CHAPTER I

INTRODUCTION

A. Background

Writing is one of the crucial means of human communication, since a human

being cannot live in the world without socializing with others through

communication. Writing is used to communicate with other people and to express

feeling and thoughts. Thus writing is a means of both communication and self-

expression (Djunaedah, 2011:1). Since writing is important for the students who

studying English, greater priority should be given to it. Therefore, students and

teachers should be aware of the vital role of writing in foreign language learning a

good mastery on writing can be acquired through a lot of effective training and

considerable amount of time.

Good mastery in writing can be obtained through a lot of effective and time-

consuming training, so teachers must use techniques or media and have good

preparation in teaching English essays. They must master the techniques or media
that can be applied in teaching writing and must apply various techniques or media

to achieve proper writing skills.

In building up a paragraph, as part of writing, the learners have to know the

components of writing in order to overcome their difficulties and to be effective

writers. Components of writing are content, organization, vocabulary, language use,

and mechanics. The writing skills are complex and sometimes difficult to teach,

requiring mastery not only of grammatical and theoretical devices but also

conceptual and judgmental elements. In order to have a good quality of writing,

writers are demanded to express their idea appropriately in their writing especially

in their essays (Heaton, 1988:135).

Teachers need to be more creative, they must always develop their abilities

so students can develop their skills with various methods and media. This is very

important for teaching English to students who have a little Basic English.
 So far, the teachers of English generally still apply the conventional

techniques in teaching and learning process of writing. It is regarded that the results

are still poor (Djunaedah, 2011:2)

. Kamaruddin (2013) stated that while going on writing class, some students

leave the class or play-truant. Besides that, some students can not finish their task

in the class or homework. At last, they cannot yet express their idea in written. It

means that their writing skill is very poor. This indicates that the teaching of writing

skills process has not run well yet which causes the students did not have skills to

join the writing class

One way to develop writing skills for students is to use narrative films to

show how important, easy and fun English is. The purpose of using narrative films

is to raise students' abilities in using English. McDougall (2004) states that narrative

is the art of storytelling something we all do Everyday. It is an important part of our

lives and something that we value highly. He also said that the narrative film needs
to be tightly organized and based around a single problem that will interest audience

and keep concentration.

The students should be challenged to know English by watching films

firstly. That’s why the teacher must create or find some narrative films shown to

the students and ask them to do something.

Based on the explanation above, I would like to conduct a study on using

narrative films to increase students’ writing skill.

B. Problem Statement

As stated in the background above that most of students have low skills in

writing because the English teachers usually apply conventional method and do

not develop any media of learning in conducting the writing class. Based on this,

research questions as follows:

1. Does the use of narrative films increase the Writing Skills From the students

C. Objective of the Research

The objectives of this research are to provide the empirical account of:

1. Does it or not the use of narrative films can increase writing skill from the students.
D. Significance of the Research

the results of this study are expected to be useful for students, the research

serves the students to have high skill in writing skill. this research is expected to

give information to the teachers of English about how to increase the students in

learning English especially in writing skill by using the media of narrative films.

For the future researcher, the research will benefits and help the future researchers

as their guide.

E. Scope

The scope is restricted to the use of narrative films to increase the students

in learning writing skill particularly to write expository texts by giving information,

idea, and suggestions based on the narrative films. That’s why the writing

competence whose indicators were investigated through media of narrative films

are giving idea, information, and suggestions. The activities which are

described in the research in applying narrative films in learning process were

small group discussion, and pair work. To apply narrative films as media of

learning, a set of short narrative film shown to the students at the beginning of

learning process, The students made some notes, then discussed the idea of the

film and the last the students wrote the information, idea and suggestions about

the film.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Introduction and Purpose of the Chapter

This chapter mainly focuses on the review of related literature on using

narrative films to Increase the Students’ writing skill. It first presents some re;ated

prefious findings , the concepts of film defined by some researchers, the function

and effect of narrative films, point of view of narrative films, the activities or the

techniques of teaching applied by using narrative films. Then the researcher explain

about the definition of writing, requirements of a good writing, the components of

writing, steps of writing, and kinds of genre writing.

