Académique Documents
Professionnel Documents
Culture Documents
INTROCUCTION
narrative text. In this study, the writer took the title, Using Silent Movie to
Improve the Narrative Text Writing Skill of the Tenth Graders of SMA
Muhammadiyah 1 Muntilan in the School Year 2014/2015.
B. Identification of the Problem
There were many factors that be a problem for the students to get
success in writing English, such as:
1. Students get difficulty to find the idea on writing narrative text.
2. Students are lack motivation and practice.
3. The students are afraid to express their idea on writing.
4. The students have lack enthusiasm in learning and writing English.
5. The teacher has limited media in teaching.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Theoretical Background
1. Motivation
a. Definition of Motivation
There are some definitions of motivation. Biehler and
Snowman (1997:399) say that motivation is the forces that account
for the arousal, direction and continuation of behavior. Brown
(2000:160) states a cognitive view of motivation includes factors
such as the need for exploration, activity stimulation, new
knowledge, and ego enhancement.
(2).Behavioral Observation
Creating a certain situation is one of the ways in
measuring motivation. The situation can be created according to
the indicators that make and show an attitude of the client that
can be categorized as a motivation.
2. Writing
a. Definition of Writing
Brown (1987:14) argued that writing is the ability of decoding
ideas, interest of feeling in written codes. There should be purposed
to communicate with the reader without pressure and to explore
experience.
In the same way with Brown, Bryne (1998:20) stated that
writing is the act of forming symbol: marking mark on a flat surface
of some kinds. The symbol has to be arranged according to certain
conventions, to form words and words have to be arranged to form
sentences.
Gerbat and Rodriguez (1998:67) explained that writing is a
means of people to communicate their ideas, thoughts, feelings,
interest, and by which impression trough graphic symbol of sound
and meaning. Through writing human being can transmit their needs,
desires, problems, and thoughts.
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of
discourse
production
and
discourse
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(3) Intention
Intention is the thing that you plan to do or achieve.
Everything that you plan to be your aim or your purpose. In
writing we need an intention because when we want to write
something we will explore our ideas. So intention is one of
necessary thing in writing.
(4) Information
Information is everything that happened and will be your
inspiration to write.
(5) Receivable
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a) Brainstorming
One way to capture your thought is by brainstorming,
or listing thoughts as they come to you. You might
brainstorm a second or third time to generate more ideas.
b) Clustering
In clustering, you write your subject in the middle of
page and then circle it. You write related around the circle
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as they occur to you. Then you circle the ideas and connect
them to your subject circle. These related ideas are like
branches.
c) Free writing
Another way to get started is free writing. You simply
write about the subject without worrying about sentence,
structure, spelling, logic, and grammar. Writing as you
would speak so that you can get your ideas down fast.
(2).Drafting
After getting the idea, students have to make a draft about
the topic that will be written. They draft the entire easy or
writing, from the beginning to the end. Drafting helps the
students to develop the idea. Now you can begin your first draft
of your paragraph. Some steps for drafting can be stated as
follows:
15
you. From that you can know and understand what you need to
make your writing almost perfect. If there is a mistake you can
fix it before you end your writing.
(4).Revising
Revising is among the most important steps in writing
especially for people who write in a second language. Revising
means improving what you have already written. When you
revise, you examine how tell you first draft make its point and
achieves its purpose for its audience. That may require
rearranging the ideas, developing ideas further, cut out ideas that
do not support your point, and changing the wording of your
sentences. We check weather the writing needs to change or not.
We can revise it using the readers feedback. These are some tips
for revising:
a) Make notes in the margin or writing new material on
separate sheet of paper.
b) Circle words you think you misspelled or will want to
change later.
c) Tape or staple additions where you want them to go.
d) On the computer, use cut and paste or insert commands to
move things around.
e) Print out a double space copy for revision: slow and revise
in pencil.
(5).Editing
It is dealing with surface errors like grammar, spelling,
and punctuation. Those have to be eliminated in writing. After
you have revised your paragraph, you can edit your work. Check
in carefully focus on grammar, words choice, verb form,
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punctuation, and spelling. Read the paper more than once. Copy
it over or print it our again with all your corrections. This draft
should be net and should represent your best effort.
