Using Movie in Language Learning
the improvement of students‘ writing achievement in writing the report text through film. This research was conducted by using action research method. The
subject of the research was XI IPA grade students of SMA SWASTA JOSUA Medan. They were taught writing the report text through film. The instruments
used were writing report text test, diary notes, interview sheets, questionnaire sheets and
observation sheets. In analyzing data, the mean of students‘ score for the first competency test was 43.1, for the second competency test was 64.8 and
for the third competency test was 76.3 and the total percentage of improvement from the first competency test to the third competency test was 84.1. The
conclusion is that through watching film can improve the students‘ writing
achievement in the report text. It is suggested that teachers should apply watching film as one of media t
o improve students‘ writing achievement in the report text. The other researcher is Pardede, among literary genres, short movies seem
to be the most suitable choice for this due to its potential to help students enhance the four skills
—listening, speaking, reading and writing—more effectively because of the motivational benefit embedded in the stories. The purpose of this
article is to familiarize EFL instructors with the effectiveness of using short movies in EFL instruction. After presenting criteria for selecting a short story,
discussion is focused on how to exploit a shor t story for enhancing students‘
language skills. The last study is Alex Baratta and Steven Jones. This paper discusses the
ways in which film can be used as a pedagogic means to introduce academic writing skills, based on the premise that, since viewing film is already a common
literacy practice for many students, its use can help to facilitate learning inside the writing classroom. The approach is seen as unique and interesting. This result of
the study revealed that feedback suggests that using film as a teaching method can capture students‘ interest and help them to learn more effectively. Second, the
metaphorical aspects of the approach help students to learn by visualizing the subject. Filmic visuals can inspire schema or mental images which, as discussed
earlier, can render complex information into simpler language.
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