the application of connecting strategy in appreciating brown’s film the da vinci code by the...

THE APPLICATION OF CONNECTING STRATEGY IN

APPRECIATING BROWN’S FILM THE DA VINCI CODE BY THE

FOURTH SEMESTER STUDENTS OF ENGLISH STUDY

PROGRAM FACULTY OF TEACHER TRAINING AND

EDUCTION UNIVERSITY OF PGRI PALEMBANG

A THESIS

SUBMITTED TO THE ENGLISH EDUCATION STUDY PROGRAM IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

SARJANA DEGREE IN ENGLISH EDUCATION

BY

MUHAMMAD FAJRI

STUDENT REGISTRATION NUMBER 2004111111

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

2009

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Dedication

This thesis is dedicated to:

Allah SWT The God, that has given me Islam, life,

strength and spirit in arranged this thesis.

My beloved parents, Mr. Drs. H. Djama’ani Jakfar

and Mrs. Dra. Hj. Rosita. Thanks for the love,

support and passion.

Mr. Faisal Harahap, MA. for editing my thesis.

Mr. Magdad Hatim, M.Hum., Mr. Dr. Indawan Syatri

for the time to discussed.

My beloved brothers, dr. Teddy Setiawan and

Rakhmatullah, thanks for the support.

dr. Diani Nazma, Sp.An. my guardian angel, thanks

for your love, passion and support.

My friends, Sulaiman, S.Pd. a.k.a Girivirya and

Aprida Aryani, S.Pd. thanks for the idea and the

helps.

All the lecturer and staff of English Study Program

FKIP University of PGRI Palembang.

All my friends and my junior of English Study

Program FKIP University of PGRI Palembang.

Motto:

“Do what you have

supposed to do”

“Be honest to yourself”

“Stands on your own knee”

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ABSTRACT

THE APPLICATION OF CONNECTING STRATEGY IN

APPRECIATING BROWN’S FILM THE DA VINCI CODE BY THE

FOURTH SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM

FACULTY OF TEACHER’S TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

BY

MUHAMMAD FAJRI2004111111

The problems in this study are how is the application of connecting strategy in appreciating Brown’s film The Da Vinci Code and how is the appreciation made by the students. The objectives of the study are to know how the connecting strategy is applied in appreciating Brown’s film The Da Vinci Code and to know how is the quality of appreciation made by the students. The writer used the descriptive method in this investigation. The population of this study was the fourth semester students of English Study Program Faculty of Teacher’s Training and Education University of PGRI Palembang in academic year 2007/2008. The total number in the population was 591 students and the sample students used were 25 students taken by using purposive sampling method. The techniques for collecting the data were questionnaire and test. Then the techniques for analyzing the data was percentage analysis.

From the result of questionnaire analysis, the students were interested in appreciating literary works by using connecting strategy. The students did not face difficulties in connecting the film to other books, and connecting the film with their life experience, social life, culture and religion. From the result of the test analysis, the students’ appreciation showed that 40 % of them are very good and 60 % are good in appreciating the film. It means that the connecting strategy was effectively applied in appreciating Brown’s film “The Da Vinci Code” by the fourth semester students of English Education Program Faculty of Teacher Training and Education University of PGRI Palembang and their appreciation was deep enough to connect the film with their life experience, social life, culture and religion.

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CHAPTER I

INTRODUCTION

This chapter presents (1) the background, (2) the problems, (3) the

objective of the study, and (4) the significance of the study.

1.1. Background

Reading, watching and studying literature can teach people about values which

are presented by the main characters of literary work, but the importance of

literature is created to entertain, to stimulate and to interest the readers. Most

people read literary works for pleasure in their leisure time because it can give

pleasure to them.

The author probably thinks that he has written well and hopes that people

like what he has done. But the readers have right to evaluate the literary works by

considering the degree of pleasure which they can get. Literature does not only

give people pleasure, but also broaden their knowledge about life in general.

Robert and Jacobs (1989:2) pointed out literature as follows:

“ Literature helps us grow, both personality and intellectuality; it provides an objective base for our knowledge and understandings; it help us connect to ourselves to the boarder cultural, philosophic, and religious world which we are a part; it enable us to recognize human dreams and struggles in different places and times that we would never otherwise know. Literature makes us develop mature sensibility in every condition on all living things. We will see beauty in the world around us. Literature helps us to make us human. ”

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For many years, teachers are preferred on teaching linguistics and

language skills to literature. Literature was ignored in language teaching because

of an assumption that stated literature was negatively contributed to the students’

language skills (John, 1986; 18). This was because for years literature teaches

stressed on pleasure and it will not improve the students’ abilities in learning

language skills, literary works are also have been poorly appreciated by the

students. Based on writer’s interview to some lecturer, there were some factors

that made literature teaching was avoided by teachers in the classroom; they were

students motivation, human resources in this case the teachers themselves, and the

last media in teaching and learning process.

1) The students motivation

The students are not motivated in learning literature because for years they

were introduced by boring and complicated ways in learning literature.

2) The Human resources (teachers)

The teachers did not have any competence in teaching literature in the

classroom. The teachers do not have enough experience and

comprehensive knowledge about literature on teaching and learning

process.

3) The media and time allocation

The media has taken an important part in teaching and learning process.

By using interactive media the teacher could easily deliver their material in

the classroom. There are not always available interactive media that can be

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used by teachers in teaching literature in the classroom. Time allocation is

also important in teaching and learning process, they do not have enough

time in teaching literature in the classroom.

Literature invites students to respond in an open ended way. Responses

can be evaluated by listening to the students or watching a film. Information

collected from different activities will fit into the ability to evaluate different

pieces of literature, desire to participate in literary experiences and desire to

respond the literature, value of literature and creative process (Back and Juel,

1992:21).

