THE USE OF ACTION MOVIE TRAILER IN TEACHING NARRATIVE TEXT WRITING AT MAN 1 PONTIANAK

  THE USE OF ACTION MOVIE TRAILER IN TEACHING NARRATIVE TEXT WRITING AT MAN 1 PONTIANAK AN ARTICLE

  BY: MUHAMMAD ARIF NURYANTO F1021131060

LANGUAGE AND ART EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY TANJUNGPURA UNIVERSITY PONTIANAK 2017

  

THE USE OF ACTION MOVIE TRAILER IN TEACHING NARRATIVE TEXT

WRITING AT MAN 1 PONTIANAK

Muhammad Arif Nuryanto, Regina, Yanti Sri Rezeki

  

English Education Study Program, Teacher Training and Education Faculty

Tanjungpura University, Pontianak

Email:

  

Abstract: The aim of this study was to find out the empirical evidence about the effectiveness and

  the effect size of the use of action movie trailer towards students’ narrative text writing at the tenth grade students of MAN 1 Pontianak. The method of this study was quantitative method. This study used quasi experimental design with pre-test and post-test design approach. The population of this study was 299 tenth grade students of MAN 1 Pontianak in academic year 2016/2017. By using simple random sampling, the researcher took two classes as the samples of this study. The samples were XMIPA 1 as the experimental class which was taught by using action movie trailer and XMIPA 2 as the control class which was taught without using action movie trailer. The experimental class consisted of 35 students and the control class consisted of 36 students. Pre-test was given before the implementation of the treatment and post-test was given after the treatment to both groups. The instrument used in this study was writing test in which the students were asked to write a narrative text. The results of this study showed that action movie trailer was effective and the criteria of the effect size was categorized strong. As the result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Hence, it was concluded that action movie trailer is strongly effective in teaching writing of narrative text.

  Keywords: Action Movie Trailer, Writing, Narrative Text

  

INTRODUCTION text. However, the students of tenth grade

  Writing is one of the four skills that is students still face some difficulties in writing. used in teaching learning, especially in

  There are some problems of tenth grade teaching type of texts at Senior High School. students of MAN 1 Pontianak which is

  Wagner (2002) argues that writing is the way commonly faced in writing. Based on the to make our thinking visible to the world. It observation while doing teaching practice in means that students are required to be able to

  MAN 1, the first problem is most of the translate their thinking into written form. students are not motivated to write because Meanwhile, writing itself can not be mastered they are not interested to the given topic. easily by the students. Therefore, teaching

  Secondly, they have no idea what to write writing needs to be well-prepared in order to because the given topic is out of the st udents’ achieve the goals of learning. knowledge and the lack of the related sources. Teaching writing at MAN 1 Pontianak is Thirdly, the students are lack of vocabularies. not easy. Based on the curriculum 2013 which

  The last problem is, the students are difficult is applied at MAN 1 Pontianak, there are three to write a narrative text cohesively and types of text that tenth grade students have to systematically. These problems have led the master, they are: descriptive, recount, and researcher to find out about the effectiveness narrative text. Based on the researcher’s of certain media in teaching writing. observation while doing teaching practice,

  The existence of media in teaching tenth grade students of MAN 1 Pontianak writing will help a teacher and students in a usually are asked to write a text based on the classroom. Tileston (2005, p. 137) argues that given topic by modelling an example of the “if teachers add a variety of media into the classroom, they significantly raise the possibility of reaching all students.” It means that the possibility of an effective teaching writing can be raised by the use of an appropriate media that is suitable for the learners. In this research, the researcher used movie trailer media in teaching writing.

  Movie trailer is the product of multimedia technology that can be used in teaching writing. One of the teaching media to teach writing is video. Video will also help the students to generate their interest in writing. According to Istanto (2009), video can trigger students’ interest to acquire the target culture as well as language. As has been stated above, the use of video like movie trailer will bring many advantages for the students.

  There are several advantages for using movie trailer in teaching writing, they are: the students can be motivated by engaging them in visual representation on the movie (Alberta, 2003). Secondly, the students will be creative by seeing ideas without limitation of words (Harmer, 2001). Harmer also adds that the last advantage is the teaching learning of writing will be more enjoyable. Therefore the use of media in teaching narrative text writing is believed to be recommended.

