CHAPTER II.doc

CHAPTER II

THEORETICAL FRAMEWORK

This chapter focuses on some related theories and rationale. The theory will

focus on theories of the nature of teaching, the nature of writing skill, the nature

of teaching writing, the nature of media in teaching writing, and the application of

technique in teaching writing by movies and songs. Further explanation are given

as follows.

A. Underlined Theories

1. The Nature of Teaching

a. Definition of Teaching

Teaching is described as service and helping in learning and how

the students get their knowledge by that service and helping of

learning. Brown (2000: 7) states, “Teaching is guiding and facilitating

learning, enabling the learner to learn, setting the conditions for

learning.” In this case, the guide and the facilitator is a teacher who

teaches the students and gives facilities to learn, fixes the students to

learn in good conditions.

Awasome in Saha and Dworkin (2009: 573) states, “Teaching is

the process of giving someone systematic instruction on the

appropriate knowledge, values, habits, attitudes, and behavioral pattern

that he or she needs to function as a useful and acceptable member of

the community”. It can be said that teaching is the process which is the

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teacher giving systematic instruction to learn knowledge and others,

such as; like values, habits, attitudes, and behavioral pattern that useful

to live in a member of community or society.

Based on some explanations and definitions of teaching above, it

can be concluded that teaching is the activity of teachers and students

to transfer the material or knowledge, values, habits, attitudes, and

behavioral pattern. The teacher is as guide, leader, and facilitator who

helps the students understanding the material that useful to live in a

member of society.

b. Component of Teaching

In a systems approach, learning is an integral part of the learning

components that can not be separated from one another, because each

other mutual support. These components can support the quality of

learning. Learning as a means to an entire system of components that

interact between each other and with the whole itself to achieve

learning goals that have been set previously. According to Bradford

(2011: 15-24), “there are six key questions concerning theory teaching:

curriculum, goals, opponents, cultural and literary studies,

poststructuralism, the future”. It can be said that there are so many

component in teaching that related each other.

Teaching and learning process involves the components of

teaching. Soetopo (2005:143-146) states, “The component of teaching

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consist of student, teacher, teaching purpose, teaching material,

teaching method, teaching media, evaluation, and environment”.

Further, the component of teaching in this study can be described

as follows:

1) Goal

Goal is the target that must reach by the teacher and students.

One of the goal for teaching is communication. Edge (2001:17)

states, “Communication is the goal of language teaching. People

usually learn English because for some reason, they want to be able

to communicate in English”. It means that the goal in teaching

learning English is communicate in English and the teacher can

make the learners understand.

Goal-oriented teaching attitude formation would not be

achieved if the teaching and learning strategies oriented cognitive

dimension. According to Hamalik (2010: 79), “the goal of teaching

is considered a reference for selecting teaching and learning

strategies”. It means teaching determine teaching and learning

strategies.

Based on the explanation above, it can be conclude that goal

teaching is arranged based on the students’ need and characteristic.

It is arranged in accordance with comprehension or ability which is

expected to be mastered by the students.

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2) Teacher

Teacher has an important role in the classroom, such as

managing the situation of the class, helping the students to get the

new knowledge, etc. According to Edge (2001:11), “The teacher is

the most powerful person in the classroom”. It means teacher is the

master of learning process.

Teacher is someone who facilitates and guides the students in

teaching and learning process. According to Hendayat Soetopo

(2005:143):

A teacher should choose the teaching method and media which are suitable with the students. The teacher is the important factor in teaching and learning process. The teacher has a great responsibility to transfer his knowledge and skill to the students, to guide them to develop their mind, and to educate them on how to absorb, to analyze, and to expand their individual knowledge skill. It can be said that the teacher has dominant role in the classroom.

In this case, teacher as a leader. Teacher must have great

knowledge and skill, in order to give the best teaching to their

students.

Based on the definition, it can be stated that teaching is the

process of helping someone to learn how to do something, giving

instructions, guiding in the study of something, providing with

knowledge, causing to know or understand from the teacher to the

students or from someone to another whether in a formal or

informal situation.

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3) Learner/students

Learner is part of teaching learning process. According to

Edge (2001:11), “They receive the knowledge from the teacher.” It

can be said that the learner is someone who learn something to

develop their knowledge and ability.

The student are object and main purpose of education.

Hendayat Soetopo (2005:143) states, “the students are the object of

education. The main purpose of education is to enable the students

to learn.” Students are the key of educational process. It is very

important to make the student motivated to learn. When the

students are motivated, they will pay attention and be willing to

involve in learning process.

4) Strategy

Strategy is needed in teaching and learning process. Wenden

and Rubin in Edge (2001:21) states, “Strategy is needed and should

master by teacher to teach students. It come from social,

communication and learning strategies”. It can be said that the

strategy can be used in social, communication, and learning form.

