Jelt : Journal of English Language Teaching, Vol.2 No.

1 Tahun 2018

TEACHING WRITING OF RECOUNT TEXT BY USING ‘INSIDE OUT’ A

FILM BY PETE DOCTER FOR TENTH GRADE STUDENTS OF SMAN N
8 JAMBI ACADEMIC YEAR 2016/2017

Nevia Hendika; Suyadi; Yanti Ismiyati

ABSTRACT

This research was done using a film „Inside Out‟ to developing students writing
skills of recount text for the tenth grade students of SMA N 8 Jambi. In order to
achieve the objective of this research, the writer designed an experimental
research and chose pre-test post-test design with two treatments for this study. the
result of the data analysis of the reflection scores for pre-test and post-test showed
the increasing mean 52,8 and 73. The finding clearly revealed that a film „Inside
Out‟ as a media was effective enough in helping class X IPA 1 Students of SMAN
8 Jambi to develop recount text writing. Based on the finding, the writer assumes
that movie may be used as one of alternative medium in the teaching of recount
writing.

Keywords: Writing, Recount Text

INTRODUCTION to write personal letters, invitation

The purpose of teaching
English is to make students master
four skills: listening, speaking,
reading, and writing. Writing is
frequently useful as preparation for
some other activities. It is a process of
discovering and organizing ideas,
putting them on papers, and revising
them. By writing, we can express our
ideas well; however, to get our
meaning strong, interesting, and clear
for the reader, this skill must be
improved by practicing a lot. Because
writing has many contributions for
our life, we can make a habit of
writing to develop this skill.
Writing as one of four skills
has given an important contribution to
human life. Richards states that in
adult life, people‟s writing needs are
both institutional and personal. The
importance of writing can be seen in
people daily activities when they need
letters, articles, books and the other
product of writing activities.
According to school-based
curriculum there are five kinds of text
taught in senior high school that are:
recount, procedure, narrative,
descriptive, and news item. In this
study, the researcher focuses on
recount text in several aspects of
generic structure, social function and
language feature which are produced
by the tenth grade students of senior
high school in their writing result.
Recount text is an interesting genre
that is very useful for students to
explore and express ideas, opinions,
and their experiences.
The researcher considers that
writing is the hardest skill for people
who learn English because in writing
process, students will face many
difficulties in transferring thought and
ideas in writing form. To make the

