i
THE IMPLEMENTATION OF TEACHING WRITING SKILL BY USING SHORT MOVIE: A CASE STUDY AT EIGHTH GRADE OF SMPN 3
GENTENG
THESIS
By : Nur Annisa
Students Number : T20186125
LANGUAGE AND ARTS EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER STATE ISLAMIC UNIVERSITY JUNI 2022
ii
APPROVAL SHEET
THE IMPLEMENTATION OF TEACHING WRITING SKILL BY USING SHORT MOVIE: A CASE STUDY AT EIGHTH GRADE OF SMPN 3
GENTENG
AN UNDERGRADUATE THESIS
Presented as partial fulfilment of requirements For the degree of bachelor in Islamic Education (S.Pd)
Teacher Training and Education Faculty English Language Education Program of Study
By : Nur Annisa
Students Number : T20186125
Advisor:
H. MOCH. IMAM MACHFUDI, S.S.,M.Pd.,Ph.D NIP. 197001262000031002
iii
APPROVAL FROM BOARD EXAMINERS
This is to certify that undergraduate thesis Nur Annisa entitled “The Implementation of Teaching Writing Skill in Narrative Text by Using Short Movies: A Case Study at Eighth Grade of SMPN 3 Genteng” has been approved by the board examiners as the requirement for the bachelor degree in English Education Department.
Day:Friday Date: 17th of June, 2022
The board of examiners
Chair
Dr. Indah Wahyuni, M.Pd NIP. 198003062011012009
Secretary
Sandi Ferdiansyah, M.Pd NIP. 198503192019031004 Members
1. Sofkhatin Humaida, M.Pd.,M.Ed., Ph.D ( )
2. H. Moch.Imam Machfudi,S.S.,M.Pd., Ph.D ( )
Approved by
Dean of Faculty of Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah,M.Pd.I NIP.19640511199903200
iv MOTTO
ْْمُك َما َد ْقَا ْْتِّ بَثُي َو ْْمُك ْر ُصْنَي َْ ٰللّا او ُر ُصْنَت ْْن ا ا ْْٓو ُن َم ا ٰ َْنْي ذ َّ
لا اَهُّيَا ْٰٓي
“O you who believe! If you help (in the cause of) Allah, He will help you, and make your foothold firm”1
1 Muhammad Taqi-ud-Din Al-Hilali and Muhammad Muhsin Khan.Translation of the Meanings of The Noble Qur’an. Madinah.p.688
v
DEDICATION I proudly dedicated this thesis for:
1. My beloved Father and Mother
Big thanks to my beloved father and mother for their support, motivation, love, and prayer for me to finish my thesis.
2. My younger brother and my younger sister who always give support, attention, and prayer for me.
3. My beloved best friend, “Ridadyah Wilujeng” who always cares,listens all sighs, gives supports and prayer for me.
4. For all big family of my class (Jung Pajungan Class) who always gives support, attention, motivation, love and prayer.
5. My close friend, Isna Inayati Elma, who has helped in successfully of the whole my parts in this examination.
6. All my teachers of kindergarten, elementary school, junior high school, Islamic Boarding school, and this university who have giving me knowledge and science sincerely and patiently.
7. All people who has kindly giving me spirit and prayer.
By all those, I have been built as who I am today; Thanks without any limit for all those, May Allah give all of you more than what I have got to be.
vi
ACKNOWLEDGEMENT
Firstly, thinks and all praises due to Allah SWT for giving me blessings, mercies, health, opportunity, and inspiration to finish my thesis. Secondly, Sholawat and Salam are always delivered to our prophet Muhammad SAW, who has guided us from the darkness to the lightness and brought us from the stupidity era to the lightness era.
The researcher realized that this thesis would not finish without help and guidance from other people. Therefore, I would like to express the greatest gratitude to the following people:
1. The Excellency, Prof. Dr. H. Babun Socharto, SE. MM. as a Rector of State Institute of Islamic Studies of Jember who has given opportunity for me to study in this institute.
2. Prof. Dr. Hj Mukni'ah, M.Pd.I as the Dean of the Faculty of Tarbiyah and Teacher Training State Institute of Islamic Studies of Jember who has facilitated me to study in this faculty.
3. Mr. As'ari M.Pd.I as the Head of English Education Department who has giving motivation and encouragement sincerely and patiently.
4. My advisor, Mr. H. Moch. Imam Machfudi S.S.,M.Pd,Ph.D who has kindly helped, guided, and supported me during the writing of the thesis sincerely and patiently.
5. Mrs. Ninuk Indrayani,M.Pd as an academic advisory lecturer who has kindly guided, helped and supported all things during these years.
6. All lecturers of English Department, who have given me knowledge.
7. The headmaster of SMPN 3 Genteng, Mr.Drs.Hasan Marsuki who has kindly given me an opportunity and helped the research implementation fluency.
8. The English teacher and whole of students at grade VIII C of SMPN 3 Genteng who had kindly helped in implementation of this research.
I really realize that this thesis is far for being perfect. However, I do some points from the research findings those still give benefits. The researcher hopes the thesis will be useful for readers and other researchers who need it.
Jember, 14th of June 2022
Nur Annisa
vii
ABSTRACT
Nur Annisa,2022: The Implementation of Teaching Writing Skill in Narrative Text by Using Short Movies: A Case Study at Eighth Grade of SMPN 3 Genteng Keywords: Writing, Narrative Text, Short Movies.
Writing is one aspect of skills in English that must be learned by students.
Writing has been considered as the most difficult and complicated language skill.
Writing requires hard thinking to produce notion, words, sentences, paragraph, and composition. Therefore, the importance of teaching and learning writing skill needs to be conducted correctly and clearly. Short movie is one of the solving media in teaching and learning writing as short movies provide many facilitative attributions to support the teaching and learning process in writing narrative text.
The research focuses, are: 1) how is the steps of teaching writing skill in narrative text at year eighth of SMPN 3 Genteng? 2) what are the advantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng? 3) what are the disadvantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng?