The strategic component refers to communication strategies,

which can be differentiated from learning strategies by the intent of

the strategy use. Race in Given (2009: 240) states,” Strategy is as

important as method within education research because the

researcher needs to decide how productively methods can be used

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within practitioner methodology”. In this case, a strategy is so

important in educational research in order to the researcher can

choose the most productive method to be applied in the research.

Teaching strategy is the strategies of explaining the teaching

material. Teacher should choose the most suitable strategy in

teaching and learning process.

5) Material

Material are used by the teacher to teach the students. Edge

(2001:43) states, “Materials exist in order to support learning and

teaching.” It means that in teaching learning process need material

to support teaching learning process.

Teaching material is the main part of teaching learning

process that will be taught to the students. Sudirman in Djamarah

and Zain (2002: 50) states that, teaching material is the source of

learning that brings a lot of matters to be the goal of learning. It

means that teaching material is the main part of teaching learning

process that will be taught to the students and cannot be separated

in teaching learning process.

Teaching material must be organized systematically. It is

expected that the students will be able to learn easily. There are

some criteria in choosing teaching material. The material should be

valid, not out of date, and contribute to the future. The material

must be required by the students. Furthermore, the material must

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be possible to learn. Besides, that the selected material should

attract students’ interest.

6) Media

Teaching media is all tools that the teacher use to help the

students to understand the teaching material more easily. Sadiman,

et al. (2010: 6) suggests that “the word media comes from the Latin

medius, which literally means intermediate or instruction.”

In the learning and teaching. Arsyad (2011: 3) states, “the

messages mediator or companion from the sender to the receiver”.

It means understanding of media in teaching and learning tends to

be interpreted as graphical tools, photographic, or electronically to

capture, process, and reconstruct the visual or verbal information.

If the media was carrying messages or information aimed at

containing instructional or teaching purposes, then the media is

called a medium of learning. Teaching media can be categorized

into two main types. They are visual media, and audio visual

media.

7) Evaluation

Evaluation are conducted based on the objectives and

learning materials. Wand and Brown in Djamarah and Zain (2002:

57) state, “Evaluation refers to the act or process to determining the

value of something.” Teacher has to do evaluation in order to give

feedback in developing teaching and learning process. With the

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evaluation, it can be seen the basic competencies, materials, or

individuals who have not achieved mastery.

Evaluation is aimed to evaluate the effectiveness of students

learning and curriculum of learning. Edge (1999: 129) states,

“testing is concerned, it is possible to shape the test to the teaching

or, even better, to shape the teaching and the testing together in the

most appropriate way for the students taking a course”. The

assessment is material which is given by the teacher. It is used to

know how far the students’ understood about the material.

Evaluation can be used to develop student’s abilities

graduation, so there is a symbolic marker reported to all parties.

The evaluation was conducted in a comprehensive, objective,

cooperative, and effective.

2. The Nature of Writing Skill

a. Definition of Writing Skill

Some experts have given many definitions about writing. Writing

is more than putting spoken language into written form. This is in line

with Brookes and Grundy (2000: 1) who state that “written language

was thought by some to be spoken language put into written form.….“

Furthermore, the assumption that writing is putting the spoken

language into written form is only true for activities like taking down

dictation or transcribing a tape.

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Meanwhile, Harris (1993: 10) states that “writing is a process

that occurs over a period of time, particularly if we take into account,

there sometimes extended periods of thinking that precede creating an

initial draft.” Furthermore, he also states (1993: 122) that writing is a

complex activity. It is of fundamental importance to learning, to

personal development, and to achievement in the education system.

Teachers need to strive continually to find the best way to help pupils

find fulfillment as writers.

According to Hedge (1998: 19),

Writing is a process. In fact, it is a complex process with a member of operations going on simultaneously. Moreover, some writers seem to have a much better understanding of how to make the process work effectively for them and consequently produce more successful pieces of writing.”

From those definitions above, the researcher can conclude that

writing is a process which involved complex activities and

fundamental towards education system going on simultaneously to

produce successful piece of writing.

Another definition comes from Byrne (1997: 1) who states that

writing is the act of forming letters or combination of letters: making

marks on flat surface of some kind. It is more than production of

graphic symbols, just as speech is more than the production of sounds.

The symbols have to be arranged according to certain conventions to

form words, and words arranged to form sentences. From the

definition above it can be concluded that writing is the production of

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graphic symbols which have to be arranged according to certain

conventions to form meaningful words, sentences, etc.

