RESEARCH PROPOSAL

“IMPROVING ENGLISH SPEAKING SKILLS THROUGH MOVIE

MEDIA”

Cheima Tsaaniyah Ramli 2019850041

DEPARTEMEN BAHASA INGGRIS

FAKULTAS ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH JAKARTA
2022
 CHAPTER I

INTRODUCTION

A.Background Of Study

Language is one of the most important things in communication and is used as a means of
communication between nations around the world. Everyone needs to survive in his life. Every
human being in the world always uses language to communicate, provide information and
knowledge, and express ideas and thoughts. The ability to speak becomes a competence for
interaction and communication of people. Speaking is also a way of communicating and making
people who come from various countries comfortable in interacting and communicating.

Teaching English through film is one of the better methods for cultural transfer, short of
learning abroad. However, to ensure students learn the material and retain it, some time and thought
needs to be invested into the lesson. First-year students experience many new rules and skills and
need solid assignments that are well-crafted. An average of 2-3 hours are given to create lessons
and activities that match the student's abilities and convey the desired learning (Brown, 2010).
Students' perceptions of film and streaming media are very strong. This means that they are
interested in learning to write through films and streaming media and provide a positive context for
learning. This media provides the advantage of improving students' writing skills and showing
different learning strategies without getting bored (Meinawati, 2015). From the two opinions, it can
be concluded that films have a good appeal for students learning foreign languages, both writing
and speaking skills.

Video material can be used as input for authentic material and as a motivational tool. In
general, students found the experience of using video material to be interesting, relevant, useful and
somewhat motivating in the classroom. Teachers and students can engage in creative ways to
include different video materials in various classroom activities to improve learning outcomes and
provide a positive classroom environment. However, using videos in the classroom to motivate
students to use websites as a medium for learning English outside the classroom and developing
some level of learner autonomy is still unclear. Videos can help promote the listening
comprehension of language learners as well (Bajrami&Ismaili, 2016). From the results of the
research that has been presented, it is concluded that films or videos are very appropriate learning
media to eliminate boredom in learning English. In this study, students learned to speak through the
film that was shown, then students had to present the contents of the film. The films used are short
films such as documentaries taken from Youtube.
 The process of learning to speak in foreign language learning requires students to have
knowledge of vocabulary, understanding of grammar, semantics and pragmatics. This is because the
ability to speak requires proper social interaction in order to communicate effectively (Richards
&Renandya, 2002). A different opinion was conveyed by Jones, "In speaking and listening we tend
to be getting something done, exploring ideas, working out some aspect of the world, or simply
being together. In writing, we may be creating a record, committing events or moments to paper.”
(Richards, 2008). From Jones' opinion, it can be concluded that in speaking and listening we tend to
get things done, explore ideas, work on some aspect of the world, or just be together. In writing, we
may take notes, do events or moments on paper.

B. Problem Identification

Based on this background, the researcher formulates that several problems are usually found in the
teaching and learning process of speaking. Many factors can affect the emergence of problems such
as:

1. What causes the students' lack of motivation in developing speaking skills in learning
English?

2. How to improve speaking skills by learning vocabulary

C. Problem Limitation

In conducting this research, the researcher's ability made him aware to limit students' problems.
Researchers limit students' problems regarding students' difficulties in learning speaking skills
during the learning process in class. Interesting learning methods became the focus of researchers to
improve students' speaking skills.

D. Formulating the Problem

Based on the limitation of the problem, the problem can be formulated as follows:

1. Students lack vocabulary in learning speaking skills and can be overcome with the right method.

2. Lack of student motivation in learning speaking skills can be overcome by interesting learning
methods. In improving speaking skills, one must have an effective learning method.
E. Study Objectives

Based on the problems above, the researchers want to set the objectives of:

research as follows:

1. To investigate the problems faced by students in speaking English.

2. To find out the teacher's strategy in overcoming students' problems in speaking English.

3. Understand the strategies used by teachers to improve students' speaking skills.

F. Significance of the Study

The results of this study are expected to be useful both theoretically and practically as follows:

1. Theoretically

The results of the study were used to confirm the theory about the use of the Video Based Learning
method in improving students' speaking skills. and this research is expected to support theories
related to learning many vocabulary that can improve speaking skills.

2. Practical

• After the teacher knows the students' problems in speaking English, the teacher can use
better English speaking learning strategies to make students get good achievements.

• The results of the study are used as a tool to help English teachers or English students to
learn English effectively and correctly.

• It is also expected to encourage students' awareness to be able to improve speaking skills

by learning one vocabulary in a day.
 CHAPTER II

LITERATURE REVIEW

1. Theory

According to Soekamto (1992:71) the factors of English language ability are: internal and external
factors. Internal factors are everything potential within the person, external factors are everything
outside the person. Internal factors such as character, temperament, talents/talents, way of thinking,
self-confidence, attention, motivation, perception, student personality and intelligence level. 2.
External factors such as education level, teachers, habits, interests, talents and environment.

