Students Ability in Descriptive Writing through Detective Conan Movie

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INTRODUCTION

Students Ability in Descriptive Writing through Detective Conan Movie

A.     Background

Writing is the only conventional device for recording sounds because it is derived from speech.[1] Basically the writing skill requires a well-structured way of the presentation of thoughts in an organized and planned way. The writing skill is more complicated than that of other language skills.[2] The productive writing skill is considered a cognitive challenge, because it helps to assess language competency, recalling capability and thinking ability.

Related to this case, Yin Ling Cheung states that writing is a complex activity[3]. That rein force the grammatical structure, enhance the students’ vocabulary, and assist other language skills such as reading, listening and speaking.[4] From the writing process, the student will learn how to express their ideas and develop it into a good writing product.

Writing in English as a foreign language (EFL) case appears to be an excruciating experience for many students not only in Indonesia, but also in Malaysia, Thailand, Japan and other countries. The approach has been useful in countries where English is considered as a second or a foreign language, such as Indonesia, Singapore, China, Malaysia, Northern Africa, Thailand and many others.[5]

Successful writing cannot be defined simply through a single set of predefined features. Somewhat, successful writing has may be helpful for students to have a systematic understanding of different approaches to learn academic writing. In order to learn writing effectively, students must therefore be openly cognizant of the skills and processes that are implicated.[6] It means that writing is a form of the students’ understanding about the lesson that they have learnt.

Academic writing is divided over a wide variety of genre subtypes, each having a distinct format. Under the general header of academic writing, one finds such specific writing styles as descriptive writing, narrative writing, compare and contrast essays, process description, argument essays, argument syntheses, and research writing.[7] It can be said that writing is a process that what we write is often heavly influenced by the constraints of genre, and then these elements have to be presented in learning activities.

Descriptive text presents the appearance of things that occupy space, whether they are object, people, buildings, or cities. The purpose of descriptive is to convey to the reader what something looks like. It attempts to gain a picture with words[8]. In writing descriptive text, the writers deal with details and characteristic feature of person because the students’ find ideas when students’ watch a movie.

Movie is an enjoyable source of entertainment and language acquisition. Movie provides a wonderful opportunity for students to gain background understanding to combine with their own understanding about a story or concept. The main component of using the movies in the class is actually enabling the students tovisualize the events, characters, narration, story and words in the context.[9] The researcher will present Detective Conan: The Darkest Nightmare.

Detective Conan: The darkest Nigtmare is selected because this movie has a great success. The movie takes Conan as the central of story that has great character. Conan also shows great problem solving. Therefore, this research should be consider in order to find out the students’ ability in writing descriptive text through detective conan movie.

B.     Problem Statement

Based on the background above, the problem statement of this research is as follow:“How is the students’ ability in descriptive writing through detective conan movie”?

C.     Operation Definition

There are some terms in the title of this research, they are as follow:

-          Writing is simultaneously a cognitive, social, and intercultural activity which requires knowledge of the content. Writing is to address; knowledge of the English language that is required for the construction of the text; knowledge of the process that concerns how to construct the text; knowledge of the genre that the target text belongs to; and knowledge of the context thatinvolves the reader’s expectation, cultural preference, and the related texts.[10]

-          Descriptive writing is a written text in which the writer de­scribes an object through the sensory experience- how some­thing looks, sounds and tastes.[11]

-          Movieis a key instrument which have immense influence to students. Movie also becomes motivation to the EFL learners in learning new language easily.[12]

-          Detective Conan is more dominant in using the typical type in realizing the speech functions, because he is the main character in the comic who has function to give information of his experiences to other characters.[13]

D.    Objective and Significance of the Research

1.      Objective of this research  to know how the students ability in descriptive writing through movie.

2.      Significance of this research are:

a.       Teachers are able to know the way in observing the students’ ability in descriptive writing.

b.      Students can use movie in learning descriptive writing.

c.       The source of knowledge and information for other researchers who want to have further study about decriptive writing.

E.     Previous Related Research Finding

Raniah Hassen Kabooha indicate that both students’ as well as teachers had positive attitudes towards the use of movie in their classes to improve students’ language skills. Both Kabooha’s research and my research focuses on using movie but the difference, my research uses movie in learning descriptive writing, while Kabooha’s research used movie in learning english for general purposes.[14]

Hamid Reza Haghverdi Stated that the implementation of song and movie used in the study had a significant effect on students language achievement in their listening, reading, vocabulary, and grammar. Both Haghverdi’s research and my research use movie but the difference, my research focuses on using movie in learning descriptive writing, while Haghverdi’s research used song and movie in learning listening, reading, vocabulary, and  grammar.[15]

Yasemin Kirkgoz indicated that the using of poems can promote language learners’ creative writing. Both Kirkgoz’s research and my research focuses in learning writing but the difference, my research uses movie, while Kirkgoz’s research used poems.[16]

Aysegul Bayraktar and Ayse Okvuran stated by using creative drama, students’ writing got improvement. Both Bayraktar and Okvuran’s research and my research focus in learning writing but the difference my research uses movie, while Bayraktar and Okvuran’s research used creative drama.[17]

Alex Baratta and Steven Jones the using of film was increasing academic writing for UK undergraduate students’. Both Baratta and Jones’ research and my research use movie/film in learning writing but the difference, my research focuses on descriptive writing, while Baratta and Jones’ focused on writing paper reports.[18]

This research is focused in observing students’ writing ability. To observe the students’ ability, the researche will use movie. The supremacy of this research is the using Detective Conan: The Darkest Nightmare movie in observing students’ writing ability. 

F.     Conceptual Framework 

This research focuses on writing, particularly in descriptive writing. The researcher will observe the students’ ability in descriptive writing through movie. The researcher will present Detective Conan: The Darkest Nightmare Movie.

G.    Methodology

1.      Research Design

The research is the quantitative which is descriptive quantitative to know the writing ability in descriptive writing through Detective Conan Movie.

The design of the research is a plan on how to collect and process data that can be implement to achive the objectives. The method used in this research isquantitative descriptive.

2.      Approach of the Research

The approach that used in this research is quantitartive approach which aimed to analyze and describe the collected data on the students’ work. Consequently all of data in this research will be calculated statistically. 

