A.

WRITING

1. Definition of Writing Skill

Writing is one of the language skills which is important in our life. Through
writing, we can inform others, carry out transactions, persuade, infuriate, and tell what
we feel. However, we know that writing or learning to write especially in a second
language is not simply a matter of writing things down. It is one of the four basic
skills that are very complex and difficult to learn. Writing is one of the ways to give an
idea or message which is form in writing on a piece of paper or the other area. It is an
act of making marks on certain surface. Specifically, writing is one kind of expression
in language which is created by particular set of symbol, having conventional values for
representing the wordings of particular language which is drawn up visually.
Writing skill is complex and difficult to learn. Requiring mastery is not only
grammatical patterns but also the rule of writing such as high degree of organization in
the development of ideas and information and also choosing the appropriate
vocabularies and sentence structure to create a style which is appropriate to subject
matter. Therefore the write conclude that Writing is making a hand writing where the
one who write gives a form for everything what he or she thinks and whatever he or she
feels. A writer has to be able in using written language to give an idea or message.
There are four skills necessary for writing. They are:
a. Grammatical skill : The ability to write correct sentences.
b. Stylistic skill : The ability to manipulate sentence and use language
effectively.
c. Mechanical skill : The ability to use correctly those conversations peculiar to the
written language e.g. punctuation, spelling.
d. Judgment skill : The ability to write in an appropriate manner for a particular
purpose with on ability to select, organize and relevant information.

2. The Process of Writing

Writing process is a process which writer begins to write down their ideas on
paper which is valuable aid to the whole learning process. In almost all kinds of writing
the basic structural unit is the paragraph. The paragraph is basic to all good writing.
Moreover, there are 3 writing processes:
a. Finding the Topic Sentence
Usually some students find difficulties in recognizing the topic sentence of
paragraph. The topic sentence is usually taken from several things such as: an
experience and from the book. A good topic sentence narrows the focus and points to
one particular aspect of the over theme. The topic sentence usually represents the
most general statement of the paragraph. The topic sentence occurs most frequently
at the beginning of a paragraph. When the topic sentence does occur at the end, it
serves to summarize the preceding sentence and to conclude the paragraph.
b. Developing Paragraph from Topic Sentence
 Some students can write a paragraph without following any formal steps or using
formal techniques such as a topic sentence. Here are some steps to develop a
paragraph:
1) Choose a general topic of interest to you.
2) Narrow down the topic. Select one aspect of the topic and decide what your main
point is.
3) Write down the few facts, believe or opinion that are directly related to your topic
sentence details that will help to support or explain it.
4) Take a second look at your tentative topic sentence.
5) Using the fact and ideas from step three, develop the topic sentence into a full
paragraph. This is your final draft.
6) Think about unity as you read what you have written. Revise as necessary and
then write your final draft.
c. Editing the Finish Product
The final step in completing a piece of writing is editing. Editing is the
checking of ones written work for various faults in making last-minutes changes
and correction.

d. Teaching Writing
Writing is considered as an active skill, since it is a productive skill, unlike for
instance reading and listening. Even though also reading and listening require the active
involvement of the brain, it is emphasized in writing. Thus, alongside speaking, also
writing needs to be practised versatilely in order for the learners to be able to develop
their productive language skills. Gebhard (1996: 221-246) lists some important points
which writing include. These are word choice, use of appropriate grammar, syntax,
mechanics and organization of ideas into a coherent and cohesive form. However,
writing also includes a focus on audience and purpose, and a process of discovering
meaning. Since one has to take in to account several different aspects when writing,
teaching writing may sometimes be rather repetitious and uneventful. Choosing
different text types can make writing more versatile and fun also for the learners.
Moreover, films can bring variety to writing tasks.
Some examples of writing tasks based on a film could be for example a film
review, a review comparing a film and a book, writing an alternative ending to the film
or writing a letter to one of the characters of the film. Also prewriting can be used
before watching the movie: the students can for instance write down what they expect
the movie to be about based on the title. In prewriting the students get to practise also
different ways to get started with their writing: brainstorming, clustering, strategic
questioning, sketching, free writing, interviewing and information gathering. These are
also useful in writing in general, not only in prewriting. In addition, also drafting is a
useful skill to practise, since it helps the actual writing process, as well as revision,
which is a useful skill in process writing. Revisioning usually helps the student to find
out his or her own language errors and for younger learners it is also a good way to
practise patience (Gebhard 1996: 221-246).