According to Purve et. Al. (1990:174)

“Literature and the art exist in the curriculum as a means for the students to learn to express their emotion, their thought and their imagination as they enter into the experience of the works they read and transliterate those experiences into fill, talk, silence, writing drama, picture or the like. ”

Students can gain a great deal by watching and viewing. Students who

are visual learners may not respond well to a written text, but once they see an

element of the story depicted on screen or in a photograph, the story will come

alive. Sometimes words cannot convey the same emotions that one can draw from

an especially moving image; often a picture really is worth a thousand words.

According to Erickson (1999:7) :

“About 65% of us are visual learners who gather information best by looking, reading and watching. A visual learner can “see” ideas in their minds’ eye, remembering visual details from places they’ve visited or pictures they’ve seen. Visual learner will be able to recall what they see and will prefer written instructions. These students are sight readers who enjoy reading silently. Better yet, present information to them with a video. Visual

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learners learn best by reading or watching something, such as a video. ”

Studying visual images “energizes [the] learner’s arousal so that they pay

more attention and learn more overall” (Park & Lim 2004). Research on the use of

visual images and graphic representations has shown that having visuals to

accompany written text often enhances student motivation and emotional

attachment to that text (Park & Lim 2004).

That is the reasons why the writer chooses film to watch, not literary

work to read. Because it will be help the students easier to understand and to

appreciate the literary works. The reason why The Da Vinci Code has been chosen

and displayed is because of this movie was full of religion and culture values

which the students could connect the film into their religion, culture and social

life. In this study the writer is interested in studying the application of connecting

strategy in appreciating Don Brown’s film The Da Vinci Code to fourth semester

students of English Education Program Faculty of Teacher Training and

Education, University of PGRI Palembang.

1.2. The Problems

To clarify what problems that are going to be studied by the writer, in

doing this investigation, the writer needs to present the limitation and the

formulation of the problem.

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1.2.1. Limitation of the Problems

There are engaging, describing, conceiving, explaining, interpreting,

connecting, and judging in reader response strategy (Beach and Marshal, 1991;

112). In this study the writer focuses only on connecting strategy through film.

1.2.2. Formulation of the Problems

Based on the limitation of problem above, the writer intends to formulate

the problems into the following questions:

1) How is the application of connecting strategy in

appreciating Brown’s film The Da Vinci Code?

2) How the appreciation made by the students?

1.3. The Objectives

Based on the problems above, the objectives of this study are:

1) To know how the connecting strategy is applied in appreciating Brown’s

film The Da Vinci Code by the fourth semesters students of English

Department PGRI University Palembang.

2) To know how is the quality of appreciation made by the students.

1.4. The Significance of the Study

The writer hopes that the result of this study will be useful for:

1) The students and the readers to use this research as a source of

information.

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2) The teachers of English are expected to have new concept of teaching

literature.

3) The institution can use this research for their librarian and could be used

for by those who are interested in this research.

4) The writer himself, it can broaden his knowledge especially in writing

thesis or in doing research of the study.

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CHAPTER II

LITERATURE REVIEW

This study discusses (1) literary appreciation, (2) concept of reader

response strategy, (3) connecting film to literature, (4) connecting strategy, (5)

synopsis The Da Vinci Code, and (6) related previous study.

2.1. Literary Appreciation

Literary appreciation is the ability to gain pleasure and understanding of

literature, or to understand the value and importance of literature, or to esteem,

honor respect, and admire the beauty and complexity of literature Shirley (on her

presentation about Stages of Literary Appreciation). According to Shirley

Santiago de Jimenez on her presentation about Stages of Literary Appreciation

states that The development of literary appreciation begins long before children

learn to read`and continues throughout adulthood until death.

According to Johanson (1992:16), the students who appreciate the

literature are those who 1) appreciate the specific characters of the authors,

periods and genres; 2) see for themselves the links between ancient authors and

moderns literary genres; 3) consider the similarities, dissimilarities and relations

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between literature and history, and between factual; 4) are concerned on the

evolution of literary form; 5) are aware of the importance of some ancient and

modern preoccupation with theories of narrative.

According to Rudy (2008) in her paper “New Paradigm in Teaching of

Indonesia Literary Appreciation”. … students appreciate literary works by

describing the elements of fiction structurally. The new paradigm cited is the

application of seven reader response strategies: describing, explaining,

conceiving, interpreting, connecting engaging and judging. The reader response

emerges in the world of literary appreciation after structuralism approach

criticized by some experts in 1980 to occupy the dominant role of readers when

they respond the literary work.

2.2. Concept of Reader Response Strategy

Beach and Marshal (1991:28) as cited in Rudy (2007:3-4) stated that

there are seven strategies of response. They are (1) engaging, (2) describing, (3)

conceiving, (4) explaining, (5) connecting, (6) interpreting, (7) judging, as

described below.

1) Engaging

Is the response that indicates in judgment will speak of entering into or

distancing oneself from the text. Being engaged with a text involves what

Rosenblatt calls “aesthetic reading”: it is living though a relationship with a

text.

2) Describing

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Describing is when the readers describe a text when they restate or reproduce

information that is provided verbatim in the text.

3) Conceiving

Conceiving is when the readers conceive of character, setting and language

they are moving beyond the description of information in order to make

statement about is meaning.

4) Explaining

In this strategy, readers will explain why the characters in the story are

behaving as they are.

5) Connecting

Connecting is when the readers “connect” their own experience to the

materials in the text that interact between readers and the text became most

evident. This study applied connecting strategy in appreciating film as a

literary work.

6) Interpreting

Connecting is when the readers interpret a text, they employ the reactions,

descriptions, conceptions and connections they have made to articulate the

theme or “point” of specific episodes or the overall text.

7) Judging

Judging is when we make judgments about characters in the story or about the

literary, qualify of the text as a whole. When judging a text, the characters or

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the literary quality are pulled back to make evaluative statement and to argue

the behavior of the character if it is appropriate, rational or irrational, normal

or abnormal. By the same token, it is suggested that the story was interesting

or not, realistic or not. This judgment rarely comes at every end of our

reading; they are very much a part of the process of making sense of the text.

