IMPROVING GRAMMAR MASTERY THROUGH MOVIE SEGMENT FOR 

THE FOURTH SEMESTER OF ENGLISH STUDENTS ACADEMIC YEAR 

2018/2019 AT MADURA ISLAMIC UNIVERSITY 

Arisandi Setiyawan, Akhmad Fathir 

Madura Islamic University 

ase.sun86@gmail.com    

Abstract 

Grammar learning in the class is not delivered attractively so that it can cause students to have low enthusiasm for 

learning. Besides, monotonous learning makes students easily get bored. After understanding the importance of grammar 
in learning English, it is needed to have learning media that can solve students' problems in class. Researchers offer 

instructional media in the form of authentic material that is a movie segment to be applied in learning grammar. The 
purpose of this research is to find out how the movie segment can improve the grammar mastery of fourth-semester 

students. The use of authentic material in the classroom can create a pleasant atmosphere because it can reduce anxiety 
levels and provide examples of English applications in the real world. Movie Segment is one type of authentic material 

in the form of video clips that are used to teach grammar. It is also equipped with worksheets, exercises, and answer keys 
so that it can facilitate the teacher to use the appropriate material and create a pleasant atmosphere in the classroom. The 

research design used is Classroom Action Research. Meanwhile, The criterion for success in this study is 75% of 
students achieve 75 in learning Grammar (Simple Past tense). The results of this study indicate that the mean value on 

the pre-test was 65.2 and the average value of the post-test in cycle 1 increased to 72.8. Then, the post-test mean score in 
cycle 2 increased to 78.8. The percentage of students who reached above or equal to KKM is 75 increased from 32% to 

60% in cycle 1 and 80% in cycle 2. Therefore, this study proves that the use of movie segments can improve grammar 
understanding and can be used as one of alternative techniques in teaching grammar (past tense). 

Keywords: Movie segmen, authentic material, past tense 

I INTRODUCTION  

Learning English must pay attention to the components of language, including pronunciation and 

grammar. Grammar is one of the important components that can help students to speak and write 

accurately. Unfortunately, Grammar Learning in schools are not delivered attractively so students have 
low enthusiasm for learning. Furthermore, monotonous learning can make students get bored. Learning 

grammar is not easy because students should think like a native speaker. 

Looking at the importance of grammar in learning English, learning media is needed to solve 
students' problems in class. Researchers offer instructional media in the form of authentic material, it is a 

movie segment. Authentic material can create a learning atmosphere that not only pays attention to the 

affective side of students but also pays attention to the cognitive side. The language used in authentic 
material can be used as an example of the use of language in daily life. This is the same as the goal of 

learning that students can use English to communicate. This is supported by the expert. Kurniasih and 

Umamah (2013: 414), said that marrying the student's effective side and the positive effects of authentic 

materials would be a great combination to achieve successful grammar mastery. The movie segment is a 
piece of short duration film that is used to teach certain grammar points that are equipped with 

worksheets about the film being played. The movie segment can create a pleasant atmosphere because 

students have unconsciously learned grammar. 

II MATERIALS AND METHOD 

Authentic materials are materials that had been designed by English speakers and are not used for 

classroom learning. Kilickaya (2004) revealed that authentic material provides an example of how 
language is used in everyday life ". This statement is supported by Herod (2002) that "authentic learning 

materials and activities are designed to imitate the real world situations". As explained above that 

authentic material basically can be used in the classroom even though the initial purpose is not for 

learning, this is in line with Carter & Nunan (2001) who said that authentic materials are "ordinary texts 
are not produced specifically for language teaching purposes". Understanding above, Herrington and 

Oliver (2000) suggest a new pedagogical term called "authentic learning." This term refers to students' 

lives and prepares them to deal with situations in real life. 

mailto:ase.sun86@gmail.com


2 | Arisandi Setiyawan, Akhmad Fathir Lingual (Vol. 8, No.2, 2019) 

 

Peacock (1997) explains that some of the benefits of using authentic materials in the learning 

process, such as authentic materials can show the use of language in the real world so that they are able 
to understand and communicate well, becoming an effective learning process because it suits with their 

needs, improving learning motivation, making lecturers more creative in choosing effective methods, 

and helping students learn culture through the language being studied. 
Gebhard (1996) classifies auhentic materials into three, namely 1). Authentic material in the form 

of audio, such as: news, cartoons, TV talk shows, songs and so on. 2). Authentic material in the form of 

visual material such as magazines, pictures, guides, and others. 3). Authentic Material in the form of 

print such as newspapers, menu listings, tickets, and others. 
The movie segment is a piece of film used to teach certain language grammar such as present 

tense, past tense, continuous tense, and others. The movie segment is also equipped with worksheets, 

exercises, and answer keys to make it easier for the teacher/lecturer to apply them in the classroom. 
Azevedo is a teacher from Brazil who has implemented the use of movie segments in learning grammar. 

