THE USE OF SHORT MOVIE FOR TEACHING WRITING NARRATIVE TEXT

AT THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL

Submitted as an assignment of English Language Teaching Methodology

By

Lucky Amatur Rohmani

17716251004

English Education Department

Graduate School

Yogyakarta State University

2017
A. INTRODUCTION

Based on the syllabus of Curriculum 2013 a narrative text is one of texts

that should be learnt by the tenth grade students of senior high school. In learning a

narrative text, there are several indicators that students must achieve. First, students

are required to write a text based on its social function and use a past tense as one

of the language features of the text. In addition, students should be able to write a

narrative text in appropriate generic structure, orientation, complication, and

resolution. To fulfill the curriculum expectations, the students must produce a

narrative text with correct social function, generic structure, and language features.

According to the writer‟s observation during micro teaching at the tenth

grade students of senior high school in Surabaya, some problems occur during the

teaching and learning process. First, when the teacher asked the students to read the

narrative text and then together with their group they asked to analyze and gather

information such as the generic structure and the language feature from the

narrative text, they looked less enthusiastic. They made conversation with others.

So the students only participate in presenting their result of discussion rather than

participate during the process of analyzing the text.

Second, when the teacher asked students about the generic structure they

didn‟t answer the question correctly. Some of them were confused even the other

students could answer correctly. It means that they didn‟t understand the

organization of narrative text. Third, when the teacher asked students to write

narrative text they were stuck on generating ideas. They had no idea. As the effect,

students cheated other friends‟ work before being collected to the teacher. Thus

indicate that the use of medium in teaching narrative text is needed.

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 Medium (pl. media) involvement in the learning process is very important.

Schramm (1977) defines media is a technology that can be utilized for learning

purposes. Meanwhile, Briggs (1997) proposes media as device used to deliver

content of material which includes some of books, recorder, movie, video,

photograph, picture, television, and computer. Furthermore, Smaldino, et al (2007)

states that media is a mean of communication and source of information. Hence

media play roles in classroom for attracting students' attention, helping to

accelerate the process of learning comprehension in non-verbal form, eliminating

boredom, and communicating and transmitting the knowledge or material to the

students.

A short movie is an audiovisual media which consist of story and sounds

effect that can help students in writing. It is an effective way to motivate and help

students in understanding the language. Champoux in Ruusunen (2011)

emphasizes that scenes in the movie can make it easier to teach abstract themes and

concepts because of their visually. The visually of movie can help the students to

capture the idea of the setting, plot, and also the moral value of the story.

Therefore, after watching the movie students can write a story based on their

imagination.

Due to the potential of a short movie, it can support teaching narrative text

in the classroom. A short movie consist of moving images, sounds, colorful,

structured story sequence, etc. Thus, as a suitable medium, short movie should be

used for teaching writing narrative text. Hence, this paper is aimed to present the

use of a short movie to teach writing a narrative text and discuss how the potential

of a short movie will help students to increase their achievement in writing a

narrative text.

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B. LITERATURE REVIEW

1. Writing

a. The Nature Writing

There are some definitions of writing defined by experts. Hyland (2003: 9)

states that writing is a way of sharing personal meanings and writing courses

emphasize the power of the individual to construct his or her own views on a

topic. Harmer (2004: 86) defines that writing is a process that what we write is

often heavily influenced by the constraints of genres, then these elements have

to be presented in learning activities. Thus, it can concluded that writing is a

way to express someone‟s idea, thought, even feelings in the form of written

language.

b. Characteristics of Written Language

Following is the characteristic of written language based on writer‟s

viewpoint mentioned by Brown (2001):

1. Permanence

Permanence is something that cannot be changed. Written language is

documented both of printed and online form. A writing if it has been

published either through print or electronic media, will be permanently

recorded so readers can repeat reading anytime. The author has no power to

change, clarify, and even retract his writing. Therefore, before publishing

the writing results, teachers should help students to revise and improve their

writing before it is collected. Thus, students will be confident with the

results of their writing.

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2. Production Time

A writer can produce good writing with the right time stretches.

However, in the context of education, students are required to produce

writing within the time limits. Thus, teachers should train students to take

advantage of the given the time limits as best they can. Teachers provide

adequate training in the writing process, combined with practice in writing,

so that students can deal with the time limits.

