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INTRODUCTION
Writing is one of the skills have to master by EFL students. Writing is also
important skill that has to improve in academic life. As state by Harmer (2004)
“Writing (as one of four skills of listening, speaking, reading and writing) has
always formed part of the syllabus in the teaching of English”. Writing is also the
skill that needs careful attention, and need special training to make the learning
process effective. Through writing the students can create idea and opinion or
But in real some students have difficulties in writing because they do not
have ideas and the topic to write down about. As Richard and Renandya (2002)
state that writing is the most difficult skill for second language and foreign
language learners. There are three problems which are caused by writing, they are;
students, if the students have motivation they will study well. Besides giving
motivation the teachers also have to find the good technique and method in
teaching writing. The teacher can use interesting media or visual aids to make
students interest in learning writing. The media will help the students easily to
write their ideas. Besides, there are many techniques or methods that use a
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suitable media to make the students to be able to write well. One of them is
Writing has several forms some of them is called “narrative text” which is
a story with complication or problematic events and it tries to find the resolutions
to solve the problems to entertain people. Based on the curriculum 2013 there are
three types of text that students of tenth grade have to master, they are:
when the researcher ask the students to write. The students were difficult to
express their idea. There were many mistaken that they made in their writing.
Firstly, most of students felt difficult to start write because they have low
vocabulary mastery. They could not arrange the sentences well. They just
combine the sentences without think about the main idea and supporting ideas.
They could not make the new paragraph that related to the previous paragraph.
Most of their paragraph were not coherent and the paragraph were not related each
was more active than the students in learning process. The teacher only explained
about the material and asked the students check the dictionary when they found
the difficulties. It makes the student easy to get bored and the learning process
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Based on the problem above, trailer film method and narrative text have
strong connection to make the students to understand about writing skill. Trailer
film is the product of multimedia technology that can be used in teaching writing.
According to Istanto (2009), video can trigger students’ interest to acquire the
target culture as well as language. There are several advantages for using movie
trailer in teaching writing, they are: according to Alberta (2003) he students can
as stated by Harmer (2001) the students will be creative by seeing ideas without
limitation of words. Harmer also adds that the last advantage is the teaching
learning of writing will be more enjoyable. Therefore the use of media in teaching
Based on the information above it can be conducted that there are some
problem in writing class at the second grade of SMA N 1 Sentajo Raya. The
researcher will apply trailer film as a method in teaching writing narrative text.
Finally the researcher will conduct the research entitle “THE EFFECTIVE OF
Based on the explanation in the background, the researcher gets some problem as
follows: First, the students did not have much vocabulary that why they difficult
to start writing. Second, many students got difficulties to make well sentences
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because there were many grammatical errors in writing. The last the students did
The problem above make the researcher needs to do something in teaching writing
narrative text. The researcher focused on using trailer film towards students’
writing narrative text at SMA YLPI Pekanbaru. It can make student interest in
learning narrative text. It can make student easier to express their idea.
Based on the setting of the problem, it is clear that many problems involved in this
research. So in this research the researcher will be focused to solve the problem.
The researcher use trailer film to increase writing narrative text of the second
grade students at SMA YLPI Pekanbaru. In this research the researcher focused
on narrative text. The writer believes that teaching writing using trailer movie can
Through this study, the researcher wants to know the answer of the question:
Is there significant effect of trailer film towards students’ writing narrative text of
To find out the significant effect of trailer film to improve the students’ writing
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The write hopes this study will be useful to the teachers, students and the other
researchers.
For the teacher, the teacher will get the new media when they teach writing and
For the students, the students can improve their writing ability. Trailer film will
give easiness to them to convey their idea. They will not feel bored and hard to
write.
To make this concept more clearly, the researcher provide the definition for each
1. Trailer film
2. Writing
3. Narrative text
According Anderson (1997) narrative text is a text type that is used to tell a
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CHAPTER II
express their though, feeling and ideas. According to Meyers writing is a way to
discovering and organizing your ideas, putting them on a paper and reshaping and
is a process of putting ideas down on paper to transform though into words and
give the structure and coherent organization”. In accordance with Oshima and
writing rough draft, and finally polishing the rough draft to editing and revisions.
