IMPROVING STUDENTS ABILITY BY USING Mr. BEAN FILM IN WRITING DESCRIPTIVE AT FIGHT YEAR OF SMPN 1 BANCAR
NPM : 1106080131
Class: 2008 E
ENGLISH EDUCATION DEPARTMENT
FACULTY OF THEACER TRAINING EDUCATION
UNIVERSITY OF PGRI RONGGOLAWE TUBAN
1.1 Background of The Study
The purpose of learning language is to be able to use the language for communication . Therefore, language teaching should be directed to the achievement of the ability to use the language or to gain the competence, that is the competence to use the language appropriately for different purpose. Some people want to study a second or foreign language because they think it offers, in some general way, a chance for advancement in their daily lives. It is possible that a good knowledge of a foreign language will help them to get a better job than if they only know their native language. This also happens particularly to English, which is rapidly becoming the language of international communication.
There are for language skills that must be mustered by learners, if they want to acquire English language well, there are reading, speaking, listening, and writing. These four language skills have a relationship each other, further more writing has relation with three others, reading, listening and speaking. A writer is a reader when he read his writing during writing process, and also a speaker when his writing is read by readers.
As we know, there are many kinds of writing composition or text. In this study the writer will observe the descriptive composition or text since descriptive text is one of English material that should be mastered by the junior high school students. Descriptive text is a type of writing that tells us something by presenting sense impression. It helps the reader to visualize a scene or a person, or to understand a sensation or emotion ( Wishon & Burks, 980 : 128 ).
In teaching writing, the teacher could uses visual aids. The use ofvisual aid in order to make the teaching learning process easier, one of that visual aids is Mr.Bean film.
The writer in this proposal wants to raise the topic of teaching writing connected to the use of a method in motivating the ability of English learners in junior high school to write a composition . Since this proposal related with writing composition so this proposal only measures the writing ability as the language skills. For this proposal, the writer chooses descriptive text as the text kind taught in junior high school. The writer is interested in researching the use of Mr.Bean film to improve their writing ability in composing descriptive text. Because of the reason, this proposal is entitled : “ Improving Student’s Ability by using Mr.Bean film in Writing Descriptive text at eight year of SMPN 1 Bancar.
1.2 Statement of The Problems
1. How is the process of teaching descriptive text by using Mr.Bean film ?
2. How does the student respond toward the Mr.Bean film ?
3. How far does Mr.Bean film improve the student’s ability of writing descriptive text ?
1.3 Purpose of The Study
1. To describe the process of teaching description text by using Mr.Bean film
2. To know the students respond toward the Mr.Bean film
3. To know how far a Mr.Bean film improve the student’s ability of writing descriptive text
1.4 Significance of The Study
The writer expects that this study/ research will be useful for :
a. The result of observation will useful for teacher as an attempt to improve them to do their duty, especially teaching writing to junior high school.
b. The teacher is ble to choose the method and media effectively in teaching writing
c. The teacher knows how far the student’s ability and their problems faced especially in writing descriptive text by using Mr.Bean film
a. The students will enjoy learning English especially in writing
b. The students have insight that the move key know and master in vocabulary they will get easier in writing composition
1.5 Definition of key term
There are some key terms used in this proposal, so to make understand to the readers, the writer tries to give definition of key term:
It is become or makes something better ( Oxford Learner’s Pocket Dictionary, 1991 : 209 ).
Students are children age about six to twelve. ( Oxford Hornby AS, ET. All Learning Pocket Dictionary, 1995 : 135 ).
It is capable of doing physical activity or mortality before or after getting training in writing.
The state of being of letters which related to the sounds we make when we speak ( Byrne, 1981 : 1 ).
5. Descriptive Text
A descriptive text is a text which lists the characteristics of something.
REVIEW OF RELATED THEORY
2.1 The Theory of Writing
Writing is a process of communicating something on paper to readers. If the writer has nothing to say, writing will not occur. Byrne ( 1979 : 1 ) states that it is one of the language skills which is used for indirect communications. It means that the reader is someone who is not physically present.
If one wants to have a writing work, she should realize that writing is a difficult work since she should study from the basic, that is making sentences, paragraphs and the last one is composition.
Writing is perhaps the most difficult skill for some people, but it is very important since in writing one can expresses her feelings, experiences, ideas and thoughts to others. Angelo ( 1980 : 1 ) says that writing would still be valuable in education because writing can help one to think critically, to clarify her thoughts and to deepen perception.
2.2 The Teaching of Writing
Writing is one of the language skills, which has to be mastered by the students who are learning a language. Since writing is difficult to be mastered by the students, the teachers have to be able to guide.
Moully ( 1967 : 57 ) says the motivation involves a complex interaction of the condition of the conditions within the individual and the total environment in which she finds herself. From this definition we can see and draw a conclusion that motivation is one of the factors that lead to the success of the teaching and learning. In other words, it functions as a motor in the learning process. High motivation will produce greatate learning. On the contrary, low motivation will result in less learning. It is then clear that student’s motivation influences the success of learning.
2.3 Descriptive text
The aim of descriptive text is basically to give information. The social context of this text is to describe a specific thing, animal, or human being (certain thing, our pets or someone we know well), it is different from report text which describes something in general (for example a specific of animal species, an architect of certain era, and so on).
