THE EFFECT OF USING ENGLISH MOVIE ON THE STUDENTS ACHIEVEMENT ON WRITING REVIEW TEXT.
THE EFFECT OF USING ENGLISH MOVIE ON THE
S
TUDENTS’ ACHIEVEMENT ON WRITING
REVIEW TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
PRADIBA UTARI
REGISTRATION NUMBER: 2102121012
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
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STATE UNIVERSITY OF MEDAN
2014
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ACKNOWLEDGEMENT
An honor and praises to the King of Glory, Jesus Christ for always giving
the best in the writers’ life, she has finally completed her thesis. In completing this thesis, the writer would like to express her gratitude, indebtedness and thanks for giving permission, suggestion, advising and contribution during completing her thesis. Support, love, prayer, motivation, help and encouragement to pursue a better life and achieve the best education that might not requited to people who have been involved in her accomplishment the thesis.
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
2. Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Rika S.Pd, M.Hum., Secretary of English Department, Dra. Masitowarni Siregar, M.Ed., the Head of English Education Department and her
Thesis Advisor, and Dra. Meisuri, M.A., the Head of English Literature Department.
4. All the Lecturers of English Department for the knowledge taught
during her academic years.
5. All the Staffs Faculty of Languages and Arts for giving the
administrative information as well.
6. Drs. Johan Sinulingga, M.Pd., her Academic Advisor.
7. Dra. Yunita Agnes Sianipar, M.Hum., and Rafika Dewi Nasution, S.Pd, M.Hum., her Examiners.
8. Sir Hendra, Sir Albert, Sir Pantas and Mam Euis, for helping the
writer in preparing the documents for the purposes of her thesis.
9. HM Idaham, S.H, M.Si, Major of Regional Binjai. Dra. Chadijah Harahap, MM, Headmaster of SMA Negeri 2 Binjai, and Masdiana Simamora S.Pd, the English teacher.
10. Pelda (Purn) Sukirno and Ema Ida Yanti Tarigan, AMK, her
beloved parent.
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iii
12. Anas Sinuraya, Arindawati Sipahutar, Ayu Widyaningtyas, Deby Arif Syahputra, Elnoviamy, Serda Elizabeth Uliana, Soly Novalya, Steven Karta Ginting, and Wilhelmina Ofel Sion, her best friends.
13. Multimedia Crew GBI Rayon 4, friends from Binjasmil TNI-AD Kodam I/BB, friends from Auditorium basement, Students’ Council of English and Literature Department State University of Medan, Regular C 2010, and all friends that are not mentioned one by one who
helped the writer during completing her thesis.
The writer thanks to all those have given prayers, motivation, spirit and contribution in the process of completing this thesis, may God always bless us.
Medan, September 2014 The Writer,
Pradiba Utari
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ABSTRACT
Utari, Pradiba. NIM: 2102121012. The Effect of Using English Movie on The
Students’ Achievement on Writing Review Text. A Thesis. Faculty of
Languages and Arts, State University of Medan 2014.
This study is aimed to report the effect of English movie on the students’
achievement on writing review text. The objective was to find out the using of
English movie could effect students’ achievement on writing review text. The
subject of this study was the eleventh grade students’ of SMA Negeri 2 Binjai. It was conducted by using Experimental research. Two classes from six parallel classes was taken for the observation by cluster random sampling which divided into two groups, 35 students as control group and 35 students as experimental.
The instrument used quantitative data. In the calculation of Ttest, the mean of
students’ score in experimental group was 7,02 and the mean of students’ score in control group was 3,22. Standard deviation of experimental group was 516,974, standard deviation of control group 242,174, and the total number of samples was
68, Tobserved is higher than Ttable. 5,093 > 1,994 at the level of significance 0,05 for
two tailed. The finding is if hypothesis stated that there is significant effect of
using English movie as media learning on students’ writing achievement on
writing review text is accepted.
