The Use of Short Movies as Reading Comprehension Materials for Eighth

Grade

Nurman Hanif
Student of Magister Program, Yogyakarta State University

Abstract
The aim of this paper is to describe the use of short movies as reading materials for eighth grade.
The first section briefly explained the reason why movies or films can be adapted as interesting
materials through visualization and multimodal texts to enhance students’ critical thinking. By
reading the subtitles of the movies, students could improve their reading skill supporting by
visualization of images. The next section, the literature review of this paper recommended the
reason why movies should be developed as reading materials in language learning with their
advantages and benefits. Many previous studies suggested that movies could be the appropriate
media for English language teaching to motivate students and improve their language skills.
English teachers could modify and develop reading materials based on the content of the movies
in order to encourage students in language learning. In the last section, this paper closed by
conclusion of the movies benefit as digital media in the English language learning.
Keywords: movies, materials development, reading comprehension, reading strategies.

INTRODUCTION
Digital media becomes the appropriate choice as media to facilitate students in language learning
especially for reading comprehension in order to improve their understanding of information.
Short movie is an integrated way to advance the comprehension of information in textual form
by using visual and audio combination. The features of the films can help the students to make a
good understanding when they read a text. When they read, they recover the information and
connect it to draw core information and interpret the information that they gain from visualizing
process through the films or movies.
Visualizing process is an important process to enhance the comprehension of information in
reading. Drapper (via Ismaili, 2013: 123) reveals that visualization is prerequisite for a good
reader. The readers visualize the images to immerse themselves in rich detail when they read.
When visualizing or reading images, people are engaging in both an active and creative process
and draw on our general and specific knowledge, our tastes and habits and our personal contexts
to make what we see, and to make sense of it (Schirato & Webb, 2004). This condition will lead
the students how they are able to comprehend the text clearly. Nevertheless, there should not be
enough for comprehending a text because it greatly evokes a gap amongst the readers with
different level of comprehension. The using of visual aids such as movies by the teacher will be
very helpful to improve their comprehension in learning reading. Reading comprehension
material is necessarily to develop since the digital era began through films, movies, or videos as
visual media.
Teachers should develop their learning reading materials to optimize students’ comprehensible
input. For instance, teachers can participate some media of learning in order to make the
classroom more interactive. Many scholars have exposed that movies used in EFL classroom can
become an important part of the curriculum. This is because movies provide experiences to “real
language,” used in authentic settings and in the cultural context that the foreign language is
spoken. They also have found that movies catch the learners’ interest and it can positively affect
their motivation to learn (Luo, 2004). By movies, the students will gain ‘real language’ learning
and charge their motivation to learn reading. English teachers should renew the traditionally to
digitally source of reading materials in order to create an amusing learning.
Short movies can be a pleasurable source to learn reading through a combination visual and
verbal information for students to read. Ismaili (2013) states movies are an enjoyable source of
entertainment and language acquisition. For this reason, many scholars and EFL practitioners
select to watch the movie adaptations of famous and current novels as a supplementary source to
the reading. Practice has shown that reading an entire book can be tiresome and boring while an
audio-visual experience can be more entertaining and engaging to students. Therefore, English
teachers should implement digital media such as movies or films to make students enthusiastic in
the learning process. The prospect of English teaching and learning will be more enjoyable and
entertaining.