This research aims, are:1) to describe the steps of teaching writing skill in narrative text at year eighth of SMPN 3 Genteng.2) to describe the the advantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng.3) to describe the disadvantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng
This research employed qualitative research with case study design. Data collection methods used were observation, interview, and document review. To analyze the collected data, the researcher used Miles Huberman and Saldana theory which consists of three steps: data condensation, data display, and conclusion drawing or verification. While for the checking of trustworthness is triangulation of technique and sources.
The result showed that the steps which has been used by the English Teacher was oriented to Stoller (1988) steps. The steps are: 1) pre-viewing activity, 2) viewing activity and 3) post viewing activity. The advantages of using short movies in teaching writing skill were relevant with Harmer’s statement.
They are: 1) seeing language in use, 2) cross-cultural awareness, 3) power of creation and 4) motivation. The disadvantages of using short movies in teaching writing skill, are:1) 1) movies create fixed space as it runs during periods, 2) movies are not always suitable to the all lesson, 3) movies are poor at presenting abstract, non-visual information.
viii
TABLE OF CONTENT
Page
Cover ... i
Approval Sheet ... ii
Approval from Board Examiners ... iii
Motto ... iv
Dedication ... v
Acknowledgment ... vi
Abstract………... ... vii
Table of Content ... viii
List of Tables ... x
List of Appendices ... xi
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Research Questions ... 8
C. Research Objectives ... 8
D. Significance of the Research ... 8
E. Definition of Key Terms ... 9
F. Research Outline ... 10
CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Research ... 12
B. Theoretical Framework ... 18
CHAPTER III: RESEARCH METHODS A. Research Approach ... 37
ix
B. Location of the Research ... 38
C. Subject of the Research ... 38
D. Data Collection Methods ... 39
E. Data Analysis ... 40
F. Data Validity ... 42
G. Research Procedures ... 44
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 45
B. Discussions ... 52
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 59
B. Recommendation ... 60
REFERENCES ... 62 APPENDICES
x
LIST OF TABLES
Table 2.1 The Similarities and Differences of Previous Research ... 17 Table 4.1 Research Findings ... 51
xi
LIST OF APPENDICES Appendix 1. Authenticity Statement of writing Appendix 2. Research Matrix`
Appendix 3. Description of the Object Appendix 4. Students’ Interview Transcripts Appendix 5. Research Instruments
Appendix 6. Observation Reports
Appendix 7. Observation Reports of Focus Group Discussion Appendix 8. Lesson Plan
Appendix 9. Interview Transcripts of English Teacher Appendix 10. Focus Group Discussion Transcripts Appendix 11. Observation Result of Students Appendix 12. Surat Permohonan Izin Penelitian Appendix 13. Surat Keterangan Selesai Penelitian Appendix 14. Research Journal
Appendix 15. Researcher’s Bibliography
1 CHAPTER I INTRODUCTION A. Research Background
Education is a basic necessity for human. Everything which can be heard, felt and done by human is called by education. The education has a main role in advancing country quality as the education taught the students from many aspects and subjects. English has been a compulsory subject to be learnt in education in Indonesia. As English is not the mother tongue for Indonesian, it certainly will be rather more difficult to be mastered. Therefore, it is important to implement the teaching and learning process by creating positive situations, like interactive, inspirational, fun, challenging, motivating and giving chance for creativity of the students.
As it has written in (Government Regulations) PP Number 57 Chapter 12 verse (1), states: The learning process which purposed at Chapter 10 verse (2) letter b be held in learning situation which: a. interactive; b. inspirational;
c. pleasant; d. challenge; e. motivates the students to participate actively; and f. provide sufficient space for initiatives, creativity, independence according to talent, interests, and physical and psychological development learners.2
On the top of that, the implementation of teaching and learning by using information and communication technology actually has been enforced in secondary education before the appearance of COVID – 19. Specifically, in teaching and learning of information and communication technology subject.
2 PP RI No.57. (2021). Standar Nasional Pendidikan. Retrieved from Kementrian Pendidikan, Kebudayaan, Riset, dan Teknologi: https://jdih.kemdikbud.go.id/
It can be concluded that information and communication technology has been a basic requirement and essential aspect of education in global context. It seems more evidently since the online teaching and learning has been enforced in educational in Indonesia.
Everything has a good and bad component. Beside the implementation of online teaching and learning has been running fluently during two years, it also has some deficiencies. Essentially, all teachers have been giving the best efforts as they could as an educator in pandemic era. Nevertheless, in spite of that, teaching and learning by online is definitely different with face-to-face learning. The students’ control of study was disorganized. The students are forced to study independently at home. The next problems are appeared. There will be a misunderstanding between the students’ understanding about the material and teachers’ perception. It will greatly affect to the students’
achievement. Especially to the English subject.
Generally, students commence to receive the English Subject at elementary school. English Subject has been included in the compulsory course in primary and secondary education in Indonesia. It is important to realize that in Indonesia, English is only learned at school but is not used in daily life. This shows that English is only studied in theory and science rather than practical directly. This phenomenon certainly gives effects to the concept of learning an English language: in which learning English has 4 language
skills: listening, speaking, reading and writing.3 The effects appeared because the students are accustomed to listen, to speak, to read and to write by English only in a period of school.
The teaching and learning by using an interesting media has become a major role in enhancing students' abilities in English Subject. Despite of that, the teacher role in teaching and learning also has great influences for their enhancement. There are some factors which include into the teaching and learning process, they are: learning material, methods, media, strategy, et cetera. Those points will support the teaching and learning process to achieve the learning target and to ease the students in enhancing their skill on writing, speaking, reading and listening.
This research was conducted to discover the students’ enhancement at writing the narrative text. The students require the suitable media for learning to attract their desire in enhancing their ability in writing narrative text. There are some media which can be utilized and appropriate with the online teaching and learning.
This research is mainly focused on writing skill because writing is considered as the most difficult and complicated language skill to be learned.
Writing requires hard thinking to produce notion, words, sentences, paragraph, and composition. It is one of the English skills to be mastered by the students.
Through writing, we can transfer our ideas and information on the paper with
3 Byslina Maduwu,S.Pd,”Pentingnya Pembelajaran Bahasa Inggris di Sekolah,” Jurnal Warta Edisi: 50, Oktober 2016, ISSN : 1829 - 7463
good sentences.4 The main purpose of teaching writing is that the students are expected to be able communicate accurately and appropriately in form of writing.