2.3. Connecting Film to Literature

Badaruddin (2007:254) states that there are many different types of

materials in teaching English. One of them is film as a fascinating text. A film

uses language and mediates culture. Selecting an appropriate film that will be used

in literature class is a teacher’s task. English teachers must get involved in media

and film education in order to teach students how to make meaning out of these

images instead of just mindlessly consuming them (The Council Chronicle 2001).

Caitlin W. Curry (2006) states when students are engaged and motivated,

they are more likely to make valuable connections that enhance critical thinking.

Films help students make deeper connections across various texts. The students

could be taught to be an active learner if the film was connected to literature

(Bretz, 1999:11).

The teacher should have previewed the film before ask the students to

watch and appreciate the film. Bretz (1999:11) said the students need

opportunities to make a connection between literature and a film. It is clear that

using film in the classroom can greatly enable students to make connections

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between texts or between a text and their own life experiences, Caitlin W. Curry

(2006).

The strategies of connecting film to literature, developed by Bretz

(1991:11) with some modifications to make it appropriate to the writer’s study:

Step 1. The writer tells the students to watch the film “The Da Vinci Code”.

Step 2. The writer presents question and questionnaire in order to set a purpose.

Step 3. The writer tells the students what he/ she wants them to understand.

Step 4. The writer states how he/she will assess students’ performance.

2.4. Connecting Strategy

Beach and Marshall (1991:28) cited in Rudy (2007:3-4), connecting

strategy is when the reader “connect” their own experience to the material in the

text that interact between readers and the text became most evident. Students

should improve their awareness of culture and society through making

connections between a film and other areas of culture such as ethnic, gender,

teenager, etc. (Badaruddin, 2007:251).

Morran and Denise (1995;7) state that the benefit of connecting history

are: 1) Students explore the lyrical aspects of language, they find new modes of

expression that deepen their understanding and appreciation of historical events;

2) History can help bring remote times and places to life; 3) Having students

respond to historical study by writing a story synthesizes their thoughts about

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what they have learned; 4) working with history elements, dictions, rhythm, voice,

and etc can teach students to be more careful in writing other contexts.

2.5. Synopsis “The Da Vinci Code”

Consider the new book's prologue, set in the Grand Gallery of the Louvre.

(This is the kind of book that notices that this one gallery's length is three times

that of the Washington Monument.) It embroils a Caravaggio, an albino monk and

a curator in a fight to the death. That's a scene leaving little doubt that the author

knows how to pique interest, as the curator, Jacques Saunière, fights for his life.

Desperately seizing the painting in order to activate the museum's alarm

system, Saunière succeeds in buying some time. And he uses these stolen

moments — which are his last — to take off his clothes, draw a circle and arrange

himself like the figure in Leonardo's most famous drawing, "The Vitruvian Man."

And to leave behind an anagram and Fibonacci's famous numerical series as clues.

Whatever this is about, it is enough to summon Langdon, who by now, he

blushes to recall, has been described in an adoring magazine article as "Harrison

Ford in Harris tweed." Langdon's latest manuscript, which "proposed some very

unconventional interpretations of established religious iconography which would

certainly be controversial," is definitely germane.

Also soon on the scene is the cryptologist Sophie Neveu, a chip off the

author's earlier prototypes: "Unlike the waifish, cookie-cutter blondes that

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adorned Harvard dorm room walls, this woman was healthy with an

unembellished beauty and genuineness that radiated a striking personal

confidence." Even if he had not contrived this entire story as a hunt for the Lost

Sacred Feminine essence, women in particular would love Mr. Brown.

With Leonardo as co-conspirator, since his life and work were so fraught

with symbols and secrets, Mr. Brown is off to the races. Google away: you may

want to investigate the same matters that Langdon and Agent Neveu pursue as

they tap into a mother lode of religious conspiracy theory. The Priory of Sion, the

Knights Templar and the controversial Vatican prelature called Opus Dei are all

invoked, as is the pentacle, the Divine Proportion, the strange sex rites glimpsed

in the film "Eyes Wide Shut" and the Holy Grail. If you think the Grail is a cup,

then Mr. Brown — drawing upon earlier controversial Grail theories involving

19th-century discoveries by a real Saunière — would like you to think again.

The book moves at a breakneck pace, with the author seeming thoroughly

to enjoy his contrivances. Virtually every chapter ends with a cliffhanger: not

easy, considering the amount of plain old talking that gets done. And Sophie and

Langdon are sent on the run, the better to churn up a thriller atmosphere. To their

credit, they evade their pursuers as ingeniously as they do most everything else.

When being followed via a global positioning system, for instance, it is

smart to send the sensor flying out a 40-foot window and lead pursuers to think

you have done the same. Somehow the book manages to reconcile such derring-

do with remarks like, "And did you know that if you divide the number of female

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bees by the number of male bees in any beehive in the world, you always get the

same number?"

"The Da Vinci Code" is breezy enough even to make fun of its characters'

own cleverness. At one point Langdon is asked by his host whether he has hidden

a sought-after treasure carefully enough. "Actually," Langdon says, unable to hide

his grin, "that depends on how often you dust under your couch."

2.6. Related Previous Study

In this part, the writer describes two previous studies related to the topic

investigated. The previous study here was written by Helen Kurnia in 2008.

Kurnia’s study is entitled “Appreciating the Literary Work by Using Critical

Reading Technique at English Education Study Program of Teacher Training and

Education Faculty, Sriwijaya University”. The problems of the previous study

were stated below:

1) How is literary work appreciated by using critical reading technique by the

Sixth Semester Students of English Education Study Program of Teacher

Training and Education Faculty, Sriwijaya University in academic year of

2007/2008?

2) What are some possible problems faced by the students in appreciating the

literary work especially short story?

3) What are some causes of problems?

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The previous study has used the descriptive method. The population used

was all the sixth semester students of English Education Study Program of

Teacher Training and Education Faculty, Sriwijaya University in the academic

year of 2007/2008. The previous study has selected the sample by using

purposive sampling. The technique of collecting the data used by previous study

was the written test.