From all of the explanation above it can be concluded that

writing is a complex process and activities to arrange and produce

written form in which the writer uses certain convention of variables of

linguistic aspects (word spelling, sentence structure, punctuation, etc.)

in order to express idea, thought, opinion, and feeling so that people, as

readers, can understand.

b. The Process of Writing

Writing is a complex process that consists of several stages.

Brookes et. al. (2000: 7) state that tackling one by one the elements

which determine what we write down is what process writing is about.

According to McCrimmmon (1984: 10), the writing process is divided

into three stages: planning, drafting, and revising.

1) Planning

Planning is a series of strategies designed to find and produce

information in writing. It is also called pre-writing. In this stage,

the writer selects a topic and gathers information or ideas. In short,

planning is the first step of writing process that helps the writers

uncover, explore, and evaluate the topic.

2) Drafting

Drafting is a series of strategies designed to organize and develop a

sustained piece of writing. In drafting, the writer should make

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decision about the main idea that will be expressed. Then, the

writer will focus on the outline in which they organize the content

of writing in order to be coherent. Finally, giving the title,

introducing, and making paragraph into the complete writing.

3) Revising

Revising is a series of strategies designed to re-examine and

reevaluate the choices that have created a piece of writing. In

revising, the writer should criticize their rough draft in order to

check whether or not the purpose is clear. The writer also checks

the aspects involved in writing activity such as: spelling, diction,

grammar, punctuation, paragraph development, etc. This revising

can be done several times until all of the important aspects in

writing are well constructed. After all of these stages have been

done, the writers can get the result of writing.

c. The Purpose of Writing

The purpose of writing considers the purpose of the text, that is,

its communicative function. Texts can be grouped, for example,

according to whether they are intended to entertain, inform, instruct,

persuade, explain, argue a case, present arguments, and so on (Harris,

1993: 10).

In academic purpose, Byrne (1997: 6) states that there are five

pedagogical purposes of writing:

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1) The introduction and practice of some form of writing enables us

to provide for different learning styles and needs.

2) Written work serves to provide the learners with some tangible

evidence that they are making progress in the language.

3) Exposure to the foreign language through more than one medium,

especially if skills are properly integrated, appears to be more

effective than relying on a single medium alone.

4) Writing provides variety in classroom activities, serving as a break

from oral work.

5) Writing is often needed for formal and informal testing.

It is, therefore, important to help learners to become conscious of

the purpose underlying each piece of writing. This will help them to

match what they want to convey and how it is to be written.

d. The Criteria of Good Writing

To make a good writing, a writer should pay attention on the

unity, coherence, and cohesion of the paragraph.

1) Unity

According to Oshima and Hogue (1988: 17) unity means that

a writer discusses only one main idea in each paragraph. If the

writer starts to discuss a new idea, he/she has to start a new

paragraph. Every supporting sentence in the paragraph must be

directly related to the main idea. Any information that does not

directly support the topic sentence should not be included.

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Meanwhile, Buscemi (1999: 29) argues that a piece of

writing is unified if it contains only those details that help develop,

explain or support the central idea. Writing that lacks unity makes

it difficult for readers to determine exactly what you are trying to

say.

2) Coherence

According to Tannen (in Reid, 1993: 37) coherence is the

broader-based concept: it is the underlying organizational structure

that makes the words and sentences in discourse unified and

significant for the reader. In other words, it can be said that

coherence manages the elements in the sentences and paragraphs

into orderliness, sequence, and clarity. A text is coherent when the

ideas in the text give it sense of semantic unity.

Meanwhile, Bram (1995: 21) says that coherence plays a

crucial role in making a paragraph read well. Every coherent

paragraph contains smoothly connected ideas. Each sentence

moves on naturally.

3) Cohesion

Cohesion is a property of the text. Halliday and Hasan (in

Richards, 1997: 105) state that cohesion refers to the linking

relationships that are explicitly expressed in the surface structure of

the text. Meanwhile, Connor and Johns (in Reid, 1993: 36-37)

define cohesion as the more limited term: specific words and

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phrases (transitions, pronouns, repetition of key words and phrases)

that tie proses together and direct the reader.

Halliday and Hasan (in Hedge, 1998: 91-92) divide cohesive

devices into five types.

a) Reference

Pronouns and demonstratives are the most common reference

words in English. The examples of pronouns are it, this, he,

she. Example: The children didn’t want to come because they

want to stay at home.

b) Substitution

To avoid repetition in the text, a word or phrase may substitute

for an earlier item. Example: "We wanted to buy some glasses

and finally bought some French ones.

c) Ellipsis

Ellipsis refers to the omission of words or phrases. Example:

“Would you like to hear another verse? I know twelve (verse)

more.”

d) Conjunction

The use of different conjunctions requires different sentence

structure and punctuation. Here are the classifications:

(1) Coordinating conjunctions such as and, which link

independent clauses

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(2) Subordinating conjunctions like since, which link a

subordinate clause to an independent one.