3.      Location, Population and Sample

a.       Location

Location of this research isIAIN Bone, Jln Hos. Cokroaminoto, West Tanete Riattang Subdistrict, Bone District

b.      Population

According to Nana Syaodih, population is defined as the large group that to be scope of the research.[19] Population in this research is focus at the first semester of IAIN Bone in academic years 2018/2019. There are 6 classes TBI of IAIN Bone which consist of 147 students.

c.       Sample

Sample is part of population. The researcher used cluster sampling. This sampling is where the selection refers to the group rather than the individual. So, to get accurate information, the researcher takes one class from the TBI of IAIN Bone. It is the sixth of  TBI that consists of  25 students.

4.      Research Variable

There are two kinds of variables in this research. They are independent and dependent variables. Independent variable can be defined as the treatment in the research, while dependent variable is the result of the treatment.[20]

a.       Independent variable of this research isthe use Detective Conan Movie in descriptive writing.

b.      Dependent variableof this research is the students’ ability.

5.       Instrument

To finish the problem statement, the researcher gave detective conan movie the students. The students write descriptive movie on their writing. The result of the students’ descriptive text will be observed based on the rubric.

6.      Procedure of Collecting Data

The procedure of collecting data in this research are: first, the researcher will ask the students to watch Detective Conan movie, then the students will be asked to describe the movie in descriptive text. The students describe according to what students see and understand, namely places, people, things, and plot.

7.      Technique of Data Analysis

Scoring the result of the students’ test. To get the students’ score in writing, the researcher applies the following scoring system based on Jacob.[21]

Table 2.1Scoring Rubric

No	Rating Aspects	Score
		Higher	Lower
1	Content	30	13
2	Organization	20	7
3	Language use	25	5
4	Vocabulary	20	7
5	Mechanics	5	2
Total		100	34

Table 3.1 Scoring Rubric of Five Aspects of Writing.

1)      Content

Score	Classification	Criteria
30-27	Excellent to very good	Knowledgeable, substantive, thoroughly development of thesis, and relevant to the  assigned topics
26-22	Good to average	Some knowledge of subject, adequate range, limited development of thesis, mostly relevant to the topic, but lack detail.
21-17	Fair to poor	Limited knowledge of subject, little substance, inadequate development of topic.
16-13	Very poor	Does not show knowledge of subject, non-substantive, non pertinent or not enough to evaluate.

2)      Organization

Score	Classification	Criteria
20-18	Excellent to very good	Fluent expression, ideas supported, succinct, well-organized, logical sequencing, cohesive.
17-14	Good to average	Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing.
13-10	Fair to poor	Non-fluent, ideas confused or disconnected, lack logical sequencing and development.
9-7	Very poor	Does not communicate, no organization or not enough to evaluate.

3)      Language Use

Score	Classification	Criteria
25-22	Excellent to very good	Effective complex construction, few errors of agreement, tenses, number, word-order/function, articles, pronouns, and preposition.
21-19	Good to average	Effective but simple construction, minor problem in complex construction, few errors of agreement, tense, number, word order/function, article, pronouns, preposition but meaning seldom obscured.
18-11	Fair to poor	Major problem of simple/ complex construction, frequent errors of negation, agreement, tense, number, word order/function, article, seldom obscured, pronouns, preposition but meaning seldom obscured.
10-5	Very poor	Virtually no mastery of sentence construction rules. Dominated by errors, does not communicate, or not enough to evaluate.

4)      Vocabulary

Score	Classification	Criteria
20-18	Excellent to very good	Sophisticated range, effective word or idioms choice and usage, word from mastery, appropriate register.
17-14	Good to average	Adequate range, occasional errors of word/idioms, choice, and usage but meaning not obscured.
13-10	Fair to poor	Limited range, frequent errors of some word and idiom choice, usage, meaning confused or obscure.
9-7	Very poor	Essentially translation, little knowledge of English vocabulary, idioms, word from or enough to evaluate.

5)      Mechanics

Score	Classification	Criteria
5	Excellent to very good	Demonstrate mastery of convention, few errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.
4	Good to average	Occasional errors of spelling, punctuation, capitalization, paragraphing but not observed
3	Fair to poor	Frequent errors or spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured.
2	Very poor	No mastery of conventions, dominated by error of spelling, punctuation,capitalization, paragraphing, handwriting, illegible or enough to evaluate.

a.       Classifying the score of the students

In line with Jacob, the scoring rubric of writing consists of 6 classifications, namely: Very poor, poor, fair, good, very good, and excellent. The maximal score was 100 while the minimum score was 34. From those classifications each classification included 11 range as interval score. It means that the interval score use refers to normal curve.

Therefore, if the learners get maximal score in each components in scoring system, the learners will get 100 score but if the students get minimum score each components of scoring system, the students will get 34 score. So, based on the rubric score, to know the students’ writing ability in writing descriptive text before and after treatment, it will be classify into six categories as follows:

1)      89 - 100 is classified as excellent

2)      78 - 88 is classified as very good

3)      67 - 77 is classified as good

4)      56 - 66 is classified as fair

5)      45 -55 is classified as poor

6)      34 - 44 is classified as very poor

LITERATURE REVIEW

A. Definition of Writing

Writing a dominant language skill, is important to students in learning and acquisition of knowledge. Writing is a key qualification for all academic professions, not only for academic education. Writing is not simply a prerequisite for academic performance, but one of the core features that provides people with a set of powerfulaids for the mastery of all intellectual tasks. Writing thus should be part of all academic education programmes.[22]

Writing is a technology of its own, and as such it is inseparably connected withthe creation of knowledge. An analysis of the cognitive processes in writing discloses important heuristic and epistemological principles that underlie the production of knowledge. Writing thus deserves considerably more reflection as a methodological principle. Like other fundamental methodological procedures, as for instance empirical research procedures, writing should be institutionalised as an academic subject.[23]

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Writing well is a major cognitive challenge, because it is at once a test of memory, language, and thinking ability.[24] Writing is the one of the basic skills of the English language. It is generally considered one of the most difficult that other skills for foreign language students. Even native speakers feel difficulty in showing a good command of writing, because writing helps to reinforce the grammatical structure, enhance the students’ vocabulary, and assist other language skills such as reading, listening and speaking.[25] Writing is a basic language skill, just as important as speaking, listening, and reading. They need to know some of writing's special conventions (punctuation, paragraph construction ect) just as they need to know how to pronounce spoken english appropriately. part of our job is to given them  that skill.

