CHAPTER 1

INTRODUCTION

A. Background of the Study

The English teaching and learning process is designed to allow students

to use the language for everyday communication in both oral and written forms.
English is also expected to make it easier for students to communicate in their
daily lives. In addition, English writing skills are important for communication
through letters, stories and more. Emails, blogs, short messages.

In Indonesia, English is taught in middle school, high school, and some

elementary schools. Learning English is nothing new to junior high school
students. They are not new to English, but it is still difficult to learn English.
They have a hard time memorizing English words and understanding English
speakers. Learning English seems like a complex task for students. It covered
Four main skills to learn. They listen, talk, read, and write.

According to Curriculum 2006, English is a means of communication

through spoken and written forms. The writing skill is placed after listening,
speaking, and reading. Writing is the most difficult skill to be mastered by the
students. Based on writing aspects, students should be able to comprehend and
write down some short functional texts, letters, short messages, cards, memos,
announcements, and recounts. Therefore, the writing skill is important to be
mastered by the students to achieve their academic school generally and to pass
an English examination specifically.12

Writing activities complicate the relationship between students and

writing because many aspects such as vocabulary, grammar, sentence types,
and ideas need to be mastered. . Students also need to know how to combine
words, phrases, and language features to create great fonts. Due to the

1
Curriculum 2006. Standar Kompetensi. Jakarta: Departemen Pendidikan Nasional.
2
DEPDIKNAS. 2006. Pedoman Teknis Pelaksanaan Classroom Action Research (CAR).
Jakarta: Departemen Pendidikan Nasional.
complexity of writing, teachers may have some creations and variations in class
to help motivate students to study. 3

The researcher Through interviews with students, I found data on

writing tasks. The data showed that students' grades were particularly high in
English. It was low in terms of writing. It was known that the student's score
was low Mainly because it is difficult to write. Most students at this level I
couldn't write well in English.

They thought it was a difficult part to write This is because I rarely

convey my thoughts, thoughts, and feelings in writing. Use English. On the
other hand, the teaching method given while the teacher was teaching The
description is not effective. Teaching methods normally used by teachers direct
teacher guidance is used. So the teacher just teaches the theory of writing She
focuses on grammar. As a result, students are more likely to be passive learners.
This is because I don't have the opportunity to express my thoughts in class

To resolve this issue, please contact the movie media method A special
contribution to promote student skills in writing descriptive text. Film media
stand For presentations, practice, production methods, and it's a variation of
film media Language pedagogy 2 This was born from the structure A class
whose main exit from the movie media was to clarify the language The context
of the situation. In this procedure, the teacher will introduce the following
situations: Contextualize the language to be taught. Next, the language is also
displayed. Students are currently practicing language using accurate reproductiv
e techniques.

In addition, the use of media in the process of education and learning

creates another problem. Teachers had little access to the media available at the
school. She preferred to teach with or without simple media. With media, the

3
Barrata, A., and Jones, S. 2008. Using Film to Introduce and Develop Academic Writing
Skills among UK Undergraduate Students Journal of Educational Enquir: Vol. 8, No. 2, 2008,
p.15-37.
material can be clearly explained and students can be more interested in the
teaching and learning process. Without the media, the education and learning
process would have been boring and monotonous. As a result of this situation,
students were discouraged from the teaching and learning process. Ultimately,
all of these questions caused a decline in students' writing skills.4

B. Identification of the Problem

As mentioned in the background, the writing skills of SMPN1

Bangunrejo students were relatively low. They dealt with several elements:
students, teachers, materials, teaching methods, and media. All of them play a
key role in the success of the English teaching and learning process.

The first factor comes from the students. Many students tend to believe
that English is a particularly difficult subject to write. Moreover, they have no
incentive for to join the class. There is also a problem with an important part of
the 's lighting. Idea generation and organization, punctuation and capitalization,
word vocabulary and grammatical features are aspects of writing. Most of the
students make the wrong choice of words and grammar when writing.

