THE USE OF ACTION MOVIE TRAILER IN TEACHING NARRATIVE TEXT WRITING AT MAN 1 PONTIANAK

THE USE OF ACTION MOVIE TRAILER IN TEACHING NARRATIVE

TEXT WRITING AT MAN 1 PONTIANAK

AN ARTICLE

BY:

MUHAMMAD ARIF NURYANTO

F1021131060

THE USE OF ACTION MOVIE TRAILER IN TEACHING NARRATIVE TEXT

WRITING AT MAN 1 PONTIANAK

Muhammad Arif Nuryanto, Regina, Yanti Sri Rezeki

English Education Study Program, Teacher Training and Education Faculty Tanjungpura University, Pontianak

Email: nuryanto.arif@yahoo.com

Abstract: The aim of this study was to find out the empirical evidence about the effectiveness and

the effect size of the use of action movie trailer towards students’ narrative text writing at the tenth

grade students of MAN 1 Pontianak. The method of this study was quantitative method. This study used quasi experimental design with pre-test and post-test design approach. The population of this study was 299 tenth grade students of MAN 1 Pontianak in academic year 2016/2017. By using simple random sampling, the researcher took two classes as the samples of this study. The samples were XMIPA 1 as the experimental class which was taught by using action movie trailer and XMIPA 2 as the control class which was taught without using action movie trailer. The experimental class consisted of 35 students and the control class consisted of 36 students. Pre-test was given before the implementation of the treatment and post-test was given after the treatment to both groups. The instrument used in this study was writing test in which the students were asked to write a narrative text. The results of this study showed that action movie trailer was effective and the criteria of the effect size was categorized strong. As the result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Hence, it was concluded that action movie trailer is strongly effective in teaching writing of narrative text.

Keywords: Action Movie Trailer, Writing, Narrative Text

INTRODUCTION

Writing is one of the four skills that is used in teaching learning, especially in teaching type of texts at Senior High School. Wagner (2002) argues that writing is the way to make our thinking visible to the world. It means that students are required to be able to translate their thinking into written form. Meanwhile, writing itself can not be mastered easily by the students. Therefore, teaching writing needs to be well-prepared in order to achieve the goals of learning.

Teaching writing at MAN 1 Pontianak is not easy. Based on the curriculum 2013 which is applied at MAN 1 Pontianak, there are three types of text that tenth grade students have to master, they are: descriptive, recount, and

narrative text. Based on the researcher’s

observation while doing teaching practice, tenth grade students of MAN 1 Pontianak usually are asked to write a text based on the given topic by modelling an example of the

text. However, the students of tenth grade students still face some difficulties in writing. There are some problems of tenth grade students of MAN 1 Pontianak which is commonly faced in writing. Based on the observation while doing teaching practice in MAN 1, the first problem is most of the students are not motivated to write because they are not interested to the given topic. Secondly, they have no idea what to write because the given topic is out of the students’ knowledge and the lack of the related sources. Thirdly, the students are lack of vocabularies. The last problem is, the students are difficult to write a narrative text cohesively and systematically. These problems have led the researcher to find out about the effectiveness of certain media in teaching writing.

The existence of media in teaching writing will help a teacher and students in a classroom. Tileston (2005, p. 137) argues that

2 classroom, they significantly raise the

possibility of reaching all students.” It means

that the possibility of an effective teaching writing can be raised by the use of an appropriate media that is suitable for the learners. In this research, the researcher used movie trailer media in teaching writing.

Movie trailer is the product of multimedia technology that can be used in teaching writing. One of the teaching media to teach writing is video. Video will also help the students to generate their interest in writing. According to Istanto (2009), video can trigger

students’ interest to acquire the target culture

as well as language. As has been stated above, the use of video like movie trailer will bring many advantages for the students.

There are several advantages for using movie trailer in teaching writing, they are: the students can be motivated by engaging them in visual representation on the movie (Alberta, 2003). Secondly, the students will be creative by seeing ideas without limitation of words (Harmer, 2001). Harmer also adds that the last advantage is the teaching learning of writing will be more enjoyable. Therefore the use of media in teaching narrative text writing is researcher intended to conduct

quasi-experimental study entitled, “The Use of

Action Movie Trailer in Teaching Narrative

Text Writing.” This research is not the first

research which is conducted in education. There are many related topics that can support this research by reviewing one of related literatures that focus on movie.