Azevedo always sends material about the movie segment on his blog on 

http://moviesegmentstoassessgrammargoals.blogspot.com/. His last video and material was sent on April 
2018. Besides, Azevedo also believes that using film is one of the interesting, challenging and livelier 

ways to classify the classroom. Azevedo believes that "teaching grammar by using the movie segment is 

more inspirational and rich in motivation". Azevedo also made lesson plans, questions, and answers as 

well as some suggestions to the teacher to improve students' grammar knowledge in his blog. For 
example, Azevedo uses the film "Shaun the Sheep" to teach the present tense. In this piece of film, 

Azevedo provides three types of exercises based on the pieces of film used, namely adjusting existing 

activities in the film with characters, rewriting activities carried out by characters with positive sentences 
using the present tense formula, and rewriting activities which is not done by characters with negative 

sentences using the present tense formula. 

The first research has been conducted by Carol Herron, Holly York and Cathleen Corrie (2006) 

with the title "A Comparison Study of the Effects of a Story-based Video Instructional Package Versus a 
Text-based Instructional Package in the Intermediate-level Foreign Language Classroom". This study 

aims to attract, carry out the storyline and pattern of language targets that create student attention to 

enrich in linguistics. In this study, there were 27 French students from 2 institutions who had 
participated. Data from the results of the study were conducted using pre-test and post-test. On the 

grammar score, according to the significant statistical data obtained that F (1.25) = 50.79, p = .000, eta 

squared = .67. There was a significant comparison with treatment interactions, F (1.25) = 7.00, p = .014, 
eta squared = .22. The results of this study prove that students can significantly improve their grammar 

knowledge and increase the average grade higher for group videos. 

In the second study has been conducted by Mustaq, H & Zehra, T (2016) who tested how various 

components of English grammar can be taught through animated films. This study shows the use of 
gerunds in a sentence in the animated film Tangled. The data is taken by displaying various video clips 

of a film consisting of dialogue and music, then students are told to identify the use of gerunds, then 

students are given a worksheet containing gerund questions in a sentence. The results of this study 
indicate that students are very responsive during the class and learn effectively the use of gerunds. 

Besides, they can distinguish gerunds and past participles. 

The research design in this study is Classroom Action Research (CAR). Arikunto (2011: 105) 
suggests that Classroom Action Research needs to be done to solve problems that occur in the teaching 

and learning process and to bring changes in learning in a better direction. 

This research was conducted at the Islamic University of Madura faculty of teacher training and 

education in English language courses semester 4 of the academic year 2018/2019, under the span of 2 
months. In 2 months, students will take part in the implementation of class actions. 

The success and failure of students in carrying out activities are measured by referring to the 

success criteria. Meanwhile, the success criterion in this study is 75% of students have achieved a score 
of 75. 

III RESULTS AND DISCUSSION 

The pre-test was conducted on Saturday 27 April 2019. It was started at 08.00 WIB and finished at 

09.20 WIB. Students were given an assignment sheet (test) that contains grammar questions. 
Based on the pre-test results, the data showed that the pre-test mean score was 65.2. There were 

only 8 students who got above the criteria of success, while 17 other students were below that criterion. 

From the data above, the percentage of classes that reached 75 of completeness criteria out of 25 



Improving Grammar Mastery Through Movie Segment for the Fourth Semester of English Students Academic Year 2018/2019 at Madura Islamic University | 3 

 

students was 32%. The lowest score obtained was 35. From this analysis, it can be seen that the students' 

grammar mastery ability is still low. 

When doing a pre-test, researchers also make observations. Based on observations, researchers 
found that students were still less enthusiastic about participating in the learning process. Students did 

not pay attention to the material being explained, and they were less active in understanding the 

material. 

3.1 FINDINGS OF CYCLE 1 

The first cycle was conducted in 2 days, on April 29-30, 2019. The teaching and learning process 

of meeting 1 in class as follows: 

3.1.1 PLANNING 

In this phase, researchers make plans for action based on problems faced by students on grammar 

abilities. In this case, the researcher determines the selected movie segment and exercises into the lecture 

program (SAP) using the movie segment media. The researcher also prepared an observation sheet to 
observe student activities in the teaching and learning process whether it was suitable with the learning 

plan that had been made previously. Researchers also prepared post-test 1 to collect data to find out 

whether there was an increase in scores of some students from pre-test to post-test. 