The next factor comes from the teacher. Teachers tend to use books It is
based on the process of education and learning. Most of them used several
books and asked students to work in the books. Teachers do not provide
additional up-to-date material from other sources. In addition, they give unclear
explanations and instructions, and students are confused with materials.

The third element is the material. This material is important to support

the teaching and learning process, which is closely related to classroom
activities. The materials used in the teaching and learning process should be of
interest to students. The material is sometimes boring and monotonous.
Therefore, students are not attracted to studying materials. Students will do
4
Fithriani,Rahma. Essay for LPDP Dissertation Scholarship: The Urgency of English Writing
Skills in Indonesia Academic Setting. State Islamic University of North Sumatra
their best if the materials used by teacher are interesting and engaging answer.
In addition, good resources inspire students and promote knowledge and skills.

The fourth element is the teaching method. This method is important to

help students achieve their writing goals and be able to write in the correct way.
In real-life situations, teachers are not attractive and interactive in the writing
teaching and learning process. Because teachers are teacher-centric in the class,
students tend to be passive participants.

The last element is the media. Media is a device that supports the
teaching and learning process. Materials can be easily distributed via the media.
By using media, students can be interested in and motivated to participate in the
teaching and learning process so that they can easily learn the materials. In
addition, the media can increase student enthusiasm for completing writing
activities. Unfortunately, teachers assumed that the media was not so important
in the process of teaching and learning.

The use of movie media is considered as interesting teaching media.5

Movie media usually contain a simple story and very inspiring, therefore,
applying them to methodological purpose will bring a cheerful atmosphere into

the class. Motivation is also important for students. It contributes to build

students’ confidence in doing class activities. All of the important things above

have strong ways to improve students’ skill.

C. Delimitation of the Problem

Researchers have decided to solve the problem by using movie media as

a medium for education and learning to improve SMP N 1 Bangunrejo Grade
VIII students in 2020/2021. This break is based on the discovery that students

5
Berk, R. A. 2009. Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU
in the college classroom. Vol. 5, No. 1, p.1-21 International Journal of Technology in Teaching
and Learning [accessed on 25/04/2012]
have low writing skills. The use of movie media is expected to overcome
writing problems associated with the acquisition of motivation, vocabulary and
grammatical functions. It is also expected to improve students' writing skills

D. Formulation of the Problem

Based on the background, identification, and delimitation of the

problem, the research problem can be formulated as follows: How are
Improving The Students Descriptive Text Using Movie Media Among The
Eight Graders Junior High School 1 Bangunrejo?6

E. Objective of the Research

The objective of the research is to students descriptive text using movie

media among the eight graders school 1 bangunrejo.

E. The Significance of Study

After conducting the research, it is hoped that this study is expected to

be useful for:

1. For Teachers

This research will show the result that can be useful for teachers to

improve their knowledge and information in teaching writing, especially

writing descriptive text, or this research will show the teachers a method

that is a movie media method that use to teach writing.

2. For Students

6
Vystavelova, Lamia. Common EFL Methods Applied At Language Schools In The C2ECH
Republic. (PPP Or TBL. BRNO,2009).p.30.
This research will show the result that can help them to improve their
skills in writing descriptive text and make them more active in the
learning process.

3. For Researcher

The researcher can use this method to improve their skill in writing

mastery.

4. For School

The researcher can give a reference in improving the teaching-learning

process.
 CHAPTER II

LITERATURE REVIEW

[Link] Framework

This chapter is presented to give some clearer concepts being applied in this
study that is improving students' skills in writing descriptive text by using
movie media method. To support the ideas of this research, some theories and
some information will be included to help the writer design this research.

1. Writing Skill

a. Definition of Writing

As researchers explained above, learning English requires four skills

Learned by students. They listen, speak, read and write. Writing is the most
important skill we should consider You need to know how to write text
grammatically and accurately, and they have to Recognize the meaning of each
sentence. These reasons why most college students are difficult Learning
English, especially writing, and her score is low.

