THE USE OF “INSIDE OUT” MOVIE’S SUBTITLES TO
IMPROVE READING (A CASE STUDY AT SMK-PP SAREE)
THESIS
Submitted By
HARRY AZHAR RAMLI
NIM. 150203157
Department of English Language Education
FAKULTAS TARBIYAH DAN KEGURUAN
UNIVERSITAS ISLAM NEGERI AR-RANIRY
BANDA ACEH
2020 M/ 1441 H
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iii
ACKNOWLEDGMENT
In the name of Allah the most Gracious the most Merciful
All praises are due to the almighty Allah SWT, who has blessed and given
the researcher the chance, health and strength in writing and finishing this
study. Peace and solution be upon to the beloved prophet Muhammad SAW, his
companions and his faithful followers who strive in Allah religion Islam
On this occasion with great humility, the researcher would like to thank
all of those who have given me help and guidance, so that this thesis can be
finished in time. Completion of writing this thesis, the researcher would like to
thank you, Mr. Dr. Muhammad AR, M.Ed and Mrs. Yuliar Masna, S.Pd.I.,
M.TESOL as my supervisors who have given the researcher direction as well
as the encouragement that are very useful and helpful for the preparation and
writing this thesis. Also, my special thanks are directed to my academic advisor
Khairiah Syahabuddin, MHSc.ESL., M.TESOL, Ph.D, as my academic supervisor
who has supervised me since the researcher was in the first semester until now.
Then, my thanks to all of the lecturers and all staff of the English Department
who helped and guided me during my study in the English Education Department
of UIN Ar-Raniry.
The researcher would like to express my gratitude and high appreciation
to my
beloved mother Erlina, and my lovely father
Ramli Hasan, SP, M.Sc,
iv
Ph.D
for their love, patience
, attention, support, and care. I also dedicate my
thankfulness to my beloved younger sister, Maulidya Ramli and my younger
brother M. Alfikri Ramli and M. Farid Ramli.
My special thanks are due to Muhammad Amin, SP, MP. as the headmaster
of SMK-PP Negeri Saree, and Nurhaslinda, S.Pd, as the English teacher who have
given me the opportunity to collect the data needed for my thesis. The researcher
also want to thank the students XI A and XI A2.
Afterward, the researcher would like to thanks all my classmates and all of
my friends in the English Department academic year 2015, especially for Unit
05. I also thank so much for my beloved friends, Siti Ichtiarni Oktari,
Akmalul Basyar, Ahmad Zaman Huri, Ikramullah, Rahmat Kurniawan,
Abd. Rafid, Razi Noor Said, Achyar Munawar, Cut Rizka Fadhlina, Desi
Riana, Haya Zafirah and who have supported me to finish this struggle through
and kindly help me in doing my research.
Finally, the researcher believed that this thesis still needs improvement and
needs to be criticized to be useful especially for the Department of English
Language Education of UIN Ar-Raniry.
Banda Aceh, 10 December 2019
Harry Azhar Ramli
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ABSTRACT
Name : Harry Azhar Ramli
NIM : 150203157
Faculty : Fakultas Tarbiyah dan Keguruan
Major : Department of English Language Education
Thesis working title : The Use of “Inside Out” Movie’s Subtitles to Improve
Reading.
Main Supervisor : Dr. Muhammad AR, M.Ed
Co Supervisor : Yuliar Masna, S.Pd.I., M.TESOL
Keyword : Reading; (Inside Out) movie subtitles.
This research was aimed to find out whether using Inside Out movie subtitles
improve students’ reading and to investigate to what extent Inside Out improved
students’ reading ability. This research conducts study at SMK-PP Saree, Aceh
Besar. The population of this research was 177 students. The sample was 65
students in agriculture class (XI A1 and XI A2). The sampling technique used was
simple random sampling which is part of probability sampling. The data were
collected by using tests (pre-test and post-test) and questionnaire. The finding of
this study showed that using Inside Out movie subtitles improved students’
reading ability. It was proven by the improvement of the mean score of the
experimental class which was higher (34.9 to 68.65) than the mean score in the
control class (30.7 to 47.3). Moreover, based on the analysis of the questionnaire,
most of the students gave positive response (85.1%) in learning reading by using
Inside Out movie.
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TABLE OF CONTENTS
DECLARATION OF ORIGINALITY ................................................................ i
ACKNOWLEDGEMENT ................................................................................... ii
ABSTRACT ......................................................................................................... iv
TABLE OF CONTENT ........................................................................................ v
LIST OF TABLES ............................................................................................. vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I: INTRODUCTION
A. Background of Study ........................................................................ 1
B. Research Questions .......................................................................... 4
C. The Aims of Research ...................................................................... 4
D. Research Hypothesis ........................................................................ 4
E. Significant of Study .......................................................................... 5
F. Terminology ..................................................................................... 6
CHAPTER II: LITERATURE REVIEW
A. Reading ............................................................................................. 8
1. Definition of Reading ................................................................. 8
2. The Types of Reading ................................................................ 9
3. The Purpose of Reading .......................................................... 10
4. Reading Skill ............................................................................ 11
B. Movie Subtitle ................................................................................ 13
1. Definition of Movie ................................................................. 13
2. Definition of Subtitle ............................................................... 14
3. Advantages and Disadvantages of Movie Subtitle .................. 14
4. Teaching Reading by Using Movie Subtitle ........................... 15
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design ............................................................................. 17
B. Research Location .......................................................................... 18
C. Population and Sample ................................................................... 18
D. Research Instrument ....................................................................... 20
E. Data Collection Method ................................................................. 21
F. Data Analysis .................................................................................. 24
CHAPTER IV: FINDING AND DISCUSSION
A. The Analysis of Test Finding ......................................................... 27
B. Test of Hypotheses ......................................................................... 43
C. The Analysis of the Questionnaires ................................................ 44
D. Discussions ..................................................................................... 47
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................... 49
B. Suggestions ..................................................................................... 49
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REFERENCES ..................................................................................................... 51
APPENDICES
AUTOBIOGRAPHY
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LIST OF TABLES
Table 3.1 Total of Students at SMK-PP Negeri Saree Aceh Year 2019 .......... 19
Table 3.2 Likert Scale Table ............................................................................ 23
Table 4.1 Pre-Test and Post-Test Scores Control Class (XI A1) ..................... 28
Table 4.2 The Frequency Distribution of Students’ Pre-Test Score ................ 31
Table 4.3 The Frequency Distribution of Students’ Post-Test Score............... 34
Table 4.4 Pre-Test and Post-Test Scores Experimental Class (XI A2)............ 36
Table 4.5 The Frequency Distribution of Students’ Pre-Test Score ................ 39
Table 4.6 The Frequency Distribution of Students’ Post-Test Score............... 42
Table 4.7 The Percentage of Questionnaires (Close-Ended Question) ............ 46
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LIST OF APPENDICES
Appendix A Appointment Letter of Supervisor
Appendix B Recomendation Letter of Conducting Research from Faculty of
Tarbiyah and Teacher Training
Appendix C The Confirmation Letter of Conducting Research from SMK-PP
Negeri Saree
Appendix D Table t
Appendix E Instrument of Research
Appendix F Autobiography
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CHAPTER I
INTRODUCTION
A. Background of Study
Reading is one of four skills in English. An English learner will get further
information and understand the materials during teaching and learning process. In
other words, the skill is needed to be mastered by an educator in order to deliver
material to the learner. Futhermore, reading skill also tested as a standard for
bachelor to continue graduate degrees abroad through TOEFL especially reading
comprehension. Not only for a college students but reading ability plays
significant role for senior high school students as a sign for them to be capable of
English subject. For some cases, many students get instantly bored just after their
first sight when getting such texts during reading process. So that, the teacher
needs to apply some media to anticipate students’ boredom in reading. One of the
media that can be used by the teacher is movie.