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TABLE OF CONTENT
Page
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vi
LIST OF PICTURES ... vii
CHAPTER I. INTRODUCTION A.The Background of The Study ... 1
B. The Problem of The study ... 4
C.The Objectives of The Study ... 5
D.The Scope and Limitation of The Study ... 5
E. The Significance of The Study ... 5
CHAPTER II. REVIEW OF LITERATURE A.Theoretical Framework ... 7
1. The Concept of Writing ... 7
a. Definition of Writing ... 7
b. Genre of Writing ... 9
c. Review Text ... 14
d. Writing Achievement ... 16
2. Media Learning ... 18
a. Definition of Media ... 18
b. The Characteristic of Media ... 19
c. The Contribution of Media ... 20
d. The Criteria of Choosing Media ... 21
e. The Classification of Media ... 21
3. Movie ... 22
a. Definition of Movie ... 22
b. Types of Movie ... 22
4. The Benefits of Using Movie ... 28
5. English Movie as Media Learning ... 28
B. Conceptual Framework... 29
C. Hypothesis ... 30
CHAPTER III. RESEARCH METHOD A.Research Design ... 31
1. Population and Sample ... 31
B. Teaching Procedure ... 32
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D.Reliability of The Test ... 35 E. Technique of Analyzing Data ... 36 F. The Statistical Hypothesis ... 37
CHAPTER IV. THE DATA AND DATA ANALYSIS
A. The Data ... 39 B. Data Analysis ... 40 C. Research Finding ... 41
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ... 42 B. Suggestion ... 42
REFERENCES ... 43 BIBLIOGRAPHY
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vi
LIST OF TABLES
Table Page
2.1 Writing Achievement Standards ... 17
3.1 Research Design ... 31
3.2 Teaching Procedures ... 32
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LIST OF PICTURES
Picture Page
2.3.1 Type of Movie – Romance ... 23
2.3.2 Type of Movie – Animation ... 24
2.3.3 Type of Movie – Thriller... 25
2.3.4 Type of Movie – Heroic ... 26
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CHAPTER I
INTRODUCTION
A.The Background of The Study
Language has a central role in the development of intellectual, social and
emotional learners. Language learning is expected to help in the process of
introduction of learners and cultural as well as the culture of others itself. In
addition, language learning also helps learners to state opinions, ideas, feelings,
analysis and participation to the community. There are four skills that we must
understand in English. They are Speaking, Listening, Reading and Writing.
One of the purposes of teaching English in senior high school is to develop
students’ communication ability in oral or written English. The using of English
as a language related to any fields such as science and technology, business and
economics and social sciences. But for formal school education, English becomes
a compulsory subject not only for senior high school students but also in junior
high school and elementary school. Nevertheless, most of pre-elementary school
is using English as their second language. It reflects that English is considered as
international language which plays an important role in this global world.
Peter (1953:2) on book The Researchers Resource stated that the basic skill
is the ability to organize and express ideas in writing and speaking. It means
through writing students are able to express idea, opinion, experiences, comment
and information in the form of written language. Through writing, students’ will
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express their idea, opinion, experience and the constant use of eyes, hand and
brain to reinforce learning a new language.
The students’ proficiency in writing skill is still disappointing. It is
generally can be seen that a lot of student during the writing task are sometimes
stuck and cannot continue to complete their writing task for some simple reason,
lack in vocabulary or having no more idea. They may have qualification in
speaking, but it doesn’t guarantee that they can also have qualification in writing
because sometimes it is much easier to share ideas orally than organize them in
written language.
Writing is about how you can transfer your understanding by what you see
or you have been comprehend by write it until the readers could know what you
are thinking and how you feeling. Writing is one of the hardest things that people
do for it requires thinking (Schwegler, 1985). Lindamen (1987:11) state that
writing is a process of communication that introduce graphic symbols such as
words, phrases and sentences later formed to become a paragraph that can convey
the message to the readers.
In teaching English, It is particularly complicated because in the classroom,
we will face a bunch of technique applied to the students’ with the expectation
that they are able to or easy to understand the lesson. As a teacher, it is necessary
to find new teaching media to overcome the problems and not forget to motivate
the students. Some teachers maybe have used games, pictures, songs, real object,
cartoon and movie as their teaching media to grow the student creativity in
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Movie is one of the audio visual materials that can be used as media
learning in teaching English. Movie involves sounds, objects, pictures, and
actions. This media can be used to the learners through movie by giving them the
exposure to everyday conversational English not normally taught in the traditional
teaching English method. Movie (English movie) is kind of edutainment
(education and entertainment) field (www.movielearn/english.com)
Susan and Barry (1990) state that the combination of moving picture and
sound can present language more comprehensively than any other teaching media
and more realistically too. Using video sequence in class is the next best thing to
experiencing the sequence in learners real life.