(6).Re-writing
Re-writing is the writing project and includes the revising
and editing result.
(7).Evaluations
Evaluation is checking to make sure about the writing that
the researcher has researched the best writing.
e. Element of Writing
Jacob (1981:120) pointed out of five components of writing.
Those five components are content, organization, vocabulary,
language use and mechanic.
(1).Content
There are at least three things which can be measured in
connection in with content, the point of information to be
brought, the sequences in which the points are presented and
formal signals given the reader to guide in understanding the
topic fully.
(2).Organization
The process of organizing materials in writing involves
coherence, order of importance, general to specific, specific to
general, chronological order pattern and spatial order pattern.
(3).Vocabulary
Vocabulary is one of the language aspects dealing with the
process of writing. Vocabulary enables us to do several things
such as arrange our ideas into sentences into paragraph.
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(4).Language Use
Language is used in writing involve correct usage
grammar or structure. Grammar is one of the important
components in writing. It governs utterance to be right and
orderly. Therefore, it also has a great influence on the quality of
piece of writing.
(5).Mechanics
Mechanics of writing deals with capitalization, spelling
and punctuation. Capital letters have two principles in English
writing. First, they may be used to distinguish between
particular and general classes of place, person and things. They
are some special situations that call for use of capital letters.
First word in quotation, a formal statement and etc.
f. The Teaching of Writing
Teaching of writing in the classroom means that the teacher
guides the students to create a good writing. In teaching writing
students are expected to be able to communicate in written language
fluently and accurately. To achieve this competence, English teacher
have to teach students by implementing an effective technique
according to the recent teaching approach that is contextual teaching
and learning process. Not only technique but also an interesting
media that almost the student like it and interested in it. So that the
students can enjoy the lesson and catch what the teacher wants them
to do.
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3. Text
a. Definition of Text
According to Derewianka (1995:17) said that a text is only
meaningful stretch of language-oral or written. But of course not all
texts are the same and functional model of language tries to describe
the ways in which they differ.
When we use language to write, we are creating text. When we
read we are interpreting texts. When we talk and listen, we are also
creating and interpreting texts. A text is a product of a particular
context of culture and context of situation. We need to understand a
text in term of the context in which it is produced. The differences in
text because of the choice that we make from the language system
(Board of Studies NSW, 1994:67)
Text are defined by genre (and other semiotics systems which
are part of the context of culture) and register (the meaning of
associated with the context of situation field, tenor and mode).
Furthermore, the oral and written text which people create also act
upon an influence the context (genre and register) which are part of
the environment of all speakers and writers (Literacy and Education
Research Network, 1990:78)
Based on the explanation above, it can be summarized that text
is a product of particular context of culture and context of situation
in oral or written form.
b. Types of Text
Gerot and Wignell (1994:17) explained there are 15 kinds of
writing text as follows:
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(1).Recount
Recount is a kind of text which is used to retell event for
the purpose of informing.
(2).News story
News story is a factual text which informs the readers
about events of the day which are newsworthy or important.
(3).Exemplum
Exemplum is a kind of text which deals with incidents
that are some respect out of the usual, point to some general
value in the cultural context.
(4).Anecdote
Anecdote is a kind of the text that is used to share with
others an account of unusual or amusing incident.
(5).Narrative
Narrative is a kind of text it is used to amuse, entertain,
and to deal with various experience in different ways.
(6).Spoof
Spoof is a kind of text which is used an event with a
humorous twist.
(7).Procedure
Procedure is a kind of text which is described how
something is accomplished through a sequence of events or
step.
(8).Explanation
Explanation is a kind of text which is used to explain the
process involved the formation or working of natural and
social cultural phenomena.
(9).Report
Report is a kind of text which is used to describe the
ways things are, with reference to arrange or natural, manmade
and social phenomena in our environment.