  Based on the explanation above, the researcher intended to find out the effectiveness and the effect size of movie trailer in teaching narrative text. The researcher intended to conduct quasi- experimental study entitled, “The Use of Action Movie Trailer in Teaching Narrative Text Writing.” This research is not the first research which is conducted in education.

  There are many related topics that can support this research by reviewing one of related literatures that focus on movie.

  One of them has been done by Sulistyo (2017) who found that teaching writing using anime movie had increased students’ mean score 3.5%. Agusta (2015) also found that the use of short animated stories had increased 17.3% students’ mean score. Moreover, Baratta and Jones (2008) found that teaching writing using movie had been successful in acting as a pilot study with overall average score increased 3.13% on just one period of instruction. In other words, movie trailer as the media provided more periods of section regarding to the shortness of the movie trailer duration. Moreover, movie trailer is formed in an interesting way contained some elements such as; narration, music, and the important- information-only which takes a little time to run.

  Movie trailer is created based on the upcoming movie in the theaters. According to Bordwell and Thompson (2008, p. 37) a trailer is a short preview of the upcoming movie. Kaser and Oelkers (2008, p. 285) also add that trailers are the advertisements of the movies shown in theaters which on form of videos that precede the featured movie. The duration of the movie trailer is usually between 45 to 150 seconds (Johnson, 2006). It means that movie trailer is created based on the purpose to promote the full-length movie in a short duration.

  The genre of movie trailer is the same to the promoted movie of the movie trailer itself. Choosing an appropriate genre of movie trailer in teaching writing narrative text is very important. Park and Berger (2010) argue that genre is an important thing to be concerned to attract the viewers’ attention.

  Action movie trailer is regarded to be an appropriate to the students. Burns (2009) states that action genre contains concepts of right and wrong, good and bad characters in overcoming obstacles to accomplish an important and moral mission. It means that despite providing a fiction story line which is similar to the narrative writing, action genre also provides moral values that students can learn from. Therefore, teachers should be wise in choosing the genre of the movie trailer as media in teaching writing narrative text to gain students’ interest and help them in generating ideas. Move trailer consists of some features. There are several elements in movie trailer which is common to be found in a trailer as follows: (1) a green band is a green picture at the beginning of the trailer, usually written “The following preview has been approved for all audiences.” Kernan (2004, p. 26) states that trailers come under the jurisdiction of the same regulatory bodies as feature films (the MPAA). (2) Studio logos are logos at the beginning of trailer which are presented both of the production and distributor company. The studio logo is an untouchable icon and reliable brand-identifier of all trailers (Kernan, 2004, p. 195). (3) Three-act-structure which is suggested by Aristotle that trailers have a three-act-structure like the feature the movie (As cited in Bordwell, 2006). Movie trailers start with beginning which is similar to orientation, in the second act which is similar to complication, and in the last is act 3 which is similar to resolution (Bordwell, 2006). (4) Narration is voice over which clarifies images, point of the movie, and additional information (Musburger & Kindem, 2009). (5) Cast run a segment to introduce a number of characters and describing the film’s story by delineating their narrative identities (Kernan, 2004, p. 56).

  Musburger and Kindem (2009) add that cast run offers the audience an introduction to the basic subject matter. (6) Sound mix which is combined in a particular scene, but they are mixed very well so they can be heard clearly and nicely by the studio production.

  The use of movie trailers as media in teaching narrative text covers a verbal/linguistic learner and a musical/rhythmic learner. Movie trailer provides chances for the students to tell and discuss a story related to the movie trailer itself. It also covers a musical/rhythmic learner which provides music in the movie trailer. Therefore, the use of movie trailer in teaching narrative text writing is recommended.

  Teaching is well-known to be an activity of the teacher in the classroom. Brown (2005, p. 7) explains that teaching covers guiding, facilitating, and setting the situation for learning. It means that teaching is not only about giving information to the students in front of the classroom, but also as the guidance, condition setter, and the facilitator of the students in the little portion of teaching. Harmer (2004) claims that writing as one of the four skills has always formed part of the syllabus in the teaching of English. Based on the curriculum 2013 there are three types of text that students of tenth grade have to master, they are: descriptive, recount, and narrative text.