One of them has been done by Sulistyo (2017) who found that teaching writing using

anime movie had increased students’ mean

score 3.5%. Agusta (2015) also found that the use of short animated stories had increased

17.3% students’ mean score. Moreover,

Baratta and Jones (2008) found that teaching

writing using movie had been successful in acting as a pilot study with overall average score increased 3.13% on just one period of instruction. In other words, movie trailer as the media provided more periods of section regarding to the shortness of the movie trailer duration. Moreover, movie trailer is formed in an interesting way contained some elements such as; narration, music, and the important-information-only which takes a little time to run.

Movie trailer is created based on the upcoming movie in the theaters. According to Bordwell and Thompson (2008, p. 37) a trailer is a short preview of the upcoming movie. Kaser and Oelkers (2008, p. 285) also add that trailers are the advertisements of the movies shown in theaters which on form of videos that precede the featured movie. The duration of the movie trailer is usually between 45 to 150 seconds (Johnson, 2006). It means that movie trailer is created based on the purpose to promote the full-length movie in a short duration.

The genre of movie trailer is the same to the promoted movie of the movie trailer itself. Choosing an appropriate genre of movie trailer in teaching writing narrative text is very important. Park and Berger (2010) argue that genre is an important thing to be concerned to

attract the viewers’ attention.

Action movie trailer is regarded to be an appropriate to the students. Burns (2009) states that action genre contains concepts of right and wrong, good and bad characters in overcoming obstacles to accomplish an important and moral mission. It means that despite providing a fiction story line which is similar to the narrative writing, action genre also provides moral values that students can learn from. Therefore, teachers should be wise in choosing the genre of the movie trailer as media in teaching writing narrative text to

gain students’ interest and help them in

Move trailer consists of some features. There are several elements in movie trailer which is common to be found in a trailer as follows: (1) a green band is a green picture at the beginning of the trailer, usually written

“The following preview has been approved for all audiences.” Kernan (2004, p. 26) states that trailers come under the jurisdiction of the same regulatory bodies as feature films (the MPAA). (2) Studio logos are logos at the beginning of trailer which are presented both of the production and distributor company. The studio logo is an untouchable icon and reliable brand-identifier of all trailers (Kernan, 2004, p. 195). (3) Three-act-structure which is suggested by Aristotle that trailers have a three-act-structure like the feature the movie (As cited in Bordwell, 2006). Movie trailers start with beginning which is similar to orientation, in the second act which is similar to complication, and in the last is act 3 which is similar to resolution (Bordwell, 2006). (4) Narration is voice over which clarifies images, point of the movie, and additional information (Musburger & Kindem, 2009). (5) Cast run a segment to introduce a number of characters

and describing the film’s story by delineating their narrative identities (Kernan, 2004, p. 56). Musburger and Kindem (2009) add that cast run offers the audience an introduction to the basic subject matter. (6) Sound mix which is combined in a particular scene, but they are mixed very well so they can be heard clearly and nicely by the studio production.

The use of movie trailers as media in

teaching

narrative

text

covers

a

verbal/linguistic

learner

and

a

musical/rhythmic learner. Movie trailer

provides chances for the students to tell

and discuss a story related to the movie

trailer

itself.

It

also

covers

a

musical/rhythmic learner which provides

music in the movie trailer. Therefore, the

use of movie trailer in teaching narrative

text writing is recommended.

Teaching is well-known to be an activity of the teacher in the classroom. Brown (2005, p. 7) explains that teaching covers guiding, facilitating, and setting the situation for learning. It means that teaching is not only about giving information to the students in front of the classroom, but also as the guidance, condition setter, and the facilitator of the students in the little portion of teaching. Harmer (2004) claims that writing as one of the four skills has always formed part of the syllabus in the teaching of English. Based on the curriculum 2013 there are three types of text that students of tenth grade have to master, they are: descriptive, recount, and narrative text.

Narrative text is one of text types in writing. According Anderson and Anderson (1997) narrative text is a text type that is used to tell a story using spoken or written language. It means that narrative text is useful to be applied by the students in social life even in the classroom. Narrative is a kind of text which is learnt in Senior High School. Based on the syllabus of teaching learning for Senior High School level, narrative text is the material of types of text in the second semester of tenth grade students in Senior High School. The purpose behind a story is to give motive for readers or listeners. As stated by Anderson and Anderson (1997) the purpose of narrative text is to present a view of the world that entertains or informs readers or listeners.