Movies are media that can be visible and can be audible. Krakas and
Saricoban (2012) pointed out that we feel comfortable since it is easy for us to get
meaning from foreign language film with subtitle and caption. Moreover, movies
becomes potential and accept in language learning and it can be an integral part of
learning. Summarily, movies selection has the opportunity to achieve important
goals to motivate students’ interest in preparing realistic reading practices, to
stimulate the use of language, and to raise students' awareness of specific
language points or other communication aspects that can be developed or derived
2
by the way teachers introduce film and other activities and search for movies
related to learning.
Based on researcher’s experience at SMK-PP Saree, there are some
problems faced by the students in reading skills. Firstly, the student just reads a
text without understanding the meaning of the content. Secondly, students do not
have mastered many vocabularies. So it is very hard for them to understand the
text. Thirdly, the teacher never uses audio visual media (movie) in teaching
process. Teacher just teaches based on text book.
Futheremore, some students have trouble in learning foreign language,
especially catching the actual sounds of the foreign language. They have to
understand every word when they miss something. They feel they are failing,
stressing and having confused. They can understand people when they talk slowly
and clearly but cannot understand the meaning. They need to hear things more
than once in order to understand. They find it difficult to keep up with all the
information they are getting, and cannot think ahead or predict. Also, when they
are listening for a long time they get tired, and they find it more and more difficult
to concentrate (Etman & Zaida, 2009).
Based on Permatasari (2018) in teaching and learning reading
comprehension, the teacher should use aids or tools to make the teaching and
learning process more enjoyable for students. Actually, teaching aids or media
are around us, but sometimes we do not realize it and need to think about the best
ways to use the object. In this study, the researcher used movie subtitle as the
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technique in teaching reading. Movie subtitle can make the class more interesting,
active, and enjoyable. Here, the researcher is interested to implement aids or tools
to improve the reading skills by using inside out movie.
In another research, Sabouri and Zohrabi (2015) state that the use of movies
with subtitles can improve students’ engagement in learning especially in reading
skills. In relation to the study, it can be concluded subtitle from the movie has
opportunity to strengthen up students’ capability in reading skill. To solve the
problem, there are many ways that can be used by teacher in reading.
The students have to focus on the explanations, opinions, questions, and the
most important thing is how to understand the materials (spoken English). In this
case, the students have to be active in reading of subtitle in that movie. Subtitle is
textual versions of the dialog in film and television programs, ussually display at
the bottom of the screen. According to Reich (2006), subtitling is a branch of
translation called audiovisual translation in which viewers can read statements of
dialogue on the screen as well as watch the images and listen to the dialogues.
Therefore, the writer focused to makes students improve their reading by using
audiovisual media (movie).
In this study, the researcher would like to conduct the research entitled,
“The Use of “Inside Out” Movie’s Subtitles to Improve Reading (Case Study at
SMK-PP Saree)”.
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B. Research Questions
There are two research questions which are used to guide this study. The
research questions are:
1. Does the use of Inside Out movie’s subtittles improves students’ reading
skill?
2. To what extent does the Inside Out movie improves students’ reading skill?
C. The Aims of Research
The aims of the study can be stated as follows:
1. To find out whether using Inside Out movie’s subtittles improved students’
reading skill.
2. To investigate to what extent Inside Out movie improved students’ reading
skill.
D. Research Hypothesis
To get answer, the researcher purposes Alternative Hypothesis (Ha) and
Null Hypothesis (Ho) as below:
Ha: There is a significant difference of the students’ English achievment after they
are taught by using Inside Out movies subtitle as media.
Ho: There is no significant difference of the students’ English achievment after
they are taught by using Inside Out movies subtitle as media.
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E. Significant of Study
1. For Students
Students will be able to know about the movie cartoon that can be used to
develop their reading, increase vocabulary and comprehension. In other words,
reading can help them understand a text and getting the information from the
movie subtitle that the student has read. By learning vocabulary which is used in
the cartoon movie, the student will be more interested, because movie can tell
voice while watching the figures appearance in the movie. Furthermore, the
students can see the word/vocabulary from the movie subtitle. Usually, the
students are more inclined towards new technology for information, entertainment
and pleasure such as something found in the movie.
2. For Teacher
The teacher will be able to use this media, Inside Out movie, in order to
increase students’ ability and also the teacher can apply this media to create the
students’ interest and fun in learning English process. After the researcher
completely and successfully applied it, the teacher can take the result and apply
them in their teaching learning process to help them in improving students’
reading skill. By using Inside Out movie during the teaching learning process,
hopefully the teacher will be able to motivate students to learn and understand the
material presented.
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F. Terminology
Several terms in this research need to be explained or to be defined to avoid
any unnecessary confusion. The terms are:
1. Movie Subtitle
The definition of subtitle in Oxford dictionary is captions displayed at the
bottom of a cinema or television screen that translate or transcribe the dialogue or
narrative. Subtitle movies have been found to improve reading skills, especially
for children. Subtittle movies enable people to automatically and subconsciously
read while watching. In order to comprehend subtittle movies, the audiences need
to read the lines fast and accuretely, indirectly, this could improve the literacy
skill. Stewart & Pertusa (2004) hypothesized that films subtitled in the target
language are more appropriate foreign language learning tools for English learners
although most English instructors use English subtitled films in foreign language
classes. Here, the subtitle which is meant by the researcher that is the tools.
Furthermore, the subtitle that is mentioned by the researcher here is inside out
movie subtitle.
2. Reading
Reading is a process when readers learn something from what they read
and involve it in an academic context as a part of education (Grabe, 2009). In the
classroom, some teachers often use texts or books as media to deliver material of
a subject. Furthermore, the teacher asks the students to read the texts to grab
information in order that they could understand the material. The researcher
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assumes that Reading is a skill that can be analyzed in order to measure the
students’ ability in English language skills. The reading itself is produced from
the inside out movie. So that, subtitles must be well-written and presented in a
way that makes reading and understanding them easily.
3. Agriculture Vocational High School Saree
Agriculture Vocational High School Saree is one of the secondary
educational schools which prepare its graduates to be ready to work in their own
country and abroad especially in agriculture. This school provides six majors:
Agribusiness Food Crops and Horticulture, Plantation Plant Agribusiness, Plant
breeding and Seed, Agribusiness Ruminant, Agribusiness Poultry, and
Agricultural Product Processing Technology. According to Djojonegoro and
Wardiman (1999) the vocational education is a part of the educational system that
prepares a person to be able to work in group or in individually in one field of
work than any other field of works.
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CHAPTER II
LITERATURE REVIEW
A. Reading
1. Definition of Reading
Reading is one of skills in the language that needs to be considered. The aim
of reading is to make the reader get the information of the text. If someone wants
to get information which is written in the text, he should know the meaning of the
words and also the ideas of the text. By reading, the readers dominantly use brain
and emotion when they read something such as newspaper, message, subtitle
movie, etc, the reader will know everything. According to Grabe (2009, p. 5)
“reading is a process when readers learn something from what they read and
involve it in an academic context as a part of education”. For students, the ability
to read will open up new worlds and oppurtunities. By meastering reading skill,
the students will be able to read anything especially in English language by
themselves.
Mariane (2000) states that reading is an interactive process that goes
between the reader and the text. In the process of trying to understand a written
text, the reader has to perform a number of stimultaneous tasks, decode message
by recognizing the written signs, interpret the message by assigning meaning to
the string of words, and finally, understand intention.
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Furthermore, the written text has many varieties.
Brown (2001, p. 302) “states there are two main categories of the varieties
of the written texts. The first is non-fiction such as reports, editorials, letters,
greeting cards, diaries, journals, memos, messages, announcements,
newspaper, journal, academic writings, forms, applications, questionnaires,
directions, labels, signs, recipes, bills, maps, manuals, menus, schedules,
advertisements, invitations, directories, articles, and dictionaries. The
second is fiction such as novels, short stories, and comic stripes or
cartoons”.
From those genres of the written text read by the readers, they have to
interweave their knowledge background to construct meanings after
understanding the text in order to make a better concept of the readers’ thought.
