DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS USING ENGLISH MOVIES FOR SENIOR HIGH SCHOOL GRADE TEN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
F. Aldhika Deinza Saputra
Student Number: 06 1214 093
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS USING ENGLISH MOVIES FOR SENIOR HIGH SCHOOL GRADE TEN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
F. Aldhika Deinza Saputra
Student Number: 06 1214 093
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
DEDICATION PAGE
"It's My Life"
This ain't a song for the broken-hearted No silent prayer for the faith-departed I ain't gonna be just a face in the crowd
You're gonna hear my voice When I shout it out loud
It's my life And it's now or never 'Cause I ain't gonna live forever I just want to live while I'm alive
It's my life
My heart is like an open highway Like Frankie said
I did it my way
I just want to live while I'm alive 'Cause it's my life!
This is for the ones who stood their ground For Tommy and Gina who never backed down
Tomorrow's getting harder make no mistake Luck ain't even lucky
Got to make your own breaks
Better stand tall when they're calling you out Don't bend, don't break, baby, don't back down
Bon Jovi
This thesis is dedicated to:
ABSTRACT
Saputra, F. Aldhika Deinza. 2011. Designing English Writing Instructional Materials Using English Movies for Senior High School Grade Ten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Globalization has brought a valuable impact to education in Indonesia. English culture that has entered Indonesian culture in form of movies or videos could assist the process of English learning writing. The teacher can help the students by providing English movies and videos in the process of writing. Using English movies and videos in English writing will stimulate the students’ thought. It aims at increasing the students’ interest. Furthermore, applying English movies or videos in the class will give opportunities to the students to develop their ability in writing. In addition, the teacher should have the suitable and appropriate materials to support the learning process in writing class.
Two problems were formulated in this study. The first problem was about how English writing instructional materials using English movies were designed. The second problem was what English writing instructional materials using English movies looked like.
The researcher’s model adapted from instructional design by Kemp and Research and Development cycle were combined to answer those problems. There were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Product Revision. The questionnaires were distributed to the students of SMA K Sang Timur to meet the students’ characteristics and the interview with two English teachers of SMA K Sang Timur was conducted. The competency standard, basic competencies, syllabus, topic, and indicators were developed after data gathering. Task-Based Learning was applied in the designed materials. There were four types of activities applied in each unit that represented three cycles in Task-Based Learning by Willis. The activities were: (1) “Let’s Get Started” that represented the Pre-Task, (2) “Let’s Discuss It” that represented the Task Cycle, and (3) “Let’s Write” and (4) “Let’s Review” that represented the Language Focus. Evaluation was conducted by distributing the questionnaires to two English teachers of SMA K Sang Timur and three English lecturers of Sanata Dharma
University. The English teachers’ and lecturers’ opinions, suggestions, and expectations were used to revise and develop the designed materials.
ABSTRAK
Saputra, F. Aldhika Deinza. 2011. Designing English Writing Instructional Materials Using English Movies for Senior High School Grade Ten. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Era globalisasi telah membawa pengaruh yang baik bagi dunia pendidikan di Indonesia. Kebudayaan dari Inggris telah masuk ke dalam kebudayaan Indonesia dalam bentuk film atau video, yang mampu membantu proses pembelajaran menulis dalam Bahasa Inggris. Para guru dapat membantu para siswa dengan memberikan fasilitas film atau video dalam proses penulisan Bahasa Inggris. Penggunaan film atau video dalam penulisan Bahasa Inggris akan merangsang ide-ide atau gagasan para siswa. Penggunaan film atau video ini juga akan menarik perhatian para siswa. Lebih lanjut, penggunaan film atau video dalam Bahasa Inggris dalam kegiatan di kelas akan memberikan kesempatan bagi para siswa untuk mengembangkan kemampuan mereka dalam menulis. Namun, guru harus memiliki materi yang tepat dan cocok untuk mendukung proses pembelajaran.
Ada dua rumusan masalah dalam penelitian ini. Rumusan pertama adalah bagaimana membuat seperangkat materi dengan menggunakan film dalam Bahasa Inggris. Dan rumusan kedua adalah seperti apa bentuk dari seperangkat materi tersebut.
Model perancangan peneliti yang menyadur model perancangan dari Kemp digabungkan dengan R&D cycle berguna untuk menjawab dua rumusan masalah di atas. Ada lima tahap yang dilakukan dalam proses penelitian ini yaitu, (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Produk, (4) Pengujian Awal Produk, dan (5) Evaluasi. Peneliti membagikan kuesioner kepada para siswa SMA K Sang Timur dan wawancara dengan guru Bahasa Inggris SMA K Sang Timur. Hal ini bertujuan untuk menemukan kebutuhan para siswa dalam pembelajaran menulis dalam Bahasa Inggris. Standar kompetensi, kompetensi dasar, silabus, indikator, dan topic dikembangkan setelah pengumpulan data. Task-Based Learning digunakan dalam materi yang disusun. Setiap unit terbagi atas empat bagian berdasakan Task-Based Learning yaitu, “Let’s Get Started” yang menggambarkan Pre-Task, Let’s Discuss It yang menggambarkan Task Cycle, dan Let’s Write dan Let’s Review yang menggambarkan Language Focus. Evaluasi dilakukan dengan membagikan kuesioner kepada dua guru Bahasa Inggris SMA K Sang Timur dan tiga dosen Bahasa Inggris Universitas Sanata Dharma. Pendapat, saran, dan harapan dari para responden digunakan untuk memperbaiki dan mengembangkan materi yang disusun.
AKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to my Lord, Jesus
Christ, whose greatest love has always inspired, strengthened, and taken good care
of me in my beautiful life. He has led and guided me to finish my thesis. I believe
because of His power I could finish my thesis.