4 happen in the story. A resolution in which the

characters finally sort out the complication. Language features are very important to be concerned in writing a certain text type. They are also have to be applied in writing narrative text. Anderson and Anderson (1997) argue that the language features that are usually found in a narrative text are: (1) specific characters;

they can be people or

animals, depend on the topic of the

narrative text itself.

(2) Time words

are to

connect one event to others and to tell the

readers when the events occur (Anderson

& Anderson, 1997, p. 8).

(3) Verbs

which

narrative text writing, the teacher should

use the appropriate media like movie

trailers. The use of movie trailers as media

in teaching narrative text covers a

verbal/linguistic

learner

and

a

musical/rhythmic learner. Movie trailer

provides chances for the students to tell

and discuss a story related to the movie

trailer

itself.

It

also

covers

a

musical/rhythmic learner which provides

music in the movie trailer. Therefore, the

use of movie trailer in teaching narrative

text writing is recommended.

METHOD

In order to know whether the use of Movie Trailer is effective in teaching narrative text, the researcher decided to conduct the quasi experimental study since it is employed to see the effort of the treatment in group. As stated by Muijs (2004, p. 18) the quasi experimental study is conducted by dividing the samples into two different groups;

experimental and control group. “The

experimental group is exposed to influence of the factor under consideration; the control

group is not,” (Best & Kahn, 2006, p. 166). Both groups received the pre-test and post-test, but the control group did not receive the treatment. Cohen et al (2000, p. 214) explained that one of the most commonly used quasi-experimental designs in education can be presented as:

Table 1. Design of Quasi-Experiment

Experiment 𝑂₁ 𝑥 𝑂₂

Control 𝑂₁ 𝑂₂

The pre-test (O1) was given once to both experimental and control group to know the

ability of students’ narrative text writing before the treatment. The treatment (X) was done twice for experimental group only, while the control group did not receive the treatment. The post-test (O2) was given once to both experimental group and control group to know the students’ narrative text writing ability after implementing the treatment.

The population of this this research is the tenth grade students of MAN 1 Pontianak. The number of population is 8 classes that consists of 299 students in which:

Table 2. The Population of the Research

chance to be chosen as the sample. Therefore, the researcher used lottery method to have the experimental group and the control group. Based on the lottery method of sampling, class XMIPA 1 was the experimental group and XMIPA 2 was the control group.

The technique of data collection which was applied in this research was measurement technique. The measurement technique was administered twice. The first was pre-test to collect the data before the treatment. The second one was post-test to collect the data after the treatment. The researcher only used the essay test to obtain the data as the tools of data collection.

Procedures of Data Collection

The procedures of data collection were conducted as follows:

1. The researcher conducted pre-test. The pre-test was done to know the students pre-condition in writing narrative text before treatment process.

2. The researcher gave treatment 3. The researcher conducted post-test to

know the effect of giving treatments to the students.

4. The researcher analysed the test result by measuring the pre-test result to post-test result.

The researcher followed these formulas below to analyse the collected data from the students.

1. To find out the mean score of pre-test and post-test, the following formula was applied:

𝑀 =∑𝑋_𝑁 ………(1)

Legends:

M = students’ mean score

∑X = the sum of students’ score

N = number of students

2. To find out the mean deviation score, the following formula was applied:

𝑀𝑋 𝑜𝑟 𝑌= ∑(𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡−𝑝𝑟𝑒 𝑡𝑒𝑠𝑡)_𝑁 ….(2)

3. To find out the standard deviation, the following formula was applied:

𝑆 = √

∑𝑋2 – (∑𝑋)2𝑁

𝑁

………..(3)

Legends:

S = the standard deviation

∑ X2 = the total sum of squared different scores

∑ X = the total sum of different score

N = the total number of students 4. To find out pooled standard deviation,

the following formula was applied:

𝑆𝐷

𝑝𝑜𝑜𝑙𝑒𝑑

=

𝑆𝐷𝐸+ 𝑆𝐷₂ 𝐶

……….(4)

Legends:

𝑆𝐷𝑝𝑜𝑜𝑙𝑒𝑑: Pooled Standard Deviation

𝑆𝐷𝐸 : Standard Deviation of

Experimental Group

𝑆𝐷𝐶 : Standard Deviation of Control Group

5. To find out the significance between pre-test and post-test, the researcher used t-test formula. The formula is:

6 score of control class.