It also stated at the regulation of number 20 of 2003 concerning the National Education System Chapter III Sub Chapter 4 Number 5, “Education is organized by developing a culture of reading, writing, and arithmetic for all citizens.”5 It also strengthen by the statement in Holy Qur’an verse, in Surah Al – Alaq ( 1 – 5 ) as follows:6
ََقَلَخ َ ىِذَّلا ََكِ ب َر َِم ساِب َ اَر قِا – ١
َ قَلَعَ انِمََناَسانِ الْاََقَلَخ - ٢ َ ََ
َ م َراكَ الْا ََكُّب َر َو َاأَراقِا – ٣
َ ِمَلَقالاِب ََمَّلَع َايِذَّلا – ٤
َ امَلاعَي َامَل اَم ََناَسانِ الْ َا ََمَّلَع - ٥
“(1) Recite in the name of your Lord who created; (2) Created man from a clinging substance; (3) Recite, and your Lord is the most Generous; (4) Who taught by the pen; (5) Taught man that which he knew not.”
Writing text has a difficult process and needs mastery of grammar, vocabularies and generic structure of the text. However, writing text must be studied by students as what had written in the curriculum.7 The importance of enhancing the writing skill ever been written in the Curriculum 2013 that the competency standard consists of behavior, understanding and skill. The
4 Kartina Rambe et al,”The Effect of Using Short Movie on Students’ Achievement in Writing Narrative Text,” Jurnal Litera: Fakultas Sastra Darma Agung Vol. I, No. 2, Oktober 2019: 250
5 UU number 20 of 2003, Article 3
6 L.S Wenny. Literasi Informasi Berdasarkan Surah Al- Alaq.(E-Journal UIN Imam Bonjol,2021)
7 Kartina Rambe et al,”,The Effect of Using Short Movie on Students’ Achievement in Writing Narrative Tex,”. p.251
understanding and the skill itself include of social function, language text and element linguistics.
Unfortunately, the learners still have difficulties in writing, such as the problems of language, cognitive and content.8 Writing is an activity which involves a presentation of written expression, ideas or reports. It also utilizes the structure of language, elements of linguistics, and developing the sentences which must be arranged into cohesive and coherent text.
Walsh states,” Writing is important because it is used extensively in higher education and in the workplace. If students don’t know how to express themselves in writing, they will not be able to communicate well with professors, employers, peers, or just about anyone else. Much of professional communication is done in writing: proposals, memos, reports, applications, preliminary interviews, e-mails, and more are part of the daily life of a college student or successful graduate.”9 It can be noted that people who has accustomed to write constantly and fluently, they have a great capability. The great capability is built from a great willingness and efforts. It can be started to teach the students in school. The appropriate learning media will support the students’ ability and students’ ambitious in mastering the writing skill.
Smaldino, Lowther and Russell divided the media into six types namely, text media, audio media, visual media, video, manipulative, and people. Text media is an alphanumeric character that may be displayed in any
8 Nidya Indrilla and Dyah Setyowati Ciptaningrum, An Approach in Teaching Writing Skills:
Does it offer a new insight in enhancing students’ writing ability, LLT Journal:Yogyakarta State University Vol.21 No.2 ( 2018) p.125.
9 Blanka Klimova,The Importance of Writing,INDIAN JOURNAL OF RESEARCH:University of Hradec Kralove Volume 2, January 2013: 9
form such as books, posters, whiteboards, and computer screens and so on.
Audio media is everything that can be listened like the sound of people, music, mechanical sounds, noise, and so forth. Visual media includes diagrams on a poster, an image on a white board, a photo, a picture on a book, a cartoon and so on. Video media is a media that displays movement including DVD, computer animation and so on. Equipment media is a medium that can be touched and held by students. Person media can be teachers, students, or field experts. 10
Narrative text is a text of an activity or story in the past time. For the example; fairytale, legend, myth, fable, et cetera. The structure of narrative text, there are: orientation, complication, resolution and reorientation.
Narrative text is a kind of text that exactly to tell the activities or events in the past, it shows problematic experience and resolution meaning to amuse and usually meant to give moral lesson to the readers.11 It can be noted that narrative text is a kind of amusement story which followed by giving the moral values inside the story implicitly or expressly. The text in form of narrative text are attracting the students when the learning teaching process because most of people are fond in watching a movies. The short movies are appropriate media to support the students’ enhancement in writing narrative text.
10 Fabio Testy Ariance Loren, Andayani, Budhi Setiawan,”The Use of Learning Media on Listening Skill in Teaching Indonesian to Speakers of Other Language”Jurnal Bahasa dan Pembelajaran Bahasa Vol.11 No.1: 3, July 2017, http://dx.doi.org/10.24036/ld.v11i1.7625
11 Rodearta Purba, Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique. (State University of Medan, 2018),p.29.
A short movie is included into audio visual method in which the students learn through movie. There are some short movies which provided a subtitle and there are some short movies do not provide the subtitle. In this research used the short movies with a subtitle to help students in upgrading their vocabularies. According to harmer, there are four advantages movies in teaching writing, those are: One of the main advantages of the movie is that students do not just hear the language, they see it too. This greatly aids comprehension, since, for example, general meaning and moods are often conveyed through expression, gesture, and other visual clues. Therefore, it can be observed how intonation can match facial expression.12 As evidenced by that statement, short movies provide an audio and visual attributes which can contributes to the students’ learning process.
The beginning of the research was caused by the researcher’s pre-field which has done by surveying to the location of the research. The title was obtained by the problems of the students’ difficulties in learning writing skill.
The English teacher subsequently displayed that the students was the eighth graders of SMPN 3 Genteng was the students which has been doing the teaching and learning process by online mode or study from home for two years. Therefore, the English teacher would like to implement the learning by using short movies as the students had accustomed to learn by using video at home.
12 Suparwoto Sapto Wahono & Ulfa Khodijatul Qodriah, Improving Students’ Writing Skill Using English Movie with Subtite(IAIN Jember: International Journal of Scientific and Research Publications, Volume 9, Issue 12) Page 595
Considering all those statements, the researcher would like to do research of the steps in using the short movies to teach writing narrative text by means of the qualitative research approach under the title,” The Implementation of Teaching Writing Skill in Narrative Text by Using Short Movies: A Case Study at Eighth Grade of SMPN 3 Genteng “ .
