INSTRUCTIONS TO PREPARE THE RESEARCH PROJECT

The project research has the following parts:

- COVER PAGE

- ACKNOWLEDGEMENT

- INTRODUCTION

- TABLE OF CONTENTS
 CENTRO PERUANO AMERICANO
“EL CULTURAL”

Methodology Course:
PROFESSIONAL TRAINING IN ENGLISH LANGUAGE TEACHING
“The influence of watching movies in the class based on a
pretest-posttest design to improve listening skills on upper
intermediate students in El Cultural – 2020.”

TRAINEE’S NAME: Anthony Junior Diaz Pita

TRAINER’S NAME: Peter Lucio Briceño Mauricio

2020
 ACKNOWLEDGMENT

(Acknowledgement 1)

(Acknowledgement 2)

(This is an optional page. Minimum one or maximum)

(Acknowledgement 3)
 INTRODUCTION

Listening has always been one of the skills most students have difficulties with. Ironically, it
is the one skill a person should have most contact with when learning a new language.
According to Rivers (1986), we have to spend much of our time through listening activities;
he estimates that the time adult spends in communication activities is 45% for listening, 30%
for speaking, 16% for reading, and only 9% for writing skills. In fact, before anyone learns to
speak, they have to listen to sounds, words and speech patterns.

(It should be from half a page to a page long)

(Font: Times Roman 11/ 1.5 spacing)

(It is a brief description of the project and what

plans to be demonstrated with the
present research work.)

___________________________

THE AUTHOR
 TABLE OF CONTENTS

1. GENERAL INFORMATION
1.1. Title
1.2. Author
1.3. Tutor
1.4. Type of investigation
1.5. Place

2. RESEARCH PLAN
2.1. Problem situation
2.2. Problem Statement
2.3. Objectives
2.3.1. General
2.3.2. Specific
2.5. Purpose of the research
2.6. Literature Review

3. METHODOLOGY
3.1. Study type
3.2. Hypothesis
3.3. Identification of variables
3.3.1. Operationalization of variables
3.4. Techniques and data collection instruments

4. ADMINISTRATIVE ASPECTS
4.1. Resources and budget
4.2. Execution Chronogram

5. BIBLIOGRAPHY
1. GENERAL INFORMATION
1.1. Title
The influence of watching movies in the class based on a pretest-posttest design to improve
listening skills on upper intermediate students in El Cultural – 2020.
1.2. Author
Anthony Junior Diaz Pita
1.3. Tutor
Peter Lucio Briceño Mauricio
1.4. Type of investigation
1.5. Place
El Cultural

2. RESEARCH PLAN
2.1. Problem situation
Teaching English is really a challenge; however, it gets even more challenging when it
comes to teaching listening. This usually happens because students do not have contact with
authentic material but just with recorded conversations provided in textbooks and the
teacher’s voice during a regular class.
The problem with this type of input is that students are not able to see other factors that
influence the conveyance of meaning such as gestures and body language, and that the voices
heard in the recordings are the same most of the time. Some students might even get bored
when presented with this type of activities.
This usually leads to students saying things like: “I know how to read and write, but I have a
hard time when it comes to listening and speaking”. They get frustrated and bored when they
have to solve a somewhat complicated listening exercise. That is when the teacher finds it
necessary to resort to different sources in order not only to improve the listening skills of the
students but also to keep them engaged with learning process. One way to do it is the use of
movie sequences during the class, through which students get in contact with authentic
material and are able to hear native speakers talking.
Cahyanta (2014) in the thesis “Using film clips to improve listening skills among the
eleventh grade students of Sma Negeri 1 Sleman Yogyakarta in the academic year of
2013/2014” aimed at improving the ability of 36 students in listening comprehension through
the application of movie clips. It was found that the use of film clips successfully improved
the students’ listening comprehension ability and that their difficulties in listening can be
reduced with this use. The results showed that the mean score in the pre-test was 68.7. In
Cycle 1 the mean score was 76.4 while in Cycle 2 the mean score was 87.5. This showed a
great improvement in the listening comprehension ability of the students.
 Putriani, Sukirlan and Supriyadi (n.d.) in the research work “The use of video movie to
improve students’ listening comprehension achievement” aimed at determining whether
there was an increase of students’ listening comprehension achievement after being taught
thorugh video movie. It concludes that the implementation of video movie in the classroom
increases students’ listening comprehension achievement. The results showed the average
score in the pre-test was 54.83 and 72.17 in the post-test.
Amaro, Borda an Toribio (2013) in the thesis “Los recursos audiovisuales y su relación
con el aprendizaje del idioma inglés en los estudiantes del centro de idiomas San Marcos,
San Juan de Lurigancho, Lima-Perú” aimed at establishing the relationship between
audiovisual and the learning of the English language, obtaining that 68% of the students
showed an excellent level in listening to it.
Portocarrero and Gamarra (2013) in the thesis “Influencia del Taller “Listen-Up en el
desarrollo de la habilidad de Listening del Idioma Inglés de los estudiantes del 4°Grado "B"
del nivel secundario de la I.E.N°0004 "Túpac Amaru" Tarapoto-Perú” aimed at developing a
pedagogical proposal through the use of subtitled videos in English in order to improve
students’ oral comprehension. The study was experimental and applied a pretest-posttest
observation guide in a group of 26 students, obtaining 58% as Very Good and 42% as Good.

2.2. Problem Statement

To what extent does the program “Watching movies in class” based on a pretest-posttest
design improve listening skills on upper intermediate students in El Cultural – 2020?
2.3. Objectives
2.3.1. General
 Design the program “Watching movies in class” based on a pretest-posttest design
to improve listening skills on upper intermediate students in El Cultural – 2020.
2.3.2. Specific
 Examine if the use of movies in the class is engaging and helpful for upper
intermediate students in El Cultural – 2020.
 Determine the influence of the program “Watching movies in class” on the
listening skills of upper intermediate students in El Cultural – 2020. 
 Evaluate the listening skills of upper intermediate students in El Cultural through a
pretest-posttest design.
2.4. Purpose of the research
2.5. Literature review

3. METHODOLOGY
3.1. Study type
 3.2. Hypothesis
3.3. Identification of variables
3.3.1. Operationalization of variables
3.4. Techniques and data collection instruments

4. ADMIINISTRATIVE ASPECTS
4.1. Resources and budget
4.2. Execution Chronogram

5. BIBLIOGRAPHY