(3) Conjunctive adverbs like however, which have no

grammatical function but indicate logical relationships such

as time sequence, cause and effect, addition, or opposition.

The example of conjunction: “I was not informed.

Otherwise I would have taken some action.”

e) Lexical

The repetition of words and phrases or the careful choice of

synonyms or similar expressions can create unity in a piece of

writing. Example: Henry presented her with his own portrait.

As it happened, she had always wanted a portrait of Henry.

3. The Nature of Teaching Writing

According to Harmer (1998: 73), there are four reasons for teaching

writing to students of English as a foreign language.

a. Reinforcement

Some students acquire languages in a purely oral way, but most of

them benefit greatly from seeing the language written down. Students

often find it useful to write sentences using new language shortly after

they have studied it.

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b. Language development

The actual process of writing helps learners to learn as they go along.

The mental activity they have to go through in order to construct

proper written texts is all part of the ongoing learning experience.

c. Learning style

Writing is appropriate for learners who take little longer time at

picking up language just by looking and listening. It can also be a quiet

reflective activity instead of the rush and bother of interpersonal face-

to-face communication.

d. Writing as a skill

Teaching writing is a basic language skill just as important as

speaking, listening and reading. Students need to know how to write

letters, how to reply advertisement etc. They also need to know some

of writing’s special conventions such as punctuation, paragraph

construction etc.

From all of the explanations above, it can be concluded that writing

skill is technical competence to arrange and produce good written form in

which the writer uses certain convention of variables of linguistic aspects

(word spelling, punctuation, sentence structure/language use, etc.) in order

to express idea, thought, opinion, and feeling so that people, as readers,

can understand.

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Furthermore, to make a good writing, a writer should pay attention

on the precision of choosing and using words, appropriateness to the title,

text cohesion and paragraph unity.

Meanwhile, there are two general types of scoring students’ writing:

holistic and analytic scoring (Genesee and Upshur, 1997: 206). In holistic

scoring, a single score is assigned to a student’s overall test performance.

It represents the teachers’ overall impressions and judgments of students’

writing. Genesee and Upshur emphasize that this type of scoring provides

no detail about specific aspects of performance so that it is not very useful

in guiding the teaching and learning process of writing.

In analytic scoring, different components and features of students’

writing are given separate scores. The components are content dealing

with the appropriateness to the title, organization dealing with the text

cohesion and paragraph unity, vocabulary dealing with the precision of

choosing and using words, language use or grammar dealing with tenses,

and mechanics dealing with spelling and punctuation.

According to Jacobs on Genesee and Upshur (1996: 206), the scoring

of each component is as follows:

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Table 2.1. The Scoring of Writing

No. Categories Score Criteria1. Content 27 – 30 Excellent

22 – 26 Good or average17 – 21 Fair to poor13 – 16 Very poor

2. Organization 18 – 20 Excellent14 – 17 Good or average10 – 13 Fair to poor7 – 9 Very poor

3. Vocabulary 18 – 20 Excellent14 – 17 Good or average10 – 13 Fair to poor7 – 9 Very poor

4. Language use/tenses 22 – 25 Excellent18 – 21 Good or average11 – 17 Fair to poor6 – 10 Very poor

5. Mechanics 5 Excellent4 Good or average3 Fair to poor2 Very poor

Total 100

4. The Nature of Media in Teaching Writing

a. Definition of Media

Media or visual aids play an important role in the teaching and

learning process. The use of media facilitates the teacher and students

to reach the goals of the study. Teaching media is one of the

components involved in teaching and learning process. It is strongly

suggested that the teacher makes use of teaching medium to support

the presentation of the material in the classroom. By using the media

during the teaching and learning process, it is hoped that the teacher

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will be able to motivate the students to learn and pay attention to the

material presented.

Harmer (2001:134) says, “As language teachers, we use a variety

of teaching aids to explain language meaning and construction, engage

students in a topic or as basis of whole activity.” It means that in a

teaching and learning process, especially for language teaching, the

existence of medium is absolutely needed.

It means that media are narrowly viewed as instructional media

to include only those any forms of equipments that enable the teacher

to deliver knowledge and support the presentation of material so the

students will get the meaning easily since the purpose of this study is

to investigate the use of media in teaching learning process.

By means of media, students will get more understanding about

the topic taught by their teachers. Gerlach and Elly (1980:241) define

that ‘media is any person, material, or event that establishes conditions

which enable the learner to acquire knowledge, skills, and attitudes.

While Brown (1977: 2-3) defines media as the tools or physical things

used by a teacher to facilitate the instruction. In general, media may be

defined as any form of device equipment, which is normally used to

transmit information between persons.