3. Distance

A good writer can "read" their writing from the perspective of a

targeted reader and this condition is called "cognitive" empathy. This means

that an author needs to be able to predict general knowledge, cultural and

literacy schemata, subject matter-knowledge, and how their choice of

language will be interpreted.

4. Orthography

Orthography deals with the study of letters and spelling such as

punctuation, capitalization, and the like. If the student is illiterate in native

language, the teacher should start with the basics or fundamental of reading

and writing. For students who are literate, whereas if their native language

is not alphabetical, new symbols must be produced by hands that may

already be familiar with other systems. If the native language has different

phoneme-grapheme systems, then there is some concern here.

5. Complexity

Writing is complex. The writer has to remove redundancy which is

not appropriate with their first language tradition, how to combine

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 sentences, how to make references, how to create syntactic and lexical

variety, and the like.

6. Vocabulary

Written language is utilizing more vocabulary than spoken language,

therefore the use of English vocabulary richness is needed so that our

writing is interesting and easy to be understood.

7. Formality

For EFL students, the most complex and difficult conventions in

academic writing is when they have to learn how to describe, explain,

contrast, compare, illustrate, defend, criticize and argue. However, this

condition refers to formality, in which the writers have to follow the form

of certain written language.

c. Writing Process

Brown (2001: 348) states that process writing approach tends to be framed

in three stages of writing. There are pre-writing, drafting, and revising. In the

prewriting stage, it encourages the generation of ideas, which can happen in some

ways, such as reading a passage, skimming or scanning, brainstorming, listing,

clustering, discussing a topic or question, and free writing. Whereas drafting and

revising stages are at the core of process writing approach.

In addition, According to Harmer (2004: 4-5) writing process has four main

elements those are planning, drafting, editing (reflecting and revising) and final

version. The first is planning. Planning is any activity that encourage students to

write. It is become a way of warming up writer‟s brain before write. Writers have

to think about three main issues. First, they have to consider the purpose of their

writing. Secondly, writers think of the audience they are writing for and thirdly,

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writers have to consider the content structure of the piece. The second is drafting.

In the drafting. Writer „go‟ at text is often done on the assumption that it will be

amended later. At this stage, the writers focus on the fluency of writing and are not

preoccupied with grammatical accuracy or the neatness of the draft. Third is editing

(reflecting and revising). In this process, writer read through what they have written

to see where it works and where it doesn‟t. The teacher does not need to be the only

person to give students feedback, their classmate, caregivers, or classroom aides

can help students revise. Revising is not only checking for language errors, but also

improve global content and the organization of ideas so made clearer the reader.

The last is final version. It means that writers have edited their draft and produce

their final version. They edit their own or their peer‟s work for grammar, spelling,

punctuation, diction, sentence structure and accuracy of supportive textual material

such as quotations, examples, etc.

d. Approach in Teaching Writing

Richards (2006: 36) stated, “Text-based instruction, also known as a genre-

based approach, sees communicative competence as involving the mastery of

different types of texts”. Furthermore, Freeze and Joyce in Richards (2006: 36)

described the characteristics of genre-based approach as follows:

a) Teaching explicitly about the structures and grammatical features of

spoken and written texts

b) Linking spoken and written texts to the cultural context of their use

c) Designing units of work which focus on developing skills in relation to

whole texts

d) Providing students with guided practice as they develop language skills

for meaningful communication through whole texts

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 Feez & Joyce in Richards (2006: 39-41) propose the cycle of genre-based

approach consists of five stages. Those are Building Knowledge of the Field /

Building the Context, Modelling of Text/Modelling and Deconstructing the Text,

Joint Construction of the Text, Independent Construction of the Text, and Linking

to Related Texts.

Stage 1: Building the Context

In this stage, students:

 Are introduced to the social context of an authentic model of the text type

being studied.

 Explore features of the general cultural context in which the text type is

used and the social purposes the text type achieves.

 Explore the immediate context of situation by investigating the register of a

model text which has been selected on the basis of the course objectives and

learner need. An exploration of register involves:

 Building knowledge of the topic of the model text and knowledge

of the social activity in which the text is used, e.g., job seeking

 Understanding the roles and relationships of the people using the

text and how these are established and maintained, e.g., the

relationship between a job seeker and a prospective employer

 Understanding the channel of communication being used, e.g.,

using the telephone, speaking face-to-face with members of an

interview panel

 Context-building activities include:

 Presenting the context through pictures, audiovisual materials,

realia, excursions, field-trips, guest speakers, etc.