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For Tenth Grade Students Of Sman N 8 Jambi Academic Year 2016/2017
Jelt : Journal of English Language Teaching, Vol.2 No.1 Tahun 2018
students motivated and enjoyable to
learn, the teacher should use
interesting teaching methods, as
Harmer said that teacher‟s method in
teaching could be intrinsic motivation
which motivates the students to learn.
Therefore, it is important for teachers
to gain some knowledge.
One of the media used in
writing teaching is movie. Movie is
one medium in which people can
record image events, organize them
and then communicate them to others.
The researcher chooses movie as
medium in the teaching of recount
writing because movie is a form of
entertainment that enacts a story by
sound and a sequence of images
giving the illusion of continuous
movie. Beside that movie can tell a
story clearly by showing clear
expression of characters, clear plots
and clear description of situation in
the story. So, most students will enjoy
studying writing recount text. They
will feel something new and different
from what they usually get in their
class.
When I was PPL in SMA N 8
Jambi, most of the student had
difficulties in writing since they got
limited time to do writing practices.
They were confused about what they
had to write. Most of them only wrote
some sentences that lacked details.
Their writing was also less organized
and somewhat choppy. Moreover,
they lacked vocabulary. This
condition was compounded by their
habits that seemed reluctant to check
every difficult word in their
dictionaries.
Based on description above,
the writer is interested in conducting
research in SMA N 8 Kota Jambi. In
this case, the researcher tries to
Teaching Writing Of Recount Text By Using ‘Inside Out’ A Film By Pete Docter
For Tenth Grade Students Of Sman N 8 Jambi Academic Year 2016/2017
describe the students „ability in
teaching writing of recount text
through using film. So, the problem in
this research is formulated as follows:
“is there any improvement of
students‟ writing mastery by using
film in teaching writing of recount
text of students‟ at tenth grade of
SMA N 8 Kota Jambi in academic
year 2016/2017?”
Teaching English Writing for
Senior High School Students
According Harmer (2004:31-
32). “Writing (as one of the four skills
of listening, speaking, reading, and
writing) has always formed part of the
syllabus in the teaching of English.
Writing has always been used as a
means of reinforcing language that
has been taught”. It means that
writing is a good instrument for
students to learn English.
When writing, students need
more time to think. Teacher asks
students to focus on accurate
language use and ideas what they will
write. It will provoke their language
development by finding ideas which
will put on a text. Teaching writing
for Senior High School is not an easy
job, because the range of age of
Senior High School students varies
between thirteen to seventeen years
old.
Harmer (2001:38) stated that
“Adolescence interpreted as a
transition-period from children to
adult including change of biological,
cognitive and emotional-social”.
“They are so much less motivated,
and they present outright discipline
problems”.
Based on the statement above,
the researcher can concludes that the
teacher‟s role is very needed to
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motivate students in teaching learning
process while students in transition-
period. Therefore, they will have
good discipline and responsibility, if a
teacher encourages their students to
learn to write in the target language.
There are some characteristics
of adolescent‟s learner, they are;
a. They seem to be less lively and
humorous than adults,
b. Identity has to be forged among
classmates and friends; peer approval
may be considerably more
important for the student than the
attention of the teacher,
c. They would be much happier if
such problems did not exist,
d. They may be disruptive in class,
and
e. They have great capacity to learn,
have a great potential for creativity,
and a passionate commitment to
things, which interest them.
Therefore, adolescents are a
period of change, new experiences
learning, instability and the most
trying times in life school and teacher
should provide adolescent with
opportunities to explore and
experiment in a stable and supportive
atmosphere. Teacher‟s job is to
provoke intellectual activity by
helping them to be aware of
constructing ideas, which they can
resolve by their own though still with
the teacher‟s guidance.
Recount Text
Recount texts can be
considered as the most common kind
of text that we can find in daily life.
Knapp and Watkins (2005) state that
recount text is a sequential text that
does little more than a series of events
that can be considered as the simplest
type of narrative text. Moreover,
Teaching Writing Of Recount Text By Using ‘Inside Out’ A Film By Pete Docter
For Tenth Grade Students Of Sman N 8 Jambi Academic Year 2016/2017
Anderson and Anderson (1977)
defines recount as speaking or writing
about past events or a piece of text
which retells past events organized in
a chronological order.
According to Anderson and
Anderson (1977), a recount text has
three main parts. Each of them is
explained as follows.
1) Orientation: The opening of the
text. It is an introductory paragraph
that tells the background information
about who, what, where, and when.
2) Events: It is usually told in a series
of paragraphs that retell the events in
the order in which they occurred.
3) Reorientation: It is a concluding
paragraph. In this paragraph, writers
may state their personal comments.
Furthermore, recount texts
usually include the following
grammatical features:
1) Use proper nouns to identify those
involve in the text .
2) Use descriptive words to give
details about the characters, the
setting, and the events.
3) Use past tense to retell past events.
4) Use words that show the order of
events, such as first, second, next,
finally, and so on.
From the definition above, the
researcher it can be concluded that a
recount text is a spoken or written
text, which is used to tell other people
about their experiences.
RESEARCH METHODOLOGY
The study is conducted in the
quantitative research. According to
Margono (2007:21) Quantitative
research is a process of discovering
knowledge that use the data in the
form of numbers as a means of
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finding information about what we
want to know.
According to Nunan (1992:3)
quantitative research is obtrusive and
controlled, objective, generalist able,
outcome oriented and assumed
existence of facts which are somehow
external and independent of the
observer of research. Moreover,
Iskandar (2009:17) says the
quantitative research is the research
conducted to get answer a problem.
The research is conducted in
experimental design. According to
Arikunto (2010:9), experimental is a
way to find a casual effect
relationship. This research belongs to
experimental research. The design
provide little or no control of
extraneous variables and illustrate
quite well the way that extraneous
may operate to jeopardize validity of
design.
This research used
experimental design. In the
experimental, the researcher use pre-
test, treatment, and post-test. The first
is pre-test has done before presenting
the treatments to know how far the
students‟ understand about how to
make recount text in the class. In the
type of pre-test is objective test.
The second is treatments. The
students activities during the
treatments or during the teaching and
learning process used movie/ film
„Inside Out‟ that observed by the
researcher. The treatment was
conducted in each meeting after pre-
test. It was taken twice a week. It took
90 minutes for each meeting.
And the last is post-test. Post-
test was given to the students in order
to know the progress of the students
in learning using film „Inside Out‟
after treatments. The type of the test
Teaching Writing Of Recount Text By Using ‘Inside Out’ A Film By Pete Docter
For Tenth Grade Students Of Sman N 8 Jambi Academic Year 2016/2017
is objective test. That is subjective
forms. The design of experimental is
one group pre-test and post-test
design by the following:
Population & Sample
The population of this
research is the tenth grade students of
SMA N 8 JAMBI in academic year
2016/2017. The researcher took class
X IPA 2 as the sample. Because this
class has been taught by the
researcher in practice of teaching and
researcher know how characters. The
class was experimental class was
given the treatment.
Instrument of Data Analysis
Before collecting the data, the
researcher made instrument. The
Instrument is writing test. According
to Gay (127:1987), instrument is an
important device for collecting data in
a research. The instrument for
collecting data in this study is a test in
the form of writing a paragraph to
know the students‟ ability in writing
recount text. In this research, the
writer gives pre test and post test. The
research use experimental class.
Findings
The research was schedule on
the April 26th 2017 - May 17th 2017.
Then for the research, the researcher
used the tenth grade students of SMA
N 8 Jambi as the population. The
researcher used one class as the
sample that is X IPA 2 that consisted
of 25 students as experimental class.
To measure the score of the students‟
writing skill progress, the researcher
used pre-test and post-test and the
writing test were consist of four
items. They are: Generic structure,
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Grammar, Vocabulary and The next, the researcher