From the statements writing means productive skill that needs high thinking to
produce writing.
through or to express feeling through written form. It means that writing is a the
way of thinking or sending message from the writer to the reader what they are
that writing is a process of conveying the idea, feeling in form of written text, and
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writing is the important skill that must be mastered and pay careful by the teacher
is the combination of all kinds of element that will built a good writing. Jacob L,
Holly et Al. (1981) suggest that there five components of writing that must be
1. Content: the writers have an ability to think creatively to develop their idea.
2. Organization: the writer have fluent following expression the idea, clearly
sequencing.
4. Language: the writers can apply the basic agreement between sentence, tenses,
5. Mechanics: the writers are able to write and good spelling, punctuation,
3. Style, the choices of structures and the lexical items to give a particular tone or
flavor of writing.
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4. Grammar, the employment of grammatical forms of syntactic patterns.
2. Vocabulary, in order to write well, the ability to choose and use appropriate
vocabulary should be mastered. So they can explore more deeply about what
consistently appropriate.
(organization), which mean that all of sentence in it discuss only one main
Writing process approach recognized that there are many stages to writing and
that these stages are fluid and overlapping (Bereiter & Scaramalia 1983; Flower &
something in its final form. There are four steps in writing processes.
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1. Planning, when planning, the writer has to think about three main issues. I the
first place, they have to think about their purpose of their writing since this
was influence not only the type of text the wish to produce, but also the
language they use and the information they choose to include. Secondly they
have to think about the audience, they are waiting for, since this was influence
not only shape of writing, but also the choice of language. Thirdly writer has
to consider the content of the structure of the piece that is how best to
sequence the fact, idea or argument which they have decided. This stage called
pre-writing.
2. Drafting, the first version of writing called draft. The writer must use the idea
that he generated in the planning as a guide. This stage needs an editing for
The first try is called first draft. Perhaps the order of information is not clear
enough or the discourse marker is wrong. The way to revise and improve the
4. Final version (Final draft), one writers have edited their draft, making the
change they consider to be necessary, they produce their final version. This
may look considerably different from both the original plan and the first draft,
because things have change in the editing process. But the writer is now ready
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2.2 The Definition of Narrative
Narrative is telling a story. Refers to Bal (2009), narrative text is a text that not
consist solely of narration, in the specific sense. It means that narrative text
consists of story whether in written or spoken form and has a chain of events. In
Addition, Schmidt and Richard (2002) states that narrative text is: first the written
or oral account of a real or fictional story and second the genre structure
text which tells a story and, in doing so, entertains or informs the reader or
According to Kirsner and Mandel (1980), “the generic structure of narrative text is
divided into five elements namely: introduction (orientation), events, next events
generic structure is structural of the text. In order word, the narrative text has
1. Orientation is the setting, time; mine character and possible some minor
character of the story are established. This part sets the moods and invites the
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there are often minor conflicts that served to frustrate or hamper from reaching
ambition or wish.
These conflicts serve to build tension and hold the reader’s interest as they
and loose ends are generally tidied up. Some narratives leave the reader decide
According to Neo (2005), “types (or genre) of narrative are divided into ten types
i.e. humor, romance, crime, real life fiction, theoretical fiction, mystery, fantasy,
1. Fairytales are folk narratives that include elements of magic, magical folk or
the supernatural. They often retain the structure and repetitive refrains
2. Folk tales serve to share the wisdom and experience of ordinary folk. Animals
frequently feature in folk tales, alongside or instead of, human, both of whom
3. Myths are explanation stories that seek to explain the origins of natural and
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4. Legends usually refer to individual character, great horrors or kings who lived
in the periods before written records. While based on truth, these often been
embellished overtime.
5. Fables are often very brief tales with few characters, and element of the
fabulous and very over moral. Animals are most often used as the characters.
Trailer film brings the students with a new way in teaching learning process. Film
advertisements that provide viewers with a glimpse into what the promoted movie
entails. Trailer is short of movie which does not give all away about the film. It is
designed to arouse curiosity and may appear a long time prior to the release of a
movie. It can be concluded that the purpose of movie trailers are; to attract people
to watch the full-length movie at the time of movie will be exhibited it also has a
commercial purposes. Movie trailers have same characteristics with movie but
In teaching and learning process, the teachers are expected to make the
learning process interesting through the medium that they use. Trailer film is one
the media that can be used in learning process. According to Hanley in Merita
classroom and brings more variety, enjoyment and interest in language learning.