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  Establishing the social purpose through discussions or surveys, etc.

 Cross-cultural activities, such as comparing differences in the use

of the text in two cultures

 Comparing the model text with other texts of the same or a

contrasting type, e.g., comparing a job interview with a complex

spoken exchange involving close friends, a work colleague or a

stranger in a service encounter

Stage 2: Modeling and Deconstructing the Text

In this stage, students:

 Investigate the structural pattern and language features of the model

 Compare the model with other examples of the same text type

Feez and Joyce in Richard (2006) comment that “modeling and deconstruction

are undertaken at both the whole text, clause, and expression levels. It is at this

stage that many traditional ESL language teaching activities come into their

own.” In addition Suwarsih Madya (2013: 94) states in order to analyze the

text, its generic structure, and its linguistic features, here are some questions

that can help the student:

 What is the social function of the text?

 Who uses it?

 Why?

 What is the topic of the text?

 Who is the participant?

 How are they related to each other in the situation?

 Is the language spoken or written?

 What is the function of the stages of the text?

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  What are some of the language features?

 How do we know what the text is?

 What is the relationship between the author and the reader?

In a nutshell at this stage students: (1) investigate the structural patterns or

generic structure and features of sample text languages; and (2) comparing the

example with other examples of the text type.

Stage 3: Joint Construction of the Text

In this stage:

 Students begin to contribute to the construction of whole examples of the

text type.

 The teacher gradually reduces the contribution to text construction, as the

students move closer to being able to control text type independently.

 Joint-construction activities include:

 Teacher questioning, discussing and editing whole class construction,

then scribing onto board or overhead transparency

 Skeleton texts

 Jigsaw and information-gap activities

 Small-group construction of texts

 Dictogloss

 Self-assessment and peer-assessment activities

Stage 4: Independent Construction of the Text

In this stage:

 Students work independently with the text.

 Learner performances are used for achievement assessment.

Independent construction activities include:

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  Listening tasks, e.g., comprehension activities in response to live or

recorded material, such as performing a task, sequencing pictures,

numbering, ticking or underlining material on a worksheet, answering

questions

 Listening and speaking tasks, e.g., role plays, simulated or authentic dialogs

 Speaking tasks, e.g., spoken presentation to class, community organization,

or workplace

 Reading tasks, e.g., comprehension activities in response to written material

such as performing a task, sequencing pictures, numbering, ticking or

underlining material on a worksheet, answering questions

 Writing tasks which demand that students draft and present whole texts

Stage 5: Linking to Related Texts

In this stage, students investigate how what they have learned in this

teaching/learning cycle can be related to:

 Other texts in the same or similar context

 Future or past cycles of teaching and learning

Activities which link the text type to related texts include:

 Comparing the use of the text type across different fields

 Researching other text types used in the same field

 Role-playing what happens if the same text type is used by people with

different roles and relationships

 Comparing spoken and written modes of the same text type

 Researching how a key language feature used in this text type is used in

other text types

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2. Narrative Text

2.1.Definition of Narrative Text

The narrative text type tells a story in which the purpose is to present a view

of the world that entertains or informs the listener or reader (MGMP, 2009).

The response text type is a person‟s response or action to another text (a book,

film, play, and so on). In addition, Kane (2000: 366) define narrative as a

meaningful sequence of events told in words. Sequence involves an

arrangement in time for example the movement from the first event to the last

event constitutes the simplest chronology. However, chronology is sometimes

complicated by presenting the events in another order: for example, a story may

open with the final episode and then flash back to all that preceded it.

Supported by Coffman and Reed (2010) who state that narratives have been

described as having several common components including a setting, plot

(series of episodes based on goals, attempts, outcomes), resolution or story

ending. Thus, the narrative text tells a story sequent in order to entertain or

amuse the reader or listener.

2.2.Generic Structure of Narrative Text

According to MGPM (2009) mentions that the generic structures of the text

are orientation, complication, resolution. In line with that, Derewianka (1990:

32) states the steps for constructing a narrative text. Those are:

1) Orientation, in which the writer tells the audience about who the

character in the story are, where the story is taking place, and when the

action is happen.