  Narrative text is one of text types in writing. According Anderson and Anderson (1997) narrative text is a text type that is used to tell a story using spoken or written language. It means that narrative text is useful to be applied by the students in social life even in the classroom. Narrative is a kind of text which is learnt in Senior High School. Based on the syllabus of teaching learning for Senior High School level, narrative text is the material of types of text in the second semester of tenth grade students in Senior High School. The purpose behind a story is to give motive for readers or listeners. As stated by Anderson and Anderson (1997) the purpose of narrative text is to present a view of the world that entertains or informs readers or listeners.

  Every text has different characters in generic structures and language features. Generic structure is a guidance in writing. Students need to know the generic structure of narrative text because it will help them in the process of writing as their guidance. According to Anderson and Anderson (1997, p. 8) the steps for constructing a narrative text are: An orientation in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. A complication that sets off a chain of events that influences what will happen in the story. A resolution in which the characters finally sort out the complication.

  Language features are very important to be concerned in writing a certain text type. They are also have to be applied in writing narrative text. Anderson and Anderson (1997) argue that the language features that are usually found in a narrative text are: (1) specific characters; they can be people or

  38

  36

  2 X MIPA 2

  35

  3 X MIPA 3

  38

  4 X IPS 1

  5 X IPS 2

  No Class Number of Students

  38

  6 X IPS 3

  38

  7 X IPS 4

  38

  8 X IAI

  1 X MIPA 1

  Table 2. The Population of the Research

  animals, depend on the topic of the narrative text itself. (2) Time words are to connect one event to others and to tell the readers when the events occur (Anderson & Anderson, 1997, p. 8).

  Both groups received the pre-test and post- test, but the control group did not receive the treatment. Cohen et al (2000, p. 214) explained that one of the most commonly used quasi-experimental designs in education can be presented as:

  (3) Verbs

  which must be applied in past tense form or regular verbs , (4) descriptive words that

  portray t he characters and settings in a narrative text.

  In teaching learning activity of narrative text writing, the teacher should use the appropriate media like movie trailers. The use of movie trailers as media in teaching narrative text covers a verbal/linguistic learner and a musical/rhythmic learner. Movie trailer provides chances for the students to tell and discuss a story related to the movie trailer itself. It also covers a musical/rhythmic learner which provides music in the movie trailer. Therefore, the use of movie trailer in teaching narrative text writing is recommended.

  METHOD

  In order to know whether the use of Movie Trailer is effective in teaching narrative text, the researcher decided to conduct the quasi experimental study since it is employed to see the effort of the treatment in group. As stated by Muijs (2004, p. 18) the quasi experimental study is conducted by dividing the samples into two different groups; experimental and control group. “The experimental group is exposed to influence of the factor under consideration; the control group is not,” (Best & Kahn, 2006, p. 166).

  Table 1. Design of Quasi-Experiment

  The population of this this research is the tenth grade students of MAN 1 Pontianak. The number of population is 8 classes that consists of 299 students in which:

  Experiment

  1

  2 Control

  1

  2 The pre-test (O ¹ ) was given once to both experimental and control group to know the

  ability of students’ narrative text writing before the treatment. The treatment (X) was done twice for experimental group only, while the control group did not receive the treatment. The post-test (O ^{2 ) was given once} to both experimental group and control group to know the stu dents’ narrative text writing ability after implementing the treatment.

  38 Total 299 The researcher used simple random sampling in determining the sample of the study. Random selection is a procedure of sampling where every person in the population has an equal chance to be selected for the study (Lodico, 2010, p. 13). In this technique of sampling each class has the equal

• – (∑ )2

  ∑ 2+ ∑ 2 1+ 2−2 ][

  Legends: S = the standard deviation ∑ X2 = the total sum of squared different scores ∑ X = the total sum of different score N = the total number of students 4. To find out pooled standard deviation, the following formula was applied:

  =

  ……….(4)

  Legends: : Pooled Standard Deviation

  : Standard Deviation of Experimental Group

  : Standard Deviation of Control Group 5.