(10). Analytical exposition
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21
22
23
24
25
26
27
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motionless picture, motion picture, film which has voice, film which
has not voice (silent movie) and learning media.
d. Movie
(1) The Definition of Movie
A movie is one type of mass mediated culture. Mass
mediated culture is an expression of culture as it is received
from contemporary media, whether arises from elite, popular, or
mass origins. The movies are the portrayal of a certain culture
which is reflected in an action in order to transmit it to other
culture. In this way, a movie becomes a popular culture of which
is based on the assumption that all cultures when transmitted by
mass media. (English Version of Thesaurus of Films and Types
of Movie).
(2) Types of Movie
(a) Animation Movie
Animation movie is an animated movie or cartoon.
(b) Biopic Movie
Biopic movie is a movie based on the events of someones
life.
(c) Buddy Movie
Buddy movie is a movie that is mainly about the friendship
between two people.
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30
31
32
A. Type of Research
33
B. Subject of Research
The subject of this research is the tenth grade students of SMA
Muhammadiyah 1 Muntilan, in the school year 2014/2015. Based on the
writers observation, all students have different abilities and motivation in
learning English, especially in writing skill. The average score of the writing
skill of the majority of the students was 60, less than standard score of 75. It
indicated that the degree or writing skill of the majority of the students is low.
They had difficulties in organizing information or ideas logically and
applying the schematic structure of the text. The writer did the research in
Pre-Cycle, Cycle I, and Cycle II. The students also had different ability in
34
C. Setting of Research
The writer did this research on August 19 th 2014 to September 2nd
2014 and carried out the research in class X-IPS 4 of SMA Muhammadiyah 1
Muntilan. They learn English two times in a week. There are 34 students, 12
boys and 22 girls. Nanang Hasan Azwar, S.Pd is the English teacher and be
the writers collaborator. An English teacher in SMA Muhammadiyah 1
Muntilan would be the collaborator in this research. The aim of use the
collaborator is to help observe and give some suggestions how the writer
doing the research and how the research go on till done.
D. Research Procedure
The writer conducted classroom action research through a Pre-Cycle
test and Cycle test. This research was conducted into three cycles; they are
35
Pre-Cycle, Cycle I, and Cycle II. The researcher gave action in Cycle I by
using Silent Movie and continued in the Cycle II.
1. Pre-cycle
The Pre-Cycle was conducted at the beginning of the research
before the two cycles. There were two activities in this cycle,
observation and test. The first activity was observation. The writer
observed when the English teacher taught the students. Then, the
writer started to observe the teaching-learning process in class to know
students motivation in learning activity.
The second activity was test. The purpose was to check the
students weakness and strength in writing skill whether they were
understood or not with narrative text and how the students learning
motivation.
2. Cycle 1
Based on the result of Pre-cycle test, the writer gave the
action in Cycle I by using Silent Movie. In cycle I the writer did some
activities as follows:
a. Planning
The aim of this stage was to plan teaching learning process
in order that there was improvement students learning motivation
and writing skill. Based on the result of analyzing the problem in
b.
36
37
c. Observing
38
3. Cycle II
Based on the reflection in the Cycle I, the writer decided to
continue the treatment in Cycle II in order to improve the students
writing skill and students learning motivation by using Silent
Movie. The process similar to the Cycle I but in Cycle II the movie
was different.
a. Planning
Cycle II was done based on the analysis of the first cycle.
The writer tried to revise the lesson plan and teaching activity with
different genre of movie. There was a test and observation sheet for
evaluation.
a. Acting
In this stage, the writer recalled the material and continued
the steps about Silent Movie.
(1) Pre - Activity
e. The writer greeted the students.
f. The writer asked about the previous meeting.
g. The writer checked the students attendance.
h. The writer motivated students by telling the purpose of
writing comprehension on narrative text.
(2) Main-activity
(a) Pre-Viewing
Before viewing it is important to prepare students for what
they are about to see and to introduce the broad topic. Any
parts of the movie that the teacher believes to challenge
students can be outlined at this time. Pre-viewing exercises
such as brainstorms may help to focus attention.
39
(b) Viewing
Continuous interruptions during viewing risk breaking
concentration and should be avoided. However, students can
be given simple tasks to carry out while watching a movie
which will help them to engage with the movies content. A
balance has to be found which doesnt ask too much
students, but does help to keep them interest.
(e) Post-Viewing
The students begin discuss about the content of the movie
with the teacher. The content of the movie can improve as
narrative text. In this case the students begin their creativity to
write their own narrative text based on the Silent movie.
