8

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

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

10

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.

11

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.

12

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

13

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

14

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

15

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 students 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.

16

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

17

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

18

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:

19

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.

20

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

21

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 didnt 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

22

(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.

23

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 faceto-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 writings 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.

24

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 students 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:

25

Table 2.1. The Scoring of Writing

No.
1.

Categories
Content

2.

Organization

3.

Vocabulary

4.

Language use/tenses

5.

Mechanics

Total

Score
27 30
22 26
17 21
13 16
18 20
14 17
10 13
79
18 20
14 17
10 13
79
22 25
18 21
11 17
6 10
5
4
3
2
100

Criteria
Excellent
Good or average
Fair to poor
Very poor
Excellent
Good or average
Fair to poor
Very poor
Excellent
Good or average
Fair to poor
Very poor
Excellent
Good or average
Fair to poor
Very poor
Excellent
Good or average
Fair to poor
Very poor

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

26

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

27

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 students
2) to create a context within which his written text will have meaning
3) to provide the students with information to refer to, including
objects, actions, events, relationships
4) to provide non verbal cues for manipulation practice
5) 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 (1980:246248) 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:

28

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.

29

While Harmer (2003:134145), 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;

30

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) Computermediated instruction;
6) Computerbased multimedia and hypermedia; and
7) Media such as radio and television used for distance learning.
Moreover, Sadiman et al. (2010:2879) 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.

31

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.

32

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) Learners 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

33

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.

34

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.

35

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.

36

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 societys 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 filmsare also terms of convenience, for they often overlap. It can be
illustrated as follow:

37

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.

38

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 genres 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.

39

Often the genres pre-establish conventions are exploited as

ironic foils, to question or undermine popular beliefs.
d) Parodic
This phase of a genres development is an outright mockery of
its conventions, reducing them to howling clichs 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

40

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-listeningwriting, 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

41

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 authors imagination. Other name of fiction is imagination
(Baribin, 1985: 6). A serious writer of fiction will regard each of his

42

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

clarification and full meaning, thus every story represents the authors
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

43

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 students 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-

44

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

45

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.