B. Research Questions
Based on this background, it can be concluded that the problems that will be discussed in this research include:
1. How is the steps of teaching writing skill in narrative text at year eighth of SMPN 3 Genteng?
2. What are the advantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng?
3. What are the disadvantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng?
C. Research Objectives
Based on the questions above, the purposes of this research include:
1. To describe steps of teaching writing skill in narrative text at year eighth of SMPN 3 Genteng.
2. To describe the advantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng.
3. To describe the disadvantages of using short movies in teaching writing skill in narrative text at year eighth of SMPN 3 Genteng
D. Significance of the Research
1. For Researcher
This research is used by researchers to describe the advantages and disadvantages in showing and clarifying changes in the narrative text writing skills of eighth graders in teaching and learning activities using short movie. This research is also used as a researcher's experience in making scientific works.
2. For Educators
This research can contribute to educators in obtaining detailed analysis and views on the advantages and disadvantages in teaching and learning activities using short movie. The results of this study are intended to be a reference and guide in learning activities.
3. For Institutions
It is hoped that this research will become new information for school residents, especially SMP N 3 Genteng in knowing the steps, advantages and disadvantages of using short movies in teaching writing.
E. Definition of Key Terms
The definition of key terms is applied in obtaining views of important terms that can be used as a reference in this research with the aim of not causing misunderstanding of the concept of terms or meanings as the research's goals. The terms that must be emphasized in this research include the following:
1. Writing Skill
Writing is one aspect of skills in English that must be learned by students in terms of choosing, assembling and arranging words or sentences in English properly and correctly. Writing involves words, syllables, punctuation, grammatical, and the other elements of text which must be arranged good and correctly.
2. Narrative Text
Narrative Text is a kind of text which consists of orientation, evaluation, compilation, and resolution. Narrative texts usually tell about story that actually happened or imaginary story. Narrative text can be formed of fairy – tales, legend, myths, fable, folklore, et cetera. The text of narrative text is stories which have been happened and finished in ancient times.
3. Short Movies
Short movie is any motion picture that is short enough in running time not to be considered a feature film. Short film is under 10 minutes long, it can show several times in a single class and students are able to acquire detailed familiarity with the film which is important in anabling students to critically engage with the material on a meaningful level.
F. Research Outline
The research result is presented in 5 chapters. The first chapter is an introduction that consists of research background, research problems, the scope of the research, research objectives, research benefit, definition of terms, and research outline.
The second chapter is a review of related literature which consists of previous research and theoretical framework.
The third chapter is the research method which consists of research design, source of data, research instrument, data collection technique, instrument validity, data analysis technique, and research procedures.
The fourth is findings and discussion which consists of a description of the research object, research findings, and data analysis, discussion on the result of data analysis.
The fifth chapter is the conclusion which consists of a conclusion and recommendation.
12 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of the Previous Research and Theoretical Framework.
A. Previous Research
In this study, there are some similarities and differences between this research and several previous research.
1. Nurul Jannah’s research in 2019 with the title, ”Students’ Perception on the Use of Short Movie Media in Retelling Story”.
The research purposes to find out students’ perception on the use of short movie media in retelling story. The research was qualitative research. The location of this research was carried out on class Social 2 with 35 students. The research instruments were questionnaire and interview. The research was done at SMAN 4 Pekanbaru. The result of questionnaire and interview showed that the students had a positive responds to the use of short movie media in retelling story. Therefore, students have a positive perspective on the use of short movie media and are felt helpful to them. Besides that they also get some benefits from using short movie media in retelling story such as confidence to speak in front of, easier to communicate with the teacher and friends and also in remembering vocabularies.13
13 Nurul Jannah,”Students’ Perception on the Use of Short Movie Media in Retelling Story”
(Universitas Islam Riau’s Thesis, 2019).
2. July Trisnani, Oikurema Purwanti, and Ali Mustofa’s research in 2021 with the title, “The Use of Animated Short Movie in Teaching Writing Narrative Text to Facilitate Students Critical Thinking Skills for Eighth Graders”.
This research is to find out whether the application of animated short movie can ease the learning for students to write narrative texts or not. In order to response it, the researcher chooses qualitative as the research design. The result of the research showed that the teaching writing narrative text using animated film affects the students’ ability in writing the narrative text significantly. It can be noted that animated film has a strong effect in teaching students writing narrative text. This media could make the students involve actively in teaching and learning process by finding the information based on the animated film, which were used as the idea to write the text. The animated film helped students in improving their vocabulary and grammar to support their writing production.
Therefore, students cannot only improve their writing score but also enjoy the learning activity which was provided by the teacher in infrequently did writing practice. Therefore, by doing the exercise given in the second treatment which was replacing the underlined word into the correct form of verbs, students could be able to write the sentences grammatically.14
14 July Trisnani, Oikurema Purwanti, and Ali Mustofa.The Use of Animated Short Movie in Teaching Writing Narrative Text to Facilitate Students Critical Thinking Skills for Eighth Graders.
(Jurnal Education and Development Vol.9,No.1, February 2021)
3. Khoirul Rizki Abdia’s research in 2016 with the title, “The Implementation of Animated Short Movie in Teaching Writing Narrative Text to The Tenth Graders of MAN Sidoarjo.”
The purpose of this study are to analyze the implementation of animated short movie in writing narrative text and the students’ responses about this medium. The subject of this study was the tenth graders of MAN Sidoarjo at class of science (IPA) 1 which consist of 38 students.
The researcher took all of the students in that class as the research subject.
The researcher used qualitative study to present the data. The researcher used three data instruments to collect the data such as: observation, questionnaire and interview. The result of the implementation of animated short movie in teaching writing narrative text was good. It proved by the students’ score, they got a good score and they were enthusiastic more in the class. And the result of the students’ responses on the implementation of animated short movie in the teaching writing narrative class is positive.
It took a noted from the result of questionnaire and interviews the students.
The students are interested in animated short movie and they agreed if their teacher teach by using animated short movie as media. 15
4. The title of the research is “The Implementation of Animated Film as Media to Teach Writing Narrative Text to the Eighth Grade Students of Junior High School“.
