gowa.
4
D. Significance of the Study
The results of this research are expected to give a significance contribution
in terms of theoretical and practical as follows:
1. Theoretical significance
This research is expected to have significant contribution in quality of
learning strategy. Is also expected that the result of this of the research will be
useful of students, especially in students‟ speaking skill.
2. Practical significance
For the Students,this research can also be used to improve their
pronunciation in speaking with different ways.
E. Scope of the Study
The researcher limited the study by focusing on the students‟ in watching
English movie and students‟ speaking ability in 2nd
grade of SMAN 13 Gowa. On
this study, the researcher focused on students‟ speaking accuracy (pronounciation)
and fluency (vocabulary) by watching English movie with title ”Toys Story 4”.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Provisions are very basic that humans must have ability. Capabilities have
been developed by humans to enrich themselves and to achieve cultural
development and education. According to the Indonesian dictionary, ability
derived from the word "capable" which means power (can, can, cando something,
can, be, rich, have excessive assets). Ability is a ability to do something. Someone
is said to be capable if an individual can do something which must be done.
According to Chaplin (2005: 419) in the dictionary complete Psychology,
"abilities (abilities, skills, agility,talent, ability) is power (power of strength) for
do an act ". Individuals in carrying out activities or an action requires power or
power in the form of ability, dexterity skills, talent or ability. Ability is power or
power that is Furthermore Robbins (2008: 57) suggests that "Ability can be innate
abilities or results practice or practice. Every individual human has its advantages
some have innate abilities there are those who don't. But the ability is not only
obtained from born but can also be trained through courses, formal education-
informal and individual training.
Some exposure to the definition above, it can be concluded that ability is
the ability or potential to master an expertise that is inherited from birth or is a
result practice or practice and used to work on something manifested through his
actions. Every individual has a level different abilities in carrying out an action.
6
This ability influences the potential that exists in the individual. Ability
greatly affects the progress of learning, can be interpreted that students who have
a level of ability the high will be more successful than students who have low
ability.
In the current era, technology is very helpful especially for the media.
Media are all forms and channels that are used to convey information or
messages. The word media comes from the Latin word, is the plural form of the
word "medium". Literally the word means "intermediary" or "introduction",
namely the intermediary of the source of the message (a source) with the recipient
of the message (a receiver).
Media mentioned here is a tool to provide stimulation for students so that
learning processes occur, such as books, films, tapes, and others. (Bringgs), who
can deliver messages or teaching materials. While technology is a science that
discusses skills acquired through experience, study, and observation. The term
"technology" is closely related to the word technique. Techniques in the field of
learning are what actually happens between teacher and student.
Learning Technology grows from educational practices and audio-visual
communication movements. Learning technology was originally seen as a
technology of equipment, which deals with the use of equipment, media and
means to achieve educational goals or in other words teaching with audio-visual
aids. The definition of educational technology in the early 1920s was seen as
7
media. This is due to the use of media that must be done in educational
technology to achieve educational goals.
Learning Technology is a combination of three interrelated streams,
namely media in education, learning psychology and systems approach in
education. It can be said that media is part of learning technology.
In the explanation above, we can understand that media is included in the
scope of teaching technology. Because teaching technology is a set of integrated
processes in which people are involved, procedures, ideas, tools and organizations
and management of ways of solving educational problems found in purposeful
and intentional learning situations.
According to Saiful (2019) in his research, students of senior high school
prefer to watch English movies than Indonesian movies. Actually English movies
havebeen translated in Indonesian, but the conversation is still spoken in English.
So it can be said that in the teaching-learning process requires media for learning
and must use techniques or strategies in learning so that learning is not
monotonous and not boring students in learning. So, in another sense, media is a
tool or means used to convey messages from communicators to the public. Many
experts and organizations also provide restrictions on the understanding of media.
Some of them are as follows:
1. National Education Association (NEA): Media is a means of
communication in print and audio-visual forms, including hardware
technology.
8
2. Association of Education Communication Technology (AECT): Media are
all forms and channels that are used for the process of channeling
messages.
3. Miarso: Media is everything that can be used to channel messages that can
stimulate thoughts, feelings, attention, and students' willingness to learn.
In general it can be divided into 3 namely visual media, audio media and
audio visual media. Visual media is a media that can be seen, read and touched.
This media relies on the senses of sight and touch. Various types of media are
very easy to obtain. Examples of media that are very numerous and easy to obtain
or make themselves. Examples: photo media, pictures, comics, sticky drawings,
posters, magazines, books, miniatures, props and so on. Audio media is a medium
that can be heard only, using the senses of the ear as a channel. Examples: sound,
music and songs, musical instruments, radio broadcasts and sound tapes or CD
and so on. Audio visual media is media that can be heard and seen
simultaneously. This media moves the sense of hearing and vision together. For
example: drama media, performances, films, television and media that are now
mushrooming, namely VCD. The internet is included in the form of audio visual
media, but is more complete and brings together all types of media formats, called
Multimedia because various formats are on the internet.
Audio visual media can be used in all phases of teaching starting from the
introduction or opening when introducing the topic to student learning evaluation.
The use of audio media strongly supports the complete learning system. Students
who study slowly can play back and repeat the parts they have not mastered.
9
Some exposure above, it can be concluded that one of the audio visual
media is film. Film is also considered a powerful communication medium for the
masses who are the target, because of its audio-visual nature, which is a living
image and sound. With images and sound, movies can tell a lot in a short time.
B. Pertinent Ideas
a. Definition of Speaking skill
Tarigan (1990:3-4) defines that speaking is a language skill that is
developed in child life, which is produced by listening skill, and at that
period speaking skill is learned.
Based on Competence Based Curriculum speaking is one of the
four basic competences that the students should gain well. It has an
important role in communication. Speaking can find in spoken cycle
especially in Joint Construction of Text stage (Departmen Pendidikan
Nasional, 2004). In carrying out speaking, students face some difficulties
one of them is about language its self. In fact, most of students get
difficulties to speak even though they have a lot of vocabularies and have
written them well. The problems are afraid for students to make mistakes.
Speaking is the productive skill. It could not be separated from
listening. When we speak we produce the text and it should be meaningful.
In the nature of communication, we can find the speaker, the listener, the
message and the feedback. Speaking could not be separated from
pronunciation as it encourages learners to learn the English sounds.
10
Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking
or producing skill, we can apply three major stages, those are: Introducing
new language, practice, and communicative activity.
Speaking has been regarded as merely implementation and
variation, outside the domain of language and linguistic proper. Linguistic
theory has mostly developed in abstraction from context of use and source
of diversity. Therefore, Clark and Clark said that speaking is
fundamentally an instrument act. Speakers talk in order to have some
effect on their listener. It is the result of teaching learning process.
Students‟ skill in conversation is core aspect in teaching speaking, it
becomes vitally aspect in language teaching learning success if language
function as a system for expression meaning and the successful in
speaking is measured through someone ability to carry out a conversation
in the language. We confess that there are many proponent factors that
influence teaching speaking success and there are many obstacle factors
why it is not running well.
According to Brawn in (Awalia Reski, 2009:2) speaking is an
interractive process of constructing meaning that involves producing and
receiving a processing information. Speakers require that speakers not
know how to produce specific point of language such as grammar,
pronounciation, but also that understand when, why, and what what ways
to produce language.
11
Based on the statements above the researcher infers that if someone
speaks, he/she should understand what is he/she about. In this section, the
writer should develop ideas or build some topics to be talked and to make
other responds to what speakers says.
Stern (in Risnadedi, 2001: 56-57) said watch a small child‟s speech
development. First he listens, then he speaks, understanding always
produces speaking. Therefore this must be the right order of presenting the
skills in a foreign language. In this learning of language included
speaking, there is an activity of speaker or learner and it has to have an
effect to build speaker‟s or learner‟s desires and express how his/her
feeling and acting out his/her attitudes through speaking. Thus the learning
of speaking can not be separated from language.
On the other hand, speaking can be called as oral communication
and speaking is one of skills in English learning. This become one
important subject that teacher should given. That is why the teachers have
big challenge to enable their students to master English well, especially
speaking English in class or out of the class.
The conclusion of some of the opinions above is that speaking is
the ability to say words in order to convey or express intentions, ideas,
thoughts and feelings that are compiled and developed in accordance with
the needs of the listeners so that what is conveyed can be understood by
listeners.
