SITTI.NURHALISAH.2017. The use of film as media to improve the writing ability of the students in the first year of high school (a pre-experimental study among the first year students of Man 1 Makassar). This is a dissertation from Department of English Education Faculty of Teacher Training and Education Muhammadiyah University of Makassar. The research results indicated that using film as media was effective in improving students' writing skills in terms of content and organization. Thus, there is a significant improvement in students' writing skills on narrative text in terms of content and organization by using film as a medium.
INTRODUCTION INTRODUCTION
Background
Based on the researcher's experiences during the observation of practical education for first-year students, the researcher noted that this was the case with many students. Based on the above explanation, the researcher would like to improve the students' writing skills. It means that the researcher has found a good way to improve the students' writing skills by using film as a medium.
Problem Statement
Another problem is that students have low motivation and are not interested in doing the tasks, because writing activities are not interesting. This medium was very suitable for applying to the upper class of students in the first year, since they had enough knowledge about writing narrative texts. From the above explanation, it can be seen that the researcher is interested in carrying out a research entitled "The use of film as a medium to improve the writing ability of students in the first year of upper secondary school" (pre-experimental research on students in the first year of secondary school). MAN 1 MAKASSAR).
Research Objective
Significance of the research The significance of this research is: The significance of this research is:.
Significant of the Research The significant of this research are: The significant of this research are
Scope of the Research
Previous Related Research
- Narrative Text
- The Concept of Film a. Definition of Film
- The Concept of Media a. Definition of Media
Outline where students are guided to make an outline of the topic they will be writing about. Experimental films are a way for several reasons, (1) the filmmakers want to express a personal experience or point of view. (2) filmmakers may also want to explore some of the possibilities of the medium itself. (3) an experimental filmmaker can tell without a story, or they can create a fictional story without a story, which will usually challenge the viewer. Learning media that include the senses of sight and hearing are called: audiovisual media (kasbolah.1995:19). In language teaching, Richards et.al (1985:21) defines that audiovisual media are of great help in language teaching. promoting and facilitating the learning of a foreign language. Examples of audiovisual media are: television, computer, video, etc.
Conceptual Framework
Hypothesis
RESEARCH METHOD RESEARCH METHOD
Research Design
The dependent variable was the improvement of the students' written narrative text in terms of content and organization. The population of this research was first-year high school students at MAN 1 Makassar in academic year 2016/2017, which consisted of seven classes. So the researcher chose the first year students "of MAN 1 Makassar namely class MIA X.1 which consisted of 25 students". So the total sample was 25 students.
Research Instrument
Procedure of Data Collection
Technique of Data Analysis
P: The improvement rate X1: The average score of the pre-test X2: The average score of the post-test. To find the significant difference between pre-test and post-test by judging the value of the test. The findings of the study include the description of the result of the data collected through a writing test (pre-test and post-test). The discussion then described further explanation and interpretation of the given findings.
Findings
- The Students’ Writing Ability in Narrative Text (Pre-test)
- The Students’ Writing Ability on Narrative Text in Content ( Pre-test) The findings present the result of score percentage of students‟ writing
- The Student’s Writing Ability in Organization (Pre-test)
- The students’ Writing Ability in Total Score (Pre-test)
- The Students’ Writing Ability in Narrative Text (Post-test)
- The Students’ Writing Ability in Narrative Text ( Post-test)
- The Student’s Writing Ability in Organization (Post-test)
- The students’ Writing Ability in Total Score (Post-test)
- The Improvement Pre-test and Post-test
- The T-Test of Students’ Achievement
In pre-test, the researcher presents the result of students' score percentage in writing narrative text in terms of content before using film as media. In pre-test, the researcher presents the result of students' score percentage in writing narrative text in terms of organization before using film as media. In pre-test, the researcher presents the result total score of students' in writing narrative text in terms of content and organization before using film as media.
Table 4.4 above shows the content and organizational overall result of students' narrative text writing. The findings represent the result of the percentage points of the students' writing ability on the narrative text according to the content and the comparison of the percentage points in the Post-test. In the post-test, the researcher presents the result of the students' percentage points in writing the narrative text according to the content after using the film.
In the post-test, the researcher presents the result of students' percentage points in writing narrative text in term organization after using the film. In the post-test, the researcher presents the result of the students' overall assessment of writing a narrative text in terms of content and organization after using film as a medium. Table 4.8 above shows the content and organizational overall result of students' narrative text writing.
The use of the film therefore improved the content and organization of the students' narrative text writing.
