Using Music Videos in Teaching and Learning

Writing Narrative Text for Tenth Grade of Senior

High SchoolBy Retno Ari Susilo

CHAPTER I

INTRODUCTION

Background of Study

The goal of English teaching and learning in Indonesia is to

develop students’ discourse competence. It concerns on producing

both oral and written texts. It also consist of four integrated

skills, those are listening, speaking, reading, and writing. All

the four skills need to be acquired by the students, but writing

is the most difficult aspect to master. Richards and Renandya

(2002, cited in Widodo, 2006:173) states that the difficulty of

writing lies not only in generating and organizing of ideas but

also in translating these ideas into readable texts. As a matter

of fact, written language production can be more difficult for

Indonesian students as EFL learners since they have to “put a lot

of time and efforts into acquiring the language and learning to

write” (Pongsiriwet, 2001)

Furthermore, text type is also one of the major topics that

should be acquired by high school students in Indonesia. In

Indonesia there are many kinds of texts that should be mastered

by high school students, for example: descriptive, procedure,

narrative, recount, report, exposition, and etc. In this research

the writer tried to find out how good the ability of the tenth

grade students in speaking narrative text. Narrative text is kind

of text which tells something happened in the past. It is in line

with the 4.15 Basic Competence of tenth grade students on 2013

curriculum about discovering the meaning of oral and writing

narrative text in a short simple story form. Indeed, narrative is

one kind of text type that should be mastered by tenth grade

student.

Then the writer found that the difficulties of students in

writing narrative texts because of some aspects. First, most

students stated that sometimes, they could not start to write

since they found it was difficult for them to generalize ideas.

Second, organizing the content of the text is another aspect that

made the students thinks that writing is something hard to do.

Third, most students revealed it was difficult for them to

express their ideas in a good sentence, since they must concern

on the term of grammar, vocabulary, and mechanics. Based on those

facts, it indicates that in order to teach the students’ ability

in writing narrative we need a teaching innovation.

As we know that students are included into three kinds of

learning style. Those are verbal learning style, visual learning

style, and kinesthetic learning style. Verbal type of learning

style is they remember what they have heard, read, or said and

the visual type of learning style if it is easy for them to

remember what they see.

Based on those problems and facts, music video is included

one of media that can be utilized in English teaching and

learning process. Music video is one of the videos which is

popular and may interest students. It is a short film that

usually provides images to interpret the meaning of a popular

song. In this study, the reason why the writer used music videos

in the teaching and learning writing narrative texts, because

they contain some elements which can help the students to

generate ideas. Some of those elements are the lyrics and the

motion images which equip a model of story. According to

Stockbridge (1987), music videos might include live performance,

narrative, and other visual imagery including computer graphics

and animation. The sequence of images and the story line shown in

the song performed in music videos can also be used to assist the

students to write a story in a good organization. There were also

some vocabulary items in the lyrics which could enrich students’

vocabulary and help them to comprehend how to use those words in

writing. In addition, the students might also be assisted by the

grammar and spelling of some words in the lyrics in order to

write in a good English. Meanwhile, the motion images might help

the students to brainstorm ideas by means of visual features. In

this study, the instructional media which were used were

“Underground” music video by Avril Lavigne in order to assist the

students in writing narrative texts. The writer used this video

because of some reasons. It contains a story that is in the form

of narrative text. It also has an interesting motion image. And

the lyrics are easy to understand. According to Murphey

(1992:110), music videos can be used successfully with any age

group or level of students when the activities are adjusted to

them.

Research Questions

Through the background of the study above, the writer the following

questions:

1. Is there any significant difference in writing achievement between

students who are taught writing narrative text using “Underground”

music video by Avril Lavigne and students who are not taught using

“Underground” music video by Avril Lavigne?

Objectives

Based on the research problems above, the researcher wants to know:

1. Whether there is significant difference in writing achievement

between students who are taught writing narrative text using

“Underground” music video by Avril Lavigne and students who are not

taught using “Underground” music video by Avril Lavigne?

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Writing

As mean of indirect communication, writing is one skill that

should be mastered by the students. Below, there are several

things that should be considered about writing.