The step in this main activity is appropriate with the
planning. However, the time limitation made students unable to
practice optimally, so it continued in cycle 2.
(3) Post-activity
(e) Analyzing the students writing
(f) Correcting some students mistakes.
(g) Giving conclusion and suggestion about the movie.
(h) Giving them assignment to discuss the given motions home.
b. Observing
The collaborative teacher observed the activity of students
learning process by using an observation sheet. The writer gave
40
writing test in second cycle. The test was same with the cycle test
before the test to know good or bad of students learning
motivation and students understanding in learning writing
especially in writing narrative text.using Silent Movie.
c. Reflecting
In the end of the cycle, reflection was done to know the
improvement of students learning motivation and students writing
ability using Silent Movie. The writer also analyzed the result of
observation sheet, questionnaire and students worksheet. The
above data was used to know whether Silent Movie was successful
in improving students learning motivation and students ability on
writing narrative and also giving idea to the students to writing
.The writer did not continue the research in the Cycle III.
E. Technique of Collecting Data
The writer used some technique to collect the data, they are:
1. Technique of Test
This action research carried out in three cycles. There was a test in
each cycle. The purpose of the test is to measure the students progress
and the result of the teaching learning activities and students learning
motivation. The test of this research is writing narrative text. The writer
asked the students to do several tests:
a. Pre-cycle test
41
Score
Criteria
20-18
17-15
14-12
11-6
Organizatio
5-1
20-18
17-15
14-12
11-6
Inadequately
well
organized
and
developed.
Vocabulary
5-1
20-18
Serious disorganization.
Demonstrate variety and appropriate word
choice.
17-15
14-12
42
11-6
Language
5-1
20-18
17-15
14-12
11-6
Mechanics
5-1
20-18
structure or usage.
Effectively addresses the writing tasks.
17-15
14-12
11-6
5-1
43
No
1.
Behavioral
Types
The students
motivation to
listen the
teachers
explanation.
Number
Observation Focus
Students
1. The students give
attention to
teachers
explanation.
2. The students ask
about the material
of the lesson.
3. The students give
comment to the
material of the
lesson.
4. The students
answer the
teachers question.
2.
of
Total
Students
Percentage (%)
44
interested
watching
movie.
8.
3.
The students
motivation to
do the duty
that was given
by teacher.
in
silent
The
students
involve in learning
how
to
write
narrative text.
b. Questionnaire
A questionnaire is a list of questions to be answer
by
group
questionnaire
of
people
collectad
to
get
information.
data/information
from
The
the
45
QUESTIONS
1. Do you like studying English?
2. Do you think that writing is important?
3. Do you think that writing narrative text is
difficult?
4. Do you understand narrative text?
5. Are you able to understand the teachers
explanation well?
6. Are
you
bored
with
the
teachers
explanation?
7. Are you able to make a narrative text after
the teacher uses Silent Movie?
8. Do you feel that this media can improve your
writing skill?
YES
NO
46
c. Documentation
The writer and the collaborator took photographs from
students
activity
during
the
teaching
learning
process.
SS
R
x100
Explanation:
47
SP
: Score Percentage
SS
: Respondent
The data analysis was compared the score of Pre-Cycle, Cycle I,
and Cycle II. The result of this research gave description about
percentage of improving writing skill in narrative text by using silent
movie media in every cycle.
2. Qualitative analysis data
Qualitative data was obtained from data of non-test they are
observation, questionnaire, and documentation. The result of this
qualitative data analysis was used to know changing students behavior in
learning process Pre-Cycle, Cycle 1, and Cycle II, and it is also to know
improving writing skill of narrative text by using Silent Movie.
G. Performance Indicator
Performance indicators in this research are as follows:
1. Students minimum motivation of learning reaches 75%.
2. Students who get score 75 of writing narrative text test in SMA
Muhammdiyah 1 Muntilan reaching 75%.
48
CHEPTER IV
RESULT AND DISCUSSION
49
or 21.21%. Students who got poor category were 16 or 48.48% and very
poor category were 2 or 6.06% from all students. The average score was
from number of score on writing assessment aspects; there were
organization, content, grammar, mechanic and vocabulary.