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The researcher can conclude that vidio or movie is alternative media that the
Harmer (2001) states that there are many reason why video (movie) can be used
One of the advantages of movie is that students do not just hear language,
they see it too. For example, general meaning and moods are often conveyed
thought expression, gesture, and other visual clues. Thus we can observe how
classroom. This is especially useful if they want to see, for example, typical
British body language when inviting some one out, or how American’s speak to
the waiters, movie also of great values in giving students a chance to see such
things as what kind of food people eat in other countries and what they wear.
When the students make their own film as media and teaching and
learning process, they are given the potential to create something memorable and
enjoyable. The camera operators and directors suddenly have considerable power.
The task of film making can provoke genuine creative and communicative uses of
the language, with students finding them doing new thing in English.
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2.3.1.4 Motivational
For all the reason so far mentioned most student show and increase level of
interest whey they have a chance to see language in use as well as hear it, and
The procedure of teaching writing narrative text using trailer film is started
students are ask to watch the trailer movie (Up) and write down the characteristic,
setting and mind idea of the trailer. Then the students are asked to give their
opinion about the trailer movie based on their identification and write down into
paragraph. In this season the teacher gives feedback, correction and guidance. The
focus of this step is to comprehend the main idea of film and to tell a glance of
students are asked to watch the other trailer and identify deeply about intrinsic
structure of narrative text. Besides, the students are expected to explore narrative
text. This procedure requires the teacher to expose the same kind of stories
comprehend the text and produces a draft shows generic structure of narrative.
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2.4 Relevance Studies
There are some researches related to this research. It can be seen as in the
following:
know whether the use of movie trailer is effective in teaching narrative text. The
result of this study there was an improvement in students’ writing scores after
pre-test score of experimental group is 59.31 and the mean score of post-test score
control group is 60.02 and the mean score of post-test score of control group is
61.03.
research the researcher, as the teacher in the classroom uses action movie trailer as
the media offered and the conventional method to teach writing narrative text. The
movie trailer from pre-test to post-test and Students‟ response. The method that is
used in this research is the quasi experimental method. By using t-test, to find out
trailer through the score pre-test and post-test. The result of analysis in the
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research shows that teaching action movie trailer adequate success. Action movie
narrative text based on the result of gained post-test students’ achievement. It’s
appears from the result score in the post-test there is significant improvement in
which the post-test means 79,625 for experimental group and 65,167 for the control
group.
research used Classroom Action Research design. The researcher used two movie
trailers in total. In each cycle the researcher used one movie trailer which is Beauty
and The Beast 2017 with duration of 2 minutes 31 seconds and Cinderella 2015 with
duration of 2 minutes 40 seconds. Both videos were obtained from YouTube. The result
showed that the research was successful considering the output of the data. The
classroom average score gained in the preliminary study was 74.67. It then
improved to 78.31 in the cycle 1. In the cycle 2, the classroom average score
obtained was 80.24. Considering the positive output, the use of movie trailers is
research using quasi-experimental and the research design that used is non-
equivalent control group design. The sample of this reasearch are 60 students. The
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film that the researcher used in this study was “Timun Mas, Bawang Merah
Bawang Putih, Jaka Tarub” because those film are related to the KTSP curriculum
and suitable with their age. The result of data analysis showed that mean score of
the experimental class was higher (from 36.67 to 75.33) than control class (from
41.33 to 62.50). The computation of the effect size with the score 1.48 ( > 1.00)
shows that the use of animated short film as media has the strong effect for
Based on the study, this research notice that trailer film is strategy could
interest to make the research by using trailer film toward writing narrative text of
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2.5 Conceptual Framework
Figure 2.1
Conceptual Framework
Quantitative Research
Quasi Experimental
Research
Teacher give
treatment by using
trailer movie.
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2.6 Hypothesis
Ha: there is significant effect of of trailer film towards students’ writing narrative
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CHAPTER III
RESEARCH METHODOLOGY
This research will use quasi experimental research design focus on quantitative
approach. The research will applied pre-experimental design with a design model
one-group pretest-posttest design. It means that the researcher uses one group
experiment or using one class only to be the sample. The researcher using this
design because there is a pretest before it is given treatment, the treatment result
can be known accurate because it can be compared with conditions before being
treat.
trailer film method. Then, dependent variable is students’ writing narrative text.