12
Like writing, speaking is a complex skill requiring the
simultaneous use of a number of different abilities, which often develop at
the different rates. Either four or five components are generally recognized
in analyzing the speech process.
a. Pronunciation
The outer manifestation of speech is sound. The speaker
must first decide what to say, be able to articulate the words, and
create the physical sounds that carry meaning. According to
Oxford Advanced Learner‟s Dictionary, pronunciation is the way
in which a language or a particular word or sound is spoken, the
way a person speaks the word of a language. Fulcher(2003:25)
states as follows:
In pronouncing the words, the learners regularly have
problems distinguishing between sounds in the new language that
do not exist in languages they already know. Problems with
pronunciation may be distracting for the listener, but they rarely
lead to miscommunicationor misunderstanding.
b. Grammar (accuracy)
Brown (2001:362) affirms that grammar is a system of rules
governing the conventional arrangement and relationship of word in a
sentence. In popular use, the term „grammar‟ describes what people-
usually native speakers-ought or ought not to say or write. This is
called prescriptive grammar because it prescribes correct usage
13
c. Vocabulary
Ur (1996:60) states as follows:
Vocabulary can be defined, roughly, as „the word‟ we teach in
foreign language. However, a new item of vocabulary may be more
than a single word. For example, post office and mother-inlaw,
which are, made up two or three words but express a single idea.
They are also multi-word idioms such as call it a day, where the
meaning of the phrase cannot be deduced from an analysis of the
component words.
d. Fluency
According to Oxford Advanced Learner‟s Dictionary, the ability to
express language or action in a smooth easy way.
Thornbury (2006:43) states as follows:
Fluency is primarily the ability to produce and maintain speech in
real time. To do this, fluent speakers are capable of two things: first,
appropriate pausing (their pauses may be long but are not frequent, their
pauses are usually filled with pause fillers like erm, you know), second,
long runs (there are many syllables and words between pauses).
e. Comprehension
According to Cambridge Advanced Learner‟s Dictionary,
comprehension is the ability to understand completely and be familiar with
a situation, facts, and etc. Thornbury (2006:43) Comprehension also
involves different psychological operations, including perception,
recognition, and inference. Comprehension contributes to language
learning and without comprehension there is no learning. From many
definitions explained above, speaking is a skill which deals not only the
14
production of what the speaker says but also the expressions of the speaker
in order people understand what he/she say.
Speaking is a skill which is used in daily life and the skill is
required by much repetition. Someone who speaks should have sufficient
vocabulary to express what he wants to say. There is difference between
spoken language and written language in some aspects. In contrast to the
written language, where sentences are carefully structured and linked
together, speech is characterized by incomplete and sometimes
ungrammatical utterances and by frequent start and repetitions.
b. Types of Speaking
In the context of ESL teaching, there are at least five types of
speaking that take place in the classroom. This post will define and
provide examples of each. The five types are as follow:
a) Imitative
At the imitative level, it is probably already clear what the student is
trying to do. At this level, the student is simply trying to repeat what was said
to them in a way that is understandable and with some adherence to
pronunciation as defined by the teacher.
It doesn‟t matter if the student comprehends what they are saying or
carrying on a conversation. The goal is only to reproduce what was said to
15
them. One common example of this is a “repeat after me” experience in the
classroom.
b) Intensive
Intensive speaking involves producing a limit amount of language in a
highly control context. An example of this would be to read aloud a passage or
give a direct response to a simple question.
Competency at this level is shown through achieving certain
grammatical or lexical mastery. This depends on the teacher‟s expectations.
c) Responsive
Responsive is slightly more complex than intensive but the difference
is blurry, to say the least. At this level, the dialog includes a simple question
with a follow-up question or two. Conversations take place by this point but
are simple in content.
d) Interactive
The unique feature of intensive speaking is that it is usually more
interpersonal than transactional. By interpersonal it is meant speaking for
maintaining relationships. Transactional speaking is for sharing information as
is common at the responsive level.
16
The challenge of interpersonal speaking is the context or
pragmatics the speaker have to keep in mind the use of slang, humor, ellipsis,
etc. when attempting to communicate. This is much more complex than saying
yes or no or giving directions to the bathroom in a second language.
e) Extensive
Extensive communication is normal some sort of monolog. Examples
include speech, story-telling, etc. This involves a great deal of preparation and
is not typically improvisational communication.
It is one thing to survive having a conversation with someone in a
second language. You can rely on each other‟s body language to make up for
communication challenges. However, with extensive communication either
the student can speak in a comprehensible way without relying on feedback or
they cannot. In my personal experience, the typical ESL student cannot do this
in a convincing manner.
The list above is ordered from simplest to most complex in terms of
the requirements of oral production for the student.
c. Functions of Speaking
Nowadays, people realize that speaking is very important skill to be
mastered; speaking proves its effectiveness with the development of period.
Many aspect of our live engage speaking as the priority in almost all contexts
17
of our live, people communicate each other to express their ideas, feeling,
thought, and etc. In additions, business man, salesman, and other professions
which need speaking skill now race each other to grab the costumer by using
their speaking style.
Taking not of the phenomenon, it will be somewhat to find out what is
the really function of speaking. Viewing from its usage, the function of
speaking can be categorized in three versions; talk as interaction, talk as
transaction, and talk as performance. Each of the three speech kinds is
distinct in term and function, it also need different teaching approach (R. Jack
C; Teaching Listening and Speaking, 2008: 21).
1. Talk as interaction
It can be defined as realities we do in our daily communication that
we call as “conversation”, it deals with the social function of language.
People meet to exchange greeting, small talk, recount recent experience,
and so on because they want to be friendly and founding comfortable
relation with others. People need a specific skill involved in using talk as
interaction, the skill are at least; opening and closing conversations,
choosing topics, making small-talk, joking, recounting personal incidents
and experiences, turn-taking, using adjacency pairs2, interrupting,
reacting to others, and using an appropriate style of speaking.
Mastering the whole skill of interaction skill may could be difficult
for learner and sometimes not be a priority but the skill is very important
when we get in a situation that requires us should use interaction skill.
18
Second language learners need a lot of topic in order to manage talk as
interaction.
2. Talk as transaction
Talk as transaction means speaker focus of accurate speech in
which the speech purpose is making another understand exactly and get
clear respond. Burns (1998) divides talk as transaction into two types. The
first is about giving and receiving information in which participant focus
on what is said and achieved, e.g., asking and giving information. The
second types is about obtaining, it can be goods, service, and etc. e.g.,
checking into a hotel or ordering food in a restaurant.
3. Talk as performance
Talk as performance deals with public speaking such as giving
massage, instruction, presentation, announcement, and etc. It also more
specific in monolog form rather than dialog, such as; Giving a class report
about a school trip, making sales presentation, giving a speech of
welcome, conducting a class debate and etc.
From the explanations above, the writer concludes that speaking is
not only used for communication but also deals with many aspect of our
life. It appears in its function which falls into three, as interaction,
transaction, and performance.
Speaking is not simple, it consist of some component, such us,
Fluency, Pronunciation, Grammar, and Vocabulary. To ensure students‟
19
success in mastering speaking, we or teachers need to use specific
approach, method, or strategy in teaching speaking.
d. Purpose of Speaking
The purpose of speaking in general is to tell, entertain, report,
persuade, and convince someone. And in general the purpose of speaking
exercises in English is so that students can communicate verbally in simple
English. The purpose of learning speaking should not be leapas from the
purpose of learning English. The purpose of learning English so that students
have the following abilities:
1) Develop competencies to communicate in oral and written form to reach
the level informational literacy. So that students are able to give an
assessment of a work, art, product, book or something.
2) Having awareness of the nature and importance of English to improve
competitiveness nation in a global society.
3) Develop students' understanding of the relationship between language and
culture.
Referring to the learning objectives mentioned above, it can be said
that all English learning activities so that students have active communication
competencies both verbally and in writing. With these capabilities, it is
expected that output will have competitiveness and play an active role in the
world arena which will eventually build up the understanding of global culture
because we are part of society.
20
e. Benefits of Speaking Activity
The benefits of speaking activities are the existence of self-confidence.
How is the confidence of a student grown, because in speaking students must
have a lot of practice so that our English is good. And in speaking, students
have the opportunity to speak in front of many people in English. Even so, the
benefits of speaking are not limited to that. In addition to having an impact on
one's self-confidence, then speaking alone in the context of English is one of
the most important factors in developing other English skills. In speaking all
can end in speaking and also based on speaking. For example when learning
writing or mastering various types of tenses so that when you speak, your
grammar and your vocabulary selection are not wrong. Then in listening when
attending listening activities or just listening to English, at least the listener
can say it again. And in reading, which is reading the reading text of course, it
will be speaking too. That is why speaking can be an attraction.
f. Definition of Media
According to Rossi and Biddle in quoted by Pradiba, Media consist of
physical aids to tell content of teaching material from script films, tape
recoreder, cassette, films, slides, photographs, pictures, graphics, television
and computer. Educational media are those used to support the processes of
education, whereby teachers attempt to induce learning in students.