LITERATURE REVIEW
Reading Comprehension
Reading is often defined as meaning making of printed information. Moreillon (2007: 10) stated
reading is making meaning from print and from visual information. Making meaning from visual
information involves watching movies, moving pictures, audio video recordings, graphic arts,
and so on. Making meaning from printed information involves newspapers, textbooks, articles,
letters, and diaries. Stephenson and Harold (2009) stated that reading is a process of guessing
meaning from context with background knowledge support. In the process of guessing, reader
should know the context as meaning clarification and use background knowledge as supporting
to guess it effectively and clearly, because good readers should able to relate a text and their own
background knowledge efficiently.
Reading is interactive process of understanding. Nunan (1989: 33) added that reading is an
interactive process between what a reader already knows about a given topic or subject and what
the writer writes. It means that reading creates a process interaction between a reader and writer
in relating to the process of making meaning because reader constructs what the writer means.
Reading involves interactions among text, author, and reader to construct meaning (First Step,
2013). Patel and Jain (2008: 113) proposed that reading is an important activity in life which one
can update his/her knowledge. By reading, people can update their knowledge to reach academic
success or life enjoyment. Besides, reading can be a powerful tool for people to rich their
experiences and expand their knowledge about language. Meniado (2016) stated that reading
comprehension is one of the essential skills that should be improved and fostered in a child at
home and in school as fundamental to reach success in academic life and beyond. As
fundamental skills, reading comprehension should be developed early to update children
knowledge in order to be skilled readers. They should be taught how to interact with an
information or message they read.
Readers should interact with a text efficiently in order to make a sense of it. Javed, Eng, and
Mohamed (2015) stated that reading comprehension is an interactive process between the reader
and the text. Interactive process means that there is direct interaction process between the reader
and the text for extracting meaning. In the line with this, Snow (2002: 11) defined reading
comprehension is the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language. Involvement means that readers take an
action in participating to extract and construct written language meaning. Reading is a readers’
high process to construct meaning of a text using their background knowledge through cognitive
interaction. Guthrie, Wigfield, and Perencevich (2004: 227) stated that reading comprehension
consists of the processes of constructing conceptual knowledge from a text through cognitive
interaction and motivational involvement with the text. Furthermore, Klingner, Vaughn, and
Boardman (2007: 8) noted that reading comprehension is a multicomponent, highly complex
process that involves many interactions between readers and what they bring to the text (previous
knowledge, strategy use) as well as variables related to the text itself (interest in text,
understanding of text types). In the process of comprehension, readers should activate their
background knowledge and use their strategies in reading to help their meaning construction of a
text effectively.
Techniques in Teaching Reading

There are three techniques for English teachers to teach reading namely pre reading, while
reading, and post reading activities. These techniques would be the guidance for teachers to
manage the activities and exercises of learning reading.

Pre-Reading Activities

Pre-reading initiates the students’ background knowledge. Toprak and Almacioglu (2009)
proposed that pre-reading promotes students to activate their background knowledge and their
schemata. This stage facilitated students to predict the themes or clues of the text they will learn.
According to Bao and Gao (2006), pre read used for introducing a topic and activating schemata
in order to help students maximize their knowledge and skills to understand a text. Furthermore,
Celce-Murcia (2001) mentioned that pre-reading offered five important purposes. It supports
students’ access background knowledge, provides specific information for effective
comprehension, inspires students’ interest, establishes students’ expectations, and provides
model strategies that students used by their own. Tierney and Cunningham (1984) suggested that
pre reading activities might be advance organizers, objectives, pretest and pre-questions, student-
centered reading activities, and pictures, prefatory statements, and titles. According to Teguh
(2014), English teachers could motivate them by using attractive color scheme, a cartoon, a
picture, or some other approaches to gain students attention in pre reading activities. Stephenson
(2009) suggested the activities should teachers do before lesson. They are making brainstorming,
introducing vocabulary using visuals, sketches, and realia, making discussion, focusing
questions, sequencing pictures, predicting, and sequencing a series of key words.
While-Reading Activities

According to Toprak and Almacioglu (2009), while reading provided exercises to help students
advance reading strategies, enhance their control of the foreign language, and decode text
passages problems. This stage facilitated students to elevate their comprehension skill of text by
doing their activity sheets. Celce-Murcia (2001) stated that while reading establishes students’
focus through the text. Students focus on understanding difficult concepts, making sense of the
complex sentences, examining relationship among ideas or characters in the text. Bao and Gao
(2006) stated that while read used to help students in understanding detailed information and
analyzing the structure of a text. Greenwood (1981) recommended some activities to do in while
reading activities. They are identifying main idea, finding details in a text, following a sequence,
inferring from a text, recognizing the discourse patterns. Stephenson (2009) proposed activities
to do in while reading activities. They are answer true/false questions, answer multiple-choice
questions, sequence events, predict the ending, sequence the pictures, and summarizing a text.

Post-Reading Activities

Celce Murcia (2001) stated that post-reading used to extend students’ ideas and information.
They considered that the major ideas and supporting information are understood. This stage
required students to use information from the text. According to Brown (2001), after finishing
reading, students are given the comprehension questions activity. The activities can be writing
exercises, vocabulary study, identifying author’s purpose, and discussion. Toprak and
Almacioglu (2009) proposed that post-reading facilitated students to improve their deeper
analysis about text they read by summarizing the content of text and making a class discussion.
Budiharso (2014) suggested the activities in post reading activities. They might be summarizing
activities and making discussions. Those activities could stimulate students’ understanding to the
text. Stephenson (2009) suggested the activities to do in post reading. They are offering personal
opinions about the text, completing the sentences, telling the story from another perspective,
retelling the story from another language, and choosing characters from a set of visuals.