Writing is a complex and cognitive process, which needs both models and appropriate procedures. In other words, we need a combination of the product-focused approach and the process approach.[26] By writing the students are trained to further develop the ideas, thoughts, feelings and creativity in arranging meaningful words and be able to put them in writing.

B. Process of Writing

 Writing is a process that involves several steps.[27] Writing a paper is a process that can be divided into the following steps:

1.              Pre-Writing

Pre-Writing is any activity in the classroom that encourages students to write. It stimulates thoughts for getting started. In fact, it moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing.

The following pages describe five techniques that will help youthink about and develop a topic and get words on paper: (a) freewriting, (b) questioning, (c) making a list, (d) clustering, and (e) preparing ascratch outline. These prewriting techniques think about andcreate material, and they are a central part of the writing process.[28]This stage is often called by pre-writing process which can be defined as a way of warming up the brain before write.

a)      Freewriting

  Freewriting is the writing do without having a specific outcome in mind.[29]

b)      Questioning

In questioning,generate ideas and details by asking as many questions as and think of about subject.

c)      Making a List

In making a list, also known as brainstorming, create a list of ideas and details that relate to subject.

d)     Clustering

Clustering, also known as diagrammingor mapping,is another strategy that can be used to generate material for a paper of any length.

e)      Preparing a Scratch Outline

A scratch outline can be the single most helpful techniquefor writing a good paper. A scratch outline often follows freewriting, questioning, making a list, or clustering, but it may also gradually emerge in the midst of these strategies. In fact, trying to make a scratch outline is a good way to see if you need to do more prewriting. If cannot come up with a solid outline, then need to do more prewriting to clarify main point and its several kinds of support.

2.      Writing the First Draft

 The main goal of this step are stating main idea clearly an developing the content of paragraph with plenty of specific details.

3.      Revising

            Revising is as much a stage in the writing process as prewriting, outlining,and doing the first draft. Revisingmeans rethinking and rewriting, first draft and then making whatever changes, additions, or corrections are necessary to improve the paragraph.[30] When students revise, they review their text on the basis of the feedback given in the responding stage. They reexamine what was written to see how effectively they have communicated their meanings to the reader. 

4.      Editing and Proofreading

The next-to-last major stage in the writing process is editing-checking apaper for mistakes in grammar, punctuation, usage, and spelling.[31] Students are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher. They edit their own or their peer’s work grammar, spelling, punctuation, diction, sentence structure and accuaracy of supportive textual material such as quotations, examples and the like. Formal editing is deferred till this phase in order that its application not disrupt the free flow of ideas during the drafting and revising stages.

C. Component of Writing

            Writing is a complex activities which consist of some components that construct the result of writing ability.[32]According to Jacob in Miyuki and Keiko’s journal, there are five significant components of writing. They are content, organization, vocabulary, language use, and mechanic.

1.    Content

Content refers to the substance of writing, the experience of the main idea (unity) such as development of ideas, relevance of details, and quantity of details.

2.    Organization

Organization refers to the logical organization of content and coherence. It is scarcelymore than attempt to piece together all collection of fact and jumble ideas.Even in early drafts it may still be searching for order, trying to make out patterns in its materials and working to bring particulars of its subject inline with what is still only a half-formed notion of purpose.

3.    Vocabulary

Vocabulary refers to the selection of words those are suitable with thecontent. It can be identified by seeing the use of idiomatic, lexical word and word choice or diction in order to convey ideas to the reader.

4.    Language use

Language use refers to the use of correct grammatical form and syntactical pattern.

5.    Mechanic

Mechanic refers to the use of graphic conventional of the language, the steps of arranging letters, words, paragraphs by using knowledge of structure and some others related to one another. Mechanic can be identified by seeing the use of spelling, punctuation and capitalization within the paragraph.[33]

They can be identified by seeing the sentence structures, accuracy, tenses, word order, articles, pronouns and prepositions to bring out logical relationship in paragraph writing. There are five significant components of writing and  help students’ to write.

D.  Purposes of writing

According to Penny Ur “the purpose of writing, in principle, is the expression of ideas, the conveying of messages to the reader. So the ideas themselves should arguably be seen as the most important aspect in the writing”.[34]

It means that when the writers do their writing, of course they have some purposes. They have to consider the purpose of their writing since this will influence, not only the type of text they wish to produce, but including the language which they use, and the information that they choose.

In addition, there are really only four common purposes in writing they are: to inform, to explain, to persuade, and to amuse others.

1.    Writing to Inform

In much of the writing that the writers will do, they will intend simply to inform their readers about a subject. To inform is to transmit necessary information about the subject to the readers, and usually this means just telling the readers what the facts are or what happened.

Although informative writing is the simplest kind of writing, it is also one of the most important, because information lays a foundation for other writing purposes. As the writers write to  inform, they will want to keep two large concerns in mind,selecting the right information and arranging it effectively.

2.    Writing to Explain

Writing to explain means writing to take what is unclear and make it clear. In  explanatory writing, a writer who understands a complex topic must take sure that his readers understand it as well.

All of us use several common methods of explaining something to another person in our everyday conversation, and these same techniques can provide basic strategies for organizing an explanation in writing.

3.    Writing to Persuade

         The most important writing we ever do in our personal life, our work life, and may be our school life will probably persuasion. Complaints to the rent board about our landlord, letters of application for jobs, essay on examinations are all likely to involve writing persuasively.[35] Task in persuasion is to convince  readers to accept the main idea, even though it may be controversial. Students often feel that the evaluation of their writing is completely subjective.