I dedicate my greatest gratitude to Caecilia Tutyandari, S.Pd., M.Pd., my
sponsor, who had given her love by guiding and encouraging me from the
beginning until the end of the process of finishing my thesis. I really thank her for
her patience, attention, suggestion, comment, correction, and criticism that I had
up until now. I dedicate my honest gratitude to Yuseva Ariyani Iswandari, S.Pd.,
M.Ed., Christina Lhaksmita Anandari, S.Pd., M.Ed., and Nugraha Krisdiyanta,
S.Pd., M.Hum., for their kindness in giving valuable evaluation, correction, and
suggestion to my designed materials. My sincere gratitude is addressed to all the
lecturers of English Language Education Study Program, who had given their
contribution to my thesis. I also addressed my thanks to English Language
Education Study Program staffs that had helped me in the administrative process.
I am intensely indebted to Dra. Th. Retno Hartutiningsih, as a headmaster
of SMA K Sang Timur Yogyakarta who had given the opportunities for me to conduct the research there. I give my special thanks to Drs. Heri Cahyono and
Yovita Mahanari Krisyudanti, S.Pd., the English teachers in SMA K Sang Timur
Yogyakarta who had been willing to give the evaluation, correction, and
I deeply thank my father and mother, Wiryanta and Y. Ika Dyah
Purwaningsih, and my grandmother, Sukiyatini, who gave me chances to study
until I could finish my thesis. They are my truly inspiration in my life and my
thesis. I thank my young sister, Claurizza Deizvi Aldanewi, and my young
brother, Viegavadela Deveila Aldaneva for their support and motivation. My
special thanks is addressed to my beloved girlfriend, Luluk Trisetiani for her
patience, support, and encouragement.
I address my thanks to the big family of Empatsisi Management and the bands, specially to n’Lift Band and management, my brother Yosef Setya Adi Nugraha, Nalaswara Bayuadi, Sebastianus Reza Fetrica Putra, Wahyu Triharjanto,
and Hosana Priladosi Nugroho who never stopped support me to finish my thesis.
I am deeply indebted to my best friend, Farida Noor Rohmah who never
gave up motivating and encouraging me to finish my thesis. I also dedicate my
deepest gratitude to Arum Widyastuti, Arif Ruzna, Isaac Jacques Danny, Rika
Raswitasari, Rina Seabaya, Yenny Setyawati, Natalia Debby for the great
friendship, for the time to share, and for their support. I never forget to say thanks
to all of my friends in PBI 2006 and my KKN friends for the unforgettable memory and friendship.
I finally thank those whom I can not mention their name one by one. May
the Lord, Jesus Christ bless them in their beautiful life.
TABLE OF CONTENTS
TITLE PAGE ………... i
APPROVAL PAGES ……... ii
DEDICATION PAGE ………. iv
STATEMENT OF WORK’S ORIGINALITY ………. v
ABSTRACT ………. vi
ABSTRAK ………. vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ………….. viii
ACKNOWLEDGEMENTS ……… ix
TABLE OF CONTENTS ……….... xi
LIST OF TABLES ………... xiii
LIST OF FIGURES ………. xiv
LIST OF APPENDICES ………. xv
CHAPTER I. INTRODUCTION ……… 1
A. Research Background ……… 1
B. Problem Formulation ………. 3
C. Problem Limitation ……… 3
D. Research Objectives ……….. 4
E. Research Benefits ……….. 4
F. Definition of Term ………. 4
CHAPTER II. REVIEW OF RELATED LITERATURE ……… 7
A. Theoretical Description ……….. 7
1. Instructional Material Design ………... 7
2. Writing ……… 9
3. Task-Based Learning ……….. 14
4. Syllabus ……….. 17
B. Theoretical Framework ……….. 21
CHAPTER III. METHODOLOGY ……… 25
A. Research Method ……… 25
B. Research Respondents ……… 28
C. Research Instrument ………... 29
D. Data Gathering Techniques ……… 30
E. Data Analysis Techniques ……….. 31
F. Procedure ……… 33
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ……….. 35
A. The Step of Designing Materials ………. 35
1. Research and Information Collecting ……….. 36
2. Planning ……… 40
3. Developing Preliminary Form of Product ……… 43
4. Preliminary Field Testing ……… 46
5. Main Product Revision ……… 50
B. The Final Presentation of the Designed Materials ……….. 51
CHAPTER V. CONCLUSION AND SUGGESTIONS ………. 52
A. Conclusion ……….. 52
B. Suggestions ………. 55
REFERENCES ……… 56
LIST OF TABLES
Table Page
Table 3.1 Sample of Agreement ……… 32
Table 3.2 The Sample of Descriptive Statistics ………... 33
Table 4.1 Topics, Competency Standard, and Basic Competencies ………. 41
Table 4.2 The Units, Topics, and Indicators ………. 42
Table 4.3 The Descriptions of Research Participants ……… 45
Table 4.4 The Descriptive Statistics of the Respondent’s Agreement ……... 45
Table 4.5 The Units, Topics, and Text Model ……… 48
LIST OF FIGURES
Figure Page
Figure 2.1 Kemp’s Model ……… 8
Figure 3.1 The Researcher’s Model and R & D Cycle …………... 28
LIST OF APPENDICES
Appendix Page
Appendix A ………. 59
Letter of Permission to the Headmaster of SMA K Sang Timur ……… 60
Appendix B ………. 61
Questionnaire on Research and Information Collecting ……… 62
The Result of Research and Information Collecting ………. 65
Instrument of Interview (for Teachers) ………. 68
Gambaran Umum ……… 69
General Description ………. 71
Appendix C ……….. 73
Questionnaire on Preliminary Filed Testing ………… ………... 74
The Result of Questionnaire on Preliminary Field Testing ………. 77
Appendix D ……… 80
Syllabus ……….. 81
Lesson Plan ……… 86
The Designed Materials ………. 102
CHAPTER I INTRODUCTION
A. Research Background
English is taught as a compulsory subject in senior high schools. The
students of senior high schools are required to learn four English skills namely
listening, speaking, reading, and writing. Now, the teachers are looking for a new
strategy to increase the students’ attention in English learning in order to enable
the students to learn effectively and efficiently. Then, the students are expected to
achieve their competence based on the curriculum.