To construct meaning and conceive message from the text, the readers bring
information, knowledge, emotion, experience, and culture to the printed words in
order.
In addition, it can be concluded that reading is a process of conveying and
acquiring a message graphically from writer to the reader. By reading, people can
get a lot of knowledge and also broaden their knowledge.
2. The Types of Reading
According to Patel and Jain (2008, pp. 117-123), there are several types of
reading, they are:
a. Intensive Reading, involves a short reading passage followed by text
book activities to develop comprehension or particular reading skill.
Intensive reading provided a basic for explain difficulties of structure and
for extend knowledge of vocabulary and idioms. Intensive reading
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b. material will be the basis for classroom activity. It will not only be read
but will be discussed in detail in the target language, sometimes analyzed
and used as a basis for writing exercises.
c. Extensive Reading, means reading many books without a focus on
classroom that may test comprehension skill. The reader wants to know
about something. The reader does not care about specific or important
information after reading. Usually people read to keep them update.
d. Reading Aloud, the students are confronted with written sentences which
have not spoken before. The aim of reading aloud is the achievement or
better speaking ability and the pronunciation of the students. Reading
aloud prevents the reader from learning to understand the meaning of a
sentence even when they not know one word in the sentence.
e. Silent Reading, means reading something without producing sounds
audible to other. Silent reading enables the readers to read silently
without making sounds and moving their lips. It helps them to read easily
and fluently with speed. It aids comprehension and expands the readers’
vocabulary. Silent reading is done to acquire a lot of information.
3. The Purpose of Reading
Reading is one of the four language skill taught in the school and a crucial
subject to be taught. The main purpose of reading is to help students understand a
text and to get the information from the text they have read. To increase students’
knowledge, the student can read anything interesting for them such as audio book,
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bulletin, online clipping service, multimedia referencing work, post sending, and
the materials from abroad (Hernowo, 2005). As cited from Grabe and Stoller
(2013), the purposes of reading can be classified into seven sections:
1. Reading to search for simple information.
2. Reading to skim quickly.
3. Reading to learn from texts.
4. Reading to integrate information.
5. Reading to write (or search for information needed for writing).
6. Reading to critique texts.
7. Reading for general comprehension.
Reading is a process which needs action as a proof. By reading some
materials, the readers get the new vocabularies, understand grammar and also
expand the knowledge.
4. Reading skill
Reading is very important skill that must be possessed by learners. It would
help students in uderstanding the meaning of text learnt in the school. According
to Tarigan (2008, p.5) “reading is a process to get message of the writer through
words or written languages. Reading skills enable students to turn writing into
meaning and achieve the goals of independence, comprehension, and fluency.
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Brown ( 2004, pp. 187-188 ) says that explicit reading skills consist of two
big elements, namely microskills and macroskills. The microskills are presented
below:
1. Discriminating among the distinctive graphemes and orthographic pattern
of English.
2. Retaining chunks of language of different length in short-term memory.
3. Processing writing at an efficient rate of speed to suit the purpose.
4. Recognizing a core of words and interpreting word order patterns and
their significance.
5. Recognizing grammatical word classes (noun, verb, etc.), system (e.g.,
tense, agreement, pluralization) patterns, rules, and elliptical forms.
6. Recognizing that a particular meaning may be expressed in different
grammatical forms.
7. Recognizing cohesive devices in written discourse and their role in
signaling the relationship between and among clauses.
Meanwhile, macroskills include: recognizing the rhetorical forms of written
discourse and their significance for interpretation, recognizing the communicative
functions of a written text according to form and purpose, inferring context that is
not explicit by using background knowledge, distinguishing between literal and
implied meanings, detecting cultural specific references and interpreting them in a
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context of the appropriate cultural schemata, developing and using patterns of
reading strategies such as scanning and skimming, detecting discourse markers,
guessing the meaning of words from context, activating schemata for the
interpretation of texts, inferring links and connections between supporting idea,
new information, given information, generalization and exemplification from
described events, ideas, etc.
B. Movie Subtitle
1. Definition of Movie
One of the most appreciated materials applied to language learning and
teaching is movie. According to Wilson (2000) that the students like learning
language through the use of movie, which is often used to mean quite different
things in language teaching. The use of movie in English classes has grown
rapidly as a result of the increasing emphasis on communicative techniques.
Besides, Asyhar (2011, p. 45) states, "movie could be interested students'
attention because contains an interesting picture and familiar story”. It means that
movie is used as an audiovisual media types into an integrated application or
presentation to deliver the material in teaching and learning. From the statements
above, it can be said that movie is a kind that involves sound, recording a series of
drawing or manipulating in a motion picture, it can be used as teaching aids that
give education and entertaint to the students and the learning process also run well
and enjoyable.
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2. Definition of Subtitle
Subtitles are defined as the meaning of words located below the screen that
represent narration, dialogue, and music in a movie. According to Gerzymisch-
Arbogast (2008), subtitles are the written translation of film dialogues produced
on the screen. He adds that the process of subtitling involves 3 steps; 1) from one
language to another, 2) from verbal speech to a written text, 3) from a non-
condensed (verbatim) to a condensed (non-verbatim).
From the statements above, it can be concluded that subtitle is the
monologue text of a movie that appears along with the picture at the bottom of the
screen. Through subtitle, we easily understand the storyline or information to be
conveyed.
In this study, the researcher used Inside Out Movie . This movie tells about
the 5 basic feelings of happiness, sadness, anger, disgust, and fear in Riley's brain.
Riley is an 11 year old girl. Riley's feeling is dominated by excitement. The
memories of dominating pleasure form the core memory that ultimately shapes
Riley's personality, called the personality island. Everything is fun, happy family,
loyal friends, and a nice city. Until one day Riley's and family had to move to San
Francisco. Riley tries to adapt to the new enviornment, but there is a bit of an
unpleasant thing that keeps her away from happiness. Then the parents help Riley
to be happy again. Furthermore, Riley's feelings return to previous feelings.
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3. Advantages and Disadvantages of Movie Subtitle
The advantages of using movie subtitle in the classroom are many and
varied. The use of movies subtitle can motivate students’ interest in learning
reading. It is fun watching a movie in the class, so the classroom atmosphere is
enjoyable and made students more ready to learn. According to Merry (2011), a
movie is one of the visual aids that can be used in the class, it makes lessons
funnier.
Subtitle has two potential benefits. Firstly, subtitles might have potential
values in helping the language acquisition process by providing the learners with
the key to massive quantities of authentic and comprehensible input. Secondly,
subtitles might help to develop language proficiency through enabling learners to
be conscious of new and unfamiliar language that might otherwise be lost in the
stream of speech. While students are watching the movie, directly they get some
experiences from the movie and it can influence their understanding, thinking, and
moral value.
According to the researcher’s experience in conducting research,
disadvantages in applying movie subtitles are the use of language in movies is too
difficult and too fast for students. According to Azhar (2011, p. 50) “when the
movie is shown, the picture will keep changing making all students cannot follow
the information given through the movie”. The teacher can help students to
understand what the movie tells about.
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4. Teaching Reading by Using Movie Subtitle
In this study, movie subtitle is used as media of teaching reading. Using
movie in classroom can make lesson funnier, movie or film can also teach
students about history, science, human behavior, and other subjects. Some movie
combined entertainment with instruction which can make the learning process
more enjoyable.
In teaching learning process, teacher can use movie subtitle as media that
are appropriate with students’ level. According to Arsyad (2010), there are several
properties of good teaching media:
1. Fixative property. This property describes the ability of media to record,
save and reconstruct a phenomenon or an object.
2. Manipulative property. By having this property, media can enable a
transformation of an event or an object.
3. Distributive property. This property enables media to transport an event
through time and space so that the event can be seen.
It is hoped that by using the movie in the classroom, it can make students
more enjoyable in learning reading.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This study deals with using inside out movie subtitle to improve reading.