4.    Writing to Amuse Others

Writing to amuse requires that you focus on readers other than yourself. You may enjoy the experience and take pride in what you accomplish, but cannot settle for amusing yourself alone. Writing to amuse gives an opportunity to bring pleasure to others. Seize the opportunity and make the most of it. I find pleasure in writing to amuse, it will come from knowing that you succeed in bringing pleasure to others.[36]

E. Desciptive Writing

Descriptive text is a part of factual genres. Its social function is to describe a particular person, place or thing.Description in writing is the process of creating visual images and sensory impression through words. More often, description is a part of another piece of writing and is used to inform an audience about how something or someone looked or to persuade an audience to see something from the writer’s point of view.[37] The context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or person we know well.

Description recreates sense impression by translating into words, the feel, sound, taste, smell, and look of things. Emotion may be describing too, feelings such as happiness, fear, loneliness, gloom, and joy.[38]But descriptive also has a function to describe something in detail in order to enable the readers to see, hear, feel and touch it directly involve themselves in the event. 

Description expands our experience by taking us to place we might not  therwise know much about, which explains the popularity of descriptive travel essay in magazines and newspapers. Traditionally, descriptions are divided into two categories: objectivesand subjective.In objective description records details without making any personal evaluation or reaction. In subjective description, we are free to interpret the details for reader; reaction and description can be emotional and value-loaded.[39] The goal when we write subjective description is to create vivid mental images, it is because the writer does not only give the information itself, but also creates the certain image of the object.

1.      Purposes of descriptive text

As social beings, we want to share our experience, so we write toothers to describe things such as vacations, childhood homes, and peoplewe encounter. We even use description to persuade others to think or act inparticular ways: advertisers describe products to persuade us to buy them;travel agents describe locales to entice us to visit them; and real estateagents describe properties to stimulate a desire to see them. As theexamples in the following chart show, description enables us to entertain,express feelings, relate experience, inform, and persuade.[40]

2.      Kinds of descriptive text

As we know that descriptive text is a text to describe something, such as persons, places, or things. So, it normally takes on three forms, they are:

a)      Description of a people

People are different, and writing description of people is different. They are probably already aware of some of the complications because often been asked,”What’s so-and-like?” In replying, might resort to identification, an impression, or a character sketch, depending on the situation. Let’s examine each.

1)        Identification

Although might provide identification, would probably want to go further than that. Used mainly in official records and documents, identification consists only of certain statistical information (height, weight, age), visible characteristics (color of hair, skin, and eyes), and recognizable marks (scars, birthmark).[41]The identification usually occurs in the first paragraph and the description stated in the continuing paragraph, In descriptive text, themost is using adjective, because it is to tell about the characteristic of the object.

2)        Impression

Unlike the identification, the impression may not identify a person, but it does convey an overall idea of him or her. Many details may be missing, yet the writer does provide in a few broad strokes a general feeling about the subject.

3)        Character Sketch

More complete descriptions of people are usually called character sketch; they may also be referred to as profiles, literary portraits, and biographical sketches. As its name indicates, a character sketch delineates the character of a person, or at least his or her main personality traits. 

b)        Description of a place

In describing a place for example a room, what should students’ describe first? The walls? The Floor? Unlike a chronologicallydeveloped paragraph, there is no set pattern for arranging sentences indescriptive paragraph. It is not necessary to begin with one area and then proceed to another one.[42]

c)      Description of a things

To describe a thing the writer must have a good imaginationabout that thing that will be describe. Besides, to make our subjects as interesting and as vivid to our readers as they are to us: using proper nouns and effective verbs.

1)        Using Proper Noun

In addition to filling our descriptive writing with concrete details and figures of speech, we might also want to include a number of proper nouns, which, as we know, are the names of particular persons, places, and things. For example; Arizona, University of Tennessee. Including proper nouns that readers recognize easily can make what we are describing more familiar to them.

2)        Using Effective Verb

We know how important verbs are to narration, but effective verbs can also add much to a piece of description. Writers use verbs to make descriptions more specific, accurate, and interesting. For instance, “the wind had chiseled deep grooves into the sides of the cliffs” is more specific than “the wind had.made deep grooves.” The verb chiseledalso gives the reader a more accurate picture of the wind’s action than madedoes.[43]

Besides having social function and generic structure, descriptive text also uses significant rammatical patterns that support the form of a descriptive text. They include focus on specific participant, use simple present tense, use verbs of being and having, and use of descriptive adjectives to build up long nominal groups.

3.      The generic structure of descriptive text.

When writing descriptive text, there are some generic structures (actually not mandatory) for our writing to be true. The arrangement is:

a. Identification: contains about the introduction of a person, place, animal or object will be described.

b. Description: contains a description of something such as animal, things, place or person by decribing its features, forms, colors, or anything related to what the writer describe.

4.Language Feature of Descriptive Text

a.       Specific participant: has a certain object, is not common and unique (only one), for example: Bira beach, my house, Borobudur temple, my uncle

b.      The use of the adjective (an adjective) to clarify the noun, for example: a beautiful beach, a handsome man, the famous place in Makassar.

c.       The use of simple present tense: the sentence pattern used is simple present because it tells the fact of the object described.

d.      Action verb: verbs that show an activity, for example, run, sleep, walk, cut.

5.      Component of Descriptive Writing

Students will need to understand the criteria by which they will be assessed. The rubric is too difficult for students to understand, students’ will need to review the terms. When students’ hand out rubrics, will need to discuss it with the students.

a. Introduction

That is where the author briefly introduces the subject or the object of the essay. Introduction has to be written in an engaging manner to draw readers’ attention and convince them read further rather than switch to something else.[44]

b. Organization

 How students arrange their content is organization. Each piece should include an Introduction, body and conclusion.[45]

If students are writing a paragraph, it should include a topic sentence, detail sentences and a concluding sentence. If students are writing an essay or multi-paragraph piece, there should be an introductory paragraph, body paragraphs and a concluding paragraph.

c. Ideas

A thought or suggestion as to a possible course of action.[46]      

   Ideas is the main ideas or points in the reading and to start writing students must determine the main idea.

d. Word Choice

Word choice is refers to a writer's selection of words as determined by a number of factors, including meaning (both denotative and connotative), specificity, level of diction, tone, and audience.[47] Writing must pay attention to words to use in writing.

e.       Sentence Fluency

Sentence fluency relies on the writer's ability to use a variety of sentence lengths and structures as well as sentence beginnings woven together to tell a seamless story.  By using sentences of different lengths, with different beginnings.[48]To see the ability of students to write and to reach students must write in complete sentences.