Now, globalization era has influenced Indonesia at all sectors including
education. It means that the development of globalization has facilitated people in
Indonesia to easily access information and to use the very latest technology. The
development of technology has let English culture enter Indonesia. One of the
examples of English culture is English movies. We are able to watch English
movies, which have a lot of genres such as comedy, romantic, drama, etc., in all
television channels in Indonesia or we can also find English movies in the Internet
sites. Every television channel presents English movie everyday. Movies are
recorded story (Hornby, 1995: 434) that can influence the children or students to
learn knowledge based on their thinking and intend to entertain people (Darwanto,
2007: 131). Then, we can know that English movies are related to English
recorded stories that can be used as a learning media to help the students to learn
students would be able to learn effectively and efficiently if the teacher can make
an excitement in a classroom activity.
The teacher should give factual knowledge to the students in order to
improve the students’ thinking (Graham and Perin, 2007). English movies also
provide a real situation story (Darwanto, 2007: 126) and it means that English
movies can be applied in English learning. The curriculum of senior high school
clearly shows that the students have to master four major skills of English. One of
the important skills that the students should master is writing skill. Writing is
important because it is creative process that assists the students to develop their
ideas (McMahon, 2004: 6). It is clear that writing can help the students to improve
their competence in English and, in addition, the students are expected to improve
their critical thinking.
Applying English movies in English learning activity in senior high
school, both the teacher and the students would obtain the advantages. Movies
about issues that draw the learners’ interest can positively affect their motivation
to learn (Stempleski, 1992; Allan, 1985; Lonergan, 1984). Furthermore, English
movies are the example of various stimuli that are able to improve the students’
writing skill and the students’ critical thinking (Hyland, 2003: 91). Hyland also
adds that English movies are able to stimulate the students’ imagination and
increase their interest in writing. It means that English movies might increase the
students’ interest to enhance their critical thinking to learn English writing.
Using English movies in teaching writing should be supported by the
3
becomes one of the best language teaching methods. Willis (2003: 25) shows that
Task-Based Learning could motivate the students to master four skills of English.
It allows the teacher to use authentic materials such as looking at a text or
watching movies.
Using English movies in writing might become an innovation for the
teacher. The teacher as a facilitator should be able to assist the students to achieve
their competence. Thus, the students are expected to be able to apply what they
have learnt in their daily activities. In conclusion, the teachers are expected to be
facilitators who apply English writing materials using English movies to help their
students to achieve their competence.
B. Problem Formulation
The problems are formulated based on the background above which are:
1. How are English writing instructional materials using English movies
designed?
2. What do English writing instructional materials using English movies look
like?
C. Problem Limitation
The writer conducts a research about English writing instructional
materials using English movies for senior high school grade ten. The writer
high school grade ten. The writer focuses on how to design English movies as the
writing instructional materials for senior high school grade ten.
D. Research Objectives
According to the problems, this study aims at:
1. Describing how English writing instructional materials using English movies
are designed.
2. Presenting what English writing instructional materials using English movies
look like.
E. Research Benefits
The study gives an alternative way for teaching English writing for senior
high school, especially grade ten in Indonesia. The materials which are designed
for writing class help the teacher in facilitating the students to achieve their
competence in writing.
F. Definition of Terms
In this section, the writer clarifies some definitions of some terms. It aims
at avoiding misinterpretation from the readers.
1. Designing
Designing is a set of a new materials to achieve learning objectives and
specific subject area of particular learners (Hutchinson and Waters, 1994: 106).
5
the teacher to have a foundation to teach the students to achieve the objectives of
English learning especially in writing class.
2. English Movie
Second, the writer is going to explain about movies. According to Gerlach
(1980: 333) a film or movie is a series of still pictures (frames), usually 8mm or
16mm in size, taken in rapid succession. Then, Stanley (2003: 40) explains that a
movie is a powerful medium: being primarily visual, it therefore caters to a wide
audience. Movies can also reflect our society and values, or question them.
Moreover, movie is a recorded story (Hornby, 1995: 434) that can influence the
children or the students to learn knowledge based on their thinking and intend to
entertain people (Darwanto, 2007: 131).
The study is related to English learning writing using English movies. In
conclusion, English movie that would be applied in the study can be defined as a
recorded story which reflects American, British, and /or Australian life. English
movie portrays American, British, and /or Australian life that uses English as their
first language. English movie also portray particular issues. In the study, English
movies are applied to help the students learn English writing.
3. Instructional Materials
Instructional materials are materials which are planned by the teacher to
support the students in learning (Dick and Reiser, 1989: 3). It is important to the
students to have a discussion about the topic they are learning and also to help the
instructional materials help the teacher to plan what they are going to do in the
classroom activity by applying English movies and videos.
4. Task-Based Learning
Task-Based Learning specifically aims at facilitating learning involves
balancing the amount of exposure and use of language, and ensuring they are both
of suitable quality (Willis, 2003: 40). Task-Based Learning is a method used by
the teacher to motivate the students to master four major skills of English.
Task-Based Learning gives opportunities to the students to participate in the classroom
activities. Therefore, they can express their ideas. In Task-Based Learning, the
teacher has a role to facilitate the students in learning. Willis (2003: 40) says that,
in Task-Based Learning, most of the emphasis is on the students. Task-Based
Learning allows the use of authentic materials such as English movies. Since
Task-Based Learning allows the use of authentic material, so it can be used by the
teachers as a method to apply English movies in learning English writing in the
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will discuss two major points, namely Theoretical
Description and Theoretical Framework. Theoretical Description presents a
discussion of the theories related to the instructional materials, writing,
Task-Based Learning, and English Movies. Thus, Theoretical Framework discusses the
relationship between each theory.
A. Theoretical Description
Theoretical description is provided to answer the first problem formulated
in the chapter one. Theoretical description contributes knowledge to the writer
about how to design English writing instructional materials using English movies
for senior high school grade ten.
1. Instructional Material Design
The model of instructional material design by Kemp (1977: 8) has eight
plans, they are:
a. Consider goals, and then lists topics, stating the general purposes for teaching
each topic.
b. Enumerate the important characteristics of the learner for whom the
instruction is to be designed.
c. Specify the learning objectives to be achieved in terms of measurable student
d. List the subject content that supports each objective.
e. Develop pre-assessments to determine the students’ background and present
level of knowledge about topic.
f. Select teaching/learning activities and instructional resources that will treat
the subject content so students will accomplish the objectives.
g. Coordinate such support services as budget, personnel, facilities, equipment,
and schedules to carry out the instructional plan.
h. Evaluate students’ learning in terms of their accomplishment of objectives,
with a view to revising and reevaluating any phases of the plan that need
improvement.