6. To find out the effectiveness of the treatment, this following formula was applied, as follows:

7. 𝐸𝑠 𝑀 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡−𝑀 𝐶𝑜𝑛𝑡𝑟𝑜𝑙

𝑃𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛……(7)

Legends:

Es

= the effect size

Table 3. Criteria of the Effect Size

Effect size Qualification

improvement in students’ writing scores after

implementing the treatment, especially in experimental group. The mean score of pre-test score of experimental group is 59.31 and the mean score of post-test score of experimental group is 78.42. Whereas the mean score of pre-test score of control group is 60.02 and the mean score of post-test score of control group is 61.03. Based on the data

above, the scores of students’ writing were

calculated to find out the effectiveness of the treatment and the effect size by following these steps above. It was obtained as can be seen on the table below:

Table 4. The Data Analyzed

Pre-test mean score of

experimental group 59.30

Pre-test mean score of control group

60.02

Post-test mean score of experimental group

78.41

Post-test mean score of control group

61.02

Mean deviation score of experimental group

19.11

Mean deviation score of control group

Pooled standard deviation 9.43

𝑇𝑜 4.55

Effect size of the treatment 1.84

To find out whether the treatment for experimental group was significant rather than the control group, the researcher compared the obtained T_o to T_t. The result obtained from the t-test calculation is (4.55). The degree of freedom of this research is 69 (df=N_1+ N_2

– 2 = 36 + 35 - 2), and the t-critical ⍺ (0.05). Hence, it can be obtained that the t-critical with degree of freedom (69) is (1.996). It means that the t-value obtained is higher than t-table (4.55 > 1.996). Therefore, the null hypothesis (Ho) of this research is rejected and the alternative hypothesis (Ha) is accepted. It means that there is significant

difference between the students’ achievement

in narrative text writing using movie trailer.

After comes to a result that the alternative hypothesis was accepted, the researcher would like to measure the effect size of the treatment. The effect size obtained was (1.84). According to Cohen (2007, p. 521), if the

criteria of the effect size is ≥ 0.1; strong effect.

It means that the effect size of the treatment

(1.84 ≥ 0.1) is categorized as strong effect.

Therefore, the use of movie trailer is effective

in increasing students’ writing achievement in

narrative text.

Discussion

researcher found that there were strengths and weaknesses in implementing action movie trailers in teaching narrative text writing.

Action movie trailer helped the teacher to motivate the students in learning. The features of the action movie trailer attracted the students’ attention. It was indicated by the time the action movie trailer was shown in front of the class, the students paid attention to

it. Moreover, the students’ motivation was

also shown in discussing the related information about the movie trailer in group. The students were active in exchanging the information among the group members that affected their writing achievements.

Movie trailer also helped the students to be more creative in developing their ideas. They were expected to write a narrative text based on the limited information on the movie trailer. The students were demanded to be more creative in developing ideas relating to the action movie trailer. They were also demanded to be more creative in relating the ideas from the action movie trailer to the ideas that they acquired from the group discussion. It was proven by their writing achievements from the action movie trailer which indicated that they were more creative in conducting a narrative text by collecting ideas from the movie trailer and the group discussion.

Last, movie trailer helped the teacher in creating an enjoyable teaching learning process which in this research was appeared

well in the students’ responds to the treatment.

The researcher found that the students were more enjoyable in acquiring the information by using the multimedia such as action movie trailer rather than written form. This enjoyable learning process helped the teacher in achieving the learning goals.

On the other hand, the researcher also found some weaknesses in implementing action movie trailer in teaching narrative text writing. The first weakness was the facility. In implementing the action movie trailer, the researcher had to prepare some facilities, such as a laptop and a projector. Fortunately, MAN 1 provided good facilities in implementing the treatment. While another weakness was the class management. The researcher found that

the group discussion made some noise which had to be controlled. That is why, the researcher monitored every group in order to overcome this weakness, so the students would not discuss a thing which was out of the lesson topic.

CONCLUSION AND SUGGESTION Conclusion

8 of the learning objectives themselves. It is

expected for teachers to ensure that the students get the idea of the movie trailer itself by using creative ways. It is suggested that the teacher does not spend much time for playing the movie trailer, so he or she is still able to get to the main idea of the learning objectives themselves. (3) The students should have high motivation to practice their writing whether in the class or at their home. The students should form a habit of writing by trying to make writing in English frequently. It is because the more they practice, the better their writing will be. (4) It is suggested for other researchers to conduct further research by using same independent variable as in the present research, movie trailer. However, other researchers should try to research movie trailer in relation to other English skills or sub-skills in order to prove whether or not movie trailer is suitable and effective to be applied for teaching other English skills and sub-skills.

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