To find out the ability of students to write through described the movie using the e detective Conan movie. 

F. Movie

Language learners commonly use English movies, as it is beneficial in our everyday lives. For instance, fictitious movies does not always support or use English that we use in daily lives, on the other side simple real life based movies use language that is applicable in daily lives. Learners can relate to such movies and situations faster. This helps their audio-visual learning of language.[49] The movie as a whole- gestures, voice intonations, body language, speed, context, situation, ambience etc. of the movie scenes together convey the language and its meaning to the students while watching.

One of the advantages of using the movie is that visual images stimulate student’s perceptions directly, whilewritten words can do this indirectly. Moviesare more sensory experience than reading  besides verballanguage, there is also color, movement, and sound.[50]

The value of movie implementation is multi-faceted. Movies may be used in their entirety or just selected scenes.Movie use can complement course instruction in an assortment of ways, depending on course content and learning objectives, as well as the focus and requirements of instructors. The addition of movies to existing educational materials provides a special dimension to the education process.[51]Movies can be used in a variety of classes, class levels, or topic areas. Some movies can be shown in their entirety and others by scene.

a.    Movie Genre

    Listed below are some of the most common and identifiable movie genre categories, with descriptions of each type or category.

1.      Action Movie

 Action movie usually includes a very straightforward storyline like good guys versus bad guys, where most disagreements in the movie are resolved by physical force.

2.      Adventure Movie

         Adventure movie is usually exciting stories, with new experiences or exotic locales, very similar to or often paired with the action film genre. They searches or expeditions for lost continents, “jungle” and “desert” epics, treasure, hunts, disaster films, or searches for the unknown.

3.      Comedy Movie

    Comedy movie is a genre of film in which the main emphasis is on humors and deliberately designed to amuse and provoke laughter by exaggerating the situation, the language, action, relationships and character.

4.      Crime and ganster Movie

    Crime (ganster) movie is genre of film that focused on the lives of criminals.

5.      Drama Movie

    Drama movie is serious, plot-driven presentations, portraying realistic characters, settings, life situations, and stories involving intense character development and interaction. Usually, drama movie is lack of action and the screenplay moves at a very slow-paced.

6.      Epics or Historical Movie

    Epics include costume dramas, historical dramas, war films, medival romps, or ‘period pictures’ that often cover a large expanse of time set against a vast, panoramic backdrop. Epics take an historical or imagined event, mythic, legendary or heroic figure, and add an extravagant setting and lavish costumes, accompanied by grandeur and spectacle, dramatic scope, high production values, and a sweeping musical score.

7.      Horor Movie

     Horor movie can also be related to suspense movies. They are dominated by elements or horor, shock, suspense, disgust, and terror.

8.      Musical or Dances Movie

    Musical or dance is the type of film where features songs that are sung by actors and dancing which are interwoven into the narrative. Major subgenres include the musical comedy or the concert film.

9.      Science Fiction Movie

Sci-fi films movies often quasi-scientific, visionary and imaginative complete with heroes, aliens, distant planets, impossible quests, improbable unknown and unknowable forces, and extraordinary monsters.

10.  War Movie

   War (and anti-war) movie acknowledge the horor and heartbreak of war, letting the actual combat fighting (against nations or human kind) on land sea, or in the air provide the primary plot or background for the action of the film.

11.  Western Movie

   Western movie is one of the classic movie kind and American literary. It is act works of not only movies, but in literature, sculpture, TV, shows and painting. It is also tells about the romanticized tales of the American West.[52]

b.      Writing through Movie

Besides, teachers also can use other media in teachingsuch as flash card, games, puzzles, and so on. But in this technology era, every teacher isrequired to be able to integrate their classroom with the use of technology. Using technologyin classroom becomes common issue in teaching English as Foreign language in recent years.[53]

In teaching descriptive text writing, the researcher uses movie as a media to helpstudents to generate their ideas and construct their new knowledge. In teaching descriptive text, thegoal of writing instruction is to enable the students to express a written meaning ofdescriptive text as well as to write a simple short descriptive text. By watching movie aboutthe materials related to descriptive text,  so they will get more ideas in writing.

G. Detective Conan: The darkest Nigtmare

Detective Conan: The darkest Nigtmare is the 20^th movie in the Detective Conan franchise and the third about the Black Organization. It was released in Japan on April 16, 2016.

The Darkest Nightmare is one of the best series of Detective Conan films. Personally, will put in the top five best ranks with Captured in Her Eyes, The Phantom of Baker Street, Crossroad in the Ancient Capital, and The Eleventh Striker - might have a different opinion about this. In this 20^th volume, Kobun Shizuno presented a plot of concentrated espionage meetings that tied the attention of the audience. Not only that, the existence of a series of exciting games can also be found here. Both of them have surfaced from the first minute or say that the prologue is noisy.

FINDING AND DISCUSSIOAN

A.     Finding

The data was collected in order to descriptive writing through Detective Conan Movie the research,” How is the students’ ability in descriptive writing through detective Conan movie.”

1.      Students Content

The students’ content is development if ideas relevance of detail quantity of details can be seen on the tables as follow:

       ^{Table 1 student of content}

No.	Interval Score	Classification	Writing Test
1	30-27	Excellent to very good	0	0
2	26-22	Good to average	18	60%
3	21-17	Fair to poor	7	40%
4	16-13	Very poor	0	0
Total			25	100%

According to the table above, the students can describe Detective Conan Movie relevantly. There are 18 students get good to average score. 7 students get fair to poor score.

2.      Students’ Organization

36

The students’ organization of logical sequencing coherence can be seen on the tables as follow:

                   ^{Table 2 Student Organization}

No.	Interval Score	Classification	Writing Test
1	20-18	Excellent to very good	5	20%
2	17-14	Good to average	14	60%
3	13-10	Fair to poor	6	20%
4	9-7	Very poor	0	0
Total			25	100%

                                         

In the table 2 above, there are 14 students get average to good. There are 5 student get excellent to very good. There are 6 student get fair to poor. It indicates that the organization of the students’ writing are good.