In summary, the teachers enable to develop materials by viewing movies in pre reading activities
to motivate and gain students’ attention before they focused on the reading passage materials.
After viewing movies, teachers could ask students to answer relevant multiple-choice vocabulary
and content comprehension questions (Sabouri, Zohrabi, and Osbouei, 2015). They enable to
create various activities and exercises of reading based on the movies to stimulate students’
background knowledge. Next, teachers developed the reading passages based on the movies.
They could adjust the genre of a text and the length of a reading content followed by creating
various activities and exercises that focused on the texts. Finally, in the last stage, teachers
enable to advance students’ critical thinking through some activities that facilitating students in
giving opinions. They could use summarization, paraphrasing, and class discussions activities to
help students in enhancing their deep understanding of information within a text passages or
movies.
Teaching Reading Strategies
Reading strategies are the techniques used by readers to manage their comprehension. Sheorey
and Mokhtari (2001) divided reading strategies into three categories. Metacognitive strategies are
techniques planned used by students to monitor or manage their comprehension intentionally and
carefully. Cognitive strategies concerned on students’ specific actions and procedures while
interacting with a text. Support strategies are used by students as tools to understand a text. For
instance, a dictionary, taking notes, underlining or highlighting the text. Readers use reading
strategies in accordance with their management ability to read information they read.
Readers need the best way to organize their actions in understanding information. They need
problem-solving strategies when they faced the difficulties in reading. Poole (2009) defines
reading strategies into three categories. Global strategies concerned readers’ plan on how to read
and manage their comprehension. Problem-solving strategies concerned readers’ strategies on
the way to solve their problem in reading difficulties. Support strategies concerned readers’
techniques and devices to comprehend a text.
Reading strategies are actions that readers use to improve and support their comprehension in
reading. Afdaleni (2013) stated that reading strategies is a process to advance reading
comprehension, to read better, and to overcome a failure of comprehension that used by a
learner. Reading strategies are the process of readers to supervise the reading text consciously.
Chen and Chen (2015) defined reading strategies as readers’ process to use strategies in
understanding a text consciously.
Carrell (1998) explained that reading strategies traditionally recognized reading behaviors as
skimming, scanning, making contextual guesses, skipping unknown words, tolerating ambiguity,
making predictions, confirming or disconfirming inferences, identifying the main idea of a text,
rereading, and using cognates to understand a text. Duke and Pearson (2009) mentioned six
reading strategies: making a prediction, using think-aloud strategies, using text strategies, using
visual models, making a summarization, and questioning while reading.
Gilakjani and Sabouri (2016) explained some effective strategies in teaching reading
comprehension. They are described as follow: 1) activating and using background knowledge; 2)
generating and asking questions; 3) making inferences; 4) predicting; 5) summarizing; 6)
visualizing; and 7) comprehension monitoring. Coe (2009) explained some effective strategies in
teaching reading comprehension. They are clarified as follows: 1) activating prior knowledge; 2)
cooperative learning; 3) using group organizers; 4) visualizing; 5) asking and generating
questions; 6) recognizing text structure; 7) summarizing; and 8) monitoring comprehension.
Good readers always use strategy when they are interacting with a text. It helps readers to
enhance their comprehension in order to be skilled readers. By using strategies, skilled reader
will easily understand the meaning of what they read. Readers can use varied strategies to
interact with a text effectively. They use strategies to monitor, evaluate, and reflect their
comprehension in understanding the texts.
Materials Development
Materials development is both a field of study and a practical undertaking. As a field, it studies
the principles and procedures of the design, implementation, and evaluation of language-learning
materials’ (Tomlinson 2001: 66). While Graves (2000: 149) noted that materials development is
a teacher planning process to make unit and lessons to achieve goals and objectives of the
course. Maroko (2013) noted that materials development describes the processes through which
materials are produced or used language learning including materials evaluation, adaptation,
design, exploitation, and research.
Materials developers might write textbooks, tell stories, bring advertisements into the classroom,
express an opinion, provide samples of language use, or read a poem aloud. Whatever they do to
provide input, they do so ideally in principled ways related to what they know about how
languages can be effectively learned (Tomlinson, 1998: 2). Materials development is obviously
needed in order to increase various ways in the process of learning. Besides, it could be the
unique way to make classroom more innovative and interactive. Indeed, it should provide the
source of knowledge that is containing updated information. Therefore, teachers should renew
their method and approach relating to promote motivational and interesting materials.
Tomlinson (2008: 6) listed some of the things that some ELT materials are currently doing which
are likely to stimulate language acquisition and development: 1) some of them are providing a
rich experience of different genres and text types; 2) some of them are providing an aesthetically
positive experience using attractive illustration, design and illustration; 3) some of them are