15 Khoirul Rizki Abdia,”The Implementation of Animated Short Movie in Teaching Writing Narrative Text to The Tenth Graders of MAN Sidoarjo” (Muhammadiyah University’s Thesis, 2016)
The research was done by Fatimatus Zahroh in 2014. The purpose of this study was to describe the implementation of animated film as a media in teaching writing narrative text to the eight grade student and the problems are faced by the teacher in teaching writing narrative of using animated film text to the eight grade student of SMP N 1 Bangkalan. This research is a descriptive qualitative research. The subjects are the teacher and the students of VIII G SMP Negeri 1 Bangkalan. The instruments which are used in this research are observation checklist, field note, interview and questionnaires. The results of the application of film animation in teaching writing narrative text are said to be successful.
Almost all students can write narrative text well in the application of animated film in teaching text narrative get a positive response from students. And the problems faced by teachers in teaching narrative text using animated films, one of which is that students find it difficult in capturing the intent of the speaker in the animation of the film. In conclusion, from the application of film animation in teaching narrative text, it gets a positive response from student. By using animated films as a medium in learning to write narrative text, it can be increase students' motivation and enthusiasm in learning narrative text. And it can be concluded that this media used in teaching narrative text in the classroom is very interesting and fun.16
16 Fatimatus Zahro,”The Implementation of Animated Film as Media to Teach Writing Narrative Text to the Eighth Grade Students of Junior High School” (State University of Surabaya’s Thesis, 2014)
5. The title of the research is “Students’ Perspectives in Writing Narrative Texts Using the Animated Film”. The research was done by Muhammad Dwiyan Aditiya in 2022.
This research investigated the students’ responses to narrative text through the animated film. The place of this study was one of the public schools in Yogyakarta Province. The subject of this study was eleventh- grade students. The type of data of this study was qualitative data. The technique of collecting data used in this study was the observation checklists and interview guidance. Furthermore, the technique of analyzing this study's data used descriptive statistics and descriptive analysis. The observation showed that the students’
perception of the students’ interest, attention, activeness, and concentration improved. Besides, the interview result showed that the animated film brought a sense of happiness and a reduced sense of distress among the students during the learning activity. The animated film was also considered a medium to replace conventional teaching methods, e.g., teaching books. The animated film was also a trigger for the students to give their attention during the ongoing class. The animated film was also regarded as an innovation in class activity (including teaching methods, learning ideas, and learning atmosphere) so that the class became alive. 17
17 Muhammad Dwiyan Aditya,”Students’ Perspectives in Writing Narrative Texts Using the Animated Film” (Ahmad Dahlan Journal of English Studies, Vol.9, No.1,February 2022)
Table 2.1
The Similarities and Differences of Previous Research
No.
The Researcher, Year and The Title of
Research
Similarities Differences 1 Nurul Jannah, 2019,
”Students’ Perception on the Use of Short Movie Media in Retelling Story”
-The research involves the short movies media.
-The research is qualitative
research.
- The research was done at Class Social 2 of SMAN 4 Pekanbaru.
- The research is applied at the tenth grade of SMA Harapan Bhakti.
2 July Trisnani, Oikurema Purwanti, and Ali
Mustofa,2021,”The Use of Animated Short Movie in Teaching Writing Narrative Text to Facilitate Students Critical Thinking Skills for Eighth Graders.”
-The research is using Animated Short Movie.
- The research is Qualitative
Research.
- The research is applied to students at eighth grade.
-The research purpose is to find out whether the application can ease the students’
learning or not.
3 Khoirul Rizki Abdia,2016,
“The Implementation of Animated Short Movie in Teaching Writing Narrative Text to The Tenth Graders of MAN Sidoarjo”
-The research is using Animation Short Movie.
-The research is qualitative
research.
- The research is applied to students at tenth grade.
4 Fatimatus Zahroh, 2014,
“The Implementation of Animated Film as Media to Teach Writing Narrative Text to the Eighth Grade Students of Junior High School“
-The research media by using Animated Film.
- The research was done as the qualitative
research.
- The research was done at eighth grade.
-The research purpose was to describe the implementation of animated film as a media in teaching writing narrative text to the eight grade student.
5 Muhammad Dwiyan Aditya, 2022, “Students’
Perspectives in Writing Narrative Texts Using the Animated Film”.
-The research media is using the Animated Film.
-The research was done in qualitative
-The research was done at eleventh grade.
- The research purpose is to
research. investigate the students’
responses to narrative text through the animated film.
The uniqueness of this research that made is distinct from the previous studies was the focus of research. Most of previous studies above used the research focus to investigate or to describe whether the research was successfully or not. While in this research, used the research focus to describe the steps, advantages and disadvantages of using short movies. Furthermore, the material, the subject, and also the level of school were also different.
B. Theoretical Framework 1. Writing Skill
a. The Definition of Writing Skill
There are four skills in English Language, they are writing, reading, listening and speaking. Writing is considered as a difficult skill than other skills. Writing is an activity of choosing, arranging, and stringing words into good and correct sentences. Therefore, in writing, the writers have to notice the steps in writing process.
Jeremy Harmer states, “Writing is a way to produce language and express idea, feeling and opinion.”18 It means writing is a process to deliver through media. ”Writing is a process that we write is often heavily influenced by the constraints of genres, then these elements
18 Jeremy Harmer, How to Teach Writing. (Longman: Pearson Education Limited, 2004), p.31.
have to be presented in learning activities.”19 It explains that writing has a heavy influences to the readers depends on the genres.
In conclusion, writing is a process of delivering idea, feeling, expression and thoughts through media. The media can be a computer, a laptop, a paper, et cetera. The writing is a productive activity. The product of writing can be found in a blogs, electronic journal, newspaper, magazines, brochures, et cetera.
According to Sanggam Siahan also “Writing as one the four language skills requires or group of readers, it involves the application of grammatical knowledge which includes the sentence patterns, vocabulary, or diction and cultural understanding of the target language.”20
Writing is one of the four skills –LSRW (listening, speaking, reading and writing) in language learning. It is the system of written symbols, representing the sounds, syllables or words of language, with different mechanisms - capitalization, spelling and punctuation, word form and function.21 In writing process, students require the understanding of the function of a whole writing devices. The students are obliged to understand the use of written symbols, punctuation mark, capitalization et cetera.