3.      Students Vocabulary

      The students’ vocabulary of lexical word own word quantity of details can be seen on the table as follow:

                    ^{Table 3 Students of Vocabulary}

No.	Interval Score	Classification	Writing Test
1	20-18	Excellent to very good	0	0
2	17-14	Good to average	18	60%
3	13-10	Fair to poor	7	40%
4	9-7	Very poor	0	0
Total			25	100%

                                               

In the table 3 above, there are 18 students get average to good. There are 7 students get fair to poor. It indicates that the vocabulary in the students’ writing after watching Detective Conan movie are very good.

4.      Students’ Language Use

       The students’ language use of lexical grammatical form syntactical pattern can be seen on the tables as follow:

 ^{Table 4 Student of Language Use}

No.	Interval Score	Classification	Writing Test
1	25-22	Excellent to very good	20	90%
2	21-19	Good to average	5	10%
3	18-11	Fair to poor	0	0
4	10-5	Very poor	0	0
Total			25	100%

           

In the table 4 above, there are 20 students get excellent to very good. There are 5 students get average to good. It is proved on the table 4 above. There are 20 students get excellent to very good classification.

5.      Students’ Mechanics

The students’ mechanics of spelling punctuation capitalization can be seen on the tables as follow:

        ^{Table 5 Student of Mechanic}

No.	Interval Score	Classification	Writing Test
1	5	Excellent to very good	25	100%
2	4	Good to average	0	0
3	3	Fair to poor	0	0
4	2	Very poor	0	0
Total			25	100%

                                         

Students’ mechanic also get excellent to very good classification. 25 students get the highest score.

               The total of students score

^{Table 6 Students of Score}

NO	NAME		SCORE
1	A		84
2	AKS		85
3	RY		88
4	H		70
5	AF		75
6	RM		75
7	AR		73
8	BY		70
9	F		78
10	SA		71
11	NL		95
12	YA		70
13	IW		74
14	DP		71
15	RM		69
16	N		76
17	RRA		70
18	NS		80
19	NA		84
20	NIA		78
21	AG		73
22	RY		84
23	AYT		84
24	DA		75
25	WS		82
	TOTAL		1934
	MEAN SCORE	77,36

B.     Discussion

In writing descriptive text through Detective Conan Movie, the students were assessed by using categories; content, organization, vocabulary, langguage use, and mechanic. There are some categories that assessed in content; knowledgeable, substantive, thoroughly development of thesis, and relevant to the  assigned topics.

In organization; fluent expression, ideas supported, succinct, well organized, logical sequencing, and cohesive. In vocabulary; sophisticated range, effective word from mastery, appropriate register. In language use; effective complex construction, few errors of agreement, tenses, number, wor-order/function, articles, pronouns, and prepostion. In mechanics; Demonstrate mastery of convention, few errors of spelling, punctution, and capitalization. 

1.      Content

The criteria of excellent to very good classificaion were knowledgeable, substantive, throughly deveploment of thesis, and relevant to the assigned topics. The interval score in excellent to very good was 30-27. But, the students could not complete the story. The students only write a half of the story. Therefore, in this classification there was no one students got excellent to very good classification.

 The criteia of good to average classification were some knowledge of subject, adequate range, limited development of thesis, mostly relevant to the topic, but lack detail. The interval score in this classification was 26-22. There are 18 students got good to average. Even the students’ writing were lack in detail but the students’ writing were relevant to the topic. Generally the story was described uncompletely but, the students described the main point of the story. The students described the struggle of Detective Conan with his team.

The criteia of fair to poor classification were limited knowledge of subject, little substance, inadequate deveploment of topic. The interval score in this classification was 21-17. There are 7 students got fair to poor in this classification. The students’ writing were too limited to the subject. The students could not describe the plot of the story generally.

The criteia of very poor classification were not showing knowledge of subject, non-substantive, non pertinent or not enough to evaluate. The interval score in this classification was 16-13. No one student got this classification. Even uncompletely, the studdents’ writing still showed the subject of the story.

2.      Organization

In organization, there are 3 classification score; excellent to very good, good to average, and fair to poor. The criteria of excellent to very good classification were fluent expression, ideas supported, succinct, well organized, logical sequencing, and cohensive. The interval sscore of excellent to very good classification was 20-18. There are 5 student got this criteria. The student described the story logically and cohesively. The student could organized the story expressively. The student’s writing was presented succintly but it covered all of the organization of the story.

The criteia of good to average classification were somewhat choppy, loosely organized but main ideas stand out, limited support, logical but in complete sequencing. In this classification, the interval score was 17-14. There were 14 students got good to average. The organization was uncomplete, but the students organized main ideas. In the students’ writing, there were some limited support.

The criteria of fair to poor classification were non-fluent, ideas confused or disconnected, lack logical sequencing and deveploment. The interval score was 13-10. In this classification, there was 6 student got fair po poor. The student’s writing had confused ideas. The organization was lack logical. The student could not describe this story cohesively.

The criteria of very poor classification were does not communicate, no organization or not enough to evaluate. The interval score was 9-7. There was no one student got this classification. Even, mostly the students’ writing were not organized well, but the story still had meaning.

3.      Vocabulary

In vocabulary, the students can describe Detective Conan movie with correct vocabulary. The students’ vocabulary were classified excellent. The students also used understandable vocabulary. It was proved by the classification score in vocabulary, all of the students got excellent to very good.

The criteria of excellent to very good classification were sophisticated range, effective word or idioms choice and usage, word from mastery, appropriate register. The interval score was 20-18. In this classification, all of students got high score. Not students got excellent to very good classification. The students used appropriate vocabulary, idiom. The students’ vocabulary on the writing were easy to be understood.

The criteria of good to average classification were adequate range, occasional errors of word/idioms, choice, and usage but meaning not abscured. The interval score was 17-14. There are 18 students get average to good.

The criteria of fair to poor classification were limited range, frequent errors of some word and idiom choice, usage, meaning confused or obscure. The interval score was 13-10. There are 7 students get fair to poor.