Wright (1976:1) proposes that many media and many styles of

visual presentation are useful to the language learners. There is no

general rule to indicate which medium and which visual style are

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appropriate at any one time. The choice is affected by three things,

they are:

1) the age, interest, type of intelligent and experience of the students.2) the physical circumstances of the classroom or laboratory.3) the coast and convenience of the materials available.

There are some board functions of visual materials or media

stated by Wright (1976:38)

1) to motivate the students2) to create a context within which his written text will have meaning3) to provide the students with information to refer to, including

objects, actions, events, relationships4) to provide non verbal cues for manipulation practice5) to provide non verbal prompts to written composition.

b. Classification of Media

The use of media is very needed to reach the purpose of teaching

and learning and it should be various as stated by Harmer (2001:134)

that “as a language teacher, we use variety of teaching aids to explain

language meaning and construction, engage students in topic or as the

basis of a whole activity.”

Gerlach and Ely (1980:246‐248) state that “the term instructional

media includes a wide range of material equipment, and techniques:

chalkboards, bulletin boards, filmstrip, slides, motion pictures,

television, programmed instruction, models, demonstrations, charts,

maps, books, and combination of these.” They also add that each of

these materials and their associated equipment and techniques can be

classified into six types of media, they are:

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1) Still pictures

A still picture is a record or a copy of a real object or event which

may be larger or smaller than the object or event it represents;

2) Audio recordings

Audio recordings are reproduction of actual events or of motion

picture sound tracks;

3) Motion pictures

A motion picture or videotape recording is a moving image in

color or black and white produced from live action or from graphic

representations;

4) Television

This category includes all types of audio-video electronic

distribution systems which eventually appear on a cathode ray tube

(television monitor);

5) Real things, simulations, and model

This category includes people, events, objects, and demonstrations;

and

6) Programmed and computer-assisted instruction

Programs are sequences of information (verbal, visual, or audio)

which are designed to elicit predetermined responses. The most

common examples are programmed textbooks or instructional

programs prepared for computers.

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While Harmer (2003:134‐145), adding the classification,

explains that there are six categories of teaching media. They are:

1) Pictures and images

Pictures can be in the form of flashcards, large wall pictures,

photographs, or illustrations;

2) The overhead projectors (OHPs)

OHPs allow the teacher to prepare visual or demonstration

material;

3) The board

White board can be used as a note pad, explanation aid, picture

frame, public workbook, game board, and notice board;

4) Bits and pieces

Bits and pieces deal with realia, language cards, and cuisenaire

rods;

5) The language laboratory; and

6) Computers

Computers can be used as reference and teaching program.

The notion of instructional media are categorized differently,

each expert has different point of view. As Heinich et.al. (1996:8) also

classify media used for instruction as the following:

1) Non projected media such as photographs, diagrams, displays, and

models;

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2) Projected media such as slides, filmstrips, overhead transparencies,

and computer projection;

3) Audio media such as cassettes and compact discs;

4) Motion media such as video and film;

5) Computer‐mediated instruction;

6) Computer‐based multimedia and hypermedia; and

7) Media such as radio and television used for distance learning.

Moreover, Sadiman et al. (2010:28‐79) states that instructional

media for teaching learning process especially in Indonesia can be

classified into five categories. They are:

1) games and stimulation, for example: words, puzzle, and roles

playing;

2) visual media. It is media that can be seen and the function of visual

media is distributing the message from the sources to the receiver.

Some of the examples are pictures/photo, sketch, diagram, chart,

graphs, cartoon, poster, map, globe and flannel board;

3) audio media. Audio media is media that is useful because of their

sounds. Some of the examples are radio and tape recorder;

4) audio-visual media. Audiovisual media are media that provide both

of sound and pictures. The examples are television and video;

5) still projected media. Still projected media are almost the same as

visual media. The examples are film and slide.

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In this research, the writer uses audio visual media as

instructional media. It is audio visual media that are appropriate for the

students to give contribution in delivering the information to be

transmitted easily in the instructional process. It is also assumed that

visual and sound contained on the teaching media is to stimulate

students’ interest and motivation to engage themselves into the

classroom activities more actively.

c. The Principal of Audiovisual Selections

Audiovisual aids can help the teacher draws his students’ interest

and engage the students’ motivation if the teacher can choose and use

the aids properly. If the students’ are motivated, they will learn hard.

According to Brown et al (1977:76), there are six principles of media

selection:

1) Content

Do the media (i.e. film) have significant relation with the lesson?

The choice of certain media must be conformed to the lesson

(message) to be given to the students.

2) Purpose

The use of audiovisual aids should contribute to the teaching

learning process significantly; it means that media can facilitate the

teaching and learning process.