B. Some Related Previous Findings

Several studies have been conducted about using films in teaching English,

they are addressed are in the following section:

Stern (1968) conducted research under title” Using Films in Teaching

English Composition”. He found that the use of films in the classroom can help

motivate students not only to write but also to consciously employ literary

techniques. A film offers visual and audio parallels for conventions traditionally

associated with writing. Since these films conventions can be directly t ransferred

to writing, students who are able to comprehend film composition are better to

understand the techniques involved in skillful literary composition.

Akmala (2011:56) conducted an action research under title “The Use of

Animated Film to Improve Students’ Ability in Writing Narrative Text”. She

concluded that animated film can improve students’ ability of class X 5 at MAN
Pemalang in writing narrative text since it is interesting and motivating. It can

motivate the students to learn English lesson especially in learning narrative text.

and the last one way to increase the students in learning English through

varied practical tasks (Rasyid,2010) using animated films as teaching media to

improve the students’ narrative text writing skill of the tenth graders of sma el

shadai magelang in the school year 2016/2017 Agnes Oktavia Pramudanti There is

a great improvement of the students‟ narrative text writing skill of the tenth graders

of sma el shadai magelang in the school year 2016/2017 who are taught using

Animated Film

Firman Aziz Using Movie to Improve Students’ Narrative Writing Skill

2017 movie as an alternative media can improve students’ narrative writing skill.

Based on students’ writing product in each cycles, it discovers the improvement of

students’ score. A good time management and wellpreparation are required to

achieve an effective teaching and learning process in using movie as teaching

media.

Vivit Kumala Dewi the use of cartoon films to improve students’ skill in

writing narrative texts based on the research findings above, the researcher

concludes that teaching writing by using cartoon films can improve students’ skill

in writing narrative texts. they got easier in generating and organizing the ideas

when they write. The cartoon films that they watched could give the students certain

topics.
 Ilham Sanjaya the use of animation film in improving students narrative

writing ability teaching using animation film can improve students’ narrative

writing ability in all aspects of writing ability. Therefore teaching narrative writing

using animation film could be said that is a suitable technique or media in

improving students’ narrative writing ability

Based on the previous studies above, I conclude that no one of them have

conducted the research about using narrative films to increase the students’ writing

skills.

C. The Concept of Film

1. Description of film

Goppola (1992) stated that narrative film can be described as the art of

storytelling through image, light and sound. The film narrative relies on the same

fundamentals of storytelling that the written narrative does. A setting has to be

established, characters need to be introduced, their personalities developed and

storylines must engage the audience. The filmmaker's vision is inspired through

story elements and is then brought to the screen through production elements. The

filmmakers combine production and story elements to create meaning and

emotion within audiences and to engage them in the world of the film.

McDougall (2004) states that narrative is the art of storytelling

something we all do everyday. It is an important part of our lives and something

that we value highly. He also said that the narrative film needs to be tightly
organized and based around a single problem that will interest audience and keep

concentration.

Fabe,M (2004) states that watching film concise introduction provides

a broad, complete, and yet specific picture of visual narrative techniques that will

increase reader’s excitement about and knowledge of the possibilities of the film

medium. He also expresses that the particular of how film-arguably the most

influential of contemporary form of representation-constitutes our pleasure,

influence our thoughts, and informs our daily reality.

Based on the opinions above, The researcher conclude that a narrative

film is the art of storytelling through image, light and sound which can increase

the motivation of the audience or students to express some information, ideas or

opinions and suggestions based on the film. It means that the narrative film is a

good media of learning to encourage the students to practice English especially

in writing expository texts.

2. Function and Effect of Narrative Film

 Porter (2003) states function of narrative film is to help audiences

understand how character motivations and decisions drive the story. After

characters and narrative possibilities are presented to the audience, the narrative

relies on the characters and their changing circumstances to engage the audience.

Narratives film relies on characters making decisions that affect themselves and

other characters in the narrative. This drives the story through narrative

possibilities and character development. He also explains that narrative depends

on cause and effect to create drama. Cause and effect can consist of character

motivations and decisions or events happening outside the character's control. The

setting of a narrative helps to tell the story because the audience already has an

understanding of settings and their context within film genres.