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 2) Complication, where the story is pushed along by a series of

events, during which we usually expect some sort of complication or

problem to arise. It just would not be so interesting if something

unexpected did not happen. This complication will involve the main

character(s) and often serves to (temporally) toward them, for reaching

their goal. Narratives mirror the complications we face in life and tend

to reassure us that they are resolvable.

3) Resolution

In a satisfying narrative, a resolution of the complication is brought

about. The complication may be resolved for better or for worse, but it

is rarely left completely unresolved (although this is of course

possible in certainly types of narrative, which leave us wondering

(how the end is).

Below is the example of narrative text and its generic structure adopted

from MGPM (2009).

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 Furthermore, MGMP (2009) mentions the language features usually found

in narrative text are specific characters, time words that connect events to tell

when they occur, verbs to show the actions that occur in the story, and

descriptive words to portray the characters and settings.

3. Media in Teaching Writing

3.1.Definition of Media

According to Naz and Akbar (2012) media are the means for transmitting or

delivering messages and in teaching-learning perspective delivering content to

the learners, to achieve effective instruction. In addition, Briggs in Rusuunen

(2011) states that medium is device used to deliver content of material which

includes some of books, recorder, video, movie, photograph, picture, television,

and computer. Thus, it can be concluded that media is a tool used in teaching

process to help teacher transfer the message to the students. Media will help

students to gain knowledge, skill, moreover attitude.

3.2.Types of Media

According to Smaldino (2007), there are six kinds of media: text, audio,

visuals, video, manipulative and people. In addition, Alessi (2001) there are

five types of media. Those are described as follow:

 Human-based media: teachers, instructors, and tutors

 Print-based media: books, guidelines, workbooks, and handouts

 Visual-based media: books, charts, graphics, maps, transparencies, and

slide

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  Audiovisual-based media: videos, movies, slide-tape programs, and

television.

 Computer-based media: CAL (Computer Assisted Learning), interactive

videos, and hypertext.

3.3.Criteria for Selecting Media

Clark (1983, 454) states the fact that we learn (though education and

experience) to prefer some media or to attribute varying levels of difficulty,

entertainment value, or enjoyment to media might influence instructionally

relevant outcomes. Here are some consideration in selecting media:

a. Cost - Is the medium cost effective? Can it reach a wide enough

audience? What technology infrastructure is currently available?

b. Accessibility – Is the medium accessible? Does it facilitate

distribution? Is it convenient to use? Is it user-friendly?

c. Social-Political Suitability – Is the medium socially and politically

suitable? Does its use coincide with social and political agendas of

governing bodies?

d. Cultural Friendliness – Is the medium culturally appropriate? Does it

coincide with the culture‟s traditional way of learning?

e. Openness/Flexibility – Is the medium flexible? Does it foster

collaboration? Does it foster different ways of teaching?

f. Interactivity - Is the medium interactive? Does it promote learner-

learner and learner-instructor interaction? Does it facilitate timely

and quality feedback from instructors and tutors?

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 g. Motivational Value - Is the medium motivating? Does it encourage

learners to study harder and longer?

h. Effectiveness - Is the medium effective? Does it help students learn

content faster (i.e., more efficiently)

3.4.A Short Movie

A short movie is categorized as audiovisual which consists of story in the

form of moving image and also sounds effect. Movies can be considered as

authentic material and they provide the learners with genuine input (Mishan

2005: 216). In teaching writing, movies can provide new ideas and bring variety

into the classroom. Since writing is a rather complex productive skill and several

different aspects need to be taken in to account when teaching it, it can

sometimes be challenging to make the pupils interested in it (Katchen in

Rusuunen 2011). However, for instance a movie review is an assignment type

which interests probably most of the students. Thus, movies can be a great help

when teaching writing. Using movies can be an entertaining and motivating tool

also for learners with different skill level. Movies provide the learners with real-

life language input, which may be difficult to receive otherwise in a non-

English-speaking environment.

3.4.1. Aspect to Consider When Using Movie in Teaching

Even though movies are a nice and useful way to make the lessons

more entertaining and motivate the students, the use of movies is not

necessarily always easy and there are several factors that need to be

considered when using movies in foreign language teaching. Those are

described below:

1. Choosing the movies

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 The movies should be previewed and selected carefully. Thus, it is

important to give understandable and simple instructions to the

students, in order to make them understand that the movie is not just an

entertaining way to pass time but that it has certain pedagogical goals.