Teaching/ Learning Activities, Resources
Subject Content Evaluation
Learner
Character-istics
Support Services
Learning Objectives
Pre-Goals, Topics,
and General Purposes Figure 2.1
9
2. Writing
Writing is a way of thinking, learning, and sharing ideas with others
(Zimmerman and Radrigues, 1992: 4) which is expressed by organizing them into
statements and paragraphs. The purpose of writing is to provide information.
Thus, the writers, in this case the students, should learn how to write English
explicitly and correctly. It is not surprising when L2 students have some
difficulties to achieve the goals of English writing.
a. Writing Process
Knowing the writing process is able to help the teacher to assist the students
to achieve the students’ goal of English writing based on the competencies they
should master. Anthony Seow (2002: 315) presents some basic stages in the
process of writing, namely, planning, drafting, responding, revising, editing,
evaluating, and post-writing.
1) Planning
This step should stimulate the students’ thought to write. Planning helps the
students to get started with what they want to write. In this step, the students need
to generate their ideas and gather information for writing. There are some
activities that can help the students to plan their writing namely group
brainstorming, clustering, rapid free writing, and wh-questions.
2) Drafting
After generating ideas and gathering information for writing, the students
move to the second stage that is drafting. In this step, the students are expected to
3) Responding
Responding has an important role in the writing process. The responses can
be oral or writing, both of them will help the students to have a good writing.
Text-specific responses will be meaningful to be understood by students and later, they can know what they should revise. Responding to the students’ writing
can be done by the teacher or peers.
4) Revising
After having the feedback, the students are expected to revise their writing
based on their feedback. It does not mean that the students will only focus on
grammar errors, but also the students should revise global content of their
writing.
5) Editing
In this stage, the students should prepare their final draft to be evaluated by
the teacher. The students edit their grammar, spelling, punctuation, diction,
sentence structure, etc.
6) Evaluating
The teacher should have a good analytical scoring that may encourage the
students to evaluate their writing and then continue writing.
7) Post-Writing
The students are expected to continue writing with the complete pieces of
writing. After having complete pieces of writing, the students publish, share, and
/or read aloud their work. It is intended to motivate the students to keep writing
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b. English Writing Teaching
Indonesian teachers are expected to be able to help the students to achieve the
students’ competence in English writing. Since English is not the students’ mother
tongue, Indonesian teacher should understand how to teach L2 students in English
writing. The teacher should know what the students need to learn and then,
teacher provides effective writing instruction. Hyland (2003: 27) presents guiding
concepts in English writing teaching. He argues that the teachers teach L2
students in writing by focusing on language structures, focusing on text functions,
focusing on creative expression, focusing on the writing process, focusing on the
content, and focusing on the genre. Hyland also adds that the teacher should deal
with five kinds of knowledge in teaching English writing. They are:
1) Content knowledge
Content knowledge of the ideas and concepts in the topic area the text will
address.
2) System knowledge
System knowledge of the syntax, lexis, and appropriate formal conventions
needed.
3) Process knowledge
Process knowledge of how to prepare and carry out a writing task.
4) Genre knowledge
Genre knowledge of communicative purposes of the genre and its value in
5) Context knowledge
Context knowledge of reader’s expectations, cultural preferences, and related
texts.
c. Materials in Writing Class
Hyland (2003: 90) mentions the important role of materials in writing class
that used by the teacher provides a stimulus to writing or discussion. The
materials play the role for the only contact for the students to get started in
learning English. Hyland explains in his book that instructional materials play an
important role to assist the students to understand of writing and language use. He
also explains about stimulus material that is used to stimulate the students’ ideas.
Hyland provides some examples of stimulus materials which are:
1) Readings
They are some examples of readings such as short stories, journalistic
texts, autobiographies, and professional texts.
2) Audio materials
They are some examples of audio materials such as songs, rap lyrics, music,
lecturers, recorded conversation, and radio plays.
3) Visual materials
They are some examples of visual materials such as video documentaries,
movies, TV programs, photographs, pictures, and cartoons.
4) Electronic materials
They are some examples of electronic materials such as web pages, bulletin
13
5) Realia
They are some examples of realia such as household objects, Lego bricks,
Cuisenaire rods, and kit-form models.
d. Factual Writing Genres
It is important to the teacher to think about the needs of the purpose of writing
for the students (Hyland, 2003: 20). By knowing the genres of the writing, the
students would know what they expect to write. And the students would easily
write based on their needs. So, it is important to the teacher to know about the
writing genres in order to help the students to write. There are some factual
writing genres provided by Hyland (2003: 20) namely:
1) Recount
The students reconstruct past experiences by retelling events in original
sequence.
2) Procedure
The students show how processes or events are accomplished – how
something is done.
3) Description
The students give an account of imagined or factual events and phenomena.
4) Report
The students present factual information about a class of things, usually by
classifying them and then describing their characteristics.
5) Explanation
3. Task-Based Learning
Task-Based Learning becomes one of the alternatives in teaching method.
Willis (2003: 25) shows that Task-Based Learning could motivate students to
master four major skills of English. Willis adds that Task-Based Learning is not
just intended to get the students to do one task and another task because if it
happens, the students would be expert to do task. Task-Based Learning gives
opportunities to the students to participate in the classroom activities. So, they can
express their ideas. In Task-Based Learning, the teacher has a role to facilitate the
students in learning. Willis (2003: 40) says that, in Task-Based Learning, most of
the emphasis is on the students. The teacher has control to ensure that the students
understand with the lesson. To apply Task-Based Learning in the classroom
activities, the teacher should understand about Task-Based Learning Framework.
a. Components of the Task-Based Learning Framework
Willis (2003: 38) explains about three phases of the Task-Based Learning
Framework.