Time can also be restructured when subjective time replaces real time.

Occasionally, a film narrative presents the story in real time. In other words,

screen time and story time are the same, such as in My Dinner with Andre (1981)

and Nick of Time (1995). This has also been applied in television, with the series

24 being presented in real time, minus commercials. Audiences are so used to

time being restructured in film that real time in film is rare and somewhat risky

for the filmmaker. Time can also be manipulated in a narrative film through such

devices as time-lapse photography, slow motion, fast motion, flashback and flash

forward.

Based on the concept above, I express that a narrative film has high role

to give inspirations to the students to express some concepts especially to achieve

the goals of teaching.

 3. The Activities or The Techniques of Teaching Applied by Using Narrative
Films

The activities used by using narrative film are small group discussion

and pair work.

a) Group discussion

The term group discussion is familiar with us especially with educated

people. This is commonly used not only as a technique in teaching and learning

but also in society either formal or informal situation.

Group activity is one of the strategies in learning. Teachers divide the students into

some groups. Each group consists of 5 to 7 students. They learn together to

overcome their problem and try to achieve the instructional objectives (Roestiyah,

2008:15).
 b.) Pair work

Pair work involves students working in pairs simultaneously. The

reasons for the use of pair work are similar to those of group work. Pair work

allows more students to get more practice. It also provides a chance of pace to

a lesson and help to sustain motivation. Students working in pairs are able to

share ideas and help each other. However, pair work can fall if it is not set up

well. This can lead to students getting distracted, becoming disappointed with

English and, eventually, misbehaving.

Harmer (1991:244) states that pair work seems to be a good idea in

learning process because it immediately increases the amount of students

practice. It allows the students to use language and also encourages students’

co-operation which is itself important for the atmosphere of the class and for

the motivation.

D. The Concept of Writing

1. Definition of Writing

Writing is one of four language skills. Writing means producing or

responding oral message into written language. It involves an active process to

organize, formulate, and develop idea on the paper so that readers can follow the

writers’ message. Writing also requires an accurate and precise grammar,

spelling, punctuation, capitalization, and vocabulary Bram (1995:64) in Halijah

(2009:7).
 Writing is not only combinations of letter, which relate to the sounds

made when people speak, but writing is more than production of these graphic

symbols. The graphic symbols must be arranged in such away according to certain

convention to from words to form phrase to form sentence, sentences form

paragraphs, to form text or passages. Ron (1989) in Indah (2010:11) states that

writing is discovery process, it involves discovering ideas, discovering how to

organize them and discovering what that you want to put ever to your reader.

Based on definition above, I can concluded that writing is expression of

writer’s idea in a written symbol form on paper in order the reader can read it and

get the meaning of writer opinion.

2. Requirements of a Good Writing

Lannon (2003) in Halijah (2009:9) express that there are some

characteristics of a good writing. A text orparagraph may these for to be

understood as a visible division of thesubject method. In writing, a good text

orparagraph should have qualities, e.g. completeness, coherences, cohesion and

unity.

1) Completeness

A complete text or paragraph contains details as fact such asname are

specifics individual, data, figures, cost, location, signal orstatistical detail.

Completeness means the controlling idea thoroughlydevelop by the use of

particular information.

2) Coherences
 Thenext characteristic of the text or paragraph is coherence. A paragraph

has coherence when the supporting sentences are ordered according to a

principle. The sentences are put in order so that the reader can understand

your idea easily. The principles for ordering depend on the type of paragraph

you are writing. A good writer must have requirement to result in

comprehensible and acceptable piece of writing.

3) Cohesion

Another characteristic of a good writing is cohesion. When a paragraph has

cohesion, all the supporting sentences connect to each other in their support

of the topic sentence.

 4) Unity

The final characteristic of a well-written paragraph is unity. All the

supporting sentences should relate to the topic sentence. Order in text or

paragraph is like organization easy, but is smaller in space so it may be

simpler to consider order as direction. Thus order chronological steps to

express the ideas the written form.