In this study, movie is chosen as a media for teaching review text. Film, also
called a movie, is a series of still or moving images. It is produced by
recording photographic images with cameras, or by creating images
using animation techniques or visual effects. The process of film making has
developed into an art form and industry. (http://en.wikipedia.org/wiki/Film)
Using English movie can be very pleasing and interesting for the students.
Movie can be an excellent media to use because from the researcher view that
there are many students interested in movies because they watch movies as an
entertainment. They can learn about language style, culture, and also the native
speaker’s expression. So they can improve their writing skill more easily.
Providing students with sound, image, and text video becomes one of media providing “lively situation” (Maggi, 1988, Cited in Cahyono, 1997:129) which
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4
use of videos to enhance language learning have been conducted. It was a
Classroom Action Research (CAR) applied in SMA Negeri 4 Malang by
Febriyanti Nurcahyasari and Enny Irawati, resulting an improvement of students’
ability in writing narrative text by using music videos. In her study, the students’
improvement was discovered through the students’ scores after the implementation of action, in which 93% of students attained scores above 75.
Furthermore, most of their writing were excellent in terms of content,
organization, vocabulary, grammar, and mechanics. It showed that the
implementation of music video could be an alternative to help students in
improving their ability in writing narrative text. Another study was an
experimental study applied in SMA 2 Mranggen by Rachmah (2011), resulting an improvement of students’ narrative writing skill after using video clip. The use of
Mr. Bean videos successfully contributed to the eight graders’ improvement in
writing recount texts by Wahyudiyati (2011). Those studies indicated the use of
video/movies could give an invaluable contribution towards language learning.
Media such as a movie has a very significant roles to motivate the student to
learn vocabulary and to make the atmosphere of teaching and learning more
interesting. They will feel something new and different from what they usually get
in their class. The researcher hopes that with the use of English movie they will
become more active as participant and more confident in express their feeling.
And also appropriate to review text, writing this genre develop students skill in
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5
and order to make students have a concept about how to write a good article or
text that indicated with the generic structure of each kind of the text (genre).
B.The Problem of The Study
Based on the background, the problem of this study is formulated as: “Is
there any significant effect of using English movie as media learning on students’
achievement on writing review text?”
C.The Objectives of The Study
Related to the research problem, this study is aimed to find out whether
using English movie as media learning could affect students’ writing achievement
in review text or not.
D.The Scope and Limitation of The Study
The scope of the study is limit on the using of English movie as a media
learning to develop students’ achievement in writing review text. And the
researcher limits her research to the eleventh grade students’ of SMA Negeri 2
Binjai through English movie as media learning.
E.The Significance of The Study
Watch movie in classroom or theater or maybe at home might be give us an
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6
watching movie offers varieties of inputs then every single program that we have
watched can be implemented in learning process.
The outcome of this study at providing both theoretical and practical
significances. The result of the findings will provide valuable input to teachers
and students also as the following:
1. Teachers : The findings of this study will give the teacher creativities
to make learning process more fun and relax and information about is
watch English movie as a method effect the students’ in writing
achievement.
2. Students : The findings of this study will increase their interesting in
English subject in review text material by using English movie to
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39
CHAPTER V
CONCLUSION AND SUGGESTION
A.Conclusion
Based on the result of the study, the conclusions were dawn that the mean
score of students’ achievement taught by using English movie as media learning
(79,85) is higher than mean score of students’ achievement taught without English
movie as media learning (74,51). The tobserved (5,093) is higher than ttable (1,994) at
the level of significance of 0,05 of two-tailed test. The finding is if hypothesis
stated that there is significant effect of using English movie as media learning on
students’ writing achievement on writing review text is accepted.