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3) Price

Before buying certain visual aids, a teacher should consider

whether the cost or money spent is accordance with the educational

result derived from its use.

4) Circumstances of use

In choosing audiovisual aids, a teacher should take into account the

environment (school) where the teacher teaches. He or she should

think whether the aids would function effectively in that

environment.

5) Learner’s verification

A teacher should think whether the aid has been tested to certain

students. He or she should consider if the tested students are

similar to the students whom he or she teaches.

6) Validation

A teacher must think whether there are data providing that the

students learnt accurately through the use of aid.

Here are the examples of audio-visual aids that can be chosen by

a teacher to attract students’ interest, and these visual aids now are

very familiar in the process of teaching and learning:

1) VCD: it contains of many things, it can be a film, play, or the

recording about certain event that performed in English.

Commonly, the films that contains in VCD are very interesting for

students. They can see many aspect in a film not only the language

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that they will study but also the gesture, the characters, the setting,

and colorful pictures in the film will attract students to enjoy the

film till the end and will make them enjoy it. A teacher must use

this chance to choose a suitable film or play adjusted to their need

in the lesson. The teacher can get the VCD easily because it is sold

or rented everywhere and he or she can choose many films for

students.

2) TV: it is the cheapest media that can be used by the teacher for

teaching. A teacher can select a certain program on television for

teaching the lesson. TV may give many advantages to students

because it contains much kind of programs and the English film on

the television is one of them. It can be a good choice to teach

vocabulary to them. They can increase their vocabulary mastery or

they can learn about other culture through it. They can enjoy it at

home or even in the car when they are driving it, so the TV set can

be portable media for them.

There are also others aspect that have to be paid attention by the

teacher when he or she wants to use a media. They are:

1) The media should be suitable to the aim of the lesson. Do not let

the media that she or he uses for the students make them bored and

does not contains the material going to be taught.

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2) The teacher should think about the background level of

competency from the students. Do not give them difficult materials

that are not suitable for their level.

3) The media should be practical; it must be easy to be operated and

may not result serious problem.

4) The teacher must plan about the time available. The teacher has to

give a chance to students to learn about the media first and then

time to do the task.

5) The viewing distance is also very important to be thought by the

teacher. He or she must arrange the good position of the media in

order the students can see it clearly.

5. The Application of Movies and Songs in Teaching Writing

In this research, the writer uses movies and songs as media in

teaching writing.

a. Movies

1) Definition Movies

Giannetti (1987: 76) defined the term “movies” as “motion

pictures”, phrases which suggest the central importance of motion

in the art of the film. Cinema derives from the Greek word for

“movement”, as do the words kinetic, kinesthesia, and

choreography-terms usually associated with the art of dance. It is

consideration to movement per se as a medium of communication,

as a language system.

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According to Widagdo and Gora S. (2007: 1), film is a story

that is expressed through language, picture and sound. It consists of

the united scenes. Another experts, Bordwell and Thompson (1986:

3) in book entitled “Film Art”, defined the term of film as

buildings, books, and symphonies. An artifact made by humans for

human purposes. Yet, as part of an audience watching an

enthrailling movie, people may find it difficult to remember that

they are seeing is not a natural object. Cinema is so captivating that

people tend to forget that movies are made.

According to Summer (1992: 476) the definitions of movie or

film are (1) a role of material which is sensitive to light and which

is used in camera for taking photographs or moving pictures for the

cinema, (2) movie, a story, play etc. recorded on film to be shown

in the cinema, on television etc.

The motion picture camera can record bacteria and other

microscopic objects as well as star system whose light is too faint

for normal viewing. The camera can capture processes of nature

such as the opening of flowers that are difficult to observe because

they occur slowly and processes of flight that are difficult to

observe because they occur so rapidly. Another opinion is stated by

Hornby (1974: 319) gives meaning to film. According to him, film

is a motion picture. In the film, there are plot, characters, setting

and story.

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Mc. Quail (1991: 66) states that the role of the film is a new

media that is used to a certain and present story event, music,

drama, humor, and other technical presentation for the society. The

existence of the film is the answer to fill the spare time. For the

phenomena, it is proved that the hidden role of the film in fulfilling

the society’s need is very high. The story in a film is usually

fiction. Sometimes it can also be non-fiction.

Movie is a good medium of communication to deliver a

messange because it is an understandable united scene.