Kasbolah says that there are five criteria of media which are used by
teacher in the classroom. They are:
21
1. Easy to prepare
If it takes two hours for you to prepare an activity which you can then
use many times with different classes, then it is worthwhile once you have
built up to a media, it is usually not difficult to prepare the activity.
2. Easy to organize
Is it easy to organize in the classroom? The teacher has to decide
whether the effort of organizing a more complicated activity is
worthwhile in terms of the three points which following.
3. Interesting
The text book may be interesting but on the other hand, you and your
students might like to have a change from it.
4. Meaningful and Authentic
They should be authentic and intrinsic to the activity. It is probably true
that many activities which appear in communication are little more than
empty drills, in the sense that no one really cares about the meaning.
5. Sufficient amount of the language
The activity will give rise to sufficient amount of the language use in
order to justify its conclusion in the language lesson.
g. Characteristics of Media
Arsyad stated in his script film that the general characteristics of media
are as follows:
1. A physical understanding of educational media known as hardware is a thing
that can be seen, heard, or touched with five senses.
22
2. Non-physical understanding of educational media knows as software is the
message from hardware that consists of the content devided to the students.
3. They are focused on visual and audio.
4. They are learning aids which are in or out of the classroom.
5. They are used in communication and interaction between teacher and student
in teaching-learning process.16
h. Contribution of Media
Hamalik in quoted by Pradiba, state that the use of media in teaching-
learning process can arouse the stimulus in learning activity and can take
psychological effects on the students.
Kemp and Dayton in Arsyad, said the contributions og media in
teaching-learning activity are as follows:
1. Teaching material is more standard
2. Learning activity is more attractive
3. Learning activity is more interactive
4. The time needed to learn can be decreased
5. The learning quality can be advanced
6. The learning process can be done wherever and whenever
7. Increasing positive attitude to the learners and learning process becomes
betters and giving positive value to the teacher
i. Definition of film/movie
Film is a life-image that is also often called a movie. Film collectively
is often referred to as cinema. Cinema itself comes from the words kinematic
23
or motion. Film is also actually a layer of cellulose fluid, commonly known in
the world of filmmakers as celluloid.
Film is also considered a powerful communication medium for the
masses who are the target, because of its audio-visual nature, which is a living
image and sound. With images and sound, movies can tell a lot in a short time.
When watching a movie the audience can seem to penetrate space and time
that can tell life and can even affect the audience.
There are various kinds of films, although the way the approaches are
different, all films can be said to have one goal, which is to attract people's
attention to the content of the problems contained. In addition, films can be
designed to serve the broadest public and public needs.
j. Types of Movie
In general, films can be divided into several types, including:
1. Action
This type of film usually contains fighting scenes that use physical
or supernatural powers. Usually dominated by actors, although today there
are also many actresses who pursue action films. From here it can be
derived from genres like: Girls with guns movie, Heroic bloodshed, Die
Hard scenarios, etc. Action Movies have a lot of exciting effects like car
chases and gun fights, involving stuntmen. They usually involve 'goodies'
and 'baddies', so war and crime are common subjects. Action movies
24
usually need very little effort to watch, since the plot is normally simple.
For example, in Die Hard, terrorists take control of a skyscraper and ask
for a lot of money in exchange for not killing the people who work there.
One man somehow manages to save everyone and is the hero. Action
movies do not usually make people cry, but if the action movie is also a
drama, emotion will be involved.
2. Adventure film
This type of film usually contains the story of a character who
travels, solves puzzles, or moves from point A to point B throughout the
film. From here you can get derivative genres like: Road movie
3. Comedy Film
It does not need to be explained, from the name also shows that the
main element of this type of film is comedy that sometimes does not pay
attention to the logic of the story. From here, you can get down to news
shows like: Anarchic comedy, Comedy horror, Comedy of remarriage, or
Comedy-drama.
4. Criminal film
This type of film focuses on the life of a criminal. Usually those
who are appointed are legendary world class criminals. From here it can be
25
derived from genres such as: Crime thrillers, Film noir, Detective films,
and True crime.
5. Documentary film
This type of documentary film is usually more categorized as a
film that portrays a real story without a character or a fictitious setting.
From here you can get derivative genres such as: docudrama, docufiction
or Travel documentary.
documentary film is more concerned with the recording of reality,
the education of viewers, or the presentation of political or social analysis.
In other words, if we think of a narrative movie as fiction, then the best
way to understand documentary film is as nonfiction. Documentary
filmmakers use actual people, places, and events as source material, their
films always reflect objective truth. Historically, documentary films have
been broken into four basic approaches: factual, instructional, persuasive,
and propaganda. Factual films usually present people, places, or processes
in straightforward ways meant to entertain and instruct without unduly
influencing audiences. Instructional films seek to educate viewers about
common interests, rather than persuading them to accept particular ideas.
Today, these movies are most likely to teach the viewer basic skills like
cooking, yoga, or golf swings. Persuasive films were originally called
documentary films until the term evolved to refer to all nonfiction films.
The founding purpose of persuasive documentaries was to address social
26
injustice, but today any documentary concerned with presenting a
particular perspective on social issues or with corporate and governmental
injustice of any kind could be considered persuasive When persuasive
documentaries are produced by governments and carry governments‟
messages, they overlap with propaganda films, which systematically
disseminate deceptive or distorted information.
6. Fantasy (Fantasy) Films
This type of film is usually dominated by unusual and weird
situations. For example stories about witchcraft, dragons, and fairy life.
From here it can be derived from genres such as: High fantasy, Sword and
sorcery, and Fantasy anime.
7. Horror
This type of film entertains the audience by stirring up fear and
horror. The story always involves death and the supernatural. From here
you can get derivative genres such as: Cannibal movie, J-Horror, K-
Horror, Psychological horror, and Slasher movie.
8. Animated movies
Animated movie use artificial images like talking pigs to tell story.
These movies used to be drawn by hand, one frame at a time, but are now
made on computers.
27
k. Watching English movie
The variety of films that can be enjoyed makes almost everyone likes
watching movies. From the start of a small child who likes to watch cartoons,
teenagers who like to watch drama and English movies.
In addition to adding to the viewers‟ vocabulary, watching movies will
also familiarize the viewers to listen how to pronounce English vocabulary
directly from the native speaker. This clearly saves the viewers expenses.
Without the need to go abroad or come to a place filled with native speakers,
the viewers can already get used to listening to the pronunciation good and
right.
The expressions that are usually spoken by native speakers become
more familiar to the viewers. Maybe they can't get that expression in the thick
dictionary that they have in the corner of the room but by watching a movie,
they can add knowledge about the expressions used in English.
l. English Movie as Media in Teaching Learnig Process
In considering what movie can be applied in the teaching and learning
process, there are three general principles to guide the selection and use of movie,
they are: it usually serve the dynamic visual, developed based on psychology,
behaviorism and cognitive principles, and oriented for teachers who have
students‟ low interaction participation. Movie is not only used for entertainment
purposes but also education. It can be effective media in teaching learning process
because it stimulates students both receptive skills and productive skills. Movie
28
can present information, explain the process and complex concepts, teach skill
and influence attitude. It‟s mean by watching movie students can learn on their
own even thought the learning materials are limited as arranged on the script.
m. “Toys Story 4”
Toys story 4 is a 2019 3D American computer animation love comedy,
the fourth installment in the Toy Story series, and the sequel to Toy Story 3
(2010). The film was produced by Pixar Animation Studios, and will be
released by Walt Disney Pictures. The film was directed by John Lasseter,
director of Toy Story (1995) and Toy Story 2 (1999), and was also assisted by
Josh Cooley. The story was made by a team of writers from the original Toy
Story: Lasseter, Pete Docter, Andrew Stanton, and Lee Unkrich. The film was
released on 21 June 2019.
https://cinemakeren5.id/toy-story-4-2019/
29
C. Conceptual Framework
Figure: Conceptual framework
Based on the framework above, it indicates that the researcher refers of
learning process. Refers to teaching and learning process to show the movie to the
students and give questionaire as an instrument for the student and the last the
researcher get result about the relationship between the habit of watching English
Movie and students‟ speaking skill by giving the speaking test.