B.Suggestion
Related to the conclusions mentioned previously, some suggestions to
improving students’ writing skill are stated as follows:
1. Teachers are suggested to apply an interesting media learning in class
(example: movie, song, picture etc) in case to explore students’ interest
especially in learning English and eventually developing it.
2. Students are expecting to explore their knowledge more. There are a lot of
things that support our willing to develop our skill. One of media that can be
used to help in the learning process is by using English movie.
3. This media learning fit to use for peoples with ability in learning process in
audio-visual method.
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REFERENCES
Barras, Robert. 1995. Students Must Write: A Guide to Better Writing in
Courework and Examination. London: New York,
Longman
Davies. Peter. 1970. The American Heritage Dictionary of the English
Language. New York: Dell Publishing Co., Inc.
Gagne, R.M & Briggs J.L. 1998. Principles of Instructional Desain. New York: Holt, Rinehalt and Winston
George R. Bramer. Dorothy Sedley. Writing for Readers.
Gerot and Wignel. 1994. Genre Across The Curriculum Making Sense of
Functional Grammar.
Gunarsa. Singgih D. 1983. Psikologi Perkembangan Anak dan Remaja. Jakarta: PT BPK Gunung Mulia
Harmer, J. 2004. The Practice of English Language Teaching. Edinburgh: Pearson Education
Hornby. A.S. 1955. Oxford Advance Learner’s Dictionary of Current
English (5th Edition) Oxford: University Press
Istarani. 2011. 58 Model Pembelajaran Inovatif. Medan: Media Persada
Jeremy Harmer, Addison Wesley. 1988. How to Teach Language. Longman Edition
Johson. Elaine B. 2002. Contextual Teaching and Learning. California: Corwin Press, Inc., Thousand Oaks.
Kasbolah. 2007. English for Young Learners. Jakarta: Bumi Aksara.
Martin, Wren. 1979. High School English Grammar and Composition. New Delhi: S. Chand & Company Ltd.
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44
Oxford. R.L. 1990. Language Learning Strategies: What Every Teacher
Should Know. United State of America: Heinle and Heinle
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: ANDI.
Rusman. 2010. Model-model Pembelajaran, Mengembangkan
Profesionalisme Guru. Jakarta: Rajawali Pers
Saragih. Amrin, Sumarsih, Gurning. Busmin. 2012. Bahasa Dalam
Budaya Pembelajaran. Jurusan Bahasa dan Sastra Inggris.
Fakultas Bahasa dan Seni, Universitas Negeri Medan.
WEBSITE
www.movielearn/english.com http://en.wikipedia.org/wiki/Film
http://www.thefreedictionary.com/movie www.filmsite.org/genres
(1)
use of videos to enhance language learning have been conducted. It was a Classroom Action Research (CAR) applied in SMA Negeri 4 Malang by Febriyanti Nurcahyasari and Enny Irawati, resulting an improvement of students’ ability in writing narrative text by using music videos. In her study, the students’ improvement was discovered through the students’ scores after the implementation of action, in which 93% of students attained scores above 75. Furthermore, most of their writing were excellent in terms of content, organization, vocabulary, grammar, and mechanics. It showed that the implementation of music video could be an alternative to help students in improving their ability in writing narrative text. Another study was an experimental study applied in SMA 2 Mranggen by Rachmah (2011), resulting an improvement of students’ narrative writing skill after using video clip. The use of Mr. Bean videos successfully contributed to the eight graders’ improvement in writing recount texts by Wahyudiyati (2011). Those studies indicated the use of video/movies could give an invaluable contribution towards language learning.
Media such as a movie has a very significant roles to motivate the student to learn vocabulary and to make the atmosphere of teaching and learning more interesting. They will feel something new and different from what they usually get in their class. The researcher hopes that with the use of English movie they will become more active as participant and more confident in express their feeling. And also appropriate to review text, writing this genre develop students skill in critic an art of work whether it is good or not (connected with the social function)
(2)
5
and order to make students have a concept about how to write a good article or text that indicated with the generic structure of each kind of the text (genre).
