Movie as Audio Visual Aids in Teaching Writing

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.