Watching English Movie Speaking
Students
The Correlation between Them
Learning of Speaking Skill
30
D. Hypotesis
A hypothesis is a prediction of some possible outcomes of study. Based on
the explanation above, the formulation of the hypothesis as follow:
H0 : There is no correlation between students in watching English
movie and students speaking skill.
H1 : there is correlation between students in watching English movie
and students Speaking Skill.
31
CHAPTER III
RESEARCH METHOD
A. Research Design
This research used descriptive correlational research. A correlation
research was a detection of a correlation between one variable and the other based
on the available correlation coefficient. The independent variable of research was
students‟ in watching English movie as X variable and the dependent variable was
students‟ speaking score as Y variable.
Meanwhile, Fraenkel and Wallen (2006:335) stated as follows:
Correlational research, like causal-comparative research, is an example of what is
sometimes called associational research. In associational research, the
relationships among two or more variables are studied without any attempt to
influence them. In their simplest form, correlational studies investigate the
possibility of relationships between only two variables, although investigations of
more than two variables are common. In contrast to experimental research,
however, there is no manipulation of variables in correlational research.
Correlational research is also sometimes referred to as a form of descriptive
research because it describes an existing relationship between variables.
B. Subject of the Research
In this research, the writer conducted the observation on some variables.
The variables of this research are:
1. The students‟ frequency in watching English movie
2. The students‟ speaking skill
32
C. Instrument of the Research
The research instrument of this research are:
1. Questionnaire
According to Best, J.W., Khan, J.V(2013:193).
questionnaire is a written instrument consisting of questions to be
answered or statements to be responded by respondents. It is used to
collect information about fact or opinion/attitude.
The questionnaire used in this research was opened
questionnaire because the respondents gave their answers or opinions
freely. Every question in the questionnaire obtained students in
watching English movie. The researcher choosed colums of scale and
point based on the scale as an indication for strongly agree (5). Agree
(4), undecided (3), disagree (2), and strongly disagree (1). The
questionnaire consist of 20 items of statements can be seen in table
below:
Table 3.1
Indicator of questionnaire
Indicator Frequency
1. I watch English movie routines everyday
2 I watch English movie routine once a week
33
3 I watch English movie more than 2 hours a day
4 I watch English movie twice a week
5 I watch English movie more than one movie a day
6 I watch English movie in holiday
7 I use several time for watching English movie
Indicator Repotition
8 I always watch English movie in home
9 I always watch English movie in movie theater
10 I repeat to watch English movie until twice or more
11 I always watch English movie since primary school
12 I always watch English movie since junior high school
13 I always watch English movie since senior high school
Indicator behavior
14 I watch English movie when I‟m bored
15 I watch English movie when I‟m alone
34
16 I watch English movie in the middle if night
17 I watch English movie when I‟m insomnia
18 There is a new movie and I always watch a new movie
19 There are some option TV programs and I choose to watch English
movie
20 I open youtube and I watch English movie
(Verplanken,2010)
2. Test
To measure the students‟ speaking ability the researcher used test.
According to Ary (2006:201) stated that A test is a set of stimuli
presented to an individual in order to elicit responses on the basis of
which a numerical score can be assigned. This score, based on a
representative sample of the individual‟s behavior, is an indicator of
the extent to which the subject has the characteristic being measured.
The speaking test conducted in orther to obtain to students‟ speaking
achievement. Therefore, the researcher gave two topics about the
movie that has been watching or about their favourite actors in the
movie. The instruction of the test was :
Think about the English movie and then answer the question
orally !
35
a) Who is your favorite actor in that movie?
b) Can you retell little or more about the movie?
Table 3.2
The Text of Speaking Test
No. Topic
1. Favourite actors
2. Tell about the movie
D. Population and Sample
1. Population
The population of this research was the second grade students‟ of
SMA NEGERI 13 GOWA in academic year 2019/2020. There were
two classes in grade eleven namely, XI IPS, XI IPA. Each of classes
consist 26 and 28 students. So the amount of population is 54 students.
Table 3.3
Population of research
No. Class Students
1. XI IPS 26
2. XI IPA 28
Total 54
36
2. Sample
Among the population that researcher has pesented above, the
researcher used purposive sampling as technique in choosing sample.
The researcher chooses one class as sample, namely XI IPS . This class
concist of 26 students with 16 female and 10 male.
Table 3.4
Sample of Research
Class Students
XI IPS
Female Male
16 10
E. Data Collection
The procedure for collecting data in this study are:
1. The researcher came to the class for gave a questionnaire. The researcher
explained to the students‟ how to filled the questionnaire.
2. After answered the questionnaire, the researcher showed the film to
students. After that, students gave test by asking to the students to retell
the story from the film that has been watched or speak about their
favourite actors.
37
F. Data Analysis
After get the questionnaire data from the students, the researcher needs to
analyzed the data and correlate the questionnaire and students‟ test score.
There are 20 questionnaired, every number gave scores into five likert
scales:
Table 3.5
Score of questionnaire in likert scale
Optional for the questionnaire Value
Strongly Agree/ Sangat Setuju 5
Agree 4
Undecided 3
Disagree/ Tidak Setuju 2
Strongly Disagree/ Sangat tidak setuju 1
Therefore, to know the students‟ speaking ability the researcher every
students has score as the following table:
Table 3.6
Criteria of speaking skill
No. Criteria Rating score Description
38
1. Accuracy
(pronounciation)
5 Has a few of traces of foreign
language
4 Always intelligible, thought one
is conscious of defined accent
3 Pronounciation problem
necessities concentrated
listening occasionally lead to
miss understanding
2 Very hard to understand
because of pronounciation
problem
1 Frequently be asked to repeat
2. Fluency
(vocabulary)
5 Has competence fluency in
language such the speech is
fully accepted by educated
native speaker.
4 Able to use the language
fluently on all levels normally
pertinent to professional needs.
Can participate in any
conversation within the range of
this experience with a high
39
degree of fluency.
3 Can discuss particular interest
of competence with rasionable
ease. Rarely has to grope for
words.
2 Can handle with confidence but
not with facility most social
situations, including
introductions current events, as
well as work, family, and
authobiographical.
1 No specific fluency description.
Refer to other four language
areas for implied level of
fluency)
David P Haris in (Nursyafirah,2019)
Result of score
Score = x 100
Max score
40
Table 3.7
Score classification of speaking skill
The score Classification
80-100 Excellent
70-79 Good
60-69 Enough
<60 Less
David P Haris in (Nurshafirah,2019)
In analyzed the data of the relationship between students‟ in watching
English movie and their speaking skill, the researcher used pearson product
moment.
Table 3.8
Interpretation of Number Correlation (“r” score)
“r” score Interpretation
0,00-0,20 The correlation of both variables are very low
0,20-0,40 The correlation of both variables are low
0,40-0,70 The correlation of both variables are medium
0,70-0,90 The correlation of both variables are high
0,90-1,00 The correlation of both variables are very high
41
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The test was conducting in SMA Negeri 13 Gowa. For the class the
researcher took XI IPS as the sample which was test using questionnaire and test.
The data which were analyzed in this research was the correlation between
questionnaire and test. The researcher the data include the mean and correlation.
1. Analysis of Data of Students’ in Watching English Movie
The researcher was conducted research question in the first chapter. The
researcher employed the questionnaire to answer the research question. The
questionnaire was give at the same time with test. The purpose of the
questionnaire was to measure the students frequency in watching English movie.
The students were assigned to answer the questionnaire by giving checklist in the
table of likert scale related to their opinion. After the researcher got the students
score, the researcher analyzed the main score of the students questionnaire. The
result of mean score can be seen from the table below:
42
Table 4.1
Classification of students’ main score variable X
The table showed that the main score of students frequency in watching Engllish
movie was 45 with the total score 1180 and total respondents 26. It pointed that
most of students does not like to watching English movie.