2) Types of Movies

Giannetti (1987: 2) in his book entitled “Understanding

Movies” said that film critics and scholars categorize movie

according to a variety of criteria, few of them definitive. Two of

the most common methods of classification are by style and by

type. The three principal styles; realism, classical cinema, and

formalism; might be regarded as a continuous spectrum of

possibilities, rather than airtight categories. Similarly, the three

types of movies-documentaries, fiction, and the avant garde films-

are also terms of convenience, for they often overlap. It can be

illustrated as follow:

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Figure 2.1. The Illustration of Movie Classification(Giannetti, 1987: 2)

Bordwell and Thompson (1986:14) stated that films can be

classified into four categories based on the basis of production.

They are documentary, fiction, compilation, and animated films.

Again, Bordwell and Thompson (1986: 22) made a category of

film; films can be separated into two categories, namely: narrative

and non narrative form.

In addition, movies genre can be categorized by many experts

as follow:

Bordwell and Thompson (1986: 97) proposed that there is no

single principle by which genres can be defined. Some genres are

distinguished chiefly by shared subject matter:

a) Advanced technology. The example is science-fiction film.

b) Life on some frontiers. The example is western film.

c) Certain objects or settings. The examples are samurai film and

gangster film.

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d) Type of story situation. The examples are comedies and

disasters film.

e) Style of performances, singing and or dancing. The example is

musical film.

f) The investigation plot pattern. The example is detective film.

g) The flexibility of genre definition is shown by the ability of

genres to crossbreed freely. The combination of genres is still

implicitly recognized that there are distinct genres.

Meanwhile, Giannetti (1987: 271-272) said that film critics

and scholars classify genre movies into four main cycles:

a) Primitive

This phase is usually naive, though powerful in its emotional

impact, in part because of the novelty of the form. Many of the

conventions of the genre are established in this phase.

b) Classical

This intermediate stage embodied such classical ideas as

balance, richness, and poise. The genre’s values are assured

and widely shared by the audience.

c) Revisionist

The genre is generally more symbolic, ambiguous, and less

certain in its values. This phase tends to be stylistically

complex, appealing more to the intellect than the emotions.

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Often the genre’s pre-establish conventions are exploited as

ironic foils, to question or undermine popular beliefs.

d) Parodic

This phase of a genre’s development is an outright mockery of

its conventions, reducing them to howling clichés and

presenting them in a comic manner.

b. Songs

1) Definition Songs

Griffee (1992: 4) states that song is relaxing classroom

atmosphere. He says “Songs and music can be used to relax

students and provide an enjoyable classroom atmosphere”. A song

consists of many words, in a classroom situation which is relax and

enjoyable.

In the use of songs in teaching writing, Hancock (1998: 6)

states “song can be used to focus on the form of the language,

including grammar, vocabulary, and pronunciation”. Moreover,

Murphey (1996: 10) also states that an additional thing we might

do with music and song in teaching is teaching writing.

Pahin and Power (1990) in Suyanto (2005: 6) state that

students will learn better when they are given the motivation to get

involved directly in the activity. Songs can be used to motivate the

students. Hancock (1998; 7) states, “teachers have for long time

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that they can use songs to motivate students and provide variety in

a lesson”.

Songs can be used to motivate the students. Teachers have a

long time that they can use songs to motivate students and provide

variety in a lesson. By singing a song, students get involved

directly in this activity, so that they will be more motivated in

learning English vocabulary. From the explanation above it is clear

that songs can be used to teach vocabulary especially to younger

learners.

Dealing with the reasons of using song to teach younger

learners, there are 11 reasons stated in

http://www.onestopenglish.com (retriaved on May 2nd, 2006)

a) Peoples like songs

b) Songs can be integrated into language learning-listening-

writing, singing and doing activities around the songs.

c) In many cultures songs are used to introduce or practice mother

tongue with young children, so this is a medium that children

are very comfortable with

d) Songs are memorable

e) Songs often include a lot of repetition that helps to make

language memorable

f) Songs contain chunks of language that children can remember

and use

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g) Because songs must be sung at a reasonably fast speed they

encourage natural phonological features like lining and weak

form

h) Students will be actively involved in their learning, even at a

very young age, rather than passive.

i) Students have energy and want to make noise. Songs will

cannel these natural inclinations positively.

j) Parent will enjoy hearing their children singing in English.

k) Singing is a happy and stress-free activity that will add to a

positive classroom learning environment.

2) Kinds of Songs

Not all songs can be used to teach English writing to

students. We have to choose appropriate songs. Teachers should

choose songs that are simple, easily understood, related to a topic,

and repetitive. Word repetition in a song is very helpful for a

younger learner to memorize the new vocabulary. No matter what

culture you or your pupils come from, song is a great way to

introduce, improve and strengthen language skills.

c. Movies and Songs as Media in Teaching Writing

Aminnudin (1987: 66) explain that a fiction is a sense of stories,

which are acted by the actors or actresses. Having certain setting and

based on author’s imagination. Other name of fiction is imagination

(Baribin, 1985: 6). A serious writer of fiction will regard each of his

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stories as a process of discovery. He has to bring a vital experience

into clarification and full meaning, thus every story represents the

author’s experience to make the sense of his world or fiction, the

writer effect to make sense of our own daily life. When we read fiction

or see in the form of film, we move from our actual world where we,

as people, live into world of imagination.