2.1.1 The Definition of Writing

Writing as one of language skills takes important role in

communication. Generally, writing can be defined as an activity

of expressing idea in written form. According to Sokolik as cited

in Nunan (2003:88), writing is the mental work of inventing

ideas, thinking about how to express them, and organizing them

into statements and paragraph. Then Carter, et al as cited in

Aminah (2009:7) defines writing as words joined to form ideas. It

means that writing allows the writer to take ideas and give them

into written form so other people can read.

2.1.2 The important of Writing

According to Harmer, writing needs to be taught because:

first, reinforcement. It means that written language is more

understandable than spoken language. The second is for language

development. Teaching and learning writing can’t be done

spontaneously. It means that, in order to compose a correct

writing, learners need to practice continuously. The third is for

learning style. It means that writing can be used to solve the

problems for those who have problem in spoken language. Besides,

it’s also useful to ease learners to convey the meaning that they

want to deliver. And the last is for basic language components.

When the learners learn how to write properly, they should know

how to use writing special component such as punctuation,

paragraph construction, grammar, language use, etc (2009:79)

2.1.3 Teaching Writing

Recognizing the importance of writing, it is essential for

student to master writing skill in order to master the whole

English. There are several stages in writing activity. They can

be separated into prewriting, whilst writing, and post writing.

According to Hogue (2003:225), prewriting is about creating the

idea. It includes choosing the topic and collect information

about the topic. Whilst writing includes: organizing the idea,

making a rough draft, polishing the rough draft by editing it,

and making revision. Then, post writing is correcting a draft

before submitting it to other reader. After student finish their

writing, it is important for the teacher to make evaluation. This

is very useful to measure how good the students writing are.

2.2 Narrative Text

Narrative stories focus on characters that have problems,

adventures or experiences and are written for the purpose of

entertaining an audience of others. According to Tibbets and

Tibbets (1996:201), a narrative is an account of an incident. As

Derewianka (1990:40) states that the basic purpose of narrative

text is to entertain, i.e to gain and hold the readers’ interest

in a story. Generic structure of narrative text according to

Pardiyono (2007:97-98), is orientation, complication, resolution,

and resolution.

2.3 The Characters of Senior High School Students

In general, senior high school students are the children at the

age between

fifteen up to nineteen years old in which they will be an adult.

The following are

some general characteristics as the children of that group

according to thulus Hidayat

(1997: 10):

a. the senior high school students still need another help in

learning.

b. They prefer to practise something interesting than studying

the lesson.

c. They often do or imitate negative thing from what they know or

they watch.

d. They prefer to state their ideas than to obey the advice from

another people.

e. Most of senior high school students are creative.

Then the writer found that the difficulties of students in

writing narrative texts because of some aspects. First, most

students stated that sometimes, they could not start to write

since they found it was difficult for them to generalize ideas.

Second, organizing the content of the text is another aspect that

made the students thinks that writing is something hard to do.

Third, most students revealed it was difficult for them to

express their ideas in a good sentence, since they must concern

on the term of grammar, vocabulary, and mechanics

2.4 Music Video

A music video or song video is a short film integrating

a song and imagery, produced

for promotional or artistic purposes. Modern music videos are

primarily made and used as a marketing device intended to promote

the sale of music recordings. Although the origins of music

videos date back much further, they came into prominence in the

1980s, when MTV based their format around the medium. Prior to

the 1980s, these works were described by various terms including

"illustrated song", "filmed insert", "promotional (promo) film",

"promotional clip", "promotional video", "song video", "song

clip" or "film clip".

Music videos use a wide range of styles of film making

techniques, including animation, live

action filming, documentaries, and non-narrative approaches such

as abstract film. Some music videos blend different styles, such

as animation and live action. Many music videos interpret images

and scenes from the song's lyrics, while others take a more

thematic approach. Other music videos may be without a set

concept, being merely a filmed version of the song's live

performance

2.5 Music Video in Teaching Writing Narrative Text

As we know that students are included into three kinds of

learning style. Those are verbal learning style, visual learning

style, and kinesthetic learning style. Verbal type of learning

style is they remember what they have heard, read, or said and

the visual type of learning style if it is easy for them to

remember what they see.