19 Jeremy Harmer, How to Teach Writing, p.86.
20 Yusmita Harahap, Improving Writing Skill by Using Pictorial Story Media at SMPN 1 Batang.
(State Institute for Islamic Studies Padangsidimpuan’s Thesis.2019) p.10.
21 Ms. Satya Sri Durga & Dr. C. S. Rao,”Developing Students’ Writing Skills in English - A Process Approach” ISSN : 2456 – 8104 Issue 6 Vol.2 (2018)
As the statement has shown, somebody have to master in applying the grammatical knowledge which consists of sentence patterns, vocabularies, diction or articulation and cultural understanding to get the target of a good writing. Moreover, somebody have to identify of written symbols, syllables, mechanisms – capitalization, spelling and punctuation, et cetera.
That is called as writing activity which is a written expression or information that requires accuracy and patience in order to get the writing competitiveness to reader appeal and can be interpreted in depth by the reader. On other hand, somebody have to practice a lot and continuously in order to get a good writing.
b. Components of Writing
The good writing skill can be analyzed to group and varied skills.
Heaton divided components writing into five main areas. They are grammar, mechanics, vocabulary, content and organization.22
1) Grammar
Grammar concerns about the ability to write correct and appropriate sentences. The writer has to give attention for preposition, tenses such as using of verbs, nouns, adjective, also conjunction and articles. It is very important to the writer to clarify the correct usage of point grammar because reader will be difficult
22Rahmad Risan dan Hasriani G.Using Juxtaposing Pictures in Improving Descriptive Writing Skill of the Second Year Students of SMAN 3 Enrekang.Journal of Language and Literature 14(1) October 2019. http://journal.unnes.ac.id/
to understand it. It has a great influence so, we have to reread and review what we have written.
2) Mechanics
It is related with the ability to use correctly words to the written language such as using of capitalization, punctuation, spelling. It is very important to lead the readers to understand or recognize what the writer means to express. The use of favorable mechanics in writing will make the readers easy to the group to conveying ideas or message of writing. The explanation as follows:
a) capitalization, the use of capitalization can clarify the ideas. If the sentences are not capitalized correctly, ambiguity and misunderstanding will appear. It also helps to differentiate from sentences to others. The words which are capitalized at beginning of: the name of people, organization, first and last word of title. b) Punctuation. Punctuation can help the readers to identify should be taken as a unit of meaning and suggest how the units of it relate to each other. c) Spelling. Using of spelling has three rules; they are suffixes addition, plural formation and the change of certain words.
3) Content
The content of writing is about the ability to think creatively and develop thoughts, excluding all irrelevant information. It should be clear to the readers. So, they can understand what the messages convey and gain information from it. Also, the content of
writing should be well unity and complete because the characteristic of good writing has unity and completeness.
4) Vocabulary
Vocabulary is an essential part of compose writing. The writes need vocabulary mastery well to express or write their ideas. The effective using of words or vocabulary in writing must be relevant with the topic to let the readers perceive and feel it. Someone who lack of vocabulary will be difficult to compose what they are going to express but appropriate words will help writers to compose writing.
5) Organization
Organization is the ability to develop ideas and topic which relevant in a united form. On the other hand, it concern in ways of writer to arrange and organize the ideas or messages in writing.
There are many ways in process of organization writing involves coherence, order of importance, general to specific, specific to general, chronological order and spatial pattern.
c. The Writing Process
Writing is a process to produce a written product. Oshima and Hogue23 state, “Writing is never a one-step action; it is an ongoing creative act.” According to Oshima and Hogue, there are four steps of writing process, they are:
23 Alice Oshima and Ann Hogue,Introduction to Academic Writing.(The Longman Academic Writing Series: Pearson Education, 2007), p.15 - 18.
Step 1 : Prewriting Step 2 : Organizing Step 3 : Writing
Step 4 : Polishing (Revising and Editing) 1) Prewriting
Prewriting is a way to get ideas. In this step, writers choose a topic and collect ideas to explain the topic. There are several techniques you can use to get ideas. In this chapter, writers will practice the technique called listing. Listing is a prewriting technique in which people write the topic at the top of a piece of paper and then quickly make a list of the words or phrases that come into mind.
2) Organizing
The next step in the writing process is to organize the ideas into a simple outline. The writer of our models wrote a sentence that named the topic and told the main idea. At the first sentence, he listed the two main ideas and any other words and phrases from the list that gave more information about them.
3) Writing
The next step is to write a rough draft, using the outline as a guide. Write a rough draft as quickly as it can without stopping to think about grammar, spelling, or punctuation. Just get the ideas down on paper. It will probably see many errors in the rough draft.
This is perfectly usual and acceptable- after all. This is just a rough draft. People will fix the errors later.
4) Polishing (Revising and Editing)
In this step, you polish what you have written. This step is also called revising and editing. Polishing is most successful if you do it in two steps. First, attack the big issues of content and organization (revising). Then work on the smaller issues of grammar, punctuation, and mechanics (editing). A peer editor is a classmate who reads your paper and helps you improve the content and organization.
d. Types of Writing
Since written communication was created at least 6,000 years ago, writing has changed greatly from primitive pictographic word- pictures on clay and wood to the many types of writing now enjoyed.
Writing comes in dozens of types and style, depend the purpose of the writer. One way to examine writing is to divide writing into specific types or genres. There are five broad genres that most subcategories of writing can be placed into, although much writing can spill over into more than one. Mark Applegate writes five types of writing as follows:24
24 Mark Applegate.”Five Types of Genre in Writing,”The Classroom.May 10,2019, https://www.theclassroom.com/five-types-genres-writing-12148959.html
1) Expository Writing
One of the most practical types of writing is writing to explain things. This explanatory form is commonly employed in school in the form of the standard five-paragraph essay, research papers and comparisons. Also in this category are biographies,
"how-to" pieces and character sketches. The purpose of this genre is to explain and examine a person, place, thing or idea in a way that gives the reader a more thorough understanding of the topic.