The criteria of very poor classification were essentially translation, little knowledge of english vocabulary, idioms, word from or enough to avaluate. The interval score was 9-7. In good to average, fair to poor, and very poor classification, there was no one student got these classification.

4.      Language Use

^{Chart 3.4 Student of Language Use}

The students wrote descriptive text using correct grammar. The structure of the sentence also classified excellent. The students were correct in tenses, choosing aporopriate pronoun and preposition. The students score were in one category, excellent to very good classification.

The criteria of excellent to very good classification were effective complex construction, few errors or agreement, tenses, number, word-order/function, articles, pronouns, and prepositon. Theinterval score was 25-22. There are 20  students got excellent to very good classification. The students used correct grammatical form and syntactical pattern.

The criteria of good to average classification were effective but simple construction, minor problem in complex construction, few errors of agreement, tense, number, word-order/function, article, pronouns, preposition but meaning seldom obscured. The interval score was 21-19. There are 5 students got average to good.

The criteria of fair to poor classification were major problem of simple/complex construction, frequent errors of negation, agreement, tense, number, word order/function, article, seldom obscured, pronouns, preposition but meaning seldom obscured. The interval score was 18-11.

The criteria of very poor classification were virtually no mastery of sentence construction rules. Dominated by error, does not comminicate, or not enough to evaluate. The interval score was 10-5. In good to average, fair to poor, and very poor classification, there was no one student got these classification. The students could manage the structure of the writing.

5.      Mechanic

                             ^{Chart 3.5 Student of Mechanic}

In mechanic, all of the students got excellent to very good score. The students were correct in capitalization, spelling, and punctuation.

The criteria of excellent to very good classification were demonstrate mastery of convention, few errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured. The interval score was 5. The students were understanding about the rule of mechanic. Therefore, the students could avoid mistakes in capitalization, spelling, and punctuation.

The criteria of good to average classification were occasional errors of spelling, punctuation, capitalization, paragraphing but not observed. The interval score was 4.

The criteria of fair to poor classification were frequent errors or spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning, confused or obscured. The interval score was 3.

The criteria of very poor classification no mastery of conventions, dominated by error of spelling, punctuation, capitalization, paragraphing, handwriting, illegible or enough to evaluate. The interval score was 2. In good to average, fair to poor, and very poor classification, there was no one student got these classification.

The students’ mean score was 77,36. According to the score classification, 77,36 is classified very good. It meant that the students could write descriptice text through Detective Conan movie.According to Sri Romadhoni, using movie as media in learning English could be very useful. The students could explore the story and describe it into text[54] 

CONCLUSION AND SUGGESTION

A.   Conclusion

Through Detective Conan Movie, students got high score in writing descriptive text. The students descriptive writing were assessed through rubric; content, organization, vocabulaty, language use, and mechanic. The mean score of the students’ score was 77,36 and the classification was very good.

B.   Suggestion

In fact, using detective conan movie as media to write descriptive text had been proven being more effective. So, the researcher would  like to give same suggestions as follow:

1.      It is strongly suggested that using Detective Conan Movie method in learning english descriptive writing be continually implemented in IAIN Bone in order to avoid monotonous material.

2.      From the selection topic to the students’ and curriculum to be used in the class.

 
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 Foonote

---

[1]Jayakaran Mukundan, Seyed Ali Rezvani Kalajahi, and Ruzbeh Babaee, “Material for Teaching Writing”, in Issues in Materials Development (Netherlands: Sense Publishers, 2016), p. 93.

[2]Muhammad Javed, A Study of Students Assessment in Writing Skills of the English Language”.(International Journal of Instruction, Vol. 6, No. 2 e-ISSN: 1308-1470, July, 2013). p. 130.

[3]Yin Ling Cheung, “Teaching writing”, in English Language Teaching Today: Linking Theory and Practice (Switzerland: Springer International Publishing, 2016), p. 179.

[4]Muhammad Javed, A Study of Students Assessment in Writing Skills of the English Language”, p. 130.

[5]SufatmiSuriyanti&AizanYaacob, Exploring Teachers Strategies in Teaching Descriptive Writing in  Indonesia,(Malaysian Journal of Learning and Instruction: Vol. 13 No. 2 2016), p. 2.

[6]Y.L. Cheung, “Teaching Writing”, in English Language Teaching Today: Linking Theory and Practice, p. 181.

[7]Clay H. William, “English Essay Structure”, Teaching English in East Asia: A teacher’s Guide to Chinese, Japanese, and Korean Learners (Singapore: Springer Nature, 2017), p. 153 -154

[8]Elizabet Cowan, Writing Brief Editin, (Texas: Scott, foresman, and company, 2008), p. 148

[9]Merita Ismaili, “The Effectiveness of Using Movies in the EFL Classroom –A Study Conducted at South East European University”, (Academic Journal of Interdisciplinary Studies, May 2013), p. 121-123.

[10]Zheng Lin, “Teaching EFL Writing: An Approach Based on the Learner’s Context Model”, (TESOL International Association, 2016), p. 1.

[11]SufatmiSuriyanti&AizanYaacob, Exploring Teachers Strategies in Teaching Descriptive Writing in  Indonesia, p.3.

[12]Bilal Huri Yassen and Hani Shakir, “Movie Effects on EFL Learners at Iraqi School in Kuala Lumpur”, (International Journal of Education & Literacy Studies, July 2015), p. 31.

[13]Dika Anugraha Sp,”Speech Function in the Comic Entitled Detective Conan”. (Faculty of Humanities DianNuswantoroUniversitas, Semarang, 2013), p. 78.

[14]RaniahHassenKabooha,  Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University, (King Abdul Aziz University, Saudi Arabia, 2014), p. 1

[15]Hamid Reza Haghverdi, The Effect of Song and Movie on High School Students Language Achievement in Dehdasht, (English Language Department, Islamic Azad University, Isfahan(Khorasgan) branc, 2011 ), p. 1

[16]YaseminKrikgoz, Exploring poems to promote language learners’ creativeWriting, (a Çukurova University, Address, Faculty of Education, ELT Department, 01330 Saricam, Adana,Turkey, 2013), p. 1

[17]AysegulBayraktara and AyseOkvuran, Improving Student’ Writing through Creative Drama, (Ankara University, Faculty of Educational Sciences, Cebeci, Ankara, 06590, Turkey, 2011 ), p.1.