3.1.2 ACTIONS 

The action in cycle 1 (cycle 1) is carried out on April 29, 2019. It starts. The researcher applies the 

teaching and learning process based on the learning plan that has been made, in the first meeting of the 
first cycle, the researcher begins by giving leading questions to students, then playing the video movie 

segment taken from https://www.youtube.com/watch?v=z4B43IIq -Sg (Kungfu Panda), the researcher 

asks students to analyze the grammar in the video, then explain the grammar (past tense) material. At the 

end of the cycle 1 meeting 1, researchers reinforce the material (grammar) in theory and practice 
contained in the movie segment. 

At the second meeting in cycle 1, the researcher began the learning process by recalling the 

previous material, then playing the video movie segment taken from 
https://www.youtube.com/watch?v=yshddKGseJE (Despicable Me). 

 

 

 
 

 

 
 

 

Picture 1. Despicable Me 

The researcher asks students to analyze the grammar used in the video. After that, students are 
given a test question sheet to determine the ability of grammar (past tense) students after using the 

movie segment. 

3.1.3 OBSERVATION 

Researchers observed student activities during the teaching and learning process. Based on the 

observations above, it can be concluded that students still do not follow the process of teaching and 

learning in class enthusiastically. To measure the grammar ability of each student, researchers conduct 

tests in the form of questions. 
From the above analysis, it is clear that the average student test results from the first cycle are 

72.8. Meanwhile, the number of students who get the same grade or above the completeness criteria is 

15 students, so the researcher decides to do the next cycle and is intended to provide a better situation. 

3.1.4 REFLECTION 

After analyzing and evaluating the results of the first cycle, the researcher concluded that the class 

action research had not met the success criteria. So the researcher must continue the class action research 

into cycle 2 with several revisions, such as giving more explanations about the material intensively, 



4 | Arisandi Setiyawan, Akhmad Fathir Lingual (Vol. 8, No.2, 2019) 

 

displaying a movie segment that is more interesting and much liked and understood by students, giving 

students more practice related to the material, evaluating seriously weaknesses in the first cycle. 

3.2 FINDINGS OF CYCLE 2 

The findings in cycle 2 are the same as in cycle 1, it is about the activities of students in the 

classroom and the results of the post-test understanding grammar mastery (past-tense) after using movie 
segment in teaching and learning. The second cycle is held on May 6 & 7, 2019. 

3.2.1 PLANNING 

Planning cycle 2 is applied into the lesson plan. In this case, the researcher modified the previous 

lesson plan based on the results of the reflection phase in cycle I. The learning plan used is still related 
to the movie segment technique for teaching grammar. There is no significant difference from the 

previous lesson plan. There are some modifications to cycle II; it is that researchers need to provide 

films that are more interesting and in accordance with the wishes of students. In addition, researchers 
also still prepare observation tables to check activities in the classroom, and also prepare post-test 2 to 

collect data. 

3.2.2 ACTION 

The action in cycle 2 of the first meeting was conducted on May 6, 2019. Researchers began by 

giving leading questions to students, recalling the video played in cycle 1, then recalling the discussion 

of grammar in the previous video. In second cycle (meeting 1), the researcher played different video 

movie segments (revised results) that are in line with the wishes of students and are more attractive to 
students. The movie segment in the second cycle of the first meeting was taken from 

https://www.youtube.com/watch?v=71ltLPOAOyE (Elizabethtown). The researcher asks students to 

analyze the grammar in the video, and then the researcher explains again the grammar material (past 
tense). For the second meeting held on May 7, 2019, researchers began the learning process by recalling 

the previous material, then playing another video movie segment. The video played was taken from 

https://www.youtube.com/watch?v=BLwGIxWKZG0 (friends) and 

https://www.youtube.com/watch?v=Cr8veeRYrxk&list=PLZjM720VN_RDNxNUMZfE-
LWo4zA4gO309. At the end of the second cycle meeting 2, the researcher reinforces the material 

(grammar) in theory and practice contained in the movie segment. The researcher asks students to 

analyze the grammar (past tense) used in the video. After that, students are given a test question sheet to 
determine the ability of grammar (past tense) students. 

3.2.3 OBSERVATION 

In cycle 2, generally, the classroom conditions in the learning process are better than the previous 
cycle. It can be seen from the observation that students can focus and pay attention to explanations and 

when they take grammar lessons, they enjoy the films that are displayed, doing the exercises. Then, most 

students were enthusiastic to discuss grammar contained in the movie segment. Related to the state of 

students in the class, on average students enjoy learning grammar using movie segments. Furthermore, 
when researchers provide exercises (assignments), students look enthusiastic about doing assignments. 

Students also seem to understand easily. 