e. Assessment
 Much of the assessment for these activities will be done informally in the
classroom. Students will be highly involved with self-assessment as they complete the
activities above. The questioning process than they engage in with their partner will
provide them with information about the effectiveness of their communication.

Burhan Nugriantoros writing Scoring System

No. Aspect Score Indicator Criteria

1. Content 4 Complete information, Very Good
substantive,
complete in developing
writing,
relevant with the
3 problem. Good
Enough information,
less substantive,
not develops writing
2 problem. Fair
Limited information,
there is not
substantive, not enough
in developing
1 writing problem. Bad
There is not content and
problem.
2. Organization 4 Fluent in expressing, Very Good
clear in expressing
the idea, complete, well
organization,
logic and cohesive.
3 Less in fluently, un Good
organizing but clear
in the main idea, limited
in supporting
material, logic but
incomplete.
2 Not fluently, un regular Fair
idea, illogical in
developing idea.
1 Not communicative, un Bad
organized
invaluable.

3. Vocabulary 4 Correct in word choice, Very Good

mastery in
word form.
3 Sometimes un correct in Good
choosing the
word but it doesnt
disturb the
 meaning.
2 Limited in using the Fair
word, often make
mistake in vocabulary,
and it can make
change the meaning.
1 Bad in choosing the Bad
word, less in
vocabulary un valuable.

4. Language 4 Effective in complex Very Good

construction, only
few in language
3 mistake. Good
Simple construction but
effective, few mistake in
complex construction,
there is a mistake but it
doesnt change the
2 meaning. Fair
Serious mistake in
sentence construction,
1 unclear meaning. Bad
Not mastery in
syntactical
construction, many
mistakes, not
communicative
invaluable.
5. Mechanic 4 Mastery in writing rule, Very Good
only some spelling
3 error. Good
Sometimes there is
spelling error but it
doesnt change the
2 meaning. Fair
Sometimes there is
spelling error, uncertain
1 meaning. Bad
Not mastery in writing,
many spelling
error, unreadable
writing, invaluable.

B. MOVIE
1. Definition of Movie
A film, also called a movie or motion picture, is a series of still images which,
when shown on a screen, creates the illusion of moving images due to phi phenomenon.
This optical illusion causes us to perceive continuous motion between separate objects
viewed rapidly in succession. A film is created by photographing actual scenes with a
motion picture camera; by photographing drawings or miniature models using
traditional animation techniques; by means of CGI and computer animation; or by a
combination of some or all of these techniques and other visual effects. Contemporary
definition of cinema is the art of simulating experiences, that communicate ideas,
stories, perceptions, feelings, beauty or atmosphere by the means of recorded or
programmed moving images along with other sensory stimulations.

2. The advantages using movie for teaching writing

a. Using movies can be an entertaining and motivating tool also for learners with
different skill level.
b. Movies provide the learners with real-life language input, which may be difficult to
receive otherwise in a non-English-speaking environment.
c. Films enhance the study of culture as well as English language skill development.
d. The entertaining aspect of films affects students motivation.
e. Films expose the students to authentic target language, speech forms that are not
normally encountered in the more restricted classroom environment.