B.The Problem of The Study
Based on the background, the problem of this study is formulated as: “Is there any significant effect of using English movie as media learning on students’ achievement on writing review text?”
C.The Objectives of The Study
Related to the research problem, this study is aimed to find out whether using English movie as media learning could affect students’ writing achievement in review text or not.
D.The Scope and Limitation of The Study
The scope of the study is limit on the using of English movie as a media learning to develop students’ achievement in writing review text. And the researcher limits her research to the eleventh grade students’ of SMA Negeri 2 Binjai through English movie as media learning.
E.The Significance of The Study
Watch movie in classroom or theater or maybe at home might be give us an experience and valuable educational that implemented in the daily activities. If
(3)
watching movie offers varieties of inputs then every single program that we have watched can be implemented in learning process.
The outcome of this study at providing both theoretical and practical significances. The result of the findings will provide valuable input to teachers and students also as the following:
1. Teachers : The findings of this study will give the teacher creativities to make learning process more fun and relax and information about is watch English movie as a method effect the students’ in writing achievement.
2. Students : The findings of this study will increase their interesting in English subject in review text material by using English movie to improve their writing skill.
(4)
39
CHAPTER V
CONCLUSION AND SUGGESTION
A.Conclusion
Based on the result of the study, the conclusions were dawn that the mean score of students’ achievement taught by using English movie as media learning (79,85) is higher than mean score of students’ achievement taught without English movie as media learning (74,51). The tobserved (5,093) is higher than ttable (1,994) at
the level of significance of 0,05 of two-tailed test. The finding is if hypothesis stated that there is significant effect of using English movie as media learning on students’ writing achievement on writing review text is accepted.
B.Suggestion
Related to the conclusions mentioned previously, some suggestions to improving students’ writing skill are stated as follows:
1. Teachers are suggested to apply an interesting media learning in class (example: movie, song, picture etc) in case to explore students’ interest especially in learning English and eventually developing it.
2. Students are expecting to explore their knowledge more. There are a lot of things that support our willing to develop our skill. One of media that can be used to help in the learning process is by using English movie.
3. This media learning fit to use for peoples with ability in learning process in audio-visual method.
(5)
43 REFERENCES
Barras, Robert. 1995. Students Must Write: A Guide to Better Writing in Courework and Examination. London: New York, Longman
Davies. Peter. 1970. The American Heritage Dictionary of the English Language. New York: Dell Publishing Co., Inc.
Gagne, R.M & Briggs J.L. 1998. Principles of Instructional Desain. New York: Holt, Rinehalt and Winston
George R. Bramer. Dorothy Sedley. Writing for Readers.
Gerot and Wignel. 1994. Genre Across The Curriculum Making Sense of Functional Grammar.
Gunarsa. Singgih D. 1983. Psikologi Perkembangan Anak dan Remaja. Jakarta: PT BPK Gunung Mulia
Harmer, J. 2004. The Practice of English Language Teaching. Edinburgh: Pearson Education
Hornby. A.S. 1955. Oxford Advance Learner’s Dictionary of Current English (5th Edition) Oxford: University Press
Istarani. 2011. 58 Model Pembelajaran Inovatif. Medan: Media Persada Jeremy Harmer, Addison Wesley. 1988. How to Teach Language.
Longman Edition
Johson. Elaine B. 2002. Contextual Teaching and Learning. California: Corwin Press, Inc., Thousand Oaks.
Kasbolah. 2007. English for Young Learners. Jakarta: Bumi Aksara. Martin, Wren. 1979. High School English Grammar and Composition.
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44
Oxford. R.L. 1990. Language Learning Strategies: What Every Teacher Should Know. United State of America: Heinle and Heinle Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:
ANDI.
Rusman. 2010. Model-model Pembelajaran, Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Pers
Saragih. Amrin, Sumarsih, Gurning. Busmin. 2012. Bahasa Dalam Budaya Pembelajaran. Jurusan Bahasa dan Sastra Inggris. Fakultas Bahasa dan Seni, Universitas Negeri Medan.
WEBSITE
www.movielearn/english.com http://en.wikipedia.org/wiki/Film
http://www.thefreedictionary.com/movie www.filmsite.org/genres