The relation between the writer/the author and the readers in a descriptive text is as the authority and the unknown readers/listeners. The medium of a written descriptive text can be an encylopedia, scientific magazines, text books, and history texts.
The generic structure of descriptive text is as follows :
• Classification or Definition
• Descriptive if features in order of importance.
The vocabularies often used is a descriptive text are the words which are related to names of places: locations, destinations, the functions, the appearances and the evidences if needed (for building). For animals, the words are used to describe the classification, the physical apperances, habitats, behavior, life cycles, and the function. The language is neutral or objective.
Descriptive text often uses the form of be: present or past and one of have form. The present tense is often used in this kind of text, but sometimes we can also use the past tense to describe a certain thing which is extinct or not available nowdays. The passive form is also often used here.
The language functions, the grammar and also the words which are often used is a
Descriptive texts are :
• Defining: a/the….. was a…….
• Describing features (properties): adjectives
• Expressing cause and effect: because, so, as a result
Descriptive text is often equipped eith photos, diagrams, maps and so on.
2.4 Improve writing ability by using Mr.Bean film
Almost any video can be used to teach English: commercial films, TV programmes, home-made dramas and holiday films. Live television programmes are NOT recommended.Your method should vary according to the language point you wish to teach and the level of your student(s).Although a handset is ideal, it is not essential. Position yourself near the front of the class, to one side – close enough to the video player to work the controls if you do not have a handset.If the video player is independent of the TV, turn it so you can work the controls easily without interfering with your students’ view of the TV screen.
• This medium can be used:
o to practice/consolidate a range of language points
o to introduce subject(s) for debate
o to encourage conversation amongst students
o to improve writing skills
o to introduce new vocabulary
o to develop listening skills (with visual aid)
• Few lessons would involve continuous viewing – even with speech-free films. Strategic stopping is essential.
• The teacher controls what students see and hear:
o Films, with excessive bad language, can be shown without sound
o If the majority of film is good, unsuitable sex or violent scenes can easily be avoided as follows:
plan in advance how to exploit the remainder of the film
knowing the exact counter positions of scenes to be omitted
Students’ concentration will wane if they watch for too long. Therefore, they do not need to see a whole film, nor even a whole scene if it is not relevant;. Be discerning by showing the most interesting scene(s) (A lot of mileage can be achieved with just one short isolated scene on its own). NOTE: If students seem disappointed when the scene ends, it will mean that they particularly enjoyed that clip and are more likely to remember the language points; furthermore, they will also look forward to the next time you use video. Either pre-teach vocabulary, or introduce it as and when relevant.
INSTRUCTIONS FOR STUDENTS
•READ through one section of vocabulary
•CHECK the meanings of any new words.
•Watch the relevant clip (clip = section of film)
•LEARN any new vocabulary
•Watch the clip again. Stop it and try using the vocabulary to describe onto tape what you have seen or are seeing, etc.
•WRITE a descriptive passage about the clip.
3.1 Research Design
The design of this research is quantitative & qualitative research. In quantitative research your aim is to determine the relationship between one thing ( an independent variable ) and another ( a dependent or outcome variable ) in a population quantitative research designs are either descriptive ( subjects usually measured once ) or experimental ( subjects measured before and after a treatment).
3.2 Subject of the study
The subject of the study are all the students of the eight year and also the teacher of SMPN 1 Bancar.
3.3 Population and sample
Population is universal object or the entire research object ( Arikunto, 1996 :115 ). The population of this study is eight year students of SMPN 1 Bancar which is consist of 60 students divided into 2 classes.
Sample can called as a past of population ( Arikunto, 1996 : 117 ). The sample that is used in this study is A class which is consist of 30 students. The writer takes observation in A class by choosing randomly.
3.4 Procedure of collecting data
In this research, the writer did an observation in eight year student of A class, which consist thirty students, sixteen female and fourteen male. Most of the students are enthusiast in learning English. The students are given a treatment and told a short story they have choosen and then the writer asked them to rewrite the short story in English.
The writer gave questionare to the students in order to know how far the students know and interest in English especially in writing
In this research, the test was the students writing about the Mr.Bean film that are collected and evaluated by the writer. The writer used the result of student’s score to measure student’s ability about writing Mr.Bean film.
3.5 Technique of Data analysis
In giving the procedure of analyzing the data, all of the data that are collected by using observation, interview and test were analyzed. In analyzing it, the writer uses the following steps :
1. Classifiying the data
The data from observation are gathered, evaluated, and then classified based on the topic of the research problems.
2. Describing the data
After the data were classified, the writer described the data as follows :
a. The data from observation is described by using descriptive form
b. The data from interview is described by using table
c. The data from the test is described by table and calculation
In answering the first problem statement the writer uses the qualitative method. The qualitative method is analyzed the data through word using descriptive analysis. This qualitative method is gathered by using the observation. It means, after having observation in the classroom the writer analyzes the data by making description from the result.
In answering the second problem statement the writer uses quantitative method. It gone by used interview. Data get from the interview are analyzed using the following formula :
In which : P = percentage
F= frequency of answer
N= the total number of respondent
Byrne, Donn, 1979. Teaching Writing Skill. Hongkong : Longman Group Ltd
Hornby, AS. 1963. Oxford Learner’s Pocket Dictionary. Oxford University Press
http : // en. Wikipedia. Org
Wishon, George E and Julia M. Burks. 1987. Let’s write English. New York : Litton Educational Publishing Incorporation