Discussion
- The Students’ Pre-test in Content and Organization
- The Students’ Post-test in Content and Organization
- Improvement of The students’ Content and Organization Through Film as Media
- Test of significant Testing and Hypothesis
It was indicated that there was a significant difference between the results of the students' pre-test and post-test when using films. In the content pre-test showed that from 25 students, none of them (0%) were classified in the category "Excellent" and "Very good", 1 student (4%) was classified in the category "Good", 5 students (20%) were classified in the "Fairly good" category, 2 students (8%) were classified in the "Fair" category, 12 students (48%) were classified in the "Poor" category and 5 students (20%) were classified in the "Very poor" category. In the organization's pretest, it showed that from 25 students, none of them (0%) were classified in the "Excellent", "Very good" and "Good" categories, 1 student (4%) was classified in the "Fairly good" category, 7 students (28%) were classified in.
Fair category, 4 students (16%) were classified in the "poor" category and 13 students (52%) were classified in the "very poor" category. After being given some treatments using the film, the narrative text of the students' writing improved especially in terms of content and organization. In the content of the posttest, it showed that out of 25 students, there were no students (0%) classified in the "Excellent" category, 6 students (24%) were classified in the "Very Good" category, 13 students (52%) were classified in the.
Good category, 2 students (8%) were classified in the "Fairly good" category, 2 students (8%) were classified in the "Fair" category, 2 students (8%) were classified as "Poor" and none of the students (0 %) classified in the "very poor" category. In the Organization posttest showed that from 25 students there were still none of the students (0%) classified in the "Excellent" category, 4 students (16%) classified. It means that none of the students (0%) got the category "Very bad". it was that the students can arrange their generic structure in writing paragraphs based on the organization score.
Thus, the use of film as media in the teaching and learning process can improve students'.
Conclusions
This chapter consists of two sections, the first section deals with the conclusion of the study results and the second deals with proposals. Based on the data analysis, the researcher found that the students' writing ability improved after the researcher used film as a medium in the teaching learning process.
Suggestions
To improve writing ability, the students must develop their knowledge and do a lot of practice to achieve a better performance in producing written text. Using film as media is not the only method to improve writing ability. Erichah Siti.2013 Using Films as Media to Improve Students' Narrative Speaking (A Classroom Action Research at IIB Class of Mts Al-Hidayah Nu 03 Kendal in the Academic Year of Dissertation.
Using video clips to improve students' writing skills in narrative text (an experimental study on the eleventh grade students of SMA Negeri 2 Mranggen in the academic year 2010/2011. 2017. Improving students' performance in writing narrative text through of modeling technique in the second semester of the eight-year students of public secondary school 2 blitar. SinuratJernihDonda and Manic Sondang (2015) "Improve students' narrative writing performance through film at SMA Negeri I Palipi" International Journal of English Linguistics.
Sowntharya Dr.Y.L.2014.Audio Visual Media and English Learners.international journal of recent and innovative trends in computing and communication (IJRITCC).Volume :2 Issue:2. Yatimah Durotul .2014. The effectiveness of using animation film as a medium in writing narrative text of the second grade of SMP Negeri 3 Salatiga in the academic year 2013/2014.Thesis.STAIN:Salatiga. Choose one of the movies (adventure) that you like and retell in narrative text from it.
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan pembelajaran
Materi Pembelajaran
Penilaian
- Media, Alat, dan Sumber Pembelajaran
Kompetensi Inti (KI)
Pengolahan, penalaran dan representasi dalam bidang konkrit dan abstrak berkaitan dengan pengembangan apa yang dipelajarinya secara mandiri di sekolah, serta mengetahui cara menggunakan metode sesuai kaidah ilmiah. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks narasi sederhana berbentuk legenda rakyat menurut konteks penggunaannya. Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana. 3.9.1 Siswa dapat mengenali tokoh-tokoh dalam cerita rakyat.
Siswa dapat mengidentifikasi nilai-nilai moral dalam cerita rakyat Siswa dapat mengidentifikasi unsur kebahasaan dalam cerita rakyat 4.15.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks narasi sederhana berbentuk cerita rakyat. Teks naratif: Teks naratif adalah jenis teks yang menceritakan kisah dalam bentuk lampau.
The purpose of the text is to amuse or amuse the readers or listeners about the story. a) Orientation: Set the scene and introduce the participants. This means that it is the opening paragraph where the characters of the story are introduced. This means that the problem in the story has developed.. d) Solution: the problem is solved for better or worse.
Menangkap makna teks narasi lisan dan tulis berbentuk legenda, mudah saja. 3.9.1 Siswa dapat mengidentifikasi tokoh-tokoh dalam cerita rakyat. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibacanya baik lisan maupun tulisan. 1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks narasi sederhana berbentuk cerita rakyat. Dimana tenses spesifik digunakan pada awal paragraf naratif F. Model pembelajaran.