One important factor that should be taken into account when selecting

appropriate movies is the proficiency level of the students and the

comprehensibility of the movie.

2. Classroom Activities

According to Stoller (1988) the movie lesson and its activities

should consist of pre-viewing, viewing and post-viewing activities.

Some examples of pre-viewing activities could be student polls,

interviews, problem solving discussion of the title of the movie,

brainstorming activities, information gap exercises, and dictionary or

vocabulary exercises and so on. Pre-viewing is important in order for

the students to be able to follow the movie and understand the storyline

and characters. Pre-viewing can make it easier for also the weaker

students to benefit from the movie and its many beneficial aspects.

Then, in viewing activity, there are some examples of viewing

activities are directed listening, information gathering, movie

interruptions and second screening. For instance a movie interruption

helps the teacher to control whether the students have understood what

happens in the movie. Thus, viewing activities are a simple way to keep

students focused on the viewing despite the length of the movie.

Next, post viewing activities here students should extract the main

ideas, concepts or issues of the movie, since the small details may have

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 been missed, and it is essential to understand the main points of the

movie. Post-viewing activities can be for instance movie summaries,

alternative endings, discussions, comparisons, speed writing, using

notes for writing practice, role plays or debates.

3. Making Full Use of the Movie

It is important to try to exploit all the positive sides that a movie

can offer on language teaching. There are non-verbal signals in a

movie, for instance gestures, facial expressions, eye contact, posture,

proximity, appearance and setting. All these factors play an important

part in the movie and may help or, on the other hand, also possibly

hinder watching the movie.

3.4.2. The Advantages of Using Short Movie in the Teaching and Learning

Process

According to Herrero (2010: 11) the use of movie in the classroom or

as an outside school activity can uphold the motivation of the learners,

because of its playful component. Using movies through specific task

activities provides an ideal vehicle for active learning, as well as

encouraging interaction and participation. The communicative potential of

its use has been commended:

 It facilitates comprehension activities that are perceived as „real‟

 It creates a curiosity gap that facilitates the exchange of opinions

and ideas about the movie

 It helps to explore non-verbal elements

 It improves oral and aural skills

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  It provides meaningful contexts and vocabulary, exposing viewers

to natural expressions and natural flow of speech.

There are many ways of using movie in the classroom and it will depend

on the movie type:

 Fiction movies tells a fictional story or narrative

 Documentary movies are a visual expression attempting to

„document‟ reality

 Short movies are generally longer than one minute and shorter than

15 minutes

3.4.3. The Disadvantages of Using Short Movie in the Teaching and

Learning Process

 The first one is overlooking the visual clues that the students may

pick. Thus, visually is important, and it is individual how people

react to it.

4. Teaching Narrative Text Using Short Movie

In order to implement a short movie in teaching a Narrative Text in the

basis of Genre-based approach, following is the stages to follow:

First stage: Building the Context

 Students are divided into group of 4 people.

 Then, the teacher plays a short movie entitled “The Present” that can be

downloaded from https://www.youtube.com/watch?v=WjqiU5FgsYc

 Afterward, the teacher asks the group opinion about how many characters are in

the movie and what the movie tells about. Those are intended to make sure

students remember and understand about the movie.

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 Next, the teacher distributes two different narrative texts for each group. The

first text is text of the short movie (created by the teacher) and another narrative

text.

 Then, students read and analyze the texts by answering some questions

provided on the texts such as:

- What does the text tells us about?

- How many characters are there and who are they?

- What are the characteristics of those characters?

- What is the function of the text?

- What lesson can you take from the text?

Hence, the teacher monitor the discussion and help students if they get some

difficulties.

 Next, each group presents the result of the discussion in front of class.

 After they all have finished the presentation, the teacher gives some feedback in

line with students‟ answer.

Second stage: Modelling and Deconstructing the Text

Based on the text given in the first stage, the teacher leads students to

investigate the generic structure or structural apttern and the language features of

the two text. First, the teacher asks students to analyze the generic structure of the

text. Second, the teacher asks about the language features of the texts. The

questions forms as follow:

- What is the social function of the text above?

- Who uses this kind of text?

- What is the topic of the text?

- What is the function of the stages of the text?