[18]Alex Baratta and Steven Jones, Using film to introduce and develop academic writing skills among UK undergraduate students, (School of Education, The University of Manchester,Manchester, United Kingdom,2010), p. 1

[19]Nana SyaodihSukmadinta, MetodePenelitianPendidikan (Bandung: RemajaRosadarya, 2005), p.250.

[20]John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods approaches (4^th Ed.; California: Sage Publisher, 2014), p. 217.

[21]ListaLitta, “The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability” (State University of Makassar, Indonesia), p. 43.Vol. 2. No. 2 October 2015.

[22]Lai Fong Lee , Gurnam Kaur Sidhu , and Yuen Fook Chan, “A Sociocultural Perspective of Factors Influencing Academic Writing from School to Postsecondary Education” inTaylor’s 7th Teaching and Learning Conference 2014 Proceedings, (Singapore: Springer, 2015), p. 39

[23]Otto Kruse, “Getting Started: Academic Writing in The First Year of A University Education” in Teaching Academic Writing in European Higher Education”, (United States of America: Kluwer Academic Publisher, 2003), p. 35-36

[24]Ronald T, Kellog, and Bascom A Raulerson lll, “ Improving the Writing Skills of College Students (Saint Louis University, St. Louis, Missouri, 2017). P. 1

[25]Muhammad Javed, et.al. “ A Study of Students” Assessment in Writing Skills of the English Language”, p. 2.

[26]Miao Haiyan & Liu Rilong,” Classroom EFL Writing: The Alignment-Oriented Approach (Canadian Center of Science and Education: March 1, 2016),”. P. 78

[27]Karen Blanchaard, and Christine Root, Ready to Write; A First Composition Text 3ed, (Longman: Pearson Education,Inc., 2003), p. 41

[28]John Langan, Exploring Writing “ Sentences and Paragraphs (Avenue of the Americas,New York, NY 10020, 2016), p. 17

[29]VanderMey, Meyer, Yan Rys, Sebranek., the College Writer Brief” A Guide to Thinking,Writing, and Researching (Cengage Learning products are represented in Canada by Nelson Education, Ltd, 2009 ), p. 36

[30]Susan fawcett,” A Guide to Writings with Readings ( Wadsworth Cengage Learning 2012). P. 27

[31]John Langan, Exploring Writing “ Sentences and Paragraphs. P. 17-30

[32]Alice Oshima and Ann Hogue, “Writing Academic English” (New York: Longman, 1999), p. 3.

[33]Miyuki Sasaki and Keiko Hirose, “Development of An Analytic Rating Scale for Japanese L1 Writing”,  (Language Testing, Vol. 16, Numb. 4, 1999), p. 459.

[34]Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge University Press, 1996), p.163

[35]Daniel Brown and Bill Burnette, Connection ‘A Rhetoric/Short Prose Reader, (New

Jersey: Houghton Mifflin Company, 1984), p. 129

[36]Robert Keith Miller, Motives for Writing, (New York: McGraw-Hill, Inc., 2006),p.569-570

[37]Linda Woodson, From cases to composition, (University of Texas: Scott, Foresman and Company, 2006), p. 73

[38]George E. Wishon and Julia M. Burks, Let’s Write English, (New York: Litton Educational Publishing, 1980), p. 128

[39]George Miller, The Prentice-Hall READER, (Prentice-Hall A Division of Simon & Schuster, Inc., 1986), p. 105

[40]Barbara fine Clouse, The Student Write , (McGraw-Hill Companies, Inc., 2004), p. 143

[41]Michael E. Adelstein and Jean G. Pival, The Writing Commitment, (Harcourt Brace Jovanovich, Inc., 1976), p. 149-151

[42]Regina L. Smalley and Mary K. Ruetten, Refining Composition Skill, (New York: International Thompson Publishing Company, 4th Edition, 2017), p.69

[43]Santi V. Buscemi, A Reader for Developing Writers, (New York: McGraw-Hill Companies, Inc., 2002), p 267

[44]https://essaywritingstore.com/format-of-descriptive-essays

[45]Kellie Hayden,” Teach, Learn, Write & Assess -Descriptive Writing Lesson & Rubric.”

[46]https://en.oxforddictionaries.com/definition/idea

[47]https://www.thoughtco.com/word-choice-composition-1692500.

[48]https://study.com/academy/lesson/what-is-sentence-fluency-definition-examples.html

[49]Bilal Huri Yassen and Hani Shakir, “Movie Effects on EFL Learners at Iraqi School in Kuala Lumpur”, p. 34.

[50]Merita Ismaili ,MA,.” The Effectiveness of Using Movies in the EFL Classroom –A Study Conducted at South East European University (MCSER-CEMAS-Sapienza University of Rome, Vol 2 No 4, May 2013). P. 128.

[51]Marni Goldenberg, Jason W Lee and Teresa O’Bannon,”Enhancing recreation, parks and tourism courses: Using movies as teaching tools (Journal of Hospitality, Leisure, Sport and Tourism Education,Vol. 9, No. 2, 2008). P. 2-4.

[52]The F.I.LM. Project, Teaching with Movies: A guide for parents and educators, (National Collaboration for Youth, No Year), p. 26.

[53]Merita Ismaili ,MA,.” The Effectiveness of Using Movies in the EFL Classroom –A Study Conducted at South East European University. P. 134.

[54]Sry Romadhoni,” The Use to Pinocchio Cartoon Film to Improve Student’s Narattive text Writing Skill, ( Semarang, Languages and Arts Faculty Semarang State University, 2010), p. 69.

Mr. Nadi

Nama lengkap dari Mr. Nadi adalah Rahmat Isnadi. Iya merupakan aulumni Pendidikan Bahasa Inggris IAIN Bone. Ia lahir pada 03 Nevember 1994. sekarang mengajar di tempat Kursus New English Course NEC.

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