The writer uses a kind of experimental research in this study. According to
Arikunto (1983, p. 257) “experimental research is a study to know whether it is an
effect or not to the subject, that is given a treatment”. From the statement, it can
be assumed that experimental research is a procedure of quantitative research in
which the researcher determines whether an activity or material makes a different
result for participants.
To conduct the research, quantitative method is used. Before students were
asked by several questions engaged the research, the students in the class were
given pre-test in the beginning and the post-test in the last meeting. It is done to
know students’ reading skill or their previous knowledge before the media was
applied. In this term, an experimental research was conducted using statistical
method to calculate the numeral data and to analyze them by using correlation
analysis.
An experimental teaching at SMK-PP Saree was conducted by taking two
classes as the sample for data collection. Margono (1997, p. 110) says
“experiment is a part of quantitative research to compare pre-test and post-test
scores to produce the data needed”. So, the students were given pre-test before
being giveen the treatment in order to know students’ ability in reading before
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using animation movie. After that, the treatment was provided to students, and
then, the post-test was given to know the students’ reading skill after using the
animation movie. Therefore, first class was named as the experimental class.
Second class was named as the control class.
After giving post-test, the writer had provided questionnaire to be
responded by them. The questionnaire were used to find out the perception and
ability of students after giving Inside Out Movie subtitles to improve their reading
skill.
B. Research Location
The present study was conducted at SMK-PP Saree or vocational school,
located in Lembah Seulawah Saree KM 69, Aceh Besar, Aceh province. It has
been established since 2 February 1967. Headmaster of SMK-PP Saree is
Muhammad Amin, SP,MP. Total of teachers is 53 and including 5 English
teachers.
C. Population and Sample
1. Population
According to Barker, Pistrang & Elliot (2002), population is defined as a
group of people from which the participants in the study are to be selected. In
SMK-PP Saree there are six departments: Agribusiness Food Crops and
Horticulture, Plantation Plant Agribusiness, Plant breeding and Seed,
Agribusiness Ruminant, Agribusiness Poultry, and Agricultural Product
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Processing Technologyy. In this study, the researcher chose the second year (XI
A1 & XI A2) students of Agribusiness Food Crops and Horticulture major in
SMK-PP Saree in academic year 2019/2020. The total number of students reaches
574. The population was taken in this research was the students at the second year
consisting of 177 students.
Total of students at SMK-PP Negri Saree Aceh year 2019
Table 3.1
Study Program
Grade
Class
X
Class
XI
Class
XII
Total
Students
Agribusiness Production Plants
113
113
1. Agribusiness Food Crops and
Horticulture
A
65
62
127
2. Plantation Plant Agribusiness
A
16
27
43
3. Plant breeding and Seed
-
20
20
Agribusiness Livestock
Production
90
90
1. Agribusiness Ruminant
A
47
56
103
2. Agribusiness Poultry
-
17
17
Agribusiness Product Processing
1. Agricultural Product
Processing Technology
B
33
12
16
61
Total
236
177
161
574
2. Sample
According to Triola (1980) a sample is a part of a large population overall.
Sample refers to the small subgroup which is thought to be representative of the
larger population. The sample is a subject of a population. There are two
sampling techniques, they are probability sampling and non-probability sampling.
There are several definition given by the expertise about the probability sampling.
Juliandi and Irfan (2013, p. 52) mentioned that “probability sampling is a
20
sampling technique where all members/elements of the population have the same
opportunity to be used as samples”.
In other words, there is no discrimination in taking samples, anyone from
the population members can be chosen as the research sample. In this research, the
sample are 65 students in agriculture class (XI A1 consist of 15 male students and
19 female students & XI A2 consist of 16 male students and 15 female students)
in order to get the data. So, two classes would be selected as the sample by using
probability sampling technique in choosing the class.
The sampling technique that is used by the researcher here is simple
random sampling which is a part of probability sampling. According to Sugiyono
(2009) simple random sampling is taking members of the population from a
random sample of the total in the population. This technique was chosen with the
aim of the sample taken to represent the characteristics of the desired population.
D. Research Instrument
Instrument is tools that are required to get information. Gay and Airasian
(2000) stated that instrument is a tool that is used in collecting data. In this study,
the researcher used two items of the instruments to get the data. The test forms are
(pre-test and post-test) and questionnaires..
First, the students had to answer the pre-test questions to know
students’ ability in reading. After that, the researcher did the experimental
teaching using Inside Out Movie’s Subtitles to teach reading skill. Then, the last
21
meeting the researcher gave post-test to record the progress and also distributed
questionnaires to get additional data.
Then, the researcher would use experimental class and control class to get
more data needed. After that the writer observed the class to strengthen the data
obtained through pre-test and post-test. The aims of these tests are to know the
students’ ability in reading skill and teaching experiment to be carried out using
animation films.
After the experimental teaching through the pre-test and post-test, the next
action was giving the questionare sheet to all the participants selected. This step is
aimed to investigate the second research question of the study. In questionnaire
sheet, the questions are usually set out in a very systematic way. Students were
asked to read the questions and then tick response. The questionnaires consist of
10 questions.
E. Data Collection Method
1. Experimental Class
According to Creswell (2012), experimental research is the way to find a
causal relationship (relationship clause) in determining cause and effect. In this
research, there were two variables. So, the researcher used quasi experimental
class. The researcher used two classes; they were experimental and control class.
Experimental class was a class that was given treatment by using the Inside Out
movie and control class was a class without using the treatment. Here, the stages
of implementing an experimental class are mentioned in the following:
22
a. First Meeting
The first meeting entered the class and greeted the students and
checked the students' attendance list. Then, the researcher explained the
students about reason coming into the classroom. Next, the pre-test
(applied a control class and experimental class) was given and also the
researcher observed the circumstances surrounding the class.
b. Second Meeting until the fifth meeting
The second, third, the fourth, and the fifth meeting was for treatment
in relation to experimental teaching by using animation movie and quiz.
c. Sixth Meeting
The last meeting was for post-test (applied a control class and
experimental class for students).
2. Test
Besides using two techniques above, the researcher also gave the test in
order to get accurate result about students’ ability in reading skill by using Inside
Out movie cartoon. According to Brown (2004, p. 3) “test is a method of
measuring someone’s knowledge, ability or performance in given specific field”.
Based on the statement above, test can be used to measure the students’ ability
or students’ learning achievement.
In this study, pre test and post test were given to students. Pre test was
given to both control group and experimental group. It was conducted before the
treatment, and the purpose is to know that using Inside Out subtittle in English
can affect students’ reading skill. Meanwhile, post test was given after the
23
treatment. It was given to both control group and experimental group. It was
taken as measurement tool to measure students’ ability before and after the
treatment. The result from students’ test would be scored.
3. Questionnaire
To get additional data, questionnaire was also distributed to students in the
last meeting after the post-test had been done. The questionnaire in this research
has 10 questions related to their opinion about using the animation movie as
media in teaching reading skill. According to Kabir (2016) questionnaire is a
research instrument consisting of a series of questions and other prompts for the
purpose of gathering information from respondents. The alternative answers are
chosen by the students to know their opinions about using the animation movie
in teaching reading skill. In this research, the questions of the questionnaire are
provided in students’ native language in order to make them easily understood
about the question. Measurement using a Likert Scale which is assumed to be
five statements, those are, strongly disagree; disagree; neutral; agree; and
strongly agree.
24
Table 3.2
Likert scale
Description
Score
1. Strongly disagree
1
2. Disagree
2
3. Neutral
3
4. Agree
4
5. Strongly agree
5
Source: Juliandi, Irfan, and Manurung (2014)
F. Data Analysis
After collecting the data, the researcher analyzes the data. Hasan (2006, p.
30) said that “quantitative analysis is an analysis that uses statistical instruments”.
The result was given in numerical form then explained and interpreted
descriptively. Quantitative data analysis is also called statistical analysis.
Statistical analysis is “a method to organize and analyze data quantitatively”
(Tanzeh, 2006, p. 31).