making use of multimedia resources to provide a rich and varied experience of language
learning; 4) some of them are helping the learners to make some discoveries for themselves; 5)
some of them are helping the learners to become independent learners of the language; 6) some
of them are providing supplementary materials that provide the learners with experience of
extensive listening and/or extensive reading; and 7) some of them are helping the learners to
personalize and localize their language learning experience.
Hutchinson and Waters (1987: 107-108) mentioned some principles for guiding us to develop
materials. They can be a guidance for teachers to provide good materials in language learning.
They are: 1) materials provide a stimulus to learning; 2) materials help to organize the teaching-
learning process, by providing a path through the complex mass of the language to be learnt; 3)
materials embody a view of the nature language of learning; 4) materials reflect the nature of the
learning task; 5) materials can have a very useful function in broadening the basis of teacher
training, by introducing teachers to new techniques; and 6) materials provide models of correct
and appropriate language use.
Patel and Jain (2008: 66-67) mentioned the characters of instructional materials that used in the
classroom: 1) supplement oral teaching; 2) use audio visual aids as motivator; 3) prevent
indiscipline and monotony; 4) make learning permanent; 5) save time and energy; and 6) provide
direct experience. Parisi and Andon (2016) listed some general principles for successful
instructed learning using film. They mentioned that instruction should: 1) provide a rich
repertoire of formulaic expressions; 2) focus on meaning; 3) provide extensive L2 input; 4)
provide opportunities for output; 5) provide opportunities for interaction; and 6) take into
account individual differences.
As learning facilitator, they should realize the importance of guidance and characteristic
materials to update their capacity in helping students to update their knowledge of language
learning. In relating to the use of movies or films, English teachers should maximize in
developing materials to reach good impact of language learning in order to make continuous
improvement of the learning process. English teachers develop reading text passages based on
the story of the short movies. Then, they required creating some activities and exercises to
maximize materials in order to provide interesting and amusing learning process.
The Use of Short Movies in Language Learning
Short movie is an impressive film production in a short time that used to elevate students’
comprehension and memorization. Kabadayi (2012) noted that a short film is a film production
type that makes effort to achieve the theme it addresses in a short time and therefore arranges its
structure in an impressive way. He added that short films is effective and useful. It enhances the
memorization and the comprehension. It enables the student to remember the subjects easily and
creates expression richness. It supports creative thinking.
Short movie is an effective and useful way to develop students’ creative and critical thinking
through viewing activity in language learning. Chan and Herrero (2010: 22) stated that short
films allow for easy repetition of viewing, which is important in enabling students to critically
engage with material on a meaningful level. For this reason, short movie could be recommended
to develop as materials since it offered repetition of viewing easily in a short time to enhance
students’ comprehension in reading.
Movies are enjoyable source of learning for advancing students’ comprehension, developing
their critical thinking, and expanding their experiences in language learning. Ismaili (2013) noted
that movies are the enjoyable basis of entertainment and language acquisition. Besides, movies
could be a powerful tool to maximize language teaching and learning in various ways. Movies
are a useful tool for foreign language teaching and they can be used in several different ways and
different aspects of foreign language (Ruusunen, 2011).
Yalcin (2013) proposed that movie films are windows into culture. Movies could be a source of
knowledge about diversity of culture and they could be a tool that emphasizes aspects of life
cultural in a society. Like Chaple and Curtis (2000), films provide various cross-cultural values,
extend the advance of critical thinking skill, offer a rich of content for language learners, and
provide linguistic diversities. In relating to the language learning, movies provide chances for
students to improve their understanding of different cultural aspects and their cultural awareness
of a society. He added that in teaching and learning a foreign or second language, movie films
aimed students to recognize various cultural aspects including patterns of human behaviors,
thoughts, beliefs, values, customs, courtesies, rituals, manners of interacting and communicating.
Movies provide several useful attempts to develop communicative skills in language teaching
and learning. According to Khan (2015), movies provide a variety of methods and resources for
teaching the target language, helping students to develop their listening and communicative
skills. Movies also help students to enhance their comprehension and literacy skills. Ismaili
(2013) stated that movies provide a wonderful opportunity for students to gain background
understanding to combine with their own understanding about a story or concept. Like reading,
students can relate their background knowledge and their own understanding about what they
watch or read by viewing movies.
Khan (2015) stated that films present students with instances of English used in “real” situations
outside the classroom, specifically interactive language–the language of real-life communication.
Kress (2010: 30) noted that films are rich multimodal texts containing linguistic meaning, but
they also contain other modes that are sometimes more difficult to illustrate or provide in the