The scores category result of Pre Cycle test is shows by Diagram 1
Diagram 1
The Result of Pre-Cycle Narrative Text Writing Skill
60
48.48
50
40
30
24.24
21.21
20
10
0
6.06
Very 0
Good
Good
Fair
Poor
Very Poor
Diagram 1 shows that the highest bar was at poor category This
matter indicator that 48.48% students, writing skill in narrative text at
poor category, and very poor category was 6.06%.
b. The Result of the Non-Test
The result of non-test
in
Pre-Cycle
was
observation
50
51
Table 2
The Result of Observation in Pre-Cycle
No.
1
2.
3.
Behavioral Type
Observation Focus
The
students 1. The
students
give
motivation
to
attention to teachers
listen
the
explanation
teachers
2. The students ask about
explanation
the material of the
lesson
3. The
students
give
comment of the lesson
4. The students answer the
teachers question
5. The students make notes
The students
6. The students have spirit
motivation during
in learning process
teaching learning 7. The
students
have
process
motivated in teaching
learning process, it can
be seen from how they
interested in watching
silent movie
8. The students involve in
learning how to write a
narrative text
9. The
students
have
discussion
in
the
narrative text writing
learning
The students
motivations to do
the duty that was
given by the
teacher
Sum
Average
Numbe
r of
student
Total
number
of
students
Percentage
(%)
22
33
66.67
21
33
63.64
23
33
69.70
26
33
78.79
24
33
72.73
20
33
60.61
33
0.00
19
33
57.57
21
33
63.64
30
33
90.00
30
33
90.91
33
236
19.67
396
33
715.17
59.60
52
53
Diagram 2
The Result of Observations Score in Pre-Cycle
100
90.9190.91
90
80
70 66.6763.64
69.7
78.79
72.73
63.64
57.57
60.61
60
50
40
30
20
10
0
1
0
7
10
11
0
12
54
Question
Yes
No
26
20
13
30
18
15
28
27
33
33
33
From the table 3 above, the writer summarized that the PreCycle condition has not reached the ideal condition yet. It can be
seen through the percentage of the students in answering the
questionnaire. It motivated the writer to do this research
enthusiastically to improve the students narrative text writing skill
using silent movie.
3) Documentation
55
2. Result of Cycle 1
a. The Result of the Test
The result of the cycle 1 test could be seen on the table 4 bellow:
Table 4
The Result of Cycle 1 Test
Explanatio
n
Number of
student
Percentage
Category
Very
Good
Good
Fair
Poor
Very
Poor
19
19
x 100
33
7
x 100
33
5
x 100
33
2
x 100
33
= 6.06
Average
Score
= 57.57
2305
=69.85
33
= 21.21
0.00
= 15.15
56
Cycle, but it still unsatisfied. So the follow up of this cycle can be seen
on cycle II. The writer needs to do action to help them in improving
their narrative text writing skill and their motivation in learning process
by using silent movie. The result of text in cycle 1 can also be seen in
diagram 3 to make it clear.
Diagram 3
The Result of Cycle 1 Test
70
57.57
60
50
40
30
21.21
20
10
15.15
6.06
0
Verry Poor
Good
Fair
Poor
Very0Poor
57
Table 5
The Result of Observation in cycle 1
No.
1.
23
Total
number
of
students
33
21
33
63.64
20
33
60.61
19
33
57.57
18
33
54.54
28
33
84.85
28
33
84.85
Behavioral
Type
The students
motivation to
listen the
teachers
explanation
2.
The students
Observation Focus
Number
of
students
Percentage
(%)
69.70
58
learning
process
The students
19
33
57.57
18
33
54.54
30
33
90.91
32
33
96.97
32
33
96.97
288
396
872.72
24
33
72.73
59
100
84.8584.85
80
69.7
63.6460.61
57.5754.54
60
57.5754.54
40
20
0
1
10
11
12
60
Yes
30
27
27
27
29
29
No
3
5
5
5
4
4
25
24
27
30
61
Very
Good
Good
Fair
Poor
Very
Poor
23
23
x 100
34
2
x 100
34
0.00
0.00
= 67.65
= 5.88
2675
=78.66
34
9
x 100
34
= 26.47
Average
Score
Table 7 shows that the students have reached average score in cycle
II test was 78.66% and it belongs to good category. Students who got
very good category were 9 students or 26.47%, 23 students who got good
62
63
80
67.65
70
60
50
40
30
26.47
20
10
5.88
0
Very Good
Good
Fair
0
Poor
Very 0
Good
64
Table 8
The Result of Observation in Cycle II
No
.