3. Aspects to consider when using movies in EFL teaching.

a. Choosing the movies
The films should be previewed and selected carefully. It is also important that
the students understand the instructional objectives of a film lesson, since it is
probable that they do not necessarily consider the film as a teaching tool, at least not
in a similar way as they would consider a textbook. Thus, it is important to give
understandable and simple instructions to the students, in order to make them
understand that the film is not just an entertaining way to pass time but that it has
certain pedagogical goals. The stories should interest and appeal in order for the
students to stay motivated. All in all, the topics should be both interesting and
pedagogically rich, which can be a challenging combination.
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 film. The film should be sufficiently comprehensible so that students can
complete the language related tasks and that the teacher does not have to work too
hard in order to help the students to understand the language. The comprehensibility
of the film is not determined only by the degree of difficulty but also by the specific
demands made on the students by the assignments.

b. The lenght of the movie

The length of the film is a useful thing to consider. The ideal length is
difficult to specify, since it varies depending for instance on the film itself,
 classroom scheduling, equipment availability, course objectives and student
proficiency level.
c. Classroom activities
The pre-viewing activities prepare students for the actual viewing. Some
examples of pre-viewing activities could be student polls, interviews, problem
solving discussion of the title of the film, 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 film and understand the
storyline and characters. Pre-viewing can make it easier for also the weaker students
to benefit from the film and its many beneficial aspects.
The viewing activities during the film, on the other hand, facilitate viewing
of the film. The activities help students to deal with specific issues and focus on
characters or storyline also at crucial junctures in the film. Some examples of
viewing activities are directed listening, information gathering, film interruptions
and second screening. For instance a film interruption helps the teacher to control
whether the students have understood what happens in the film. Thus, viewing
activities are a simple way to keep students focused on the viewing despite the
length of the film.
The importance of post-viewing activities. They are meant to stimulate both
written and oral use of the target language utilizing insights and information from
the film. Postviewing activities should extract the main ideas, concepts or issues of
the film, since the small details may have been missed, and it is essential to
understand the main points of the film. Post-viewing activities can be for instance
film summaries, alternative endings, discussions, comparisons, speed writing, using
notes for writing practise, role plays or debates.

C. HOW TO TEACH WRITING USING MOVIE

1. Project based learning

characteristicts of project based learning
a. Student makes a decision and makes a framework
b. There is a problem that the solving is unresolved
c. Student designs a process to achieve the result
d. Student is responsible to get and to manage information that they collected
e. Student is doing evaluation continuously
f. Students continuously review of what they have done
g. The result is a product then evaluate the quality
h. The atmosphere of the class bring tolerance of an error and a change

2. Steps in Teaching Writing Using Movie

a. Opening
1) Greet the students
2) Aperception
3) Motivation
b. Main activity
 1) Observing
a) Teacher gives Film or video related narrative text
b) Students watch the film
c) Students observe the informtion and content of film
2) Questioning
a) Students ask about the content
b) Teacher answers and explains the students questions
3) Associating
a) Teacher links students prior knowlwdge with the recent informayion they just
get
4) Experimenting
a) Teacher divides student into some groups in pair
b) Teacher asks students to find out a movie related narrative
c) Teacher asks students to make a resume based on the film
5) Networking
a) Students present their resume in front of their friends
b) Teacher and other groups evaluate the result of their discussion
c. Closing
Evaluation
1) Teacher gives post test orally to the students
2) Teacher gives comment and suggestion to students about the learnig process
3) Teacher closes the class

D. CONCLUSION
Writing is one of skills in language and writing process is a process which writer
begins to write down their ideas on paper which is valuable aid to the whole learning
process. A film, also called a movie or motion picture, is a series of still images which,
when shown on a screen, creates the illusion of moving images due to phi phenomenon.
Using movies can be an entertaining and motivating tool also for learners with different
skill level and movie provide the learners with real-life language input, which may be
difficult to receive otherwise in a non-English-speaking environment. From these short
explanation, teaching writing using movie can make learning become interesting and help
students to improve writing skill.

E. REFERENCES

Gebhard, J. 1996. Teaching English as a foreign or second language: a teacher self-

development and methodology guide. Ann Arbor: University of Michigan Press.
Allan, M. 1985. Teaching English with video. London: Longman.

Freeman, Y. and Freeman, D. 1998. ESL/EFL teaching: principles for

success. Portsmouth: Heinemann.

Stoller, F. 1988. Films and Videotapes in the ESL/EFL Classroom.

http://www.eric.ed.gov/PDFS/ED299835.pdf diunduh pada tgl 29-3-2014