punctuation. interpreted r = 0,70 to estimated the
strength of correlation. An
Table 1 interpretation of r was the correlation
The Distribution of Pre-test and of pre-test and post-test scores was
Post-test Score in Experimental strong. As shown in the following:
Class. Table 2
Interpretation of r product moment
The interval of Interpretation
r*)
0,001 – 0,200 The correlation is
very low
0,201 – 0,400 The correlation is
low
From the table 1, the pre-test 0,401 – 0,600 The correlation is
result in experimental class can be satisfactory
seen that there are no students is in 0,601 – 0,800 The correlation is
very good category , 6 students (24%) strong
are in good category, 13 students 0,801 – 1,000 The correlation is
(52%) are in fair category, 6 students very strong
(24%) are in weak category, and no *) Interpretation valid for positives
students in poor category. For post- and negatives values (Pratiwi, 2009:
test result, it can be seen from the 89)
table 4.1, in experimental class there Then, to know whether there
are 7 students (28%) are in very good is statistical difference between post-
category, 16 students (64%) are in test score of the class; t-test formula
good category, and 2 students (8%) was applied. The score needed for t-
are in fair category. Beside, no test calculation is presented in
students are in weak and poor appendix 6.
category. Based on the calculation, it
In order to see the significance was found that the value of t-test is
difference between pre-test and post- 11,6 and then the value of t-table is
test before and after treatment of 1,711 of 5% (0,05) and 2,49 of 1%
experimental class, the Pearson (0,01) with the degree of freedom 24.
Product Moment Formula would be So, it concluded that the value of t-
used. To analyze the data, the test was higher that value f t-table.
researcher was compared between the
scores of pre-test and post-test. Hypothesis Testing
The result of the between the
scores of pre-test and post-test before From the data analysis, the
treatment and after treatment is 0, 70. hypothesis can be tested as follow:
In the product moment table N= 25 Null Hypothesis (Ho) is rejected:
and 5% significance, r = 0,396. It “The value of t-test was the less than
means that the correlation between the value of t-table”
pre-test and post-test is bigger than Alternate Hypothesis (H₁) is accepted:
product moment table.