1.
2.
Behavioral Type
The students
motivation to
listen the
teachers
explanation
The students
motivation during
teaching learning
process
The students
motivations to do
the duty that was
given by the
teacher
Observation Focus
1. The students give attention
to teachers explanation
2. The students ask about the
material of the lesson
3. The students give comment
of the lesson
4. The students answer the
teachers question
5. The students make notes
6. The students have spirit in
learning process
7. The students have motivated
in teaching learning process,
it can be seen from how they
interested in watching silent
movie
8. The students involve in
learning how to write a
narrative text
9. The students have discussion
in the narrative text writing
learning
10. The students do the task of
writing narrative text
11. The students produce a
narrative text.
12. The
students
directly
improve that silent movie as
narrative test on time
Number
of
students
27
Total
Percen
number
tage
of
(%)
students
34
79.41
23
34
67.65
26
34
76.47
23
34
67.65
29
21
34
34
85.29
61.76
24
34
70.59
22
34
64.70
25
34
73.53
34
34
100
34
34
100
34
34
100
65
Sum
Average
322
26.83
408
34
947.05
78.92
66
Diagram 6
The Result of Observations Score in Cycle II
120
100 100 100
100
80
85.29
76.47
73.53
70.59
67.65
67.65
64.7
61.76
79.41
60
40
20
0
1
10
11
12
Table 9
The Result of Questionnaire in Cycle II
Question
Yes
No
32
32
31
30
7. Are you able to make a narrative text after the teacher uses 31
silent movie?
8. Do you feel that this media can improve your writing skill 30
5.
67
30
68
that was not dominated in class, and some students till found difficulties
in grammar and organization.
There were positive results of implementation Silent Movie in
narrative text writing skill in Cycle II. The students got many experience
in writing. They were prepared and had more spirit and motivation in
learning English. They were more interested in giving attention, asking,
and answering teachers questions. They also could write narrative text
better and finish it on time which has been determined. It happened
because they had more comprehension about writing narrative text. The
result of the test was satisfactory. It can be concluded that students
motivation and giving idea to the students in learning writing narrative
text using Silent Movie showed changing to be good behavior. The
negative result was that most students still forgot using correct verb in
past tense.
2. The Improvement of Narrative Text Writing Skill
The writer compared the result of Pre-Cycle, Cycle I and Cycle
II test to know the improvements of narrative text writing skill to the
tenth graders of SMA Muhammadiyah 1 Muntilan. The improvement of
narrative text writing skill could be seen in table 10.
Table 10
The Result of Writing Skill of Pre-Cycle, Cycle I, and
Cycle II
Assessment Aspect
Average of Score
Improvement
69
Writing
PC
CI
CII
PC-
CI-CII
PC-CII
59.70
69.85
78.66
CI
10.15
8.81
18.96
Diagram 7
The Improvement of Every Writing Test
70
90
78.66
80
69.85
70
60
59.7
50
40
30
20
10
0
Pre-Cycle
Cycle I
Cycle II
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A.
Conclusions
Based on the analysis of the data in Pre-Cycle, Cycle I, and Cycle II test,
it can be concluded as follows;
71
B.
Suggestions
Based on the result of this research, the writer suggests to:
1. The teachers
Teacher must be creative in designing teaching learning process.
He must be flexible to manage the class based on the situation and
students condition. He must use an interesting media that can make
the students interested in learning process. The implementation of
Silent Movie is one of media that liked by students, because most of
students like watching a movie. There are many medium in it that can
encourage students motivation and creativity in writing class. The
teacher has adapted it in order to make teaching and learning process
better and more enjoyable.
2. The Students
72
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