Based on those problems and facts, music video is included

one of media that can be utilized in English teaching and

learning process. Music video is one of the videos which is

popular and may interest students. It is a short film that

usually provides images to interpret the meaning of a popular

song. In this study, the reason why the writer used music videos

in the teaching and learning writing narrative texts, because

they contain some elements which can help the students to

generate ideas. Some of those elements are the lyrics and the

motion images which equip a model of story. According to

Stockbridge (1987), music videos might include live performance,

narrative, and other visual imagery including computer graphics

and animation. The sequence of images and the story line shown in

the song performed in music videos can also be used to assist the

students to write a story in a good organization. There were also

some vocabulary items in the lyrics which could enrich students’

vocabulary and help them to comprehend how to use those words in

writing. In addition, the students might also be assisted by the

grammar and spelling of some words in the lyrics in order to

write in a good English. Meanwhile, the motion images might help

the students to brainstorm ideas by means of visual features.

2.6 “Underground” music video by Avril Lavidge

"Underground" is a song written and performed by Franco-

Canadian singer-songwriter Avril Lavigne for Almost Alice, the

soundtrack to the 2010 film Alice in Wonderland. The song was

produced by Butch Walker and mixed by Lavigne's former

husband Deryck Whibley. This video contains a story about the

adventure of a girl named Alice in the Wonderland. The music

video opens with Lavigne following a white rabbit into a forest.

As the piano in the soundtrack begins playing, the video briefly

cuts to Lavigne's hands playing the notes on a piano. The video

returns to Lavigne's character, who trips and falls into a hole

near a large tree. Her fall is intercut with shots of Alice (from

Burton's film) colliding with objects, including a piano. When

Lavigne opens her eyes, she is lying at the bottom of a deep

hole,[19] dressed in a

black gothic corset dress[20] and stockings imprinted with

playing cardsuits. When Lavigne climbs out of the hole, she finds

herself in Wonderland. The song enters the chorus, and the video

cuts and dissolves between Lavigne's character running through

the forest and Lavigne singing and performing the song on the

piano. The only Wonderland character to make an appearance at

this point is a fleeting glimpse of the Cheshire Cat. She arrives

at a tea party, and the Mad Hatter (Johnny Depp) stands,

welcoming her with open arms. The scene is edited with footage of

the Mad Hatter from Burton's film. As Lavigne sinks into a chair

singing, her lyrical "echo" is visually emphasized with her face

quickly dissolving in and out. As the verse ends, Lavigne stands

and runs away from the scene. The chorus of the song returns to

shots of Lavigne running through the forest, arriving at a piano

surrounded by giant mushrooms. The video cuts between shots of

Lavigne playing the instrument and singing, eventually showing

Lavigne running through a misty copse of bamboo trees. Various

scenes from the film are shown in succession, before Lavigne is

reintroduced running toward an opening in the forest. As she

exits the forest, she is dressed in her normal clothing.

Based on the explanation above, it indicates that

“Underground” music video by Avril Lavidge is suitable for

teaching narrative text, since it contain of a story that of

course it is narrative text. It also has lyrics that easy to

understand and help student to comprehend the story. Music and

Visual features of this video make it interesting, hence motivate

the students to learn more.

CHAPTER III

RESEARCH METODHOLOGY

3.1 Research Design

In this research, the researcher used descriptive

qualitative study because this research focused on the

implementation of “Underground” Music Video to teach writing

narrative text. As cited by Susanto (2003:36), descriptive study

is designed to identify and describe the observed phenomenon in

the form of words rather than numbers. It is line with Merriam

(1998:8) who states that in qualitative study, words and pictures

are used mostly rather than numbers to convey what the researcher

has found about the phenomenon. Therefore, the purpose of this

study was to describe the data as it is like.

This study was intended to analyze the process of teaching

writing by using “Underground” music video by Avril Lavigne:

students’ writing in the implementation of the video, and the

students’ response after they experienced the implementation of

the video. First, this study was attempted to describe the

process in teaching writing of narrative text using “Underground”

music video by Avril Lavigne. Then the researcher collected

students’ works to know how their writings were. After that, the

researcher figured out the students’ response toward the

implementation of “Underground” music video by Avril Lavigne in

teaching writing activity through the questionnaire. Finally, the

researcher served the result of analysis in descriptive manner.