1) Pre-Task
Introduction to the topic and task
The teacher clarifies the topic to the students in order to help the students to
understand the teacher’s instruction about the task. The students pay attention to
15
2) Task Cycle
Task
The students do the task in pairs, group, or individually. Then, the teacher has
the role to control and monitor the students’ activities.
Planning
The students prepare to report what they have done to the whole class, how
they did the task. The teacher helps the students to correct and /or give feedback
to the students’ work and ensures that the purpose of the report is clear enough.
Report
The students report the task to the class and they could compare the result.
The teachers give brief feedback on content and form it.
3) Language Focus
Analysis
The students examine and discuss specific features of the text or transcript of
the recording. The teacher reviews each analysis activity with the class.
Practice
The teacher conducts practice of new words, phrases, and patterns occurring
in the data.
b. Types of Task
Willis (2003: 26) presents six types of task in the Task-Based learning. The
task would help the teacher to develop a variety of tasks on what the topic the
1) Listing
Listing tasks tend to generate a lot of talk as learners explain their ideas
(Willis, 2003: 26). The processes are (1) brainstorming, in which learners draw on
their knowledge and experience either as a class or in pairs/groups and (2)
fact-finding, in which learners find things out by asking each other or other people and
referring to books.
2) Ordering and Sorting
This task involves four main processes which are (1) sequencing items,
actions or events in a logical or chronological orders, (2) ranking items according
to personal values or specified criteria, (3) categorizing items in given groups or
grouping them under given headings, and (4) classifying items in different ways,
where the categories themselves are not given (Willis, 2003: 26).
3) Comparing
The task involves comparing information of a similar nature but from
different sources or versions in order to identify common points and /or
differences (Willis, 2003). The processes are (1) matching to identify specific
points and relate them to each other, (2) finding similarities and things in
common, (3) finding differences (Willis, 2003: 27).
4) Problem Solving
In this task the students analyze real or hypothetical situations, reasoning, and
17
5) Sharing Personal Experience
In this task the students narrate, describe, explore, and explain attitudes,
opinions, and reactions.
6) Creative Tasks
This task is the combination of previous task such as listing, ordering and
sorting, comparing, etc.
4. Syllabus
The teacher needs a syllabus as a guideline to help in teaching-learning
activities in order to achieve success in learning process. According to
Hutchinson and Waters (1987: 80) a syllabus is a document which says what will
(or at least what should) be learnt. Nunan (2004: 27) says that syllabus is a basis
plan courses of various kinds. He also presents two kinds of syllabus which are:
a. Product-Oriented Syllabus
Product-Oriented Syllabus focuses on the knowledge and skills which
learners should gain as a result of instruction (Nunan, 2004: 27). There several
syllabuses belong to Product-Oriented Syllabus as follow:
1) Grammatical Syllabuses
Here, syllabus input is selected and graded according to grammatical notions
of simplicity and complexity. Grammatical syllabuses introduced one item at a
time and required mastery of that item before moving on to the text. It seems to
be the language consists of a finite set of rules which can be combined in various
2) Functional-Notional Syllabuses
In general, function may be defined as the communicative purposes for which
we use language. And notion is the conceptual meanings (objects, entities, state
of affairs, logical relationship, and so on) expressed through language.
3) Analytic Syllabuses
In Nunan’s book, Wilkins (1975: 13) says that analytic syllabuses are
organized in terms of the purposes for which people are learning language and
the kinds of language performance that are necessary to meet those purposes.
4) Synthetic Syllabuses
In synthetic syllabus, the different parts of language are taught separately and
step by step so that acquisition is a process of gradual accumulation of parts until
the whole structure of language has been built.
b. Process-Oriented Syllabuses
Based on Nunan (2004: 40) process-oriented syllabuses emphasize the
students’ experience in learning activities. He also explains about three kinds of
process-oriented syllabus which are:
1) Procedural Syllabuses
This syllabus is organized around tasks, rather than in terms of grammar and
vocabulary. Moreover, the syllabus consists of the specification of the tasks and
activities that the students will engage in class.
2) Task-Based Syllabuses
Task-based syllabus is similar to procedural syllabus that is organized around
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present that a task is an activity or action which is carried out as the result of
processing or understanding language. The task can be real-world tasks and
pedagogic tasks that the students are required to carry out in the classroom.
5. Movies
According to Gerlach (1980: 333) a film or movie is a series of still
pictures (frames), usually 8mm or 16mm in size, taken in rapid succession. Then,
Stanley (2003: 40) explains that a movie is a powerful medium: being primarily
visual, it therefore caters to a wide audience. Movies can also reflect our society
and values, or question them. Moreover, movie is a recorded story (Hornby, 1995:
434) that can influence the children or the students to learn knowledge based on
their thinking and intend to entertain people (Darwanto, 2007: 131).
English movie that would be applied in the study can be defined as a
recorded story which reflects American, British, and /or Australian life. English
movie portrays American, British, and /or Australian life that uses English as their
first language. English movie also portray particular issues. English movie has
various genres. Dirks (2005) describes several genres of movies played in cinema
or television as follows.
a. Genres of Movies 1) Action Movie
Action movie fully includes high energy, physical stunts and chases. It can be
2) Adventure Movie
It is known as exciting stories, with new experiences. It can include
traditional swashbucklers, serialized films, and historical spectacles.
3) Comedy Movie
It is designed to amuse and provoke laughter by exaggerating the situation,
the language, action, relationship, and characters.
4) Drama Movie
Drama is serious, portraying realistic character, setting, life situations, and
stories involving intense character development and interaction.
5) Horror Movie
It is designed to frighten and to invoke our hidden worst fears, often in a
terrifying, shocking finale, while captivating and entertaining us at the same
time.
6) Musical Movie
Musical or dance movies are cinematic forms that emphasize full-scale scores
or song and dance routines in a significant way.
7) Science Fiction Movie
Sci-fi movies are often visionary and imaginative-complete with heroes,
aliens, distant planets, impossible quests, improbable settings, fantastic places,
great dark and shadowy villains, futuristic technology, unknown and unknowable
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8) War (Anti-War) Movie
War movies acknowledge the horror and heartbreak of war, letting the actual
combat fighting. War movies are often paired with other genres, such as action,
adventure, drama, romance, comedy (black), suspense, and even epics and
westerns, and they often take a denunciatory approach toward warfare.