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Jelt : Journal of English Language Teaching, Vol.2 No.1 Tahun 2018
“The value of t-test was higher than
the value of t-table”
On the basis of the
calculation, the t-test value of level
significance 0,05 with f= 24 (n – 1) is
1,71. The post-test result from
experimental class was tested by
using t-test formula and from the
calculation, the t-test result was 11, 6.
So it clear that the value of t-test is
higher than the value of t-table, it
means that there is an effect of using
a movie. In other words, Alternate
Hypothesis (H₁) is accepted.
Discussions
The learning of using a movie
as faced by the students when the
researcher did the treatment is:
1. At the first meeting students
still confused about the media
of studying used a movie, and
the class was crowded. So the
result of the first meeting was
sufficient.
2. The second meetings, some of
students began understand in
the media of studying used a
movie. But, the class situation
was still crowded because the
students must remember the
movie that they have watch,
so they discussed it with their
friends.
Based on the analysis, it is
found that there is better
improvement of class who were
taught by using a movie „ inside out‟
and those who were not. This can be
seen from the pre-test result before
treatment and post-test result after
treatment in experimental class.
A movie „Inside Out‟ was
given as the treatment in experimental
class. Before the treatment was
conducted in this class, the students
Teaching Writing Of Recount Text By Using ‘Inside Out’ A Film By Pete Docter
For Tenth Grade Students Of Sman N 8 Jambi Academic Year 2016/2017
behaved passively during the lesson.
They just listened to the teacher and
followed the class inactively. These
behaviors were changed dramatically
during the treatment. The students
feel that they had new innovation
when they learned English by using a
movie. They could increase their
writing skill from this technique.
They got practice it in a group and
they had competitive ability between
their friends to improve their writing
skill. So, it is concluded that a movie
could encouraged students to write
fluently and they are not feel bored
with English subject.
From the explanation above,
teaching writing of recount text by
using a movie „Inside Out‟ in
experimental class was more effective
to teach writing of recount text. It also
can be seen from the difference
between pre-test and post-test from
experimental class as follows:
Table 3
The mean of Pre-test and
Post-test of the Experimental and
Their Difference
Class Pre-test Post- Differ
test ence
Experimental 52,8 73 20,2
From the table 2, in
experimental class, the average of
pre-test result is 52,8 and the average
of post-test result is 73. The
difference between pre-test and post-
test is 20,2. So, the researcher can
conclude that there is a deeply
signifying influence in improving of
students‟ writing mastery before and
after using a film “Inside Out” in
teaching writing of recount text of
students‟ at tenth grade of SMA N 8
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Kota Jambi n academic year
2016/2017.
CONCLUSIONS
Based on the result of the
analysis in the previous chapter, the
researcher can conclude that: On the
basis of the preliminary study, it was
found that the class faced a
complicated problem in writing
simple recount text. There are some
difficulties faced by the students in
recount text class, they are; a) the
students had not known about recount
text before, b) the students had not
known about the generic structure of
recount text, c) the students had less
of vocabulary lists, d) the students
could not share their ideas into a good
writing.
The mean of pre-test obtained
by the students was 52,8. It shows
that the students‟ ability to write is
low. Teaching writing a simple
recount text through a movie „Inside
Out‟ was able to motivate the
students‟ interest and activity.
Teaching a simple recount text
writing through a movie „Inside Out‟
could inference the students‟ ability
in terms, generic structure, grammar
and vocabulary. From explanation
above, it can be concluded that using
a movie in teaching writing of recount
text at tenth grade students of SMA N
8 Jambi. It there any improvement of
students‟ writing mastery by using
film in teaching writing recount text.
It showed that a movie can apply as
one teaching media to improvement
of students‟ writing skill in learning,
especially in learning recount text.
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For Tenth Grade Students Of Sman N 8 Jambi Academic Year 2016/2017