  To find out the significance between pre-test and post-test, the researcher used t-test formula. The formula is:

  = − √[

  1

  2

  1

  2 ]

  ………...(5)

  Legends: t = t-test = mean deviation of experimental class = mean deviation of control class

  ∑

  2

  = the square of the total deviation of each post test score from pre test score of experiment class ∑

  2

  ……………..(3)

  = √ ∑

  To find out the standard deviation, the following formula was applied:

  chance to be chosen as the sample. Therefore, the researcher used lottery method to have the experimental group and the control group. Based on the lottery method of sampling, class

  XMIPA 1 was the experimental group and XMIPA 2 was the control group.

  The technique of data collection which was applied in this research was measurement technique. The measurement technique was administered twice. The first was pre-test to collect the data before the treatment. The second one was post-test to collect the data after the treatment. The researcher only used the essay test to obtain the data as the tools of data collection.

  Procedures of Data Collection

  The procedures of data collection were conducted as follows:

  1. The researcher conducted pre-test.

• 2

  The pre-test was done to know the students pre-condition in writing narrative text before treatment process.

  2. The researcher gave treatment

  3. The researcher conducted post-test to

  know the effect of giving treatments to the students.

  4. The researcher analysed the test result by measuring the pre-test result to post-test result. The researcher followed these formulas below to analyse the collected data from the students.

• 1

  1. To find out the mean score of pre-test and post-test, the following formula was applied: =

  ∑

  …………………………(1) Legends: M

  = students’ mean score ∑X = the sum of students’ score N = number of students 2. To find out the mean deviation score, the following formula was applied:

  =

  ∑( − )

  ….(2) Legends: M_X = mean deviation of experimental group M_Y = mean deviation of control group N = number of students 3.

  = the square of total deviation of each post test score from pre test score of control class. Mean deviation score of control

  1 group

6. To find out the effectiveness of the

  Standard deviation score of

  8.58 treatment, this following formula was experimental group applied, as follows: Standard deviation score of

  10.28

  − 7.

  ……(7) control group Pooled standard deviation

  9.43 Legends:

  4.55 Es = the effect size Effect size of the treatment

  1.84 Table 3. Criteria of the Effect Size To find out whether the treatment for experimental group was significant rather than

  Effect size Qualification the control group, the researcher compared the Weak effect

• – 0.20 obtained T_o to T_t. The result obtained from

  0.21 Modest effect

• – 0.50 the t-test calculation is (4.55). The degree of

  0.51 Moderate effect

• – 1.00 freedom of this research is 69 (df=N_1+ N_2

  >1.00 Strong effect – 2 = 36 + 35 - 2), and the t-critical ⍺ (0.05).

  Hence, it can be obtained that the t-critical with degree of freedom (69) is (1.996). It

FINDINGS AND DISCUSSION

  means that the t-value obtained is higher than

  Findings

  t-table (4.55 > 1.996). Therefore, the null The data indicate that there was an hypothesis (Ho) of this research is rejected improvement in students’ writing scores after and the alternative hypothesis (Ha) is implementing the treatment, especially in accepted. It means that there is significant experimental group. The mean score of pre- difference between the students’ achievement test score of experimental group is 59.31 and in narrative text writing using movie trailer. the mean score of post-test score of

  After comes to a result that the alternative experimental group is 78.42. Whereas the hypothesis was accepted, the researcher would mean score of pre-test score of control group like to measure the effect size of the treatment. is 60.02 and the mean score of post-test score The effect size obtained was (1.84). of control group is 61.03. Based on the data

  According to Cohen (2007, p. 521), if the above, the scores of students’ writing were criteria of the effect size is ≥ 0.1; strong effect. calculated to find out the effectiveness of the

  It means that the effect size of the treatment treatment and the effect size by following (1.84 ≥ 0.1) is categorized as strong effect. these steps above. It was obtained as can be

  Therefore, the use of movie trailer is effective seen on the table below: in increasing students’ writing achievement in narrative text.