9) Western Movie
Westerns are the major defining genre of the American movie industry-a
eulogy to the early days of the expansive American frontier. They are one of the
oldest, most enduring genres with very recognizable plots, elements, and
characters.
B. Theoretical Framework
The study aims at producing writing instructional materials for senior
high school grade ten. The writer needs to prepare plans before designing the
materials.
As clarified above, the theories give contributions in developing this
study. The model of instructional design by Kemp was adapted. Using Kemp’s
model, the writer could start from whichever elements are ready to start with and
then move back and henceforth to the other steps. The first step of Kemp is
reordered. Considering goals, topics, and general purposes are put after learner
characteristics. Pre-assessment is omitted because learner characteristics have
covered the learners’ background. The support services are also omitted because
model, related to designing the material, the writer decides to consider the goals,
topic, and general purposes. The goal and general purposes are determined by
competency standards and basic competencies of the curriculum of senior high
school that is Kurikulum Tingkat Satuan Pendidikan (KTSP). The topics would be taken from learner characteristics in order to have appropriate materials. Need
analysis is also needed in determining the students’ characteristics. Thus, learning
objectives are adapted from the curriculum of senior high school. Task-Based
Learning would be applied to determine the subject content in each unit of the
designed materials.
This study examines writing skill. The theories related to writing namely
writing process, English writing teaching, materials in writing class, and writing
genres give contributions in developing the materials. Those materials give the
writer knowledge about appropriate and suitable materials for the students and
how to teach the students in the correct way. The theories about the writing
process helps the writer to plan the activities during the writing class is taking
place in order to help the students to write easily. Materials in writing class are
important because materials could stimulate the students. One of the examples of
the writing materials is visual materials that allow English movies application as
the materials of writing. This research also considers about the writing genres
that should be learnt for the students in senior high school. Related to the
materials, the writer uses movies and videos based on genres that are taught in
senior high school. According to competency standard and basic competencies of
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writing genres namely narrative, recount, descriptive, and news item. The
curriculum of senior high school clarifies that based on competency standard and
basic competencies, the students should be able to express the meaning of short
functional writing text in form of narrative, recount, descriptive, and news item in
the context of daily activities.
The writer uses Task-Based Learning as the teaching method because
Task-Based Learning covers four major skills acquisition in English learning.
Here, the students become the centre of the learning process so it could help the
students to achieve their competency. Applying Task-Based Learning allows the
teacher to use authentic materials such us movies or videos. It means that this
study related to using movies in writing for senior high school is allowed.
There are many genres in movies. Understanding competency standard
and basic competencies of senior high school grade ten, the writer finds several
genres of writing that the students should master namely narrative, recount,
descriptive, and news item. The writer searches for the movies and videos
suitable with the writing genres taught in senior high school. The definition of
English movies that would be applied in the study is a movie that portrays
American, British, and /or Australian life, social, and cultures that uses English as
their first language. The study is also implemented English videos that also
reflect American, British, and /or Australian life, social, and cultures. In addition,
the videos would not only tell about life, social, and cultures but also the global
issues. There are many genres of movies and videos which are able to be used in
adventure movies, comedy movies, drama movies, epic or historical movies,
science fiction movies, and western movies. For instance, the writer provides a
movie entitled “The Blind Side”. The movie can be applied for the students to
learn recount. All genres above might be applied in writing class in order to help
the students to learn and to achieve their goal in writing class. Afterwards,
selecting the movies and videos to be writing materials are needed in order to
provide appropriate and suitable materials for the students. When the materials
are ready, the tasks are prepared to complete the product. Task is developed by
considering the types of task provided by Task-Based Learning. The writer
applies problem solving, personal experience, and creative tasks to help the
CHAPTER III METHODOLOGY
This study examines designing English writing instructional materials
using English movies for senior high school grade ten. The writer conducts the
research by applying research and development as the research methodology.
A. Research Method
Educational research and development is aimed at improving the quality of
educational products (Borg and Gall, 1983: 772). Educational research and
development is adapted as a guideline to propose English writing instructional
materials using English movies. The writer only employed five major steps of
educational research and development because the study was only designing the
materials. The designed materials were not implemented. The steps of R & D
were:
1. Research and Information Collecting
This study focused on designing English writing instructional materials for
senior high school grade ten. To gather some theories related to this study, the
writer conducted a library study. By conducting the library study, it aimed at
obtaining some theories about instructional material design, writing, Task-Based
Learning, and English Movies. Moreover, the writer needed to have analysis, it
school. Besides, the writer conducted student’s need analysis through
questionnaire in order to help the writer to know students’ characteristics.
2. Planning
The most important aspect of the product that would be achieved of this
study was to plan an instructional product. The writer needed to have a
preparation before the product was consulted. The writer designed the product
based on curriculum of senior high school. Then, the writer referred to
Competency Standard, Basic Competencies, and then formulated the indicators
that would be achieved.
3. Develop Preliminary Form of product
The product referred to English writing instructional materials using
English movies for senior high school grade ten. Before the product was
consulted, developing the form of the product was needed. First, the materials
including preparation of English movies/videos or making brainstorming of the
activities in the class were explored. Second, what should be discussed related to
the topic was planned.
Besides, it was important to consider about the Task-Based Learning to
improve the product form. There are some steps in developing the Task-Based
Learning namely Pre-Task, Task Preparation, Task Realisation, and Post-Task.
a. Pre-Task
This step requires the teacher as a facilitator of students’ learning to
consider the materials, related to the topic, should be evaluated. The teacher
27
b. Task Preparation
The teacher prepares the material and connects it with the activity in the
classroom. In other words, the teacher thinks about students’ response toward the
material.
c. Task realisation
Task realisation means the reflection of the students about the materials.
What they would produce toward the material given is one of the activities in the
Task Realisation.
d. Post-Task
The teacher finds out the problem found in the Task Realisation.
Discussion is needed to revise the material to meet the best material.
4. Preliminary Field Testing
Some models of the product were evaluated by experts. The result of the
evaluation became the feedback of the product that would be revised.