The previous study found some possible problems faced by the students

when they appreciate the literary works. The possible problems were: the

limitation of the vocabulary, connecting experience to literary works, explaining

the actions of the characters, judging the literary works, finding the intrinsic

value, the lacks of grammar, engaging feeling to literary works.

The similarities and the differences between the previous study are:

The similarities:

1) The previous study discussed on the literary appreciation. This study also

discusses on the literary appreciation.

2) The previous study was used reader response strategy to appreciate the

literary works. Reader response strategy also will be used in this study to

appreciate the literary works.

3) The previous study required the sample students to connect their

experience to the literary works. The sample students will be require to

connect their experience to the literary works.

4) Both studies used the written test to collect the data.

5) Both studies used the descriptive method.

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The differences:

1) The media used by the previous study was the reading text “Short Story”.

The media used by this study will be film, Brown’s film “The Da Vinci

Code”.

2) The sample students used by the previous study were taken from the sixth

semester students of English Education Study Program of Teacher

Training and Education Faculty, Sriwijaya University in the academic year

of 2007/2008. The sample students used in this study will be taken from

the fourth semester students of English Department University of PGRI

Palembang academic year of 2007/2008.

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CHAPTER III

RESEARCH PROCEDURES

This part discusses (1) method of research, (2) research variable, (3)

operational definition, (4) population and sample, (5) techniques for collecting

data, and (6) validity and reliability, and (7) techniques for analyzing data.

3.1. Method of Research

In this research, the writer applied descriptive method. The descriptive

method designs enable researchers to describe or present the picture of a

phenomenon or phenomena under investigation. Descriptive research aims to

gather data without any manipulation of the research context. In other words,

descriptive research is also low on the "control or manipulation of research

context" scale. It is non-intrusive and deals with naturally occurring phenomena.

Preissle (1979; 105) states :

“Descriptive method is loosely defined category of research design or models, all of which elicit verbal, visual or factory and gustatory data in the form of descriptive narratives like field notes, recording, or other transcription from audio and videotapes and other written records and picture of films, etc.”

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In writing this thesis, the writer chooses a descriptive method and tries to

describe the application of connecting strategy in appreciating Brown’s film The

Da Vinci Code by the fourth semester students of English Study Program, Faculty

of Teacher Training and Education, University of PGRI Palembang.

The steps are taken in doing research are as follows:

1) The students will be given chances to watch the film.

2) The students will be given the guiding questions that connected and related

to their life, surroundings, religion, culture, etc.

3) The students’ responses will be analyzed.

4) The writer will answer the analysis problems’ formulation’s question.

5) The writer will draw conclusion.

3.2. Research Variables

Variables are defined as a contribution of a person or an object which

“varies” from person to person or from object to object (Hatch and Farhady,

1982:12). In this study, there will be two kinds of research variables. They are

independent variable and dependent variable.

Independent variable is part of the situation that exist from which

originates the stimulus given to a dependent variable. The Dependent variable is a

variable that receive stimulus and measured for the effect of treatment that has had

upon it.

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The independent variable of this study is watching film the Da Vinci

Code, which is measured through the dependent variable, and the dependent

variable is the students’ appreciation’ scores through the written tests.

3.3. Operational Definitions

The title of this study is “The Application of Connecting in Appreciating

Brown’s Film The Da Vinci Code by the fourth semester Students of English

Study Program Faculty of Teacher Training and Education University of PGRI

Palembang. To avoid misinterpretation some terms used in this study, the writer

needs to define them operationally.

1) Application

Application is the act of using as a means. In this case, the writer applies

the connecting strategy as a means in appreciating the film investigated.

2) Connecting Strategy

Literary, “connection” or “to connect” means to relate. In this study,

connecting strategy is one of the seven reader responses in which the

reader “connects” their own experience to the material in the text, that

shows the interaction between readers and the text to be most evident,

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whose indicators of connecting are experience, other films, other books,

social life, culture and religion.

3) Appreciating

“Appreciating” means recognizing the good or bad quality of something.

In this study the students appreciate the literary works, especially about the

film The Da Vinci Code.

4) Film

Film means motion pictures. In this study, the writer uses film The Da

Vinci Code as one of literary works.

3.4. Population and Sample

3.4.1. Population

Fraenkel and Wallen (1993; 339) stated that population is the group

which the researcher would like the result of a study to be generalized. Population

of this study was all the fourth semester students of English Department

University of PGRI Palembang academic year of 2007/2008. The total number of

the students in the population is 591 students that spread from 4.A to 4.O.

3.4.2. Sample

Sample is any group of individuals, which have been selected to

represent a population (Richard, et al, 1985; 294). Sample is a group of subjects

from which information has obtained. Sample is a selected subsets of population.

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It has been selected in such a way that it represents, the larger group (population)

from which they are obtained (Fraenkel and Wallen, 1993; 340).

In choosing the sample for this study, purposive sampling has been used

by the writer. The researcher does not simply study, whoever is available but use

his/her judgment to select the sample for a specific purpose.

The sample students used for this study are the class who have finished

Drama or Prose subject at the fourth semester academic year 2007/2008, the class

whose students learned about reader response strategy. In this study, the sample

students have been taken from one class. In this case, class 4.L that consists of 25

students has been chosen.

3.5. Techniques for Collecting Data

3.5.1. Questionnaire

Questionnaire is a series of questions for obtaining information on

special points. Questionnaire is a list of questions to be answered to get

information. The survey items could be ordered according to the concept. The

items pertaining to the same concept would be grouped together on the survey.

In this study, the questionnaires that were given to the students were

about the connecting strategy itself. It consisted of ten series of questions.

3.5.2. Test

Test is an instrument that presents to each subject a standard set of

questions that requires the completion of cognitive task. A test is a set of

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questions on a topics designed to be answered by respondents. Test is critical

examination or trial of qualities (McMillian, 1992: 114)

In this study, the written test has been considered to be used as the most

reliable way to get some information about how to connect the film onto the

students’ experiences, social life, culture and religion so they could complete

writing task afterwards. The writing test that has given the students was assessed

content and diction of literary appreciation made by the students. The writing test

that was given to the students was in the form of writing tasks after watching the

Brown’s film The Da Vinci Code.