In the second act of cycle 2, the researcher also conducted a post-test 2 regarding grammar ability. 
Based on the results of the post-test 2, the grade average score in the grammar test rose by 78.8 where 20 

students passed the Minimum Criteria which was a score of 75 (seventy-five). 

3.2.4 REFLECTION 

The researcher was satisfied that the efforts of the researchers to improve their grammar mastery 

ability had been realized. The results of post-test 2 showed that 80% of students received scores equal to 

or above the Completion Criteria. So that it has met the success criteria that 75% of students must score 

above the Completion Criteria. Therefore, the researcher decided to stop Classroom Action Research 
(CAR) because it was successful. 

Based on the results of the evaluation, researchers can assume that the implementation of 

Classroom Action Research (CAR) in improving students' grammar through the film segment, especially 
for past tense material is in line with the planning that was discussed by the previous researcher. 

The result of this finding can be seen in the diagram bellows: 

 



Improving Grammar Mastery Through Movie Segment for the Fourth Semester of English Students Academic Year 2018/2019 at Madura Islamic University | 5 

 

 

 

 
 

 

 
 

 

 
 

 

Table 1. Learning Score for each Cycle 

 
 

 

 

 
 

 

 
 

 

Table 2. The Score of Class Average 

IV CONCLUSION 

Based on the results of the research and discussion described in the previous chapter, the following 

conclusions can be drawn: 

 Movie segment has been proven effectively to be implemented in the teaching and learning 

process, especially for grammar courses. This can be proven by the results of observations and student 
scores in the post-test in the two cycles that have been done showed a better improvement. Second, The 

observations also showed a better improvement than students in terms of student involvement in the 

teaching and learning process at each meeting in both cycle 1 and cycle 2. Meanwhile, the mean score in 
the pre-test was 65.2 and the mean score average post-test in cycle 1 increased to 72.8. Then, the post-

test mean value in cycle 2 increased to 78.8. The percentage of students who scored above or equal to 

KKM is 75 increased from 32% to 60% in cycle 1 and 80% in cycle 2. 
Therefore, the use of movie segment can increase the understanding of grammar mastery of fourth 

semester students of English study programs at Madura Islamic University. Students easily understand 

grammar rules, use them in everyday contexts, then change positive sentences into negative sentences, 

and vice versa. Then, the use of movie segments can also increase student interest in learning grammar, 
student enthusiasm also increases. Students are more interested and active in every activity or learning 

process. Many of the students were enthusiastic and were actively involved in the teaching and learning 

process, in discussions and questions, while doing the exercises and also during the test. 

REFERENCES 

Arikunto, S. (2011). Prosedur Penelitian: Suatu Pendekatan Praktik. PT Rineka Cipta. Jakarta.  

Azevedo.http://moviesegmentstoassessgrammargoals.blogspot.com/ 

Brown, H. D. 2004. Language Assessment: Principle and Classroom Practice. Pearson Education. San 
Francisco. 

Carter, R, & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other 

languages. Cambridge: Cambridge University Press. 
Gebhard, J.G. 1996. Teaching English as Foreign Language: A Teacher Self-Development and 

Methodology Guide. The University of Michigan. Michigan. 

Herod, L. (2002). Adult learning from theory to practice. Heinle and Hemle publishers. Heinemann 
Herrington, J., & Oliver, R. (2000). An Instructional Design Framework For Authentic Learning 

Environments. Educational Technology Research and Development, 48(3), 23-48. 



6 | Arisandi Setiyawan, Akhmad Fathir Lingual (Vol. 8, No.2, 2019) 

 

Herron,C.,Holly,Y.,Corrie,C.&Cole,Steven (2006). A Comparison Study of the Effects of a Story-based 

Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-
level Foreign Language Classroom. CALICO Journal. 23(2):281-307 

Kurniasih & Umamah, A. 2013. Authentic Material: The Promising Way to the Teaching of Grammar. 

Proceeding on the International conference  on Current Belief in ELT and Its Implication in 
English Classroom, 17-18 May 2013. Universitas Negeri Sebelas Maret. Solo. Jawa Tengah. hal 

426-432. 

Kilickaya, F (2004). Authentic materials and cultural context in EFL Classroom. The internet TESL 

Journal. Retrieved from http://itslj.org/Techniques/Kilickaya-authentic MaterialsFinal.pdf. 
Mustaq, H & Zehra, T (2016). Teaching English Grammar Through Animated Movie. Nust journal of 

social sciences and humanities vol 2 no.1 (January-june 2016) pp. 77-87. 

Sukmadinata.(2005). Metode Penelitian. Bandung: Remaja Rosdakarya. 
Peacock, M. (1997). The Effect of Authentic Materials on the Motion of EFL Learners. ELT Journal, 

51(2),144-153