standard language lesson, such as the gestural component. Thurn (2016) added that film serves as
an authentic, readily available, culturally rich text that can be used in the language classroom.
Film provides students’ learning experiences and real interactive language learning. Besides, it
provides many linguistic meaning contents through multimodal texts as variety modes to help
students to learn language.
Kress (2010: 30) noted that due to the increasing importance of visual and media images, films
have a great potential in the language classroom, as they bring ‘together a large variety of
modes’. English teachers can use the film to expose the students to the four language skills;
listening, while watching the movie and reading, writing and speaking in later tasks/activities
after the film has been watched. In conclusion, films have a great potential to help students to
learn language with variety of modes and the teacher could use it to expertise students in
speaking, reading, listening, and writing.
Teacher can use films to motivate students in the language learning. Chan and Herrero (2010:
11) that the use of film in the classroom or as an outside school activity can uphold the
motivation of the learners, because of its playful component. They added that using films
through specific task activities provide an ideal vehicle for active learning, as well as
encouraging interaction and participation. Therefore, teachers can use films to motivate students
by its content. Besides, they can provide active learning by doing interesting specific activity to
help students learn language.
Advantages of Using Short Movies in Language Teaching
Chan and Herrero (2010: 22) stated that short movie has many advantages for teaching language
learning. They are: 1) the film is only 4 until 7 minutes long, allowing adequate time to put into
practice a series of activities to develop integrated skills; 2) film can be watched several times
with a different focus or activity; 3) film can be used for different language levels, because the
story is accessible and easy to understand. Therefore making it easier for students (of various
ages) to see structure and form, which helps to develop their abilities in creating structured
stories or narratives; 4) film lacks dialogue (using only two sentences) and clearly demonstrates
that the linguistic component is only one of the modes for creating meaning; the visual and
gestural modes are a fundamental part of the non-verbal language; 5) film offers freedom for
students to create and invent new dialogue (either written or spoken) for all languages; and 6)
film can be used to raise awareness of cultural factors (e.g. students can develop an
understanding that people exhibit culturally conditioned behaviors and that social variables, such
as age, sex, social class and place of residence can influence the ways in which people behave).
According to Parisi and Andon (2016), there are four advantages of using films as media in
language learning. They are authenticity, motivation, language skills, and cultural awareness.
Hameed (2016) claimed that films could benefit the language learning. They are entertaining and
enjoyable learning source, motivating learners, and providing authentic and varied of language
usage. Champoux (1999) mentioned the advantages of using movie as a teaching resource.
Movies are comfortable medium to use in language teaching, available to engage students’
interest, provide the learning experiences, and offer cognitive and affective experiences. Iscan
(2017) proposed the advantages of films. They provided educational content for students,
motivate students to learn, available as audiovisual tools in language learning, and help learn
some words easily through subtitle of films.
Chan and Herrero (2010: 11) mentioned some advantages of using films in language learning.
They are: a. improves comprehension activities that are perceived as ‘real’; b. creates a curiosity
gap that facilitates the exchange of opinions and ideas about the film; c. advances to explore non-
verbal elements; d. develops oral and aural skills (Altman, 1989); e. provides meaningful
contexts and vocabulary, exposing viewers to natural expressions and natural flow of speech.
Liaghat and Afghary (2015) mentioned three advantages of using films in teaching English
strategies. Firstly, films provide real models to increase students’ knowledge about foreign
culture. Secondly, films could encourage and stimulate students to learn language. Thirdly, films
improve students’ cultural awareness knowledge through authentic and real communication.
CONCLUSION
Learning reading materials can be offered by various ways using posters, images, videos, films,
and other media that support the process of learning. This digital era requires English teachers to
make the process of learning more innovative and interactive. They should shift the conventional
learning to the modern learning using digital media to update students’ knowledge. As English
teacher, they should maximize their students’ comprehension in learning reading through
visualization.
English teachers can modify the reading materials by using motivational and inspirational theme
of movies to stimulate students’ comprehension skill. Teachers could develop materials based on
the story of movies for reading passages. Besides, movies would be an amazing motivation for
students to understand multimodal texts, linguistic contents, some new vocabularies, and cultural
diversities.
Films or movies should be recommended since their usage provided many advantages for
English teaching and learning language. Their advantages as English learning materials and
learning media are promoting motivation, providing new experiences, providing educational
contents, giving cultural diversity knowledge, enhancing comprehension skill, and serving the
authenticity of materials. Besides, film or movies can be an audiovisual tool for improving
students’ reading skills through the subtitle and can be a teaching resource for making innovative
and attractive learning.

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