Test was given to help the students assess the effect of experimentation

and to know how far the students understand what they have learned. A test is any

procedures for measuring knowledge or performance (Richard, et al, 1992; 337).

Students based on the reader response strategy answer the test.

Three questions that have been given to the students are as follows:

1) Do you have the same experience with the character? Your brother?

Parents? Neighbor? Friends?

2) Have you ever read book or watched film which is similar to the story read?

Tell the story and connect it.

3) Can you connect this story to social life? Culture? Religion? How do you

connect it?

(Rudy, 2005)

3.6. Validity and Reliability

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To make the test measured consistently and accurately, the writer follows

the two criteria of making test, they are: 1) validity and 2) reliability of the test

material. To have highly validity, the writer tries to set the test items in

accordance with the purpose of this study. To make sure that the test scores has

given a consistent result, the writer ask other observer or rater to judge the

students’ scores, and the students’ scores have to be used to find the reliability of

the test.

3.6.1. Validity

According to Hollingsworth (1997; 12) validity is the degree of which

information gained from an assessment matches the inferences or decisions that

programs make about learners, or actions that they take as a result of that

information. An assessment is valid depending on the uses of the outcomes

achieved with it. A validity concern with weather an instrument is really testing

what it is supposed to test (Richards, et al, 1985; 62).

In this study, the writer asked his advisor to check and judge the content

validity of the test. According to Richard, et al (1985; 62) content validity is a

form of validity which is based on the degree to which a test adequately and

sufficiently measures the particular skills or behavior it sets out to measure.

TABLE 1

TEST SPECIFICATION

Objective Materials Indicators Total Items Types of Test

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The students are able to write the responses to the questions asked like their experience, other stories, films, social life, culture and religion after watching the Brown’s film The Da Vinci Code

The Don Brown’s film The Da Vinci Code

After watching The Da Vinci Code the students are able:

- To write the same experience with the characters, brothers, parents, neighbors, friends.

- To write the story and connect it with the book they have read which is similar to this film.

- To write the story and connect it with the film they have watched which is similar to this film.

- To connect this film to their social life.

- To connect this film to their culture.

- To connect this film to

1

2

3

4

5

6

Written Test

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their religion.Total 6

3.6.2. Reliability

Reliability has to do with the quality of measurement. In its everyday

sense, reliability is the "consistency" or "repeatability" of your measure

(William,2006).

William (2006) stated:

“There are four general classes of reliability estimates, each of which estimates reliability in a different way. They are:1) Inter-rater Reliability which used to assess the degree to which different raters/observers give consistent estimates of the same phenomenon; 2) Test-Retest Reliability which used to assess the consistency of a measure from one time to another; 3) Parallel-Forms Reliability which used to assess the consistency of the results of two tests constructed in the same way from the same content domain; 4) Internal Consistency Reliability which used to assess the consistency of results across items within a test. “

Inter-rater reliability is a measurement used to examine the agreement

between two people (raters/observers) on the assignment of categories of a

categorical variable. It is an important measure in determining how well an

implementation of some coding or measurement system works. William (2006)

28

stated “A measure is considered reliable if it would give us the same result over

and over again (assuming that what we are measuring isn't changing!)”.

In this study the writer who was the first rater, assumes that inter-rater

reliability is suitable for this research. The writer tries to avoid inconsistency, that

is why the writer asked another rater or observer to determine the instrument

whether both the rater are being consistent in assessing the instrument that will be

given to the students. The other rater has graduated from PGRI University and she

is an English lecturer assistant in Tridinanti University, she is also a teacher in SD

Padmajaya as the second rater. The writer asked the second rater to help him in

scoring the students’ appreciations. The calculation was based on the scoring

system as explained on the next page.

Steven (2007; 485) stated as cited from Encyclopedia of Measurement

and Statistics Volume 2: The most common consistency estimate of inter-rater

reliability is the Pearson product-moment correlation coefficient. The formula for

computing the Pearson correlation is shown below:

r =

where :

29

(∑Y2 - )n(∑Y)2

∑XY - n(∑X)(∑Y)

√ (∑X2 - )n

(∑X)2

∑XY is the cross product of the raw scores.

∑X is the sum of all raw scores on variable X.

∑Y is the sum of all raw scores on variable Y.

∑X2 is the sum of all squared raw scores values on variable X.

∑Y2 is the sum of all squared raw scores values on variable Y.

(∑X)2 is the sum of all squared raw scores values on variable X, squared.

(∑Y)2 is the sum of all squared raw scores values on variable Y, squared.

TABLE 2

STUDENTS’ SCORE AND THE RESULT OF RELIABILITY

COEFFICIENT OF THE TEST ITEMS

Students X X2 Y Y2 XY

1 7 49 7 49 492 6 36 6 36 363 6 36 6 36 364 6 36 6 36 365 6 36 6 36 366 7 49 7 49 497 6 36 6 36 368 7 49 7 49 499 5 25 5 25 2510 6 36 6 36 3611 6 36 7 49 4212 5 25 6 36 3013 7 49 7 49 4914 5 25 5 25 2515 5 25 5 25 2516 7 49 7 49 4917 8 64 8 64 64

30

18 6 36 6 36 3619 7 49 7 49 4920 8 64 8 64 6421 5 25 6 36 3022 5 25 6 36 3023 6 36 6 36 3624 6 36 6 36 3625 7 49 7 49 49∑ 155 981 159 1027 1002

r =

=

=

r = r = 0.91

31

Based on the calculation, the reliability coefficient of the test was 0.91.

According to Wallen and Fraenkle (1991; 99), the reliability of the test should be

at least 0.70 and preferably higher. Since the reliability coefficient is higher than

0.70, the test was considered reliable.