The above assumptions are supported by a statement by Didik Santos 4

stating: Other factors still lower knowledge of English, it may be from the
inside External factors such as age, skill motivation, attitude, cognitive style,
etc. Learning style. Writing skills are special skills that can help writers In a
meaningful way Notification. Its purpose is to provide information. And
unknowingly we can't Escape from our daily activities related to writing, for
instance sending a message from a mobile phone, writing a dairy note, or
sending emails for someone.

As Dewi I mentioned that writing is the process of communicating a speech

through a letter, Symbol or word. Meanwhile, Harmer 6 added that "writing is
often useful." In preparation for another activity, especially when the student is
writing As a preamble to the discussion. "
 2. Writing Instruction in Indonesia

EFL context in Indonesia It's not like our mother because we know English
has come to Indonesia Language, not foreign language. Learners of English as a
Second Ordinance (EFL) Refers to non-native speakers in countries where
English is widely spoken It's not a local education or communication medium,
it's just taught and used 7 From the above definition, the learner You are not
allowed to freely practice what you have learned at school with your family.
Neighbors and those around me don't use English Man. You learn, use and
practice English only in the community An environment created by a teacher.
Because they are different Linguistic background, this type of EFL learner
usually needs something different.

Professional and modified instructions and media for their course. Besides,
they You may encounter many more obstacles to learning a language,
including: First language disorder, limited time and environment for practicing
a language etc. Therefore, there are some obstacles encountered when teaching
English Indonesian learner or student. Indonesian learners are culturally
separated Shy, It is difficult to express their thoughts. One of the studies by
Pikkert and Foster (1996) As stated in Exley8 (2005), they compared
universities in Indonesia. Learners and American secondary and college
students.

Results of their research It was that the Indonesian learners scored low.
Another study by Beh (1997). She reported that it is impossible to teach English
in Indonesia She said she was successful because she found that 85% of the
students could speak English Both verbal and written forms are still poor. You
have grouped them into "less than". good". Reluctant to practice English in the
learning process, even in everyday life Activity. Also, as the next teacher, we
need to know what factors Affects their ability to learn English. Because we
know that every learner has Especially different from their uniqueness.
Therefore, they tend to succeed In their learning process through their way.
Talk about internal factors Language learning means that there are various
factors in the learner.

Internal factors in language learning are some existence variables inside the
learners which influence the language learning outcome: age, gender,
motivation intelligence, and personality.

Beside, there are some requirements that must be considered by the

beginner of writer, they are:1). Spelling, 2) punctuation and capitalization,

3)usage ( including grammar),4) sentence and structure , and 5) logic and

organization.

3. Description as a genre of EFL fonts

The word genre is derived from the French (and originally Latin) word for
art. Or class. This term is often used in rhetoric, literary theory, and media
theory. Recent linguistics. Robert Allen said most of his 2000 Genre studies
were primarily a function of numerology and typology. 12 Swales13 defines a
genre as a class of communication events with (1). A set of common
communication objectives recognized by the overall discourse Community, (2)
Set content restrictions for posts. Position and shape; and genre nomenclature
identified by (3) Discourse community. Feasibility studies, progress reports,
survey reports all the examples of what we call a genre today. Each genre has a
label Through a unique schematic structure. A clear beginning, middle, and The
social function of the genus is through it the final structure.

speaking and writing remain constant across cultures, the ways in which
these purposes are realized vary. Thus it is likely that there will be considerable

variation of genres between cultures.14 Gerot and Wignell categorize types of

genre into 13 types, namely spoof/recount, recount, report, analytical, news
item, anecdote, narrative,procedure, description, hortatory exposition,
explanation, discussion, and reviews.15 Meanwhile, Descriptive text is one of
the genres that taught at Junior High School and Senior High School level

5. Descriptive Text

Descriptive paragraphs describe people, places, or things. handle

Fiderer16's descriptive paragraph provides a clear image of a person, place,
object, or event idea. The details of the descriptive paragraphs come from the
author's scent, taste, touch, and'sense. To hear and to see. These are known as
sensory details. Meanwhile, Savage and Shafiei 17 Indicates that the author is
creating an image and using descriptive paragraph words to help create it. The
reader sees, touches, feels, smells, and tastes the topics he describes

Table [Link] Example of Descriptive Text18.