Table 4.2
Frequency in Watching English Movie
totalX
Frequency Percent Valid Percent Cumulative
Percent
Valid
33 1 3.8 3.8 3.8
34 2 7.7 7.7 11.5
40 2 7.7 7.7 19.2
41 1 3.8 3.8 23.1
42 2 7.7 7.7 30.8
43 2 7.7 7.7 38.5
45 2 7.7 7.7 46.2
47 2 7.7 7.7 53.8
48 2 7.7 7.7 61.5
49 1 3.8 3.8 65.4
50 1 3.8 3.8 69.2
51 2 7.7 7.7 76.9
52 1 3.8 3.8 80.8
53 1 3.8 3.8 84.6
Variable Total score Respondents Average
X 1180 26 45
43
56 1 3.8 3.8 88.5
58 1 3.8 3.8 92.3
61 2 7.7 7.7 100.0
Total 26 100.0 100.0
From the Table 4.3, it can be seen that from 26 student at second grade as
a sample, the student who got 33 was one student, 2 students who got 34, 2
students who got 40, 1 student who got 41, 2 students who got 42, 2 students who
got 43, 2 students who got 45,2 students who got 47, 2 student who got 48, 1
student who got 49, 1 students who got 50, 2 students who got 51, 2 students who
got 52, one student who got 53, one student who got 56, one student who got 58,
and 2 students who got 61.
2. Analysis Clacification of Students Speaking Skill
To answer the research question in the first chapter, the researcher gave
test for the students. The purpose of test was to measure the stdents speaking
achievement after watching English movie. The student gave two questions . Data
of students test were found from the speaking test that given to 26 students in
second grade of SMA Negeri 13 Gowa who became the research respondents.
The average (mean) from the test score of 26 students of SMA Negeri 13
Gowa who become the research respondents in students‟ speaking was computed
as following:
44
Table 4.3
Classification of students’ main score variable Y
The table showed that the main score of test was 57 with total score 1490
and total respondents was 26.
Table 4.4
Frequency of students’ speaking achievement based on each score
Totally
Frequency Percent Valid Percent Cumulative
Percent
Valid
40 4 15.4 15.4 15.4
50 7 26.9 26.9 42.3
60 7 26.9 26.9 69.2
70 8 30.8 30.8 100.0
Total 26 100.0 100.0
From the table 4.4, it can be seen that from 26 students at second grade as
a sample, the students who got 40 was 4 students, 7 students who got 50, 7
students who got 60, and 8 students who got 70.
Variable Total score Respondents Average
Y 1490 26 57
45
Table 4.5
Classification of students’ speaking achievement
The score F % Classification
80-100 0 0 Excellent
70-79 8 30.8% Good
60-69 7 26.9% Enough
<60 11 42.3% Less
Total 26 100%
The result of calculation of students‟ speaking achievement in table 4.5
shows that there were eight students who got good score in speaking test, 8
students got enough score in speaking achievement, and there eleven students who
got less score in speaking test.
3. Analyzed the classification of correlation between the two variables.
After the researcher analyzed both the students‟ interest in watching
English movie and students‟ speaking ability. The researcher found:
Table 4.6
Descriptive Statistic
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
totalX 26 33 61 45.49 7.636
totalY 26 40 70 57.31 10.792
Valid N (listwise) 26
46
From the table of desciptive statistics the researcher found from 26
samples mean of students frequency in watching English movie was 45.49 and
mean of speaking was 57.31. Meanwhile, the standard deviation of
students‟interest in watching English movie was 7.5 and the standard deviation of
speaking achievement was 10.7.
After calculating the total score of the variables, students frequency in
watching (X) and speaking (Y) the researcher was carried on to investigated the
correlation between both of them. This was analyzed by using pearson product
moment correlation was symbolize with r. getting the score of r, firstly the score
of ΣX, ΣY, ΣXY, ΣX2, and ΣY
2 were found out, and those were presented in table
below:
Table 4.7
Analysis correlation between X and Y
Participants X Y XY X2 Y
2
SA 56 60 3360 3136 3600
SB 43 60 2580 1849 3600
SC 33 50 1650 1089 2500
SD 45 50 2250 2025 2500
SE 42 50 2100 1764 2500
SF 51 50 2550 2601 2500
SG 48 50 2400 2304 2500
SH 53 70 3710 2809 4900
47
SI 49 60 2940 2401 3600
SJ 34 60 2040 1156 3600
SK 61 50 3050 3721 2500
SL 51 70 3570 2601 4900
SM 48 70 3360 2304 4900
SN 41 70 2870 1681 4900
SO 58 70 4060 3364 4900
SP 43 70 3010 1849 4900
SQ 42 60 2520 1764 3600
SR 50 70 3500 2500 4900
SS 47 40 1880 2209 1600
ST 40 60 2400 1600 3600
SU 52 60 3120 2704 3600
SV 40 70 2800 2800 4900
SW 47 40 1880 2209 1600
SX 61 40 2440 3721 1600
SY 45 50 2250 2025 2500
SZ 34 40 1360 1156 1600
Total 1180 1490 69650 59342 88300
48
Where:
N = 26
∑X = 1180
∑Y = 1490
∑XY = 69650
∑X2 = 59342
∑Y2 = 88300
Next those score of r was calculated by the pearson product moment
correlation formula as follows
( )( )
√* ( ) +* ( ) +
( ) ( )( )
√* ( ) +* ( ) +
√( )( )
√( )( )
The analysis showed that the r-calculation was 0.049
49
To make sure the result of product moment the researcher calculate the
correlation between both of variable in SPSS 21. It was presented in the following
table:
Table 4.8
Correlation between X and Y
Correlations
totalX totalY
totalX
Pearson Correlation 1 .049
Sig. (2-tailed) .853
N 26 26
totalY
Pearson Correlation .049 1
Sig. (2-tailed) .853
N 26 26
Based on the application of SPSS 21 in analyzing the correlation between
both of variable at second grade of SMA Negeri 13 Gowa, it was found that r =
0,049. The correlation of them which lied between 0,00-0,20 in classification
table.
Furthermore, to investigated the hypothesis wether this value (r) was
significant or not the researcher have to compared with r-table. The significant of
variable X and variable Y with number of sample 26 students was 0.388 in the
level significance 5% (0.05)
50
The manifestation of the correlation analysis stated that the correlation
between the two variable was negative because r was lower than value of r table
(0.049 < 0.388).
The hypothesis in this research are :
H0 : There is significant correlation between students‟ in watching English movie
and their speaking ability at second grade of SMAN 13 GOWA
H1 : There is no significant correlation between students‟ in watching English
movie and their speaking ability at second grade of SMAN 13 GOWA
To test the hypothesis the researcher used orientation below:
a. If “rcount > rtable,” or “p-value” (showed in sig.2 tailed column) < level of
significance (ɑ), H0 is accepted
b. If “rcount < rtable,” or “p-value” (showed in sig.2 tailed column) > level of
significance (ɑ), H1 is accepted
Based on the result of the correlation value above rcount=0,049 rtable
(95%)(df=n-2=26-2=24) rtabel=0,366. So it is clearly stated that rcount is lower than
rtable or 0,005<0,388. It can be concluded that H1 was accepted and H0 was
rejected. Based on table 3.8 in chapter three, the rcount was in interpretation of
number correlation 0.00-0.20 it means that there was correlation but the
correlation of both variables are very low. So there was relationship between
watching English movie and students speaking ability because most of students
were had a low interested in watching English movie. So, they didn‟t enjoy
English movie they had watched. Beside the students had a low or less interested
in watching English movie the students also had just enough speaking
51
achievement, so, the English movie didn‟t give a significance contribution in
speaking ability.
B. DISCUSSION
The purpose of data analysis in this study was meant the measure
relationship between watching English movie and students‟ speaking ability.
1. Students in watching English movie
This questionnaire consisted of 20 numbers of statement for analyzing the
students watching English movie. After analyzing the data, students in watching
English movie at second grade of SMA Negeri 13 Gowa was found that the main
score (X) was 45. It indicated that score was a high score. The maximal and minimal
score was 61 and 33.
2. Students speaking ability
This test consisted of two topics. After analyzing the data, students speaking
ability at second grade of SMA Negeri 13 Gowa was found that the mean score (Y) =
57. The maximal and minimal score was 70 and 40.
3. Relationship between students in watching English movie and students
speaking ability
The result of correlation between students in watching English movie and
students speaking ability was 0.049. It was low correlation between students in
watching English movie and students speaking ability at second grade of SMA Negeri
13 Gowa . It proven that r was lower than r-table because of r was 0.049 while r-table
was 0.388.
52
CHAPTER V
CONCLUSSION AND SUGGESTIONS
A. CONCLUSSIONS
Based on analysis and discussion in the previous chapters, the researcher
concluded that there was low correlation between students in watching English movie
and students speaking ability. So there was relationship between the two variables
also. The correlation was proved by the mean score of students in watching Englsih
movie with 45 average and the students mean in speaking test was 57. From the data
analysis alternative hypothesis H0 was accepted and H1 was rejected. It was because
that the result of r calculation was lower than r-table (0.049<0.388). It means that
there was significant correlation but the correlation of both variables are very low.