1. Test
The researcher used several formulas for evaluating the results of pre-test
and post-test to determine the mean score, standard deviation, and t score.
a. Mean
Mean has been used to find out the entire sample's average. To understand
the average, the formula was used as suggested by Arikunto (2010, as cited in
25
Masnijar, 2017, p.31). The mean was the average or arithmetic mean (arithmetic
mean) (Fathor, 2015, p.59). The formula was:
Which:
: mean
∑x : the sum of scores
N : total students
b. Standard Deviation
Steven (2007) asserted that the standard deviation was a statistic formula
described the total variation in the characteristics of the process being measured.
In particular, it is calculated how individual measurements should be expected to
deviate from the mean on average. The higher the standard deviation is, the more
dispersion in the information of the method it is, as shown below. The formula of
standard deviation was as follows:
Which:
SD : standard deviation
∑f : the sum of the frequency
: mean
∑x
2
: the sum of score squared
N : the number of samples
26
c. T-score
T-score was used to determine the important differences between pre-test
and post-test, According to Sudijono (2011) the formula for t-score was as follow:
Which:
1
: mean of the post-test
2
: mean of the pre-test
SD
1
: standard deviation of post-test
SD
2
: standard deviation of pre-test
N : total students
2. Questionnaires
The questionnaires would be statistically analyzed by counting the
percentage of the students’ answers in each questionnaire item. Based on Sudjana
(2002), the formula used was:
Which:
P : percentage
F : frequency
N : Number of sampling
100% : constant value
27
CHAPTER IV
FINDING AND DISCUSSIONS
This chapter focuses on research’s finding. There are two types of data,
tests and questionnaires that need to be analyzed. Then the finding of these
analysis is brought into further discussion as an effort to answer the study
questions that are intended.
A. The Analysis of Test Finding
After conducting the pre-test and post-test in control and experimental
class, the obtained data were calculated statistically to identify the mean scores
and analyze whether the pre-test and post-test scores differed significantly after
treatments.The first step was counted the mean of pre-test and post-test scores
before doing the analysis. The scores can be seen in the following table:
Table 4.1 Pre-Test and Post-Test Scores Control Class (XI A1)
No
Intial Of
Students
Pre-Test
Post-Test
1
ABS
30
40
2
AF
30
50
3
AF
40
60
4
AI
30
50
5
AI
30
50
6
DA
40
50
7
E
50
60
8
EY
30
40
9
F
30
50
10
FA
30
50
11
FA
40
50
12
F
30
40
28
13
HN
60
70
14
IK
30
50
15
ID
20
30
16
JPS
20
40
17
MAI
40
70
18
MZ
30
50
19
NM
30
50
20
NZ
50
60
21
NF
40
50
22
NS
10
30
23
PS
60
70
24
PM
30
40
25
RP
50
70
26
RT
30
40
27
RD
30
50
28
SW
10
30
29
SG
30
50
30
T
30
40
31
TH
30
50
32
WF
40
50
33
WR
50
60
34
ZR
30
40
Total Score
1160
1680
Based on the table presented above, the lowest score for the pre-test was 10
and the highest one was 60. Meanwhile, the lowest score for the post-test was 30
and the highest one was 70.
The following part showed further statistical analysis result of pre-test and
post-test.
29
1. Result of Pre-Test
In order to calculate the mean of the pre-test score, the researcher
arranged the score from the lowest up to the highest score as follow:
R
10
10
20
20
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
40
40
40
40
40
40
50
50
50
50
60
60
Then the researcher determined the range of the pre-test showed above by
using the formula below:
R = Hs-Ls
= 60 – 10
= 50
After finding the range score, the researcher finds out the number of class
interval (K), and the result was:
K = 1 + 3.3 (log n)
= 1 + 3.3 (log 34)
30
1
(X
1
- X)
2
Table. 4.2 The Frequency Distribution of Students’ Pre-Test Score
= 1 + 3.3 (1.53)
= 1 + 5.049
= 6,049 = 6 (taken)
Thus, the length of the interval was 6. After that, the researcher
counted the class of interval by using the following formula:
=8,3 = 8 (taken)
Based on the data calculated above, the frequency distribution of
the pretest can be formulated as follows:
No
Students'
Score
ƒ1
X
1
X
1
-X
(X
1
- X)
2
1
10-17
2
13.5
-17.2
295.84
591.68
2
18-25
2
21.5
-9.2
84.64
169.28
3
26-33
18
29.5
-1.2
1.44
25.92
4
34-41
6
37.5
6.8
46.24
277.44
5
42-49
0
45.5
14..8
219.04
0
6
50-57
4
53.5
22.8
519.84
2079.36
7
58-65
2
61.5
30.8
948.64
1897.28
Total Score
34
262.5
-
-
5040.96
31
Furthermore, to calculat the mean of the pre-test, the researcher used
the
following formula:
After counting the mean of the students’ pre-test, the researcher used a
standard deviation to calculate how individual measurements should be expected
to deviate from the mean on average. The formula of standard deviation in the
pre-test was presented below:
32
2. The Result of Post-Test
In order to calculate the mean of the post-test score, the researcher
arranged the score from the lowest up to the highest score as follows:
Then the researcher determined the range of the post-test showed above by
using the formula below:
R = Hs-Ls
= 70 – 30
= 40
After finding the range score, the researcher find out the number of class
interval (K), and the result was:
K = 1 + 3.3 (log n)
= 1 + 3.3 (log 34)
R
30
30
30
40
40
40
40
40
40
40
40
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
60
60
60
60
70
70
70
70
33
1
(X
1
- X)
2
= 1 + 3.3 (1.53)
= 1 + 5.049
= 6.049 = 6 (taken)
Thus, the length of the interval was 6. After that, the researcher counted
the class of interval by using the following formula:
=6,66 = 7 (taken)
Based on the data calculated above, the frequency distribution of
the post test can be formulated as follows:
Table. 4.3 The Frequency Distribution of Students’ Post-Test Score
No
Students'
Score
f
1
X
1
X
1
-X
(X
1
- X)
2
1
29-35
3
32
-15.3
234.09
702.27
2
36-42
8
39
-8.3
68.89
551.12
3
43-49
0
46
-1.3
1.69
0
4
50-56
15
53
5.7
32.49
487.35
5
57-63
4
60
12.7
161.29
645.16
6
64-70
4
67
19.7
388.09
1552.36
Total Score
34
297
-
-
3938.26
34
After counting the mean of the students’ post-test, the researcher used a
standard deviation to calculate how individual measurements should be expected
to deviate from the mean on average. The formula of standard deviation in the
post-test was presented below:
3. T-score Calculation
T-score was used in order to find out the significant differences between
pre-test and post-test. The calculation was as follows:
35
Table 4.4 Pre-Test and Post-Test Scores Experimental Class (XI A2)
No
Intial Of
Students
Pre-Test
Post-Test
1
AR
40
50
2
AHN
50
80
3
DK
50
80
4
DP
30
80
5
FR
50
80
6
FS
40
50
7
FR
20
70
8
IA
60
80
9
IL
40
90
10
KU
40
80
11
LR
30
60
12
M
50
80
13
MB
30
40
14
MI
30
80
15
MK
40
80
16
M
60
90
36
17
NZ
30
40
18
PR
40
50
19
R
40
90
20
RHN
40
50
21
SG
50
80
22
SFA
20
40
23
SM
40
80
24
SM
30
50
25
SH
30
80
26
SM
40
90
27
S
40
80
28
TMRA
30
70
29
TS
20
50
30
YR
40
80
31
ZA
50
70
Total Score
1200
2170
Based on the table presented above, the lowest score for the pre-test was 20
and the highest one was 60. Meanwhile, the lowest score for the post-test was 40
and the highest one was 90.
The following part showed further statistical analysis result of pre-test and
post-test.