3.7. Technique for Analyzing Data

3.7.1. Data Analysis from the Questionnaire

In analyzing the data collected from each items in the questionnaire, the

writer analyzed them by using analysis percentage. The formula used as follows:

P = x 100%

where :

P = Percentage of students

F = The total of students answer

N = The total number of students

3.7.2. Analyzing the Data from Test

In this study, the result of the test is used to judge the scoring test. The

scoring criterion is based on the composition grading scale have been used to

score the result of the test. In this research, the writer focused on the content and

32

FN

the diction of literary appreciation made by the students in appreciating Brown’s

film The Da Vinci Code by using connecting strategy. Scoring system is as

follows (Karl and Stevens (2001) as cited in Shahab (2007:25-26).

1) Ideas/Content

4 = ideas are clear, original and focused. Main idea stands out along with

details. One of the indicators of connecting strategy is explained.

3 = idea is clear, but information is general and predictable. One of the

indicators of connecting strategy is explained.

2 = idea is clear and more information is needed. There is only one

indicator that is explained.

1. = information is limited and text is repetitious. No central theme and no

indicators are explained.

2) Diction/Word Choice:

4 = the figurative language and verb are strong. Specific and accurate

words are used to convey the meaning.

3 = good word choice. Verb usage and descriptive words are used well.

2 = language is functional. Writer uses familiar words and few energetic

verbs. Writer attempts colorful words.

1. = writer struggles with limited vocabulary. Language may be vague or

redundant. Words are used incorrectly.

The interpretation of scores on CRT (Criterion-Referenced Test) has

considered absolute in the sense that each student’s score is meaningful without

33

reference to the other student’s scores (Brown, 1996:2). The maximum possible

score is 8. The following rank order correlation was calculated.

TABLE 3

Rank of the Score

Score Interval Category

7 – 8 Very Good

5 – 6 Good

3 – 4 Fair

0 – 2 Poor

The scores that has been converted into category were analyzed by using

analysis percentage. The formula is as follows:

P = x 100%

where :

P = Percentage of students

F = The total of students answer

N = The total number of students

34

FN

CHAPTER IV

FINDINGS AND INTERPRETATION

This chapter presents (1) the findings, (2) the students’ literary

appreciation, and (3) the interpretation of the study.

4.1. Findings

This part discusses the findings of the study on the application of

connecting strategy in appreciating Brown’s film The Da Vinci Code by the fourth

semester students of English Education Program Faculty of Teacher Training and

Education, University of PGRI Palembang. There were a set of questions and a set

35

of questionnaire given to the students in order to analyze their appreciation of the

Brown’s film The Da Vinci Code. The result of the test and the questionnaire are

described below.

4.1.1. Finding of the Questionnaire

After watching and answering the test items, the writer distributed a

questionnaire to the students that have been researched. The questionnaire

consisted of ten questions that related to the connecting strategy.

There were 25 students in this class who were being the sample students,

17 female students or 68 % and 8 male students or 32 %. They were conducted to

watching the movie, appreciating the film through the test and answering the

questionnaire. The result of the questionnaire can be seen in the table below.

Table 4

The Result of Questionnaire No.1

QuestionYes No

Students Percentage Students Percentage

Do you like reading or watching

literary works in English version?19 76 % 6 24 %

From the table above it can be seen, that about 76 % (19 students) like to

watched or to read literary work in English version, 12 out of 19 students whose

said Yes were female and the rest were male. About 24 % (6 students) answered

that they do not like to watch or to read literary work in English especially film in

36

English version, 5 out of 6 students whose said No are female and the rest was

male. This data showed that most of the students were interested in literary works.

Table 5


QuestionYes No


Do you like watching film in

English version?19 76 % 6 24 %

From the table above it can be seen, that about 76 % (19 students) liked to

watch film in English version, 12 students from 19 students who said Yes were

female and the rest were male. And about 24 % (6 students) answered that they

did not like to watch film in English version, 5 out of 6 students who said No were

female and the rest was male. This data showed that most of the students are liked

to watch movie or the film for the reason they have to improve their language

skill.

Table 6


QuestionYes No


What do you think of connecting

strategy? Is it interesting? 21 84 % 4 16 %

37

From the table above it can be seen, that about 84 % (21 students) said

that they were interested in connecting strategy, 5 out of 21 students who said Yes

were male and the rest were female. And 16 % (4 students) answered they were

not interested in this strategy, 3 out of 4 students were male and the rest was

female. This data showed that most of the students were interested with the new

paradigm of literary appreciation especially connecting strategy.

Table 7


QuestionYes No


Did connecting strategy make you

more interested in appreciating

literary works more over in

English version?

20 80 % 5 20 %

From the table above it can be seen, that about 20 % students said that they

were not interested in appreciating literary work in English by connecting

strategy, 3 out of 5 students were female and the rest were male. About 80 % of

the students said that they were interested, 14 out of 20 students were female and

the rest were male. This data showed that most of the students are interested in

appreciating literary work in English by connecting strategy.

Table 8


38

QuestionYes No


Is it difficult for you to connect

the film with your experience?9 36 % 16 64 %

From the table above it can be seen, that about 64 % students said that it

was not difficult for them to connect the film with their life experience, 3 out of

13 students were male and the rest were female. About 36 % of the students said

that it was difficult for them to connect the film with their life experience, 4 out of

9 students were female and the rest were male. This data showed that most of the

students were not faced with some difficulties to connect the film with their life

experience.

Table 9


QuestionYes No



the film with other books?11 44 % 14 56 %

From the table above it can be seen, that about 54 % students said that it

was not difficult for them to connect the film with other books they have read, 9

out of 14 students were male and the rest were female. About 46 % of the students

said that it was difficult for them to connect the film with other books they have

read, 3 out of 11 students were female and the rest were male. This data showed

39

that more than a half of the students were not faced with some difficulties to

connect the film to other books they have read. This percentage gap was not

significantly different because of the students’ experience in reading the other

books were limited.

Table 10


QuestionYes No



the film with your social life?5 20 % 20 80 %

From the table above it can be seen, that about 80% of the students said

that it was not difficult for them to connect the film with their social life, 7 out of

20 students were male and the rest were female. About 20 % of the students said

that it was difficult for them to connect the film with their social life, 4 out of 5

students were female and the rest were male. This data showed that most of the

students were not faced with some difficulties to connect the film with their social

life.