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 - What are some of the language features?

- How do we know what the text is?

- What is the relationship between the author and the reader?

Those question will help students to analyze both the generic structure and the

language features of the text. Here the teacher gives the same text type in order to

explore the text. The text is the same, narrative, but the social function may not be

the same.

Third stage: Joint Construction of the Text

In this stage, the teacher asks students in group to write a narrative text. The

teacher helps the students to construct the narrative text based on the process of

writing. Here are the steps:

- Gathering idea: students gather various information from various sources

before writing. The teacher plays a short movie entitled “Soar” which can

be downloaded here

https://www.youtube.com/watch?v=UUlaseGrkLc&t=47s.

- Then they will start to organize their ideas that got from the movie provided

by teacher.

- After they have the idea, then students express their idea into sentences then

develop the sentences into paragraphs. Then students organize the

paragraph in sequent become narrative text.

- After thet, students review their writing. It is intended to train students

being aware of their writing. Through reviewing students will recognize the

strength and weakness of their writing. Considering to that, students can

improve their text.

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 - The last step is editing. Students are not only checking for the language

error but also the global content and the organization of the ideas. So in this

step students‟ with the whole text such as grammar, spelling, punctuation,

diction, sentence structure, etc. Students can do editing through with their

group members.

Fourth stage: Independent Construction of the Text

 In this stage, the teacher asks students to compose a narrative text

independently. The teacher gives instruction about the task. The students have

to write narrative text based on the short movie entitled “Piper”. This short

movie can be downloaded from:

https://www.youtube.com/watch?v=1Ywlxa9ioi0&t=204s

 Then the teacher plays the movie with maximum playars three times.

 After that with in the time given, the students start to write the narrative text.

 In this stage, the students writing is assessed.

B. DISCUSSION

Writing is difficult skill to master in learning English. As mentioned in the

background of the study that some problems still exist in writing narrative text of the

tenth grade Senior High School students. According to the writers‟ observation during

pre-teaching program in the undergraduate program, the leading cause of writing

narrative text occurs in the classroom was the teacher did not use a medium in teaching

and learning process.

Consequently, students less enthusiastic when the teacher gave a text and

asked students to share their opinion about the text. The number of students responding

toward teacher instruction was indicate their enthusiasms. However, students cannot

avoid text because the Curriculum 2013 applied genre-based approach as the applied

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approach in the classroom. The teacher is required to use authentic text in teaching and

learning process. It absolutely brings boredom among students. Thus make students

difficult to generate idea to write a narrative text.

In teaching writing narrative text, the use of a short movie is highly suggested. A

short movie is a medium which is attractive and eye catching for students. It helps to

raise students‟ motivation and generate idea about the story. A short movie is

categorized as audiovisual media where involves the visual sight (moving picture) and

sounds effect. Indeed the use of a short movie will be beneficial in teaching and

learning.

Regarding to the consideration in selecting media, short movie meets these

criteria such as the medium cost is effective which means did not spend money and

mostly free of charge because the movie is available in YouTube. And technology

infrastructure is currently available in nowadays. Then, short movie is accessible and

user-friendly. It also interactive, means involves interaction between teacher-student

and student-student. In addition, short movie is also motivating. They will have

experience in understanding a text which forms in printed form and video. They can

assess which one is easier to them and which one is difficult to them, so that they will

study harder. And the last, short movie is effective because it help learners to

understand narrative text in the form of video so that students can see the plot easily and

clearly. Then the time duration of the movies do not take long time consuming, it is

around 5 to 6 minutes.

There are some considerations in choosing those three movies to teach writing.

First is certain pedagogical goals. The movies imply positive moral value, science

innovation which can encourage students to go further to create some innovations, and

much more. Then for the classroom activities from that movie covers three activities

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such as pre-viewing, viewing, and post-viewing. In pre-viewing activities students

follow the movie and understand the storyline and characters. It such a brainstorming

for students. Second is viewing activity. Viewing activities are a simple way to keep

students focused on the viewing despite the length of the movie. For instance a movie

interruption helps the teacher to control whether the students have understood what

happens in the movie. The last activities is post-viewing activity. Students discuss ad

summarize the movie.