1. Result of Pre-Test
In order to calculate the mean of the pre-test score, the researcher
arranged the score from the lowest up to the highest score as follow:
37
R
20
20
20
30
30
30
30
30
30
30
30
40
40
40
40
40
40
40
40
40
40
40
40
50
50
50
50
50
50
60
60
Then the researcher determined the range of the pre-test showed above by
using the formula below:
R = Hs-Ls
= 60 – 20
= 40
After finding the range score, the researcher finds out the number of class
interval (K), and the result was:
K = 1 + 3.3 (log n)
= 1 + 3.3 (log 31)
= 1 + 3.3 (1.49)
= 1 + 4.917
= 5.917 = 6 (taken)
Thus, the length of the interval was 6. After that, the researcher
counted the class of interval by using the following formula:
38
1
(X
1
- X)
2
=6,66 = 7 (taken)
Based on the data calculated above, the frequency distribution of
the pretest can be formulated as follows:
Table. 4.5 The Frequency Distribution of Students’ Pre-Test Score
No
Students'
Score
1
X
1
X
1
-X
(X
1
- X)
2
1
20-26
3
23
-11.9
141.61
424.83
2
27-33
8
30
-4.9
24.01
192.08
3
34-40
12
37
2.1
4.41
52.92
4
41-47
0
44
9.1
82.81
0
5
48-54
6
51
16.1
259.21
155.26
6
55-61
2
58
23.1
533.61
1067.22
Total Score
31
243
-
-
1892.31
39
After counting the mean of the students’ pre-test, the researcher used a
standard deviation to calculate how individual measurements should be expected
to deviate from the mean on average. The formula of standard deviation in the
pre-test was presented below:
1. Result of Post-Test
In order to calculate the mean of the post-test score, the researcher
arranged the score from the lowest up to the highest score as follow:
R
40
40
40
50
50
50
50
50
50
60
70
70
70
80
80
80
80
80
80
80
80
80
80
80
80
80
80
90
90
90
90
40
Then the researcher determined the range of the post-test showed above by
using the formula below:
R = Hs-Ls
= 90 – 40
= 50
After finding the range score, the researcher found out the number of class
interval (K), and the result was:
K = 1 + 3.3 (log n)
= 1 + 3.3 (log 31)
= 1 + 3.3 (1.49)
= 1 + 4.917
= 5.917 = 6 (taken)
Thus, the length of the interval was 6. After that, the researcher counted
the class of interval by using the following formula:
= 8.33 = 8 (taken)
Based on the data calculated above, the frequency distribution of
the post test can be formulated as follows:
41
1
(X
1
- X)
2
Table. 4.6 The Frequency Distribution of Students’ Post-Test Score
After counting the mean of the students’ post-test, the researcher used a
standard deviation to calculate how individual measurements should be expected
No
Students'
Score
1
X
1
X
1
-X
(X
1
- X)
2
1
40-47
3
43.5
-25.15
632.52
1897.56
2
48-55
6
51.5
-17.15
294.12
1764.72
3
56-63
1
59.5
-9.15
83.72
83.72
4
64-71
3
67.5
-1.15
1.32
3.96
5
72-79
0
75.5
6.85
46.92
0
6
80-87
14
83.5
14.85
220.52
3087.28
7
88-95
4
91.5
22.85
522.12
2088.48
Total Score
31
472.5
-
-
8925.72
42
to deviate from the mean on average. The formula of standard deviation in the
post-test was presented below:
3. T-score Calculation
T-score was used in order to find out the significant differences between
pre-test and post-test. The calculation was as follows:
43
B. Test of Hypotheses
The researcher used the result of the t-score analysis in testing the hypotheses.
Based on the t-table at the level of significance a 0,05 (5%), According to Bungin
(2005, p.185), the research criterion used to assess the result of the experiment
is; if t-test > t-table, it means accepting the alternative hypothesis (Ha) and
denying the null hypothesis (Ho). Ha: There is a significant difference of the
students’ English achievment after they are taught by using Inside Out movies
subtitle as media. Ho: There is no significant difference of the students’ English
achievment after they are taught by using Inside Out movies subtitle as media.
After t-score examined the hypothesis, the result of t-score in control class
was 5.05 and t-score in experimental class was 11,06. Therefore, the next step
was to interpret the t-score in control class by determining the degree of freedom
(df). Df = N-1 = 34-1 = 33/32. As the result, the researcher comparing t-score
to
significant t-table with df 32 with value t
t.sv
5%= 2,03 and t
t.sv
1%= 2,73 . So, t-
score was bigger than t-table. After that
interpret the t-score in experimental class
by determining the degree of freedom (df). Df = N-1 = 31-1 = 30. As the result,
the researcher comparing t-score
to significant t-table with df 30 with value
t
t.sv
5%= 2,04and t
t.sv
1%= 2,75 . So, t-score was bigger than t-table.
Control Class : 2,03 < 5.86 > 2,73
44
Experimental Class : 2,04 < 9.9 > 2,75
In addition, referring to the above criteria, because t-score was higher than t-
table, it could be concluded that this research's alternative hypothesis (Ha) was
accepted and that the null hypothesis (Ho) was rejected. Thus, it could be stated
that there was a significant difference between the mean values of pre-test and
post-test score. In the final analysis, it could be concluded that t-score indicate there
was a difference of students’ score before and after being taught by using Inside
Out movies subtitle as media.
C. The Analysis of the Questionnaires
The questionnaires were distributed in order to get the additional
information from students about movie’s subtitles to see whether student’s
interest in reading increased after being tought movie’s subtitles. The
questionnaires of this research consisted of 10 close-ended questions.
4.7 : The Percentage of Questionnaires (Close-Ended Question)
No
Statement
Frequency (F)
Percentage (%)
SA
(5)
A
(4)
N
(3)
D
(2)
SDS
(1)
SA
(5)
A
(4)
N
(3)
D
(2)
SDS
(1)
Learning by using
movie subtitles can
be interesting in the
reading.
Learning by using
movie subtitle
makes my time
more efficient in the
reading.
29
94
6
18
13
58
42
2
2
1
45
Learning by using
movie subtitle
motivates me to
more actively read
English text.
I think by learning
to summarize
using movie
subtitle gives new
knowledge.
Learn with movie
subtitle add my
English vocabulary.
1.
I do not find
difficulty in
understanding
English text by
using movie subtitle.
I get a lot of new
knowledge from
using movie subtitle
as a reading
method.
I would rather
reading using a text
book than using a
movie subtitle.
Movie subtitle
makes easy for me
to understand text
reading.
Learning by using
movie subtitle
makes me more
excited.
Total
170
94
29
15
2
549
302
94
47
6
Equation Degree
17
9.4
2.9
1.5
0.2
54.9
30.2
9.4
4.7
0.6
Percentage
85.1
9.4
5.3
1
1
61
32
22
9
71
29
19
17
10
12
4
14
13
13
45
42
25
6
81
1
19
2
10
8
10
3
1
6
32
26
32
3
16
1
11
3
1
52
35
3
10
3
18
7
3
39
2
1
4
58
3
55
23
10
6
3
10
3
3
46
Notes:
SA : Strongly Agree
A : Agree
N : Neutral
D : Disagree
SDS : Strongly Disagree
From the table presented above, it was found that 31 students that were
taught in the class XI A2 of SMK-PP Saree could be seen in the frequency of
their answers as follows:
1. Strongly Agree(5) : 54.9 %
2. Agree(4) : 30.2 %
85.1 %p
3. Neutral(3) : 9.4 %
4. Disagree(2) : 4.7 %
5. Strongly Disagree (1) : 0.6 %
5.3 %
From the explanation of students' answer paper above, it was found that
the percentage of positive answers (strongly agree and agree) were 85.1%,
neutral 9.4%, while in the negative answers (disagree and strongly disagree) were
5.3%, it means that the positive answers were higher than in the negative
answers. This proved that using movie’s subtitles could increase students' interest
in reading.
9
8
7
47
D. Discussions
This research tried to find out whether movie’s subtitles can improve
students’ reading skill. After collecting and processing all data obtained from the
test and questionnaires, it is essential to discuss the research findings in order to
answer all the research questions intended.