Table 11


QuestionYes No


40


the film with your culture?5 20 % 20 80 %

From the table above it can be seen, that about 80% of the students said

that it was not difficult for them to connect the film with their culture, 13 out of 20

students were female and the rest were male. About 20 % of the students said that

it was difficult for them to connect the film with their culture, 1 out of 5 students

were female and the rest were male. This data showed that most of the students

were not faced with some difficulties to connect the film with their culture.

Table 12


QuestionYes No



the film with your religion?10 40 % 15 60 %

From the table above it can be seen, that about 60 % of the students said

that it was not difficult for them to connect the film with their religion, 4 out of 15

students were male and the rest were female. About 40 % of the students said that

it was difficult for them to connect the film with their religion, 6 out of 10

students were female and the rest were male. This data showed that most of the

41

students were not faced with some difficulties to connect the film with their

religion.

Table 13


QuestionYes No


Do you agree if next, this

connecting strategy are apply in

English subject, moreover in

developing students’ literary

appreciation?

25 100 % 0 0 %

From the table above it can be seen, that about 100 % of the students said

that they are agreed that connecting strategy will be applicable in the English

subject, 17 out of 25 students were female and the rest were male. And no one of

the students or 0 % disagreed that connecting strategy will be applicable in the

English subject. This data showed that all of the students were agreed if

connecting strategy will be applied next in the classroom to support in teaching

English subject, particularly in developing students’ literary appreciation.

Completely the result of the questionnaire can be seen on the table below.

Table 14

The Result of Questionnaire

42

Item

No.Yes

Percentage

(%)No

Percentage

(%)

1. 19 76 6 24

2. 19 76 6 24

3. 21 84 4 16

4. 20 80 5 20

5. 9 36 16 64

6. 11 44 14 56

7. 5 20 20 80

8. 5 20 20 80

9. 10 40 15 60

10. 25 100 0 0

Trough this questionnaire, the writer asked the students’ opinion about

connecting strategy in appreciating literary work. These were some of their

opinion:

Fitri Jayanti : “I think it’s good, because it is on of the new strategy and it is rare to apply it in studying English. It also can help us to connect the film we have watched to our social life, our religion and our culture. This strategy is good and interesting enough to apply in appreciating literary work.”

Suryani : “I think connecting strategy is important, because it help people to easier understand the story and the creature of literature. It makes people interested and enjoy in learning literature.”

Yenni Karmina : “I would say good, because in this part we have to think critically and we also have to take the message of the story. It is very interesting and we can imagine what if we are the actor.”

43

Aziza : “Connecting strategy in literary appreciation is a good idea. Sometimes, after I watched a film I took a good lesson from the story, gave knew knowledge about other culture from other part of world.”

4.1.2. Finding from the Test

There were six questions of test which guided the students to appreciate

film The Da Vinci Code by using connecting strategy given to students. The writer

checked and analyzed their answer, and has been converted into categories. It can

be seen in the table 15 below.

TABLE 15

THE RESULT OF THE STUDENTS’

SCORE

BASED ON INDICATOR 1 AND

2

IN APPRECIATING BROWN’S FILM

”THE DA VINCI CODE”

44

Students’ Numbers

Indicator 1 2

1 4 32 3 33 3 34 3 35 3 36 4 37 3 38 4 39 2 310 3 311 4 312 3 313 4 314 2 315 2 316 4 317 4 418 3 319 4 320 4 421 3 322 3 323 3 324 3 325 4 3

TABLE 16

THE PERCENTAGE OF THE STUDENTS’ SCORE

BASED ON INDICATOR 1

Scores’ Grade Numbers of Students Percentage

4

3

2

1

10

12

3

0

40 %

48 %

12 %

0 %

Total 25 100%

45

From the table above, it can be concluded that there were two indicators

the writers used in scoring the test of 25 students. First, indicator 1 is about the

idea or the content of the appreciation made by the students and this was an

important indicator in analyzing the students’ appreciation used connecting

strategy. There are 40 % or 10 students who got the score 4 in which the idea or

the content of their appreciation are clear, original, focused and the main idea

stands out along with details, and one of the indicators of connecting strategy is

explained. About 48 % or 12 students were got the score 3 in which the idea or the

content of their appreciation is clear, but information is general and predictable,

and one of the indicators of connecting strategy is explained. About 12 % or 3

students was got the score 2 in which the idea or the content of their appreciation

is idea clear and more information is needed and there is only one indicator that is

explained. And there was no student who got the score 1 in which the idea or the

content or the information of their appreciation is limited and text is repetitious,

and there was no central theme and no indicators are explained.

TABLE 17

THE PERCENTAGE OF THE STUDENTS’ SCORE

BASED ON INDICATOR 2

Scores’ Grade Numbers of Students Percentage

4

3

2

2

23

0

8 %

92 %

0 %

46

1 0 0 %

Total 25 100%

Second, indicator 2 is about the diction or word choice in the relation of

their writing in expressing and telling their idea in appreciating the film used in

connecting strategy. About 8 % or 2 students got score 4 in which their writings

were specific and accurate word are used to convey the meaning, the figurative

language and verb were strong. About 98 % or 23 students got score 3 in which

their writings were of good word choice, verb usage and descriptive words were

used well. And there was no student who get score 2 and 1 in which the language

is functional, used familiar words and few energetic verbs, and which their

writings struggled with limited vocabulary, words were used incorrectly and

language may be vague or redundant. All of these can be seen on the table 18

below.