Furthermore, Krashen (1982:55) language skills factors consist of: (a) Internal factors, namely:
talent, self-confidence, character, way of thinking and assumptions or perceptions and (b) external
factors, namely: teachers, environment and habits. The creation of the environment is a very
important factor in learning the language of the teacher or lecturer. Such conditions allow maximum
input (input) received by students and understood because of a supportive environment and students
are involved in real and interesting communication situations (Krashen, 1982:55).

a. Problem Level:

communicate and listen

B. Solution (All things used to solve the problem):

We must continue to teach how to use the media positively, by making it a learning medium, one
of which is listening skills. Because social media has many positive sides, especially for
educational purposes. In addition to making students understand the positive side of media users,
we can help them choose what apps they need and what content can help them. Here I will tell you
that using podcasts is not only for listening to songs but can make listening skills learning media
quite effectively. In a way that today's generation prefers mainly broadcast media applications, it
allows them to be more interested and less bored with the old methods taught only with low-quality
school headsets and only give them conversations that they can't thrive on.

c. Steps (Mention about clear instructions)

We must continue to teach how to use the media positively, by making it a learning medium, one
of which is listening skills. Because social media has many positive sides, especially for
educational purposes. In addition to making students understand the positive side of media users,
we can help them choose what apps they need and what content can help them.
d. Overview of Each Variable(the first variable is the problem, and the second variable is the
Solution)

1. We must continue to teach how to use the media positively, by making it a learning medium, one
of which is listening skills. Because social media has many positive sides, especially for
educational purposes. In addition to making students understand the positive side of media users,
we can help them choose what apps they need and what content can help them.

2. Here I will tell you that using podcasts is not only for listening to songs but can make listening
skills learning media quite effectively. In a way that today's generation prefers mainly broadcast
media applications, it allows them to be more interested and less bored with the old methods taught
only with low-quality school headsets and only give them conversations that they can't thrive on.

2. Relevant Student Studies

a.Topic: Communicate

b. Method:

1. Learning through Games

2. Learn through youtube

3. Study with friends

4. Learn English through Songs

c. Strategy:

Join an English community or organization by following an English community. By following the

English community, you will find new friends with the same goal of improving your English skills.
Following the community will help you to practice communicating well, provide each other with
corrections and feedback for language errors, and share learning tips and tricks.

3. Theoretical framework

a. Problem (describe):

1. Lack of Confidence

2. Limited Time to Study

3. Never Memorize Vocabulary

4. Difficulty in Pronunciation

b. Real conditions (in the classroom):

1. Lack of Confidence

2. Difficulty in Pronunciation

3. Limited Time to Study

C. Alternative solutions:

The solution is to study in groups and often meet strangers.

4. Hypothesis

A.Tentative (Basic assumptions of the problem)

1. Can they understand how to listen well? 2. Do they have a deeper desire to listen? 3. Did they
know that podcasts can be a learning medium?

B. Answer (type of temporary conclusion to solve the problem)

STUDENT LEARNING By applying this learning, students will better understand what other
people are talking about by listening carefully. Students also do not feel bored to take listening
exams and still master listening in one aspect of learning English. In addition, students will also
understand the positive use of podcasts and find out what content they can use to improve their
listening skills. Teachers And for teachers to be more creative in teaching materials because they
still combine learning methods with digital media in the technological era so that they continue to
advance and develop. Teachers also better understand how to educate students so that they are not
left behind in listening skills.

Question: English language skills

Solution: Watch a short film

 CHAPTER III

RESEARCH METODE

A. Time and Place

This research will be conducted from September 2021 to November 2021. The research
location at Junior High School of Manaratul Ulum , addressed on Jalan Masjid Darussalam
no.3 RT.001 RW.005, North Gandaria, Kec.Kebayoran Baru South Jakarta,1214.
 Research Subject
The research subjects are the parties that are used as samples in a study.
The subjects in this study were grade II junior high school students in
the 2019/2020 academic year which consists of 100 students and 4 batches.

B. Metode Of Study
The type of research methodology used is experimental methodology. In accordance with
the term, experimental methodology is an attempt to collect data. So you will not only
explain about surveys, methods and interview results. But it also collects observational
data as well.
Because the nature of the experimental methodology is to look at different responses or
research objects. Generally, experimental methodologies are divided into two groups. The
first is the experimental group and the control group. The experimental group is a group
that is treated to see the responses and results of what you are researching.

C. Data Collection Techniques

In collecting data, it is adjusted to the conditions of the problem so that it uses
research techniques, namely the use of internets as a means of collecting data by
reads jurnal or article that have to do with the title and discussion of the thesis/research.
In addition to the internet, usually data can also be generated through questionnaires.
Research questionnaire is the most effective tool to measure behavior, attitudes,
preferences, opinions and intentions of research responses.

D. Data Analysis
After we collect the data, the next step of this research is to analyze the data.
Analyzing the data is the step where all the data has been scored to get the changes
before and after the research treatment.
a. Data presentation

As an organized collection of information that provides the possibility of drawing

conclusions and taking action, the basic reason for doing this at this stage is to simplify
complex information in a simplified and easy-to-understand form.

b. Observation
Through observation is done by asking students to do exercises at each meeting, to
conduct pre-test and post-test, and to answer questions in either the questionnaire or
interviews to get feedback in the form of ideas or opinions about the application of
learning one word a day.