In relation to the use of short movie in teaching writing using a text-based

approach which emphasized on results-oriented, however, the process of writing

remains to be considered. The process of writing such as planning, drafting, editing

(reflecting and revising) and final version, is dominant in the third phase, join

construction of the text (JcoT). In JCoT, first of all, students watch the video to

encourage students to write. It is called as planning. The students gather and organize

ideas to write a narrative text based on the video they watched. Then students express

their idea into sentences then develop the sentences into paragraphs. This is called as

drafting. After that students review their writing. Through reviewing students will

recognize the strength and weakness of their writing. Considering to that, students can

improve their text. And the last is editing. Students are not only checking for the

language error but also the global content and the organization of the ideas. So in this

step students with the whole text such as grammar, spelling, punctuation, diction,

sentence structure, etc.

Hence, in teaching a narrative text, the use of a short movie which involve the

process of visual sight and sound effect at the same time will attract the students‟

attention to focus on the learning process. Admittedly the short movie will stimulate

students thought to get an idea about what they have to write. In applying genre-based

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 approach, short movie provides a new atmosphere which can make students be more

enthusiastic in learning.

C. CONCLUSION

Based on the discussion of short movie above, utilizing the short movie to

teach narrative text based on genre-based approach will grasp students motivation learn,

bring the visual sight (moving picture) and sounds effect. The visual sight helps

students to see clearly the events in sequence. While the sounds effect will lead students

to quickly identify the event. For example when the story is coming to the complication,

the sounds of the movie will be different. Then, sounds effect can be a clue where the

incident occurred. Short movie gives a real picture of an event and the object in story.

Students will more easily understand the character of the player and as they write they

can describe the characters in detail. So the reader will be carried away in the world of

stories written by students.

Another potential of films for teaching writing is that students will be helpful

in finding ideas when writing a narrative. As we mentioned before, movies can be used

in from text-based methods. Those are in the phases of BkoF, JcoT, and IcoT. In the

BkoF stages, video is used as brainstorming to lead students to the material given. Then

in the JCoT stage, video is used as the brainstorming and the also the main material.

The texts that will be explored by students taken from the movie. When they analyze

the text taken from the video which they have watched and the text from another

sources, students will have two inputs of the text. First input is when they watch the

movie and then supported by reading the printed text. Second input is from the text of

the movie. So that students will have good understanding of the text. Then in ICoT

stage, the potential of movie can be also seen here. Stduents get idea from the movie.

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They have known the plot and the event in sequent. So it will make students write

quickly and correctly especially in sequence of the events.

On the other hand, one of the disadvantages of teaching using text-based

methods is that students will feel bored because the texts discussed are not much varied.

By using video, students will more easily capture the story in a relatively short duration

of time when compared with reading.

As genre-based approach is used to teach narrative text in which involving the

use of authentic text, suitable media is also needed to be brought in the classroom. It

will help to covers the students‟ need. Hence, a short movie is a recommended media to

use in teaching writing narrative text.

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 REFERENCES

Ahsan Akhtar Naz and Rafaqat Ali Akbar. (2010). Use of Media for Effective
Instruction Its Importance Some Consideration. Journal of Elementary
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Derewianka, Beverly. 1990. Exploring How Texts Work. London: Primary English
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Gerry A. Coffman and Melissa D Reed. (2010). The True Story of Narrative Text:
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Harmer, J. (2004). How to Teach Writing. London: Longman.
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Richards, J.C. (2006). Communicative Language Teaching Today. USA: Cambridge
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Ruusunen, Virve. (2011). Using Movies in EFL Teaching: the Point of View of
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Smaldino, S.E, Lowther, D.L., and Russell, J.D. (2007). Instructional Technology and
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Text comparison in the BkoF stage

The Naughty Brothers

Kim and Sandra were doing their homework from school. They had to make a cloth

puppet and a paper house. At noon, Kim and Sandra left their room to have lunch in the

dining room. While they were busily eating and chatting, their brothers Alex and Tim

sneaked into the bedroom. They took the puppets and hid them behind the wardrobe.

After lunch, Kim and Sandra couldn‟t find the puppets anywhere. They searched

everywhere, but still the puppets were missing. Meanwhile, Alex and Tim were playing

outside. Kim and Sandra cried, because they would not be able to hand in their puppets the

next day.

In the morning, Tim remembered that they hadn‟t returned the puppets to the girls.

“Here are the puppets. I‟m sorry we hid them”.

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