2) Journals and Letter Writing
Writing to communicate is an early writing style that has undergone changes in the technological era. This sometimes less- formal method of writing includes letter writing, email, text messaging, personal and professional journals, blogging and business or personal written communication. This genre tends to focus on the individual personality and intent of the writer more than explaining something and is more personal than older forms.
It is also more likely to be written in first person than other genres.
3) Persuasive Writing
Sometimes, writing has a more pointed purpose. Writing to persuade involves offering not only facts but also a slant that directs the reader to make a commitment or decision. While spanning many diverse sub-genres, this writing always attempts to lead the reader to do what the writer requests of him. Examples of
this genre include promotional and political advertisements, merchandise or other reviews, propaganda, letters in the editorial section of a newspaper and fundraising letters.
4) Descriptive Writing
Sometimes, writing is performed simply to express emotion, display feelings or merely as a fun exercise. Writing as art encompasses many topics and may or may not have a deep meaning or purpose. The value, appreciation and translation of this work can vary greatly by who reads it. Poetry is the classic example of this genre, although fiction, nonsense writing and text- message emoticons can also fall into this category. This category can spill into the other genres but will typically look much different in the process.
5) Narrative Writing
Another genre is the story. Since the days of primitive communication such as cave paintings and hieroglyphics, people have attempted to document what has happened in their lives.
These stories may or may not be true, because they are told from the writer's prospective. Narrative, story-telling writing catalogs events for current and future readers to explain the events from a specific prospective. Examples of this genre are short stories and narrative works, as well as autobiographies and histories.
2. Narrative Text
a. The Definition of Narrative Text
Narrative is any written English text in which the writer wants to amuse, enter people, and to deal with actual or vicarious in different ways. Narrative is a text containing five components: orientation, evaluation, complication, resolution, and reorientation by which a writer amuses, entertains, people and to deal with actual or vicarious experience. The orientation is the beginning of the text. Its function is to set scene and introduces the participants. The second is the evaluation. It is a stepping back to evaluate the plight. The third is the complication in which the crisis arises. The fourth is the crisis resolved for better or for worse. The fifth is the reorientation. It can be optimal.25There some of narrative text followed with an animation picture or video and there some of narrative texts are shown with movies.
b. The Generic Structure of the Narrative Text
The generic structure of narrative text involves the character with define personalities/identifies, and creates images in reader’s mind and enhances the story. It also focused a text on a series of action. According to Siahaan in Rodearta (2018), states that generic structure of narrative text established the character, setting and time.
The steps for constructing a narrative text are:
25 Sholihatul Hamidah Daulay, Students’ Reading Comprehension Achievement in Narrative Text through Team Practice Technique,(International Journal on Language, Research and Education Studies:Medan,2019), Vol.3 No.3,p.496.
Orientation : sets the scene and introduces the participants Evaluation : a stepping back evaluate the plight
Compilation : a crisis arises
Resolution : the crises is revolved, for better or for worse Re-orientation : optional26
c. Types of Narrative Text
A class list of narrative that was cited on Tatum Ariesya's thesis, they are :27
1) Adventure: a story that includes exciting and dangerous events that characters have to solve; e.g. junior detective stories.
2) Horror story: a story which attempts to scare the reader or listener with frightening events but which usually ends happily; e.g.
Dracula
3) Romance: a story which deals with romantic love. There are some obstacles in the way but true love usually wins out in the end.
4) Fairy tale: a well-known story from folklore for children which often involves fairies or other magical characters.
5) Epic : a story which deals with big themes and heroic achievements and events that are larger than real life': e.g. Iliad.
Beowulf
26 Rodearta Purba, Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique. (State University of Medan, 2018),p.29.
27 Tatum Ariesya Akmala, The Use of Animated Film to Improve Students’ Ability in Writing Narrative Text.(Semarang,2011),p.20
6) Moral tale: the stories which explicitly attempt to teach people about the right way to behave; eg traditional fables from folklore.
7) Myth or legend: stories which belong to a particular ethic group and which attempt to explain the way of nature and the universe, e.g. Aboriginal legends.
3. Short Movies
a. The Definition of Short Movies
Short film is under 10 minutes long, it can show several times in a single class and students are able to acquire detailed familiarity with the film which is important in anabling students to critically engage with the material on a meaningful level (Donaghy,2014). A short film is a film production type which makes effort to achieve the theme it addresses in a short time and therefore arranges its structure in an impressive way. The usage of short films can ease for educational purposes at the time of their production and throughout the process of consumption.28 A movie is one of the visual aids that can be used in a writing class. It makes lessons more fun. It can also be used to create situation for writing classes more clearly, that the students have big enthusiasm in teaching learning process.
Movie or film is a term that encompassed individual motion pictures, the field of movie as an art form, and the motion pictures industry. Movies are produced by recording image from the world with
28 Lale Kabadayi, The Role of Short Film in Education,(Ege University Turkey,2012),p.316.
cameras, or by creating images using animation techniques or special effect. In fact, movie can fulfill different function for learners at different level of proficiency. For beginning learners it can provide examples of authentic language use in limited context of use. For higher level students, movie can provide variety, interest, stimulation and help to maintain motivation. Harmer state, "Motivation is essential to success that we have to want to do something to succeed at it. Without such motivation we will almost certainly fail to make the necessary effort."29 It can be concluded that students with a motivation will encourage them to their efforts to get success.
According to Stoller30, there are some activities in learning writing through the short movie:
1) Pre-viewing Activity
In this activity, the students prepare to view the short movie. The teacher gives the brainstorming to develop the students’ background knowledge about the narrative text.
2) Viewing Activity
Viewing activity is to facilitate the actual of a video. In this activity, help the students to focus about the character, setting and plot of the story. The short movie is show until the end and the teacher can play the short movie twice at that time.
29 Dwi Gitawaty,The Correlation Between The Students’ Learning Motivation and Their Achievement in English.(Syarif Hidayatullah State Islamic University Jakarta,2010)
30 Stoller F.1988. Films and Videotapes in the ESL/EFL Classroom.(U.S. Department of Education Office:Educational Resources Information Center (ERIC))p.9.