5. Main Product Revision
After having some feedbacks from the respondents, the materials based
on the evaluation was revised to have the appropriate designed materials for
senior high school grade ten. It aimed at assisting the success of the new
materials related to the achievement and also collecting data and information to
develop the new materials.
The writer found that R & D cycle has similar purposes with the writer’s
model. The writer’s model adapted the model of instructional design by Kemp
objectives, subject content, teaching/learning activities resources, and evaluation.
The combination between R & D cycle and the writer’s model was conducted to
assist the writer to design the materials. The combination between R & D cycle
and the writer’s model is shown in figure 3.1.
Figure 3.1 The Writer’s Model and R & D Cycle
The Writer’s Model R & D Cycle
B. Research Respondents
The research respondents of the research were divided into three groups
who are two English teachers of senior high school, students of senior high Learner Characteristics
Goals, Topics, and General Purposes
Learning Objectives
Teaching/Learning Activities and
Resources Subject Content
Evaluation
Research and Information
Collecting
Planning
Preliminary Field Testing Develop Preliminary
Form of Product
29
school grade ten and three lecturers of English Language Education Study
Program of Sanata Dharma University.
1. Respondents of Research and Information Collecting
The respondents of research and information collecting were two English
teachers of senior high school and the students of senior high school grade ten.
They gave some information and data related to teaching-learning activities and
writing for senior high school.
2. Respondents of Main Product Revision
The respondents of main product revision were two teachers of senior
high school and three lecturers of English Language Education Study Program of
Sanata Dharma University. The teachers and the lecturers revised the product and gave some suggestions to be contributions in revising the product.
C. Research Instrument
To gather the data from the respondents, interview and questionnaire were
used. Closed ended form and open form questions were used to conduct the
research. The questionnaire and interview gave some addition information and
suggestions toward the research and the product. Interview was conducted to two
teachers of senior high school, thus, the questionnaire was given to the students
of senior high school grade ten two English teachers, and three lecturers of
1. Research Instrument of Research and Information Collecting
In the first step of Research and Development, Research and Information,
an interview was conducted to the teachers. It aimed at gathering some
information related to the preparation for The writer to analyze the students. So,
the interview gave many contributions in gathering information. The writer also
conducted the students’ need analysis to know about the students’ characteristics.
2. Research Instrument of Main Product Revision
The questionnaires were also given to the teachers and the lecturers in the
revision of the product. The teachers and the lecturers were asked to answer the
questions in the questionnaire related to improve the product. The teachers were
asked to give feedback of the product to be revised. The lecturers gave
contributions to improve the research and the product. The results of the
questionnaires were concluded to revise the product.
D. Data Gathering Techniques
According to Brown (2002: 142), survey can be taken in forms of
interview and questionnaire. The writer used both instruments interview and
questionnaire to obtain information and data from the respondents.
1. Questionnaire
Questionnaires were designed to obtain information and data from the
students of senior high school grade ten, the teachers, and the lecturers. Two
kinds of questionnaires were used in this research which are open and closed
31
collecting was distributed to the students in form of open and closed ended
questions. The students were asked to answer based on the choices provided and
also they were asked to answer the questions based on their opinions and
thoughts. Second questionnaire given in main product revision, was distributed to
the teachers and the lecturers in form of open and closed ended questions. They
were asked to answer the questions based on the choices provided and also
answer the questions based on their opinions and thoughts.
2. Interview
The interview was conducted with the teachers of senior high school. The
interview was applied in the first step of R & D namely research and information
collecting. The interview was conducted to help the writer in knowing about
teaching-learning activities in learning English writing, what kind of materials
are suitable for the students in English writing, what kind of activities the
students want in English writing class, and so on.
E. Data Analysis Techniques
Qualitative and quantitative data analysis techniques were applied to
analyze the data of questionnaire and interview.
1. Qualitative Data Analysis Technique
Qualitative data analysis technique was used to analyze the result of both
open questionnaire and interview. The writer found the common students’,
answer. Qualitative data analysis technique was applied in research and
information collecting, and main product revision.
2. Quantitative Data Analysis Technique
Quantitative data analysis technique was used to analyze the result of
closed ended questionnaire that was formed into descriptive statistics. In the
questionnaire, the respondents of the research used four degrees statements which
are presented as follows:
Table 3.1 Sample of Agreement Degree of Agreement Meaning
1 Strongly disagree 2 Disagree 3 Agree
4 Strongly agree
Since descriptive statistics was applied to analyze the data of the
questionnaire, the writer concluded the data gathered by using central tendency.
Three statistics are applied to find central tendency namely the mean, the mode,
and the median. Since the mean was mostly used in this research, the mean was
employed. The mean is the sum of all the values in a distribution divided by the
number of values. The formula is presented as follows:
∑
x
Mn =
N
33
Mn = Mean
∑ = sum of
X = values
N = number of values
Thus, the data gathered could be presented in the table below:
Table 3.2 The Sample of Descriptive Statistics of Respondents’ opinion
No Respondents’ Opinion on
Statement Central Tendency
1 2 3 4 N Mn
F. Procedure
The writer followed some steps to conduct the research, they are:
1. Conducting a Library Study
The writer tried to collect some data and information related to a new
product. Besides, the writer gave the respondents questionnaire, and the results
were to support the writer’s knowledge about the product, and the writer also had
an observation of classroom activities. It aimed at giving an illustration about
how the product would be.
2. Designing the Product of English Writing Instructional Material
This step involved Planning and Develop Preliminary Form of Product.
The writer prepared the materials refer to curriculum. Afterwards, according to
3. Evaluation
The third step was to conduct evaluation of the product. The writer gave
the respondents the questionnaires, and open and closed form. The interview was
also conducted to the teachers. The result of the questionnaires and the interview
from the respondents gave contributions in determining whether the product was
appropriate for senior high school grade ten or not.
4. Developing the Product of English Writing Instructional Material
As suggested by evaluation from the respondents, the writer improved the
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the result and discussion on the step of designing
English writing instructional materials using English movies for senior high
school grade ten. This chapter is divided into two parts. First part presents the
elaboration of steps in designing English writing instructional materials using
English movies for senior high school grade ten. Second part presents the model
of designed materials. This chapter answers the research question in the problem
formulation in the chapter I.