There are two research questions of this research which were raised in the
first chapter. The first research question was “Does the use of Inside Out movie’s
subtitles improves students’ reading skill?”. The researcher gave some treatment
to the experimental class students on how to apply Inside Out movie’s subtitles in
teaching reading while the control class students were taught without Inside Out
movie. The pre-test which was given to both of the class was different to the
post-test, but was still in the same level.
According to the result of data analysis control class showed that the mean
score of the pre-test was 30.7 and the mean score of post-test was 47.3 and the
calculating of t-score also showed that there was a significant improvement of
students’ reading score. As it was proved by the result of hypotheses testing; t-
test>t-table which 5.86 > 2.03. It means the result of this research was
higher
than t-table that caused the H
o
was refused and H
a
was accepted. Data analysis
experimental class showed that the mean score of pre-test was 34.9 and the mean
score of post-test was 68.65. Calculating of t-score showed that there was a
significant improvement of students’ reading score after watching movies subtitle
as media. As it proved by the result of hypotheses testing; t-test>t-table which 9.9
48
> 2.04. It means the result
of this research also was
higher than t-table that
caused the H
o
was refused and H
a
was accepted.
The second research question was asking “To what extent does the Inside
Out movie’s improve students’ reading skill?” the answer to this question could
be analyzed through the percentage of questionnaires. In addition, the percentage
of their success in the positive answers was 85.1%. The researcher found that
most of the students were interested and motivated in learning reading with
Inside Out movie's subtitles. The data also showed that students agreed that
movie's subtitles could help them in understanding the text. This movie's made
the students more enthusiastic because it made them feel more curious to
continue reading the subtitles. It means that most students had positive responses
through teaching use Inside Out movie’s subtitles to improve reading skill.
Based on questionnaire number six. It indicated that students were represented
by 9.4% of students that stated they find difficulty in understanding English text
by using movie subtitle. Thus, there are students who find difficulties and some
who do not find difficulties in watching Inside Out movies. However, there
were 5.3% of negative answer; this was caused by the pictures move
continuously so that not all students are able to follow the information that is to
be conveyed through the movie.
49
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This study is aimed to analyse the use of Inside Out movie in improving
students’ reading. In this research, the researcher concludes that the data of
experimental class obtained is very significant because this the treatment has been
implemented for students. The treatment used in experimental classes is the use of
movie subtitles; this can make students more live, active, and enjoyable.
Meanwhile in the control class, the acquisition of student results increases
because of using narrative text, but not too significant compared to the value in
the experimental class since the control class was not applied any treatment.
B. Suggestion
The suggestions made by the writer are:
1. For English teachers, the researcher expects that the teacher should use
aids or tools to make the teaching and learning process more
enjoyable for students. Actually, teaching aids or media are around us,
but sometimes we do not realize it and need to think about the best ways
to use the object. The use of Inside Out movie subtitle can be an
alternative teaching aid used by teacher in teaching learning process in
order to improve students’ reading. The teacher also should be active,
creative and also innovative in teaching learning process.
50
2. For students, the researcher expects that they can practice this method
when watching movie continously. So, they can get some new words and
get some information from the movie subtitle.
3. For school, the researcher suggests to prepare extra English lessons or
extra English class for students in order that those students will be
competitive with students from other schools.
4. For future researchers, it is hoped they can investigate deeply related to
the reading skill of students in vocational schools by using different
movie genres and also can elaborate and integrate the reading skill with
other skills (speaking. listening, reading, writing).
51
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Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
PRE-TEST (Control Class and Experimental Class)
Name :
Class :
Read the text, then choose the best choice to each question.
A Woman and the Wolves
A long time ago, very few people lived in the New Territories. There were
only a few villages. If the people wanted to go from one village to another,
they often had to pass through wild and unsafe forest.
One day, a farmer’s young wife went to the next village to visit her own
mother and brother. She brought along her baby son. When it was time for her
to leave, her brother said “ it is getting dark. Let my son, Ah Tim go with you
though the forest.”
So Ah Tim led the way and the young woman followed behind, carrying her
baby. When they were in the forest, suddenly they saw a group of wolves.
They began to run to avoid the danger, but Ah Tim kicked against a stone and
fell down. At once the wolves caught him. The young woman cried to the
wolves, “ please eat my own son instead.” Then, she put her baby son on the
ground in front of the wolves and took her nephew away.
Everyone understood that this was because the woman was very good and
kind. She had offered her own son’s life to save her nephew.
They ran back to the house and called for help. All men in the village fetched
thick sticks and went back with her into the forest. When they got there, they
saw something very strange. Instead of eating the woman’s baby the wolves
were playing with him.
1. What separated between one village to another a long time ago in the New
Territories ?
a. Another village
b. Mountains
c. Forests
d. Hills ve. Towers and logs
e. Dark Forests
2. Who was Ah Tim ?
a. The young woman’s brother
b. The young woman’s son
c. The young woman’s brother and nephew
d. The young woman’s brother’s son
e. One of the men who fetched a stick
3. Who walked in front when they were in the forest ?
a. Ah Tm
b. The woman
c. The woman’s son
d. Her brother’s nephew
e. The baby and his mother
4. How could the wolves catch Ah Tim ?
a. He was afraid
b. He was stumbled by a stone
c. He ran slowly
d. The woman cried
e. The wolves were good runners
5. The woman gave her son to the wolves because
a. She loved her nephew than her son.
b. She thought about how her brother would be
c. She wanted her son was eaten by the wolves
d. She was crazy
e. She kept a grudge on his brother
6. What did the villagers bring sticks for ?
a. For the weapon to beat the wolves
b. To bring the woman’s nephew
c. For the fire woods.
d. For play
e. For building a house for the woman.
7. “ all men in the village fetched thick stick … “ the word “ fetched” has a
similar meaning to :
a. Received
b. Caught
c. Got
d. Hit
e. Lifted
8. From the passage we learn that the villages were ….
a. Located in one huge area
b. Situated in a large district
c. Separated by untamed jungles.
d. Wild and unsafe
e. Dark and very dangerous
9. The brother let her son go with his aunt as she left home because ….
a. Ah Tim wanted to see the wolves
b. His aunt wanted him to come long
c. Ah Tim was bored to live with his parents
d. The baby was too cute to be alone
e. Ah Tim would be a guardian for them
10. What is the purpose of the writer by writing the story above ?
a. To describe the danger of the villages
b. To entertain the readers of the story
c. To tell the villagers’ relationship
d. To explain how important a relative is
e. To narrate how the wolves were playing with the baby.
POST-TEST (Control Class)
Name :
Class :
Read the text, then choose the best choice to each question.
Text 1
Long, long ago, when the gods and goddesses used to mingle in the affairs
of mortals, there was a small kingdom on the slope of Mount Wayang in West
Java. The King, named Sang Prabu, was a wise man. He had an only daughter,
called Princess Teja Nirmala, who was famous for her beauty but she was not
married. One day Sang Prabu made up his mind to settle the matter by a show
of strength.
After that, Prince of Blambangan, named Raden Begawan had won the
competition. Unfortunately, the wicked fairy, Princess Segara fell in love with
Raden Begawan and used magic power to render him unconscious and he
forgot his wedding. When Sang Prabu was searching, Raden Begawan saw him
and soon realized that he had been enchanted by the wicked fairy. The fairy
could not accept this, so she killed Raden Begawan. When Princess Teja
Nirmala heard this, she was very sad. So a nice fairy took her to the
Kahyangan.
1. Which one of the following statements is false about Sang Prabu?
(A) Sang Prabu was a father of his only daughter
(B) Sang Prabu was a king of a kingdom in West Java
(C) Sang Prabu was taken to Kahyangan by a wicked fairy
(D) Sang Prabu was a wise man
(E) Sang Prabu didn’t have a son
2. Why the wicked fairy did used her magic to make Raden Begawan
unconscious?