3. The Components of Writing

The good writing skill can be analyzed to group and varied skills. Heaton

(1988: 135) divided components writing into five main areas. They are language

use, mechanics, vocabulary, content and organization.

a) Language Use

It concerns about the ability to write correct and appropriate sentences. The

writer has to give attention for preposition, tenses such as using of verbs,

nouns, adjective, also conjunction and articles. It is very important to the

writer to clarify the correct usage of point grammar because reader will be

difficult to understand it. It has a great influence so, we have to reread and

review what we have written.

b) Mechanics

It is related with the ability to use correctly words to the written language

such as using of capitalization, punctuation, spelling. It is very important to

lead the readers to understand or recognize what the written means to

express. The use of favorable mechanics in writing will make the readers

easy to the group to conveying ideas or message of writing. The explanation

 as follows: a) capitalization, the use of capitalization can clarify the ideas.

If the sentences are not capitalized correctly, ambiguous and

misunderstanding will appear. It also helps to differentiate from sentences

to others. The words which are capitalized at beginning of: a) the name of

people, organization, first and last word of title. b) Punctuation. Punctuation

can help the readers to identify should be taken as a unit of meaning and

suggest how the units of it relate to each other. c) Spelling. Using of spelling

has three rules; they are suffixes addition, plural formation and the change

of certain words.

c) Content

The content of writing is about the ability to think creatively and develop

thoughts, excluding all irrelevant information. It should be clear to the

readers. So, they can understand what the messages convey and gain

information from it. Also, the content of writing should be well unity and

complete because the characteristic of good writing has unity and

completeness.

d) Vocabulary

Vocabulary is an essential part of compose writing. The writers need

vocabulary mastery well to express or write their ideas. The effective using

of words or vocabulary in writing must be relevant with the topic to let the

readers perceive and feel it. Someone who lack of vocabulary will be

difficult to compose what they are going to express but appropriate words

will help writers to compose writing.

 e) Organization

Organization is the ability to develop ideas and topic which relevant in a

united form. On the other hand, it concern in ways of writer to arrange and

organize the ideas or messages in writing. There are many ways in process

of organization writing involves coherence, order of importance, general to

specific, specific to general, chronological order and spatial pattern.

4. Steps of Writing

Oshima and Hoque (1999) in Ridwan (2007:31) states that the steps or

stages of the writing process can be referred to as:

a) Prewriting

Before students start on their writing task, it is important to define the three

cornerstones of any piece of writing: the audience, the purpose and the form.

In real life, every piece of writing is influenced by who it is written for (its

audience) and why it is being written (its purpose). It is helpful to reproduce

this procedure in the classroom. Prewriting helps to stimulate students

interest, develops concepts, and ideas, and gives students confidence. There

are some prewriting activities: free writing, mapping, and listing.

b) Organizing/outlining

An outline is a formal plan for a paragraph. In an outline, the students write

down the main points and sub points in the order in which they plan to write

about them.
c) Drafting

Writing the first draft enables the students to write freely and without

frustration. It is important that the students puts the message down as soon

as possible after the prewriting stage without worrying about grammar,

spelling or punctuation. Some guidelines for students: (1) write the draft

immediately after the prewriting stage, (2) write on every other line, (3)

don’t worry about mistakes at this stage, and (4) complete the draft in class.

d) Revising and editing

Revision gives the students the opportunity to: improve the content, improve

the organization, improve the sentence structure, make vocabulary more

exact, and reduce sentences for conciseness or expand for clarification.

Editing eliminates or reduces spelling, grammar, and punctuation mistakes.

During this stage, teacher’s feedback is important and valuable. A few

suggestion: make concrete suggestions for improvement in an encouraging

way, have students share their writing with a partner or small group, use a

writing improvement checklist, and use a mechanics checklist, such as the

“Peer Editing Checklist”.

e) Publishing/sharing

While a diary, which is usually written for the writer’s eyes only, does not

need to be shared or published, most types of writing do have an audience.

One way to motivate students to write is to present them with a good reason

to write for a “read” audience. Some suggestions: (1) a class/school

magazine, (2) thank you letters, (3) letters to authors of book, (4) letters to
 celebrities, (5) e-mail projects with other schools, (6) bulletin boards, and

(7) booklets for others to enjoy.