3) Post viewing Activity
In this activity, the students will write the narrative text based the information that they got when they watch the short movie.
b. The Type of Movie
Bordwell and Thompson that was cited on Retno Ayu’s thesis defined the types of movie of film as follows. 31
1) Documentary Film
A documentary film supports to present factual information about the world outside the film. As a type of films, documentary films present themselves as factually trustworthy. According to Bardwell and Thompson there are two types of documentary films, they are: a). Compilation films; produced by assembling images from archival sources. b). Direct cinema; recording an on event, as it happens‟ with minimal interference by the filmmaker.
2) Fictional Film
A fictional film presents imaginary beings, places or events.
Yet, if a film is fictional, that does not mean that it is completely unrelated actual. For one thing, not everything shown or implied by the fiction films needs to be imaginary, a typical fictional film stages its events; they are designed, planned, rehearsed, filmed and
31 Retno Ayu, The Use of Animation Movies For Developing Students Writing Skill of Narrative Texts.(Semarang States University,2011).p.25-27
re-filmed. In a fictional film the agents are portrayed or depicted by an intermediate, not photographed directly in documentary.
3) Animated Film
Animated films are distinguished from live-action ones by the unusual kinds of work that are done at production stage.
Animation films do not do continuously filming outdoor action in the real time, but they create a series of images by shooting one frame at a time. The types of movies will influence to the students’
enthusiasm to watch and learn. Therefore, the teacher should select the right movies which will be given for students’ learning.
4. The Advantages of Using Short Movies
One of the important factors for the successfully teaching and learning process is the students’ interest. The students’ interest in learning can be built from the learning media, learning strategy and learning method. Realizing that narrative text is a kind of amusement text, it can be concluded that short movies can be one of the interesting media to support the English teaching and learning. Harmer states that the advantages of using film in teaching and learning process are: 32
a. Seeing language - in- use
One of the main advantages of film is that students do not just hear language, they see it too. This greatly aids comprehension, since for example, general meaning and moods are often conveyed though
32 Dyah Setya Nur Astiti. Improving Ability to Write Narrative Text Using Animation Movies of the Eleventh Grade.(Yogyakarta State University’s Thesis,2012)
expression, gesture and other visual clues. Thus we can observe how intonation can match facial expression. All such, paralinguistic features give valuable meaning clues and help viewers to see beyond what they are listening to, and thus interpret the text more deeply.
b. Cross – cultural awareness. A film uniquely allows students to look at situations far beyond their classrooms. This is especially useful if they want to see, for example, typical British ‘body language’ when inviting someone out, or how American speaks to waiters. Film is also of great values in giving students a chance to see such things as what kinds of food people eat in other countries and what they wear.
c. The power of creation
When the students make their own film as media in teaching and learning process, they are given the potential to create something memorable and 20 enjoyable. The camera operators and directors suddenly have considerable power. The task of filmmaking can provoke genuine creative and communicative uses of the language, with students finding themselves doing new things in English.
d. Motivation
For all the reasons so far mentioned, most students show an increased level of interest when they have a chance to see language in use as well as hear it, and when this is coupled with interesting tasks.
Based on Harmer’s statement, one of the advantages of using short movies in teaching and learning is the students’ motivation can
increase which proven by the level of their interest. Students can learn the language directly by watching as its pronunciation of the figure in short movies. The students’ understanding become easier as it showed together with the actions.
Another theory came from Machfudi which states,” There are three kinds of motivational strategies enacted by the teachers of English in the rural areas East Java including giving rewards, positive feedback, and increasing self-esteem and self-confidence. These three elements of external motivation indicate that the motivation plays a significant role in engaging students to learn English. “33
The important of students’ motivation as it can encourage students to learn maximally. Motivation can be built from intrinsic and extrinsic motivation while which has written above were students’
motivation that can be built through extrinsic. In this part, the teachers have a main role to conduct the motivational strategies.
Giving rewards is one of interesting situation of many people.
Moreover, for student it such an activity of giving rewards or giving an appreciation of student’s achievement. Giving rewards can be formed of compliment or present. Positive feedback also will increase students’ motivation as they got positive responses which no hurt their effort but still can improve their knowledge. Building students’ self- esteem and students’ self-confidence are the obligation of the teacher,
33 Mochammad Imam Machfudi,”Issues and Challenges in Maintaining Motivation to Learn English in Rural Madrasah Context”(IAIN Jember: International Journal of English Teaching, Volume 5, Issue 2, December 2016) page 1
too. The teacher is expected to help to build students’ self-esteem and students’ self-confidence. It can be formed of delivering that the student has the ability to pass it or to speak it or to write something.
The implementations of using short movies are expected can improve students’ motivation by watching and listening directly through the movies. The students who get the motivation will repeat or imitate the actions directly.
Beside the advantages, use video as a medium also has several disadvantages. The first disadvantage is during playing video, teachers cannot explain any material because it can disturb students’
concentration. Here, the teacher does not have any activities when the students focus on video. The second disadvantage is the students cannot understand the video well if it is played too fast. The third disadvantage is if the listening equipment has bad quality, the students cannot hear the sound of the video satisfactory. This thing would become a problem for the students in learning the lesson. The last disadvantage is generally, the equipment is expensive. The teacher should concern this thing to apply video in the classroom. Sometime the school does not have any equipment to play video in the classroom.
5. The Disadvantages of Using Short Movies
The implementation of teaching and learning writing narrative text by using short movies are positively giving many advantages. Beside the advantages, the short movies are also has deficiencies. Sharon et al also
point out the limitation in using video. Firstly, it creates fixed pace.
Although video can be stopped for discussion, this is not usually done in group showings. Because the program runs at a fixed pace, some viewers may fall behind while others are waiting impatiently for the next points.
Secondly, although video is advantageous for concepts that involve motion, it may be unsuitable for other topics where detailed study of a single visual is involved (e.g., a map, a writing diagram, or an organization chart). The last, video is poor at presenting abstract, non-visual information. The preferred medium for words alone is text.34 The deficiencies which has been pointed out by Sharon above were the deficiencies those included into the advantages those can be solved by the learning strategy of the teacher in which the teacher has the obligation to create and find a way out to prepare, teach and evaluate the learning well.
34 Sharon et al.,2019.Instructional Technology and Media for Learning.(United States: Pearson Education).p.178