It can be concluded that there was relationship between watching English movie and
students speaking ability at the second grade of SMA Negeri 13 Gowa .
B. SUGGESTIONS
Based on the conclusion, the researcher gives some suggestion:
1. For the students should learn more to increase their speaking and should keep
responsibility in their studying
2. For other researchers who are interested in conducting same researcher have to
explore knowledge in order to give more benefit on the research result.
53
REFERENCES
Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta.
Ary, D., et al. 2002. Introduction in Research in Education Sixth Edition.
Belmont: Wadsworth Thomson Learning
--------. 2006. Introduction in Research in Education Eighth Edition.
Belmont: Wadsworth Cengage Learning.
Barsam, Richard. 2010. Looking at Movies: An Introduction to Film Third
Edition.
New York: W. W. Norton & Company, Inc.
Berk, R. A. 2009.“Multimedia teaching with video clips: TV, movies,
YouTube, and mtvU in the collegeclassroom”,
http://www.sicet.org/journals/ijttl/issue0901/1_Berk.pdf. Retrieveon June
26th2020.
Broughton, Geoffrey., et al. 2003. Teaching English as A Foreign Language
Second
Edition. New York: Routledge
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language
Pedagogy Second Edition. San Francisco: Addison Wesley Longman, Inc.
Byrne, Donn. 1976. Teaching Oral English. London: Longman Creswell, J.
W. esign: Qualitative, Quantitative and Mixed Methods Approaches Third
Edition. United States of America: SAGE
Crow, Lester D & Crow, Alice.1958. Educational Psychology revised edition.
New York: American Book Company.Barnabas, Baren. (2013). Tes
Ketrampilan Berbicara (Online),
http://www.academia.edu/8373574/Tes_keterampilan_berbicara, diakses
pada 19 Juni 2020.
Cakir, Ismail. 2006. “The Use of Video as an Audio-Visual Material in
Foreign Language Teaching Classroom”,
http://www.tojet.net/articles/549.pdf.Retrieveon September 7th 2011.
54
Fulcher, Glenn. 2003. Testing Second Language Speaking. London:Longman.
http://www.voanews.com/learningenglish/home/
Fraenkel, J. R. & Wallen, N. E. 2006. How to Design and Evaluate Research in
Education Sixth Edition. New York: McGraw-Hill.
Harmer, Jeremy. 2001. The Practice of English Language Teaching (Third
Edition). London: Longman.
Kaltsum, Honest Ummi dan Ratnasari Diah Utami. 2015. “Implementasi Model
Pembelajaran Bahasa Inggris Surakarta”. The 2nd University Research
Coloqium.
Lourdunathan, Menon. 2005. “Developing Speaking Skills Through Interaction
Strategy Training”. The English Teacher, Vol. 34 (2)
Nunan, David. 1999. Second Language Teaching and Learning.Massachusetts:
Heinle-Heinle Publishers.
Nursyafirah. 2019. “The Correlation Between Students‟ Habit in Watching
English Movie and Their Vocabulary Mastery”. Thesis Makassar
Muhammadiyah University.
Nunung, Endang. 2015. ““The Relationship between Students‟ in Watching
English Movie and Their Speaking Ability at MTS Muhammadiyah
Tegal”.
Risnadedi, (2001), “Developing Students‟ Speaking Ability”. Journal of SMP
Negeri 17 Pekan Baru. (7) 56-58.
Richards, J.C. &Renandya, W.A. (2002).Methodology in Language Teaching: an
Anthology of Current Practice. Cambridge: CambridgeUniversity Press.
Riddel, David. (2003). Teaching English as a Second or Foreign Language.
London: Hodder Headline. Ltd.
Saiful, (2019), “The Correlation between the frequency of watching English Films
and Vocabulary Mastery of SMAN 1 Bontonompo Selatan Gowa
Regency”. Journal of Muhammadiyah University of Makassar.
55
Suci, 2017, “The Correlation Between Students‟ Habit in Watching English
Movie and Their Vocabulary Mastery at MTS Islamiyah YPI Batang
Kuis in 2016/2017 Academic Year”.
Suhartono. 2005. Pengebangan Ketrampilan Bicara Anak Usia Dini. Jakarta:
Departemen Pendidikan Nasional.
Suyanto, Kasihani K.E. 2008. English For young Leraners. Jakarta: Bumi Aksara.
Ur, Penny. 1996. A Course in Language Teaching: Practice and Theory. London:
Cambridge university Press.
Van Ek, J. and J.L.M Trim.(1998). Threshold 1990. Cambridge: Cambridge
University Press
Wiersma, W &Jurs, SG. (2009). Research Methods in Education. 9th Boston:
Pearson Education.
1
Appendice 1
NAME OF PARTICIPANTS
No. Participants Name
1. SA Suciati
2 SB Risma
3 SC Kasmiati
4 SD Kurniati
5 SE Nurlinda
6 SF Karmila. J
7 SG Junaedah
8 SH Nurdianti
9 SI Asriyanti
10 SJ Sumarni
11 SK Nanda nurhamzani
12 SL Jumriani
13 SM Jumriani. S
14 SN Riska Mutiara
15 SO Syamsiah
16 SP Muliana
17 SQ Sakir
18 SR Nur Wahyudin
19 SS Zainal
20 ST Saprianto
21 SU Muh. Akbar
22 SV Muh. Irham
23 SW Hamdi
24 SX Muh. Fajrul
25 SY Zulkifli
26 SZ Aswan
3
Appendice 3
SCORE OF QUESTIONNAIRE
X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X1.20 TOTAL
X1
2 2 3 3 2 5 4 5 2 1 4 5 1 4 4 1 2 2 2 2 56
2 2 2 3 2 4 4 2 3 2 2 2 2 2 2 1 2 2 1 1 43
1 2 2 2 2 3 3 1 3 1 1 2 1 2 1 1 1 2 1 1 33
3 2 2 4 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 1 45
2 4 1 2 2 2 2 2 2 2 2 2 2 2 3 2 4 3 2 1 42
2 2 3 3 3 3 3 1 2 2 3 2 1 2 3 2 4 3 4 3 51
1 1 3 4 3 4 2 3 3 2 3 4 2 3 2 2 3 1 1 1 48
2 2 3 3 2 3 3 3 3 3 4 5 2 2 2 2 3 3 2 1 53
2 2 3 4 1 3 3 4 3 3 4 3 4 3 2 1 1 1 1 1 49
1 2 2 1 1 2 1 1 1 4 1 3 3 1 2 2 2 2 1 1 34
1 2 2 3 2 4 4 4 2 4 3 4 4 5 3 5 3 3 2 1 61
1 2 3 3 3 4 3 4 3 4 3 2 4 2 4 2 1 1 1 1 51
1 2 2 3 2 4 4 4 2 2 4 3 4 2 2 2 2 1 1 1 48
2 3 3 4 2 3 3 4 2 1 1 1 1 2 2 2 2 1 1 1 41
4
2 3 3 3 4 4 2 2 4 4 4 4 2 2 1 3 2 4 2 3 58
2 2 3 4 1 4 4 4 2 2 3 2 2 1 1 1 1 2 1 1 43
1 2 3 4 2 4 3 3 2 2 2 2 2 1 2 3 1 1 1 1 42
2 2 2 4 1 4 4 4 3 2 4 4 3 2 2 2 2 1 1 1 50
2 3 3 3 1 4 4 4 1 4 4 2 3 1 1 2 2 1 1 1 47
2 3 3 4 2 3 2 2 1 2 3 1 1 2 2 1 2 2 1 1 40
1 1 2 3 2 4 2 2 2 4 2 4 2 2 5 5 2 2 3 2 52
1 1 2 4 2 2 4 4 2 3 1 1 2 1 2 2 2 1 1 2 40
2 2 3 4 1 2 3 3 3 3 4 2 4 2 1 1 2 2 2 1 47
3 3 3 4 4 3 2 4 3 2 4 4 4 3 2 3 2 2 2 4 61
2 2 2 3 1 4 2 3 2 4 4 2 1 4 2 2 2 1 1 1 45
1 2 2 2 1 3 2 3 1 2 3 1 1 1 2 2 2 1 1 1 34
5
Appendice 4
SCORE OF SPEAKING TEST
No. Accuracy Fluency Score
SA 3 3 60
SB 3 3 60
SC 3 2 50
SD 3 2 50
SE 3 2 50
SF 2 3 50
SG 3 2 50
SH 3 3 70
SI 3 3 60
SJ 3 3 60
SK 3 2 50
SL 3 4 70
SM 3 4 70
SN 4 3 70
SO 4 3 70
SP 3 4 70
SQ 3 3 60
SR 3 4 70
SS 2 2 40
ST 3 3 60
SU 3 3 60
SV 3 4 70
SW 2 2 40
SX 2 2 40
SY 3 2 50
SZ 2 2 40
6
Appendices 5
The score of variable X and Y
No. X Y
SA 56 60
SB 43 60
SC 33 50
SD 45 50
SE 42 50
SF 51 50
SG 48 50
SH 53 70
SI 49 60
SJ 34 60
SK 61 50
SL 51 70
SM 48 70
SN 41 70
SO 58 70
SP 43 70
SQ 42 60
SR 50 70
SS 47 40
ST 40 60
SU 52 60
SV 40 70
SW 47 40
SX 61 40
SY 45 50
SZ 34 40
8
Appendice 7
DOCUMENTATIONS
Showed the questionnaire to the students
Give the queationnaire to the students one by one
10
STUDENTS SPEAKING
Student A
c) Who is your favorite actor in that movie?