3.2 Subject of the Study

The subject of this study was English teacher and students

of Tenth Grade of Senior High School. The researcher chose the

tenth graders because in this level, students are expected to be

able to compose narrative text. This research emphasized the

implementation of “Underground” music video by Avril Lavigne in

teaching writing because music video is one of teaching and

learning aids that can be used to support the teaching-learning

process, since most of schools are equipped with multimedia

facilities. Besides, it is in line with the curriculum that

narrative text is taught in tenth grade at the second grade at

the second semester.

3.3 Data and Source of the Study

The data of this research were words, phrases, and

sentences. Meanwhile, the source of the study was the teachers

and students. the video used in this research is “Underground”

music video by Avril Lavigne. The main consideration of choosing

this music video was the subject discussed which is writing

narrative text.

3.4 Instrument of the Study

In this study, the main instrument to collect the data was the

writer itself. It is in line with Merriam (1998:7) who states

that in qualitative research, the researcher is the primary

instrument for a data collection and analysis. In this research,

the researcher observed, paid attention, took notes and picture

of the activity in the class while she was collecting the data.

Besides, to conduct this research, the researcher also used

several instruments. They are as follows:

1. Field Note

According to Syamsudin (2007:105), field note is

general description about phenomena that is observed by the

researcher. In using field note, the researcher was allowed

to make notes during the observation in conformity with

observation checklist or after the teaching-learning

process.

2. Students’ Writing Tasks

Students’ writing tasks were students’ compositions

made after viewing “Underground” music video by Avril

Lavigne. Students’ writing tasks were collected and then

they were analyzed in order to know was its generic

structure and linguistic feature. Students’ writings were

evaluated by Using Rubric of Narrative Writing.

3. Questionnaire Sheet

Arikunto (1998:128) states that questionnaire is

written questions that are used to get information from the

respondents. In this research, the students’ response and

experience toward the use of “Underground” music video by

Avril Lavigne in teaching writing narrative text.

3.5 Data Collection Technique

In this study, the researcher collected the data through

analysis technique. The data was collected through non-

participant observation. The researcher only observed the

teaching-learning process by using observation checklist. She

kept her existence and did not influence the natural attitude or

behavior of the subject f the study. In the observation, the

researcher not only observed but also took pictures of the

teaching learning process and the phenomena when the music video

is implemented in teaching writing narrative text. The

information about phenomena happens in teaching-learning process

could be added specifically by using field note and photographs.

The data of this research is the result of the observation

itself.

To know the students’ writing are, the teacher asked to the

students to make a composition according to the material served

through viewing “Underground” music video by Avril Lavigne. After

all students finish their composition, the researcher collects

students’ writing. then, the students’ writings are evaluated by

using Scoring Rubric of Narrative Writing.

Further, the students’ response after they experienced the

implementation of video teaching writing narrative text was very

important. In order to find out how was the students’ response,

the researcher spread out questionnaire sheet to investigate how

interested the students were while joining the class. After the

students filled the questionnaire, the researcher took the

questionnaire back. There were fourteen questions in the form of

multiple choices. Bellow is the classification.

a. Question 1-2 deal with English teaching learning writing

process.

b. Question 3-7 deal with students’ difficulty in constructing

writing narrative text.

c. Question 8 deals with teacher’s explanation about writing

narrative text.

d. Question 9-14 deal with students’ responses toward the

implementation of “Underground” music video by Avril Lavigne

in teaching writing narrative text.

3.6 Data Analysis Technique

After collecting the data using several instruments above,

then it was continued by analyzing the data collected. First, the

researcher analyzed the data got from the observation field note.

The data was described according to its process. The data was

presented in descriptive manner. The conversation and pictures

during teaching-learning process was attached to support the

data.

Students’ writings were analyzed by using Scoring Rubric of

Narrative Writing. The components analyzed were the generic

structure and the linguistic feature of narrative text. Students’

writing was scored per component. Each score was calculated to

find out the total score. Then, each score in each component and

the total score were converted into Excellent, Very Good,

Average, or Poor.

Then the students’ responses were analyzed based on the

majority students that chose certain answer in the questionnaire

sheet after the implementation of “Underground” music video by

Avril Lavigne to teach writing narrative text.