TABLE 18

THE RESULT OF THE STUDENTS’ TEST

IN APPRECIATING BROWN’S FILM ”THE DA VINCI CODE”

Students’

Numbers

Indicator Score Category

1 2

1 4 3 7 Very Good

2 3 3 6 Good

3 3 3 6 Good

4 3 3 6 Good

5 3 3 6 Good

6 4 3 7 Very Good

7 3 3 6 Good

8 4 3 7 Very Good

47

9 2 3 5 Good

10 3 3 6 Good

11 4 3 7 Very Good

12 3 3 6 Good

13 4 3 7 Very Good

14 2 3 5 Good

15 2 3 5 Good

16 4 3 7 Very Good

17 4 4 8 Very Good

18 3 3 6 Good

19 4 3 7 Very Good

20 4 4 8 Very Good

21 3 3 6 Good

22 3 3 6 Good

23 3 3 6 Good

24 3 3 6 Good

25 4 3 7 Very Good

TABLE 19

THE PERCENTAGE OF THE STUDENTS’ SCORE CATEGORY

IN APPRECIATING BROWN’S FILM ”THE DA VINCI CODE”

Score Category Numbers of Students Percentage

Very Good

Good

Fair

Poor

10

15

0

0

40 %

60 %

0 %

0 %

Total 25 100%

48

Form the table above, it can be concluded, after both of score indicators’

was summed, the sum of score was converted into some categories; they were

very good, good, fair and poor. From the table above, there was about 40 % or 10

students who were listed into “Very Good” category. From 40 % “very good”

category students, 7 out of 10 were female and the rest of them were male.

There was an about 60 % or 15 students who were listed into “Good”

category. From 60 % “good” category students, 5 out of 10 students were male

and the rest were female. And there was no student at all who were listed into

“Fair” and “Poor” categories.

4.2. The Students’ Literary Appreciation

The followings are the example of the students’ appreciation by

connecting the film with their social life:

“Our situation nowadays is the same as the plot of this story; I mean everybody (people) attacks each other and even to kill or murder somebody they did to get their goal. Power, poverty, religion, money, etc, is the common reason why.” (appreciated by Restika Defasari)

“I think in our country, sometimes happened a story like in the The Da Vinci Code, we can saw it from some reality show program on television, which always look for the truth about someone or something.” (appreciated by Rita Sriwiyani).

49

Dessy Annysatun Ulfah said:

“Someone will run after by someone else or their community because of his/her mistake”.

Another appreciation said:

“One thing that I can connect to our social life is the competition is not fair anymore. Everyone do cheating and will do anything to get what he or she want.” (appreciated by Kurniati Lestari).

“Sometimes in our social life, we found secret about our family tree which is very complicated and we never know about that” (appreciated by Larsi Marlinang P.)

Students’ appreciation by connecting the film with their culture:

“Sometime in our real life, some people believe with something or someone came from the culture without think it first whether it is conscious or unconscious, they just followed and believed it.” (appreciated by Kurniati Lestari).

“My parents are from Java, sometimes they kept and believe the culture from heritage or decedent at past, but not as the same like in this movie, they just doing and kept some rules.” (appreciated made by Tri Aryani).


“Some culture in Indonesia did the evil ritual. For example: Javanese people did what we call “semedi” at the places that they thought it has strong mystical sense such mountain, waterfall, etc. Sometimes they did and sent such a satanic ritual what we call “santet” to bother someone who was being her/his rival.” (appreciated by Aziza).

Students’ appreciation by connecting the film with their religion:

50

“In my opinion as a moslem, Christian have more than one God they declare Isa as one of their Gods. As a moslem I just believed Allah is the only God.” (appreciation made by Suryani).


“My religion is to believed that Allah SWT is the only God, and we are never teach to hurt ourselves like in this movie.” (appreciation by Anto)

“In my religion, the evil or satanic ritual or in Islam what we call “sirik” is forbidden. It is a big sin that cannot be tolerated by Allah SWT the God.” (appreciation by Aziza).

“As I have known that Jesus never married and had no wife. In my religion Jesus is Isa A.S. he is one of the prophet.” (appreciation by Fitri Jayanti).


“Actually in believing a religion we do not have to be strict on it, we do not need to hurt ourselves like Silas. In my religion, Islam we got an easy, soft and beautiful way to kept our faith to Allah SWT the God” (appreciation by Dessy Annysatun Ulfa).

Students’ appreciation by connecting the film with other books or film:

“The film entitled SAW, was the film that I thought had the same plot with The Da Vinci Code, at the beginning I watched the film, I did not know, I got confused but I really wanted to know who was the murderer, and the doer was unexpected.” (appreciation by Kurniati Lestari).

“The Assassination, there were so many suspects, but finally the murderer was the father of the family who was saved from the murder.” (appreciation by Rita Sriwiyani).

51

“I ever watched SAW. I thought SAW and The Da Vinci Code have the similar story which everyone in this movie can be the suspect” (appreciation by Fitri Jayanti).

These were some comments from the students about the film after they

watched the movie:

“For the first time, I am confused. But when I watched it more, it was made me very interesting and exciting. The plot is leading us to feel curious to know what will be happening next and how is the ending.” (appreciator: Rita Sriwiyani)

“This film is grateful, because so many challenges that the actors faced and there are so many climax.” said Tri Aryani.

“…it was interesting, there are so many puzzles. It was great movie, strong character lifelike and good setting.” (appreciator: Yeni Karmina)

“The film was interesting and made me enthusiastic to watch the film to know deeper about the story.” (appreciator: Siti Sundari)

4.3. Interpretation of the Study

Based on the study, it was interpreted that most of the fourth semester

students of English Education Program, Faculty of Teacher Training and

Education, University of PGRI Palembang liked to read or to watch literary work

especially film or movie. The students were interested in appreciating literary

works by applying connecting strategy.

The writer found that most of the students were not faced with difficulties

in connecting the film to other books they had read, and connecting the film with

their life experience, social life, culture and religion. The students totally agreed to

52

connecting strategy will be apply next in the classroom to support in teaching

English subject, especially materials that contained or related with literature,

moreover in developing students’ literary appreciation.

From the findings above the writer also found that 40 % of the students

were listed in “very good” category and 60 % of the students were listed in

“good” category. This can be interpreted that the students’ literary appreciation to

Brown’s film “The Da Vinci Code” by using connecting