  Table 4. The Data Analyzed Discussion

  Pre-test mean score of

  59.30 Writing narrative text based on action experimental group movie trailer was a little bit more challenging

  Pre-test mean score of control

  60.02 rather than other multimedia. Students had to group receive the information from the narrator and

  Post-test mean score of

  78.41 the actors in the action movie trailer. experimental group

  Moreover, the shortness of the duration in the Post-test mean score of control

  61.02 action movie trailer could be categorized as a group challenge for the students to deal with in

  Mean deviation score of

  19.11 obtaining the information. Students had to experimental group write about the actors in the movie trailer and about the plot of the story. In this research, the researcher found that there were strengths and weaknesses in implementing action movie trailers in teaching narrative text writing.

  Action movie trailer helped the teacher to motivate the students in learning. The features of the action movie trailer attracted the stud ents’ attention. It was indicated by the time the action movie trailer was shown in front of the class, the students paid attention to it. Moreover, the students’ motivation was also shown in discussing the related information about the movie trailer in group. The students were active in exchanging the information among the group members that affected their writing achievements.

  Movie trailer also helped the students to be more creative in developing their ideas. They were expected to write a narrative text based on the limited information on the movie trailer. The students were demanded to be more creative in developing ideas relating to the action movie trailer. They were also demanded to be more creative in relating the ideas from the action movie trailer to the ideas that they acquired from the group discussion. It was proven by their writing achievements from the action movie trailer which indicated that they were more creative in conducting a narrative text by collecting ideas from the movie trailer and the group discussion.

  Last, movie trailer helped the teacher in creating an enjoyable teaching learning process which in this research was appeared well in the students’ responds to the treatment. The researcher found that the students were more enjoyable in acquiring the information by using the multimedia such as action movie trailer rather than written form. This enjoyable learning process helped the teacher in achieving the learning goals.

  On the other hand, the researcher also found some weaknesses in implementing action movie trailer in teaching narrative text writing. The first weakness was the facility. In implementing the action movie trailer, the researcher had to prepare some facilities, such as a laptop and a projector. Fortunately, MAN 1 provided good facilities in implementing the treatment. While another weakness was the class management. The researcher found that the group discussion made some noise which had to be controlled. That is why, the researcher monitored every group in order to overcome this weakness, so the students would not discuss a thing which was out of the lesson topic.

  CONCLUSION AND SUGGESTION Conclusion

  Based on the discussion of this research, there are two conclusions in this research. First, the result showed that the null hypothesis (Ho) is rejected, while alternative hypothesis (Ha) is accepted. Second, the result showed that the criteria of the effect size is strong. It means that the answer of the research problems was proven that the use of action movie trailer in teaching narrative text writing is strongly effective. Based on the discussion of this research, it also can be concluded that action movie trailer helps the teacher in teaching and learning process. First, action movie trailer helps the teacher to motivate the students in learning. Second, action movie trailer helps the students to be more creative in developing their ideas. Third, action movie trailer helps the teacher in creating an enjoyable teaching learning process which in this research was appeared well in the students’ responds to the treatment.

  Suggestion

  From the conclusion above, the writer would like to give some suggestions for English teachers, for students, and for other researchers, they are: (1) the teacher should concern about the compatibility of the movie trailer for the learning goals of a certain text type. (2) The teacher should ensure that the movie trailer is well-known among the students, so the students will get the ideas easily from the movie trailer itself. It is expected for teachers to ensure that the students get the idea of the movie trailer itself by using creative ways. It is expected for teachers to ensure that the students get the idea of the movie trailer itself by using creative ways. It is suggested that the teacher does not spend much time for playing the movie trailer, so he or she is still able to get to the main idea of the learning objectives themselves. It is expected for teachers to ensure that the students get the idea of the movie trailer itself by using creative ways. It is suggested that the teacher does not spend much time for playing the movie trailer, so he or she is still able to get to the main idea of the learning objectives themselves. (3) The students should have high motivation to practice their writing whether in the class or at their home. The students should form a habit of writing by trying to make writing in English frequently. It is because the more they practice, the better their writing will be. (4) It is suggested for other researchers to conduct further research by using same independent variable as in the present research, movie trailer. However, other researchers should try to research movie trailer in relation to other English skills or sub- skills in order to prove whether or not movie trailer is suitable and effective to be applied for teaching other English skills and sub- skills.

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