Simard(1997) in Kamariah (2010: 28) also categorized the stages of

writing into four steps of the writing process namely: pre-writing, writing,

re-writing, and post-writing. These processes are revealed in detail by the

researcher in appendix 8.

5. Kinds of Genre Writing

Gerot (1990:13)in Indah (2010:14)divides the genre into story genre and

factual genre. Story consists of:

a. Narrative: to tell story as a means of making cancel of eventsand happening

in the world, it can be bothentertaining and informing.

b. News story: to inform reader the event of the day that areconsidered news

wordily or important.

c. Exemplum: to deal with incident that is in some respect out ofthe usual,

point to some general value in thecultural context.

d. Recount: to reconstruct past experiences by retelling eventsand incidents in

the order in which they have occurred.

e. Anecdote: to share with others an account of an unusual oramusing incident.

f. Spoof: to retell an event with humorous twist.

While, the factual genre consists of:

a. Procedure: to show how something can accomplishedthrough a series of

type or action to be taken.

b. Explanation: to explain why thing are as they are or howthings work.

c. Report: to present factual information about a class ofthings usually by first

class them and thendescribing their characteristic.

d. Exposition: to advance or justify an argument or put forwarda particular

point of view.

e. Discussion: to present factual information and opinion aboutmore than are

side of an issue. It may and withrecommendation based on the

evidencepresented.

f. Review: the critique and network or event for a publicaudience.

g. News item: to inform reader the event of the day that isconsidered news

worthy or important.

h. Commentary: to explain the processes involved in theinformation

(evaluation) of a social culturalphenomenon or through a natural

phenomenon.The kinds of the text which are given to the students to dowill

depend on their age, interest and level. For intermediate students and

advance students.
E. Conseptual Framework

Since English as a foreign language in Indonesia, the teaching of

English in Indonesia is not maximal yet in senior high school. This is indicated by

the outputs of Senior high School. They are still unable to write in English even

though it is in very simple sentences. Therefore, the teachers of English should

create activities to be implemented in the classroom to stimulate the students’

motivation to practice English more.

A Narrative film as media of learning can be applied in English writing

class. The researcher believes that developing the students’ motivation to learn

writing skill through narrative film involves many variables in which teaching and

learning is in fact, a consciously active and objective-oriented process. Those

variables can be grouped under three main parts; input, process, and output.
 Teaching Narrative Films

Teacher apply Student’s poor skills

conventioal technique

Show Films Narrative

Writing information,

Students’ Skills idea, and

suggestions

F. Hypothesis

Based on the review of related literature The researcher formulate the

following hypothesis:

1. The use of narrative films increase the students’ writing skill.

2. The Level in learning writing skill by using narratives films is high.

 CHAPTER III

RESEARCH METHOD

This chapter deals with the description of research design, research variables and

their operational definition, population and sample, research instrument, methods

of collecting data, methods of processing data and methods of presenting findings.

A. Design Of The Research

Penelitian ini adalah penelitian tindakan kelas yang bertujuan untuk mengatasi

masalah yang terjadi di dalam kelas dan untuk meningkatkan kegiatan proses

belajar mengajar. Data dari penelitian tindakan kelas ini dikumpulkan dari tes

pencapaian, catatan-catatan lapangan dan pengamat checklist. Penelitian ini

dilaksanakan dalam 3 siklus dan 4 langkah dalam setiap siklusnya: perencanaan,

tindakan, observasi dan refleksi. Penggunaan buku besar untuk meningkatkan

kemampuan siswa dalam pemahaman membaca bias dilihat dalam setiap pertemuan

atau siklus yang sudah d amati oleh peneliti dan kolaborator.

The reason why we choose and put the Theory

B. Place and time

1. Place

2. Time
C. Population And Sample

1. Sample

2. Sampling > technique sampling & reason + Theory

D. Technique Of Collecting The Data ( Pendekatan Pengumpulan data )

E. Instrument ( Alat )

F. Procedure Of Collecting the data

G. Data analysis