A. The Step of Designing Materials
This chapter aims at answering the first question in the problem
formulation of the research in the chapter one. The question is about how English
writing instructional materials using English movies are designed. To answer that
question, the writer adapted the five main steps of R&D combined with the
writer’s model adapted from instructional design by Kemp. The five main steps
of R&D involve research and information collecting, planning, developing
preliminary form of product, preliminary field testing, main product revision. The
writer’s model adapted from instructional design by Kemp was also implemented
to complete R&D steps in designing materials. The whole processes in designing
1. Research and Information Collecting
To develop the instructional materials in writing skill of senior high
school grade ten, the writer conducted data gathering. The students’ need analysis
was conducted to obtain information about the students’ necessities, lacks, and
wants. The questionnaire list was designed to obtain the information about the
students’ necessities, lacks, and wants. The questionnaire was in two forms,
namely open and close ended questions. There were 12 close ended questions
and 2 open questions were listed. The questions covered the students’ opinion
about writing, their ability in writing process, the process of teaching-learning in
writing class, their opinion about using movies in writing class, their wants in
writing class activities.
The respondents were 32 students of Sang Timur senior high school grade ten. They were 15 to 19 years old. They had various opinions about writing class.
The data presented the facts about the students of Sang Timur senior high school grade ten. The first result for the first question in the questionnaire related
to the importance of English writing, 87.5 % students showed that writing in
English is important. Furthermore, the data showed that 72 % students considered
that English writing learning activities was fun, 28 % students never found time
for writing, 50 % students made draft before writing in English, 84 % students
presented that the teacher revised their writing, 87.5 % students revised their
writing after corrected by their teacher or friends. The data presented 67 %
students agreed that the material given by their teacher could help them to write
37
students could understand the story of the movies, 75 % students revealed that the
movies could help them in English writing, 25 % students could retell by writing
the story of the movies, 91 % students agreed that the movies gave moral value.
The students’ answers related to the students’ wants in English learning
activities in open question presented that many students wanted to watch English
movies, listen to English songs, use game to help them in English writing.
Moreover, they needed to enrich English vocabularies to be able to write English.
Besides, they did not only want to learn about theory. In addition, they liked to
learn in group.
Last question related the students’ interest in genre of English movies
they wanted to watch. The writer provided 4 genres of English movies, namely
comedy movies, drama movies, historical movies, science fiction movies. The
students were required to choose more than one option. Many students wanted to
watch science fiction and drama movies.
Besides gathering the data from the students, the writer also conducted
interview with two English teachers of Sang Timur senior high school. The writer provided 8 questions to gather information about teaching-learning activities in
a. Competency Standard and Basic Competencies of English writing for senior high school grade ten of Kurikulum Tingkat Satuan Pendidikan 2006 (KTSP)
The teachers said that the competency standard and basic competencies of
English writing for senior high school grade ten in the first semester is to express
the meaning of short functional written text and simple essay in form of recount,
narrative, and procedure in the context of daily life. The basic competencies are
first, to express the meaning of formal and informal short functional written text
(for example announcement, advertisement, invitation, etc.) by using various
written languages accurately, fluently, and acceptable in the context of daily life.
Second is to express the meaning and rhetorical steps accurately, fluently,
acceptable by using various written languages in the context of daily life in form
of recount, narrative, and procedure.
The teachers also showed the competency standard and basic
competencies in the second semester. The competency standard is to express the
meaning of short functional written text and simple essay in form of narrative,
descriptive, and news item in the context of daily life. Thus, the basic
competencies are first to express the meaning of formal and informal short
functional written text (for example announcement, advertisement, invitation,
etc.) by using various written languages accurately, fluently, and acceptable in
the context of daily life. Second is to express the meaning and rhetorical steps
accurately, fluently, acceptable by using various written languages in the context
39
b. The achievement of the indicators
The teachers explained that the indicators of English writing for grade ten
had not been achieved yet. Both of them said that the students did not master
English vocabularies. Those influenced their ability in English writing’s mastery.
c. The obstacles faced by the students
The teachers also showed the obstacles in learning English writing. The
students had difficulties in English grammar, vocabulary, and the mastery of
generic structure of certain texts. The students could not produce several English
texts because they could not master grammar, vocabulary, and the generic
structure of the texts. The teachers realized that it might happen because the
teaching-learning process was monotonous and it affected to the students. The
students got bored during teaching-learning process.
d. What media used by the teacher in teaching English writing
One of the teachers said that he liked to use pictures and stories to teach
English writing. Another teacher said that she liked to use games and songs.
e. The materials that were able to motivate the students
To determine whether the materials were appropriate to motivate the
students or not, the teacher tried to find the students’ interests. Yet, they used to
apply games, observation, and presentation.
f. The use of English movies in learning English writing
Both of the teachers had ever implemented English movies in English
teaching-learning activity. The students’ respond of the use of English movies in
learning. The teachers said that the students, while watching English movies,
forgot what the purpose of it. They only focused on watching English movies and
they still could not learn from the movies. The teachers also had difficulties in
using English movies. They could not manage the time well because the movies
took a lot of time. Yet, the teachers agreed that English movies could stimulate
the students in learning process.
g. The syllabus used by the teacher related to the students’ achievement
The teachers realized that the syllabus used by now had not fulfilled the
students’ needs yet. The teachers said that they still adapted the syllabus, they did
not produce their own syllabus and it influenced to the student’s achievement
because the syllabus did not meet the students’ needs.
h. Teaching-learning activities preferred by the students
One of the teachers tended to use games in teaching English writing in
order to increase the students’ curiosity. Both of the teachers also believed that
the students did not like learning activities which were monotonous.
2. Planning
After the data was gathered, planning was developed. Planning consisted
of 3 main steps. First, the syllabus was created. Second, topics, competency
standard and basic competencies were explained. Third, the indicators of learning
were presented.
a. The Syllabus
Based on the data gathering, the writer decided to create a new syllabus