(A) She didn’t like Raden Begawan
(B) She didn’t want Raden Prabu marry the princess
(C) She wanted Teja Nirmala to forget about her wedding
(D) She didn’t want the prince of Blambangan marry the princess
(E) She didn’t want the prince of Blambangan feel love with her
3. What do you think will happen if gods or goddesses cannot mingle in the
affairs of people in the earth at that time?
(A) Princess Segara will have married with Raden Begawan
(B) Sang Prabu will not hold strength competition
(C) Raden Begawan will not die
(D) Teja Nirmala will stay in the Kahyangan
(E) Wicked Fairy will not take Raden Begawan’s life
4. So a nice fairy took her to the Kahyangan. (Paragraph 2) The word her in
the sentence refers to…
(A) The wicked fairy
(B) The nice fairy
(C) Princess Nirmala
(D) Prince Teja
(E) The prince of Blambangan
5. The similarity between fairy and human according to the text.
(A) The place they live
(B) The jealousy that they posses
(C) The way they don’t feel a love
(D) The strength they have
(E) Their life that is immortal
Text 2
A long time ago, there lived on the island of Bali a giant-like creature
named Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything,
a destroyer as well as a creator. He was satisfied with the meal, but this meant
for the Balinese people enough food for a thousand men.
Difficulties arose when for the first time the barns were almost empty and
the new harvest was still a long way off. This made Kbo Iwo wild with great
anger. In his hunger, he destroyed all the houses and even all the temples. It
made the Balinese turn to rage.
So, they came together to plan steps to oppose this powerful giant by
using his stupidity. They asked Kbo Iwo to build them a very deep well, and
rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo,
he began to dig a deep hole.
One day he had eaten too much, he fell asleep in the hole. The oldest man
in the village gave a sign, and the villagers began to throw the limestone they
had collected before into the hole. The limestone made the water inside the
hole boiling . Kbo Iwo was buried alive. Then the water in the well rose higher
and higher until at last it overflowed and formed Lake Batur. The mound of
earth dug from the well by Kbo Iwo is known as Mount Batur.
6. Which the following fact is true about Kbo Iwo?
(A) Kebo Iwo ate a little amount of meat
(B) Kebo Iwo is a destroyer that cannot make anything
(C) Kebo Iwo was angry because his food was stolen by Balinese people
(D) Kebo Iwo destroyed all the house but not the temple
(E) Kebo eat food was equal for food of thousand people
7. Why did Kbo Iwo feel angry to the Balinese people?
(A) Because Balinese people ate his meal
(B) Because Balinese people took his food so his barns was empty
(C) Because Balinese people didn’t give him food
(D) Because Balinese people were in hunger
(E) Because Balinese people turned to rage
8. According to the story, if Kbo Iwa is never existed in Bali island, what
do you think will happen?
(A) There will be no Bali island
(B) Bali People will never be angry
(C) All Bali people will live in a prosperous way
(D) We are not able see the beauty of Lake Batur
(E) Mount Batur will not be a sacred place now
9. So, they came together to plan steps to oppose this powerful
giant……(Paragraph 3) The antonym of the word “oppose “ is….
(A) Support
(B) Defeat
(C) Turn Against
(D) Beat
(E) Change
10. What is mount batur?
(A) A lake build by Kbo Iwa
(B) A well dug by Kbo iwa
(C) The mountain build by Kbo Iwa
(D) A mound of earth dug from the well by Kbo iwa
(E) A home build by Balinese people to Kbo Iwa
POST TEST (Experimental Class)
Name :
Class :
1. What was Riley’s first memory with her parents when she was born?
(A). A beatifull child
(B). A beautiful smile
(C). Hopefully be a good kid
(D). A little bundle of joy
(E). Our prayers always with you
2. Who is the main character in the inside out movie?
(A). Joy
(B). Sadness
(C). Riley
(D). Bing bong
(E). Parents
3. Who is the character inside Riley's head?
(A). Joy, hungry, awesome, abandoned, amazing
(B). Joy, ashamed, boundless, brezzy,brief
(C). Broken, joy, brown, comfortable
(D). Yellow, blue, purple, red, green, crazy
(E). Joy, sadness, fear, anger, disgust
4. What commanded that Joy ask to “Sadness” in the circle?
(A). Just stand where you want
(B). Make sure that all sadness stay inside of it
(C). Stand beside joy
(D). Just watch what we do
(E). Shut up sadness!
5. What did the first style Riley do with parents before went to school?
(A). Elephant style
(B). Turtle style
(C). Monkey style
(D). Tiger style
(E). Gorilla style
6. There are places in imagination land, except?
(A). Cloud town
(B). French fry town
(C). Trophy town
(D). Hockey town
(E). Imaginary boyfriend
7. What did the strategy that Joy and Sadness to woke up Riley?
(A). Woke up jangles
(B). Sadness
(C). Bing Bong
(D). Woke up rainbow unicorn
(E). Woke up dog
8. Why Riley wanted to go back to Minnesota?
(A). She could got anggry
(B). She could got new parents
(C). She could got happiness
(D). She could got new friends
(E). She could got hockey teams
9. Why joy and bing bong fall into dump memory?
(A). Because of opinion
(B). Because of bad dream
(C). Because of train
(D). Because of sadness
(E). Because of an accident
10. Finally, who was the hero that make riley happy again?
(A). Disgust
(B). Sadness
(C). Joy
(D). Fear
(E). Anger
QUESTIONNAIRE
Nama :
Kelas :
Jenis kelamin :
PETUNJUK PENGISIAN
Pengisian angket ini tidak akan mempengaruhi prestasi atau nilai
saudara.
Berilah tanda centang (√) pada petanyaan yang dianggap sesuai
Kejujuran saudara dalam pengisisan angket ini sangat membantu
dalam pengumpulan data kami.
Keterangan: Untuk menjawab Sangat Setuju (SS) diberi nilai 5,
Setuju (S) diberi nilai 4, Netral (N) diberi nilai 3, Tidak Setuju (TS)
diberi nilai 2, Sangat Tidak Setuju (STS) diberi nilai 1.
Pilihlah pernyataan yang dianggap sesuai dengan pendapat anda!
No
Pernyataan
SS
S
N
TS
STS
1
Belajar reading dengan menggunakan
Movie Subtitle menarik untuk saya
2
Belajar reading dengan menggunakan
Movie Subtitle membuat waktu yang saya
gunakan lebih efisien.
3
Belajar reading dengan menggunakan
Movie Subtitle memotivasi saya untuk
lebih giat membaca text berbahasa
inggris.
4
5
Belajar dengan Movie subtitle
meningkatkan kemampuan membaca dan
menambah kosakata bahasa inggris saya.
6
7
Saya mendapat pengetahuan baru dari
Movie Subtitle sebagai metode belajar.
8
Saya lebih suka belajar reading
menggunakan text book dari pada
menggunakan movie subtitle
9
Saya mudah memahami text reading
dengan Movie Subtitle
10
Saya lebih semangat belajar reading
dengan Movie Subtitle
Appendix F
AUTOBIOGRAPHY
1. Name : Harry Azhar Ramli
2. Place / Date of Birth : Banda Aceh, 16 April 1997
3. Sex : Male
4. Religion : Islam
5. Nationality / Ethnicity : Indonesia / Acehnese
6. Marital Status : Single
7. Occupation : Student of English Education Department of
UIN Ar-Raniry
8. Student’s Reg. Number : 150203157
9. Email : harryazhar02@gmail.com
10. Address : Jln Tgk.Dilhong II, Peunyeurat, Kec. Banda
Raya Banda Aceh
11. Parents Name
a. Father : Ramli Hasan, SP, M.Sc, Ph.D
b. Father Occupation : Goverment Employee
c. Mother : Erlina
d. Mother Occopation : -
12. Educational Background
a. Elementry School : SD Negeri 22 Banda Aceh (2009)
b. Junior High School : SMP Negeri 3 Banda Aceh (2012)
c. Senior High School : SMK-PP Negeri Saree Aceh Besar (2015)
Banda Aceh, 12 December 2019
Harry Azhar Ramli