Figure 3.1
X Y
Z
Using trailer film Students’ writing
method narrative text
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3.2 Location and Time of the Research
2018/2019. The writer uses this school because the writer had observed the
problem of students in writing. So the writer planned to further study the effect of
using trailer film towards students’ writing narrative text of second grade students
3.3.1. Population
The population of this research referred to the second grade students of SMA
98 students and they are divided into four classes, they are IPA 1, IPA 2, IPS 1,
IPS 2. All of them are given the same English material in teaching and learning
Table 3.1
YLPI Pekanbaru
IPA 1 31
IPA 2 30
IPS 1 27
IPS 2 25
TOTAL 113
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3.3.2 Sample
In determining the sample of this research, the writer will use simple random
Table 3.2
1 IPA 1 31 13 18
research while collecting data to make his work become easier and get better
result, complete and systematic in order to make the data easy to process. In this
study, the research instrument for this research is writing test. This test will apply
two series of test, pre-test and post-test those will determine the students’ writing
ability in writing narrative text. From the test the researcher are able to collect the
data.
The test that the researcher will give are; For pre-test, The researcher
aska the students to make narrative story based on their imagination. For post-
test, The researcher give the trailer movie to the students then ask them to tell the
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3.4.1 Variable X
3.4.2 Variable Y
Dependent variable is the students’ score at the post test after the
In this research the researcher collected the data uses these items as pre-test and
3.5.1 Pre-Test
Before treatment, the researcher will give the pre-test to the students, the
3.5.2 Treatment
After giving pre-test, the researcher begins to give the treatment using
trailer film in teaching and learning process. The purpose of the treatment is to
3.5.3 Post-test
After did the treatment process, the researcher will do the post-test. It will
be done in order to know whether increasing or not the students’ writing narrative
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In this research the researcher only use one class only as the sample which
In the first meeting, the students will be given the introduction of what
they would have to do in this research. Then the students will do the pre-test in
In the second meeting, the material about what is narrative text will give
and a model of text related to the material will give to the students. The purpose of
narrative text, the structure of narrative text and the significant grammatical
pattern of narrative text also were explained clearly. After giving explanation the
In the third meeting, the students will asked to make narrative text based
on the previous movie that has been watched before. The students have to retell
In the fourth meeting, the students’ writing will be corrected with some
In the fifth meeting, the students will do post-test in order to know the
After teaching writing using trailer film method, the researcher will analyze the
students’ pre-test and post-test writing narrative text. The reasearcher will analyze
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Table 3.3
range
substance
substantive
or disconnected
communicate
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forming
not obscured
English vocabulary
past tense
past tense
past tense
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paragraphing, and punctuation
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REFERENCES
Bvrne, Donn. 1929. Teaching writing skills (longman handbooks for language
teachers). Singapore: Longman Singapore Publishers Pte Ltd.
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Kiki Merindriasari, Iwan Supardi, Wardah. 2015. The Use of Animated Short Film
as Media for Teaching English Narrative Writing.
Mei Relawati, Rahayu Kuswardani. 2012. Using Walt Disney Movie Trailer to
Teach Tenth Graders in Writing Narrative. Volume 01 Nomor 01.
Merita Ismaili ,MA, 2013. The Effectiveness of Using Movies in the EFL
Classroom – A Study Conducted at South East European University. Vol 2
No 4 May 2013.
Muhammad Arif Nuryanto. 2017. The Use of Action Movie Trailer in Teaching
Narrative Text Writing at MAN 1 Pontianak. Article. Tanjungpura
University.
Nuraisyah Harahap. 2017. The Effect of Field Trip Towards Students’ Writing
Descriptive Text at Second Grade of SMK Taruna Pekanbaru.Islamic
University of Riau.
Siti Fahda fadila. 2015. Improving Students’ Writing skill in Narrative Text
Through Movies (A Classroom Zction Rsearch in the Eighth Grade
Students of MTs Negeri 3 Jakarta). Thesis Syarif Hidayatullah State
Islamic University.
Tanti Lestari. 2017. The Effectiveness of Teaching Writing Using Video Toward
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2016/2017. Thesis. State Islamic Institute Studies (IAIN) Tulungagung.
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