The main function of the materials is that guiding the students to

use their store of the foreign language to express their idea and

opinion. Film which is one of audiovisual materials can help to provide

variety of context for the teaching item, which is very necessary at the

manipulation. Motion pictures in film have many purposes. Brown et

al (1977:243) state that:

In instruction and training, motion pictures fulfill a variety of purposes. They communicate information, change and strengthen attitudes, help to develop skills, interest, raise problem, invoke moods, and emotionalize learning. Sometimes they can be used in large group situations to test abilities students reproduce or interpret what they have learned or to apply familiar principles to novel problem. On some occasion, sound may be turned off providing opportunity for the instructor or students to do the commentary or simply allowing the picture alone to carry the messages.

Therefore based on the visual presentation of film that is motion

pictures can be used to develop students’ writing skill. The film can be

turned off and then the teacher asks the students to write the form.

Motion pictures with the story times can involve them emotionally;

help their attention and desirable behavior The teacher can told

students about the important of the film by making clear why they are

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watching it and what do they expect from it. There may be a case

where students get difficulties how to re-write the story in the film, so

their story is formed into reasonable one.

It is also stated in http://www.onestopenglish.com (retriaved on

May 2nd, 2006) “teachers should choose songs that are simple, easily

understood, related to a topic that is learned, repetitive. In addition, it

is suggested to choose songs which children can easily do action to, it

will help students emphasize meaning. From the explanations above,

using songs can be a good alternative in teaching to young learners.

Teacher can use this technique in teaching English vocabulary in order

to improve student’s writing skill.

B. Rationale

In learning English, there are some difficulties faced by students. For the

students of eight grade student of SMPN 4 Madiun in the academic year of

2013/2014, writing is considered as the most difficult skill. The students are

not interested in English writing class, they think writing is a difficult skill,

some students do not do the writing well and the students are not confident on

their own writing. Besides, the students do not get more opportunity to write

in the class or outside the class so that they are lack of time to practice writing.

Some students do not do the exercise well in writing class; they often copy

from others or from books or even do not write anything.

Based on the pre-observation, it is found that students’ writing skill

related to vocabulary mastery, sentence structure knowledge, and self-

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confidence is still low. The teacher does not implement a method giving

chance for the students to be active writers in the classroom, and the lesson

plan implemented in the class is often monotonous. Furthermore students are

not prepared well to do the writing so that they often fail in their writing. To

overcome the problems above, here, the writer decides to use movies and

songs as a media on the teaching writing.

Movies is one of the visual aids that can be used in a writing class. It

makes lessons more fun. It can also be used to create situation for writing

classes more clearly, that the students have big enthusiasm in teaching

learning process in writing class. Movies or films can also teach people about

history, science, human behavior and any other subjects. Some movies

combine entertainment with instruction, makes the learning process more

enjoyable. Most films have accompanying sound. The functions of film are to

educate, entertain, enlighten and inspire the audiences, and in this case the

writer tried to use films in the teaching and learning writing process. The

writer thought that film can also be used as an alternative method in teaching

writing, because the student will get a new experience in their class that is

quite different from their daily experience in their class, and for the teacher a

film can be used as an alternative method in teaching that is suitable with their

classroom situation.

Songs are part of daily life for most people. Language teachers can use

songs to open or close their lessons, to illustrate themes and topics, to add

variety or a change of pace, present new vocabulary or recycle known

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language. The writer believes one of the best tools to teach a foreign language

is using songs. Songs will help learners become familiar with word stress and

intonation, and the rhythm with which words are spoken or sung also helps

memorization. This will enable learners to remember chunks of language

which they can then use in conversations or in writing. As language teachers,

we can use songs not only to practice writing but also practice listening,

speaking and reading.

From the explanation above, it can be assumed that movies and songs

can improve the writing skill of third grade student of SMPN 4 Madiun in

academic year of 2013/2014.

C. Hypothesis

According to the rationale, the hypotheses can be formulated as follow:

H1 : There is a significant difference of writing skill achieved by the eighth

grade students’ writing skill of SMPN 4 Madiun in the academic year

of 2013/2014 who have been taught using films from those taught

using songs.

H0 : There is no significant difference of writing skill achieved by the

eighth grade students’ writing skill of SMPN 4 Madiun in the

academic year of 2013/2014 who have been taught using films from

those taught using songs.

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