I like Fronky. because it is a unique and funny toy. Fronky
always wanted to bring a happiness for Bonnie.
d) Can you retell little or more about the movie?
I can not remember the movie story. I only remember when
Woody tries to convince Forky that his job is the same as
the other toys, namely to please Bonnie. You can see Forky
with the doll's eyes that are not the same size, his hands
using a straw, his legs consisting of ice cream sticks with
kaolin attached and crayons as decoration on his face.
Student B
a) Who is your favorite actor in that movie?
I like Duke Caboom because toys from the 1970s, the brave
man with a mustache from Canada in a white suit who
always rides his favorite vintage motorcycle that make it
funny for me.
b) Can you retell little or more about the movie?
I remember when Duke Caboom always displays acrobatics
on his motorbike. But in fact he is down, his weakness is
not being able to display the action in accordance with the
toy advertisement. The Duke finally experienced years of
grief so much that he was trapped in an antique shop.
11
Student C
a) Who is your favorite actor in that movie?
Gabby because she is like imitation humans which in my
opinion are unique.
b) Can you retell little or more about the movie?
I know when Woody meets the Gabby on his way with
Forky. He meet with Gabby Gabby turns out to be a
nightmare for Woody, who finally brings himself together
with Bo Beep, his long lost lover. He looks pleasant from
the outside. However, if in the previous film there was a
Teddy Bear who brought threats named Lotso, Gabby
Gabby now occupies a similar role.
Student D
a) Who is your favorite actor in that movie?
I like Woody because he is the first actor in the movie.
b) Can you retell little or more about the movie?
In Toy Story 4 it was shown that Woody was still
unfamiliar with his new owner and often compared him to
Andy. He realized that Bonnie didn't love him like Andy.
sometimes Bonnie left Woody in the wardrobe. But,
Woody still prioritizes Bonnie's happiness above all else.
Even as Forky, Bonnie's new toy, tries to run away, Woody
tries to bring it back home.
12
Student E
a) Who is your favorite actor in that movie?
I like Woody the coboy.
b) Can you retell little or more about the movie?
The real conflict only started when Woody met his long-lost lover,
Bo Peep, who was sold by Andy's mother a few years ago. Because
he did not want to end up being a dusty item in an antique shop, Bo
chose to live as a free toy that wanders from city to city following a
carnival. Previously, Bo had invited Woody to go with him, but at
that time Andy still needed it. Now that he has changed ownership,
Woody realizes he has the opportunity to follow his dream of
seeing the world with Bo. Finally he decided to go with Bo and
part with Buzz, Jessie, Slinky, Rex, Forky and Andy's other toys.
Don't cry, don't cry
Student F
a) Who is your favorite actor in that movie?
I like Boo bep because she is love Woody.
b) Can you retell little or more about the movie
At the end of Toy Story 4 there is also an after credit that shows
even though we have not followed their story, their adventure will
continue. The footage shows Buzz and Jessie are now leaders at
Bonnie's house, Forky gets a friend who is a toy made like him and
Bo, Woody, Ducky and Bunny help the toys at the carnival to find
their new home. Woody always feels confident about his position
in the world, and his priority is to look after his child, be it Andy or
Bonnie. But when Bonnie adds a new toy named Forky in her toy
room, a trip with old and new friends will bring Woody to witness
how big the world is for a toy like her.
13
Student G
a) Who is your favorite actor in that movie?
I like Pottato because he is funny
b) Can you retell little or more about the movie?
Toy Story 4 opens with a flashback of the events of nine years
before Woody and his friends moved into the hands of Bonnie.
Under heavy rain, Woody and his flock including the idol Bo Boep
are on a rescue mission on a toy. Long story short, the incident also
became the beginning of Woody's separation from Bo Peep, a
character who will later play an important role in the story this
time. Toy Story 4 then continued to Woody's anxiety because for
some time Bonnie had no longer been chosen to play. Despite
trying to remain optimistic, Woody could not eliminate the sad
look of hope.
Student H
a) Who is your favorite actor in that movie?
I like Woody and Boo Bep
b) Can you retell little or more about the movie?
Woody, who was told from the very beginning loved his owners,
was worried when he knew Bonnie had to start school and not be
able to bring her toys. Unilaterally, Woody decided to go to school
and accompany Bonnie to feel safe. Up to a point, with the help of
Woody's hand indirectly, Bonnie made a new 'friend' named Forky
from a craft assignment at her school. For Bonnie, Forky was a
valuable object that accompanied her when she felt afraid. As a
form of reciprocation, Bonnie was very guarding, ensuring that the
toys made from the senpu or cutlery remained beside her. He even
took him to sleep. But on the other hand, Forky felt that he was just
a 'rubbish' that was meaningless and should be in a landfill. He
tried repeatedly to escape from Bonnie, but Woody made sure that
didn't happen.
14
Student I
a. Who is your favorite actor in that movie?
I like Boo Bep because she is a good toys
b. Can you retell little or more about the movie?
Toy Story 4 is like inviting the audience about Woody's quest and
self-understanding. The audience's emotions were stirred when
Woody finally understood that not all children would play
everything they had. They have their own choices about which one
is preferred and needed. Woody seemed to go on a journey to
becoming an adult.In the midst of the turmoil of Woody's heart, the
new characters that appear to be a refreshing counterweight.
However, their presence also overshadows the other main
characters who now seem to emerge as mere supporters. Buzz
Lightyear was not even given a large portion, even though he was
Woody's best friend. But that is arguably forgivable when the Buzz
character is displayed carrying a strong message without
patronizing, about how to follow a conscience. In addition, the
appearance of Buzz - although a little - complete with hilarious
behavior is enough to bring nostalgia. The bond between him and
Woody was still moving.
Student J
a) Who is your favorite actor in that movie?
I like with Woody and Bo Peep
b) Can you retell little or more about the movie?
Woody, from the very beginning of our acquaintance, is one of the
toys that clearly shows that feeling. This can be seen, for example,
when Buzz is present, or his arm is torn and needs stitches, or
when Andy, the predecessor before Bonnie, grows up and goes to
college. Woody is always afraid of being abandoned, and loses his
identity as a toy. Woody's feelings seem to have become addictive
throughout the life of the toy.
15
Student K
a) Who is your favorite actor in that movie?
I like Woody
b) Can you retell little or more about the movie?
Woody and his group are now with their new owner, Bonnie after
Andy who has grown up must continue his studies outside the city.
During together with Bonnie, Woods, Buzz and friends have quite
a lot of new friends. However, there is one toy made by Bonnie
named Forky who considers himself unworthy to be called a toy.
Forky is a toy made of plastic forks with a face given by Bonnie.
Forky always tried to leave Bonnie. But it always fails because
there are always other toys that prevent it. However, while on
vacation with Bonnie and other toys, Forky managed to escape,
and this is where the adventure begins.
Student L
a) Who is your favorite actor in that movie?
I like Frenky because it is a new actor in the movie
b) Can you retell little or more about the movie?
Feeling inappropriate, Forky left his friends while he was on a trip.
He ran away by jumping from a vehicle that was currently driving.
Woody who felt that it was not necessary to immediately catch
him, but unfortunately he also had to be thrown and left behind by
the group. During the trip, Forky told how he did not deserve to be
called a toy. And of course he also felt he could not be by Bonnie's
side forever because of his ugly shape. In the midst of his
adventures with Forky, Woody finally met his old friend who was
also his idol, a beautiful ceramic named Bo Peep.
16
Student M
a) Who is your favorite actor in that movie?
I like with Woody and Frenky
b) Can you retell little or more about the movie? I wasn’t sure what I thought about the antique store characters the first time I saw the movie, but I did warm up to Gabby Gabby the second time I watched it. Same goes for Ducky and Bunny, although I did like Duke Caboom from the start. It’s always an adjustment for me to get used to the new toys, especially when I have such a strong connection with the classic characters – it’s been like that even with the specials and shorts, to a degree.
Student N
a) Who is your favorite actor in that movie?
I love with Woody because he is a gentlemen.
b) Can you retell little or more about the movie? The ending was every bit as emotional as Tom Hanks and Tim Allen teased, I loved that scene so very much. I’ve known Woody was leaving with Bo for a while now, so I was at peace with it going into the movie. To me, the most important thing was that the couples were intact when everything was said and done, so even though it was bittersweet to see Woody leave the gang, I’m glad that he and Bo finally got to be together. But while Woody and Bo’s moment was sweet, it wasn’t Woody and Bo’s interactions that touched me the most. It was those he shared with the others. Buzz’s “Bonnie will be okay” line showed so much true friendship and understanding
17
Student O
a) Who is your favorite actor in that movie?
I like with Boo Bep because she is a lovely woman.
b) Can you retell little or more about the movie?
Andy's new toy is Buzz Lightyear! A space hero toy that was a hit
at its time. Knowing Buzz's arrival, Andy's toys worry that they
will be forgotten. Plus, Buzz doesn't know he's a toy. All he knew
was that he was on a strange planet and considered everything he
encountered for the first time as enemies. Buzz's silliness arguably
starts here.
Student P
a) Who is your favorite actor in that movie?
I like with Frenky and Woody
b) Can you retell little or more about the movie?
When Woody is still confused about how to convince Buzz that he
is just an ordinary toy, they are instead brought in by Sid, Andy's
neighbor who is famous among the toys for his cruelty. When
Woody and Buzz witnessed the cruelty of "operating" the doll, the
horror was like seeing Hannibal Lecter torturing his patient! And
for those of you whose childhood was accompanied by Toy Story.
Woody also looks for ways to prevent Sid from treating toys
casually anymore. Dramatically, he opens the secrets of the toys to
Sid so that Sid changes his treatment of the toys. It was traumatic,
though, but managed to save the toys.
18
Student Q
a) Who is your favorite actor in that movie?
I like Woody and Boo Bep because they have good relationship
b) Can you retell little or more about the movie?
There are criminals who are probably no less adorable than Lotso.
When he happened to meet Gabby Gabby with Vincent, a
ventriloquist doll similar to Goosebumps' Slappy, Woody
immediately felt an unfriendly atmosphere. Considering that
Vincent is an antique doll that you might often encounter in horror
films, the friendly atmosphere has turned tense at once. The
existence of Gabby Gabby and Vincent who made Toy Story 4
have a classic horror atmosphere makes this last film also leaves
sweet memories.
Student R
a) Who is your favorite actor in that movie?
I like Woody and Boo Bep the good relation
b) Can you retell little or more about the movie?
Toy Story 4 is about acceptance and maturation. Woody finally
accepted that he didn't have to be tied to just one child. It was Bo
Peep who taught him about sincerity. Woody's farewell moment
with Buzz and other toy friends was very touching, as well as a
relief. Finally, we know that Woody thinks of his own happiness
by choosing to live freely with Bo Peep.
19
Student S
a) Who is your favorite actor in that movie?
I like Boo Bep because she is lovely girl
b) Can you retell little or more about the movie?
Woody's farewell moment with Buzz and other toy friends was
very touching, as well as a relief. Finally, we know that Woody
thinks of his own happiness by choosing to live freely with Bo
Peep. Obviously, this is the best end to embarking on a new
Woody journey, although we won't know. So, until whenever, we
will still recognize Woody as a brave figure, never giving up, and
always there, just like how Andy felt.
Student T
a) Who is your favorite actor in that movie?
I like the couple Woody and Bo Peep
b) Can you retell little or more about the movie?
In Toy Story 4 it was shown that Woody was still unfamiliar with
his new owner and often compared him to Andy. He realized that
Bonnie didn't love him like Andy. sometimes Bonnie left Woody
in the wardrobe.
20
Student U
a) Who is your favorite actor in that movie?
I like with the Mr. Pottato and Mrs. Pottato because they are funny
b) Can you retell little or more about the movie?
Woody has always believed that his presence in the world is to
ensure the happiness of his owner, whether Andy or Bonnie. So
when his new toy, Forky, thinks he's "trash," Woody dawns on
him. When Bonnie takes the toys on vacation, Woody ends up on a
new adventure that brings her to meet her long-lost best friend, Bo
Peep.
Student V
a) Who is your favorite actor in that movie?
I like with Woody and Bennie
b) Can you retell little or more about the movie?
In the Toy Story 4 movie, Forky, the plastic fork toy, experiences
an identity crisis. He did not want to be a toy because he felt that
his purpose in life was only to be used for food and then thrown
into the trash. Forky doesn't want to be a toy and begins to
experience an identity crisis because he feels that his goal in life is
only to be used for food and then thrown in the trash. When Forky
repeatedly tries to escape by throwing himself into the trash can,
Woody acts quickly. He was afraid that Bonnie would be sad if
Forky disappeared or was damaged.
On vacation week, Bonnie and her family take a walk out of town
and Forky takes the opportunity to escape by jumping out of the
car window. Ready to face any risks, Woody jumps in to save
Forky without heeding the warnings from Buzz and his friends.
Woody finally managed to find Forky. That's when Woody tries to
show Forky how he should value himself as a toy. Woody tries to
show Bonnie's affection for Forky as his new toy.
21
Student W
a) Who is your favorite actor in that movie?
I like with Bonnie because he is like Andy
b) Can you retell little or more about the movie?
When he managed to find Forky, Woody hurried to the gas station
where the Bonnie family rested. However, on the way, he spots an
item in an antique shop that reminds one of his old lost friends, Bo
Peep.
Finally, Woody, who feels called to find Bo, does not immediately
go to Bonnie's car and enter the antique shop with Forky, until
finally he can meet Bo.
Student X
a) Who is your favorite actor in that movie?
I like Bonnie and Woody
b) Can you retell little or more about the movie?
When Woody met Bo Peep, he learned many new things. Bo has
been living freely because he doesn't have an owner. Bo Peep also
opens up Woody's mind to see the outside world. Even without the
owner, he could still entertain other children.
22
Student Y
a) Who is your favorite actor in that movie?
I like Bonnie
b) Can you retell little or more about the movie?
I can remember when Woody and Bo are intercepted and chased by
a baby doll named Gabby Gabby and a puppet doll who is a
bodyguard. Gabby Gabby goes after Woody because he wants to
take the ballot box that is inside his body.
Student Z
a) Who is your favorite actor in that movie?
I like with Woody
b) Can you retell little or more about the movie?
unexpectedly he reunited with Bo Peep. But in this fourth sequel,
Bo Peep really looks different. Not only in terms of appearance,
but the current Bo Peep character is quite powerful. Honestly, I
prefer the current Bo Peep character because it is so tough and
independent, different from the previous Bo Peep who seemed very
calm and feminine. In my opinion, Woody cannot move on from
Andy. The reason is he always talks about the time when he was
often played by Andy. But he felt different when he became a toy
for Bonnie. Woody also arguably doesn't know where he is going,
until he finally reunites with Bo Peep who gives him enough
thoughts about the wider world.
25
CURRICULUM VITAE
Nur Hikmah was born in Makassar, May 30th
, 1997.
She is the first child from two siblings. Her father name is
Satuhang and her mother name is Hj. St. Kartini, S.Pd.I.
And she is a muslim.
In 2008, she was graduated from SD Negeri
Karebasse and continued her study at SMPN 1 Bontonompo Selatan and
graduated in 2011.
In the same year, she was continued her study at SMAN 1 Bontonompo
Selatan and finished in 2014. After finished her study in senior high school she
was processed her study in Muhammadiyah University of Makassar in 2015. She
is accepted in English Education Department of Teacher Training and Education
Faculty.
At the end of her study, she could finish her thesis with the title “The
Relationship between Watching English Movie and Students‟ Speaking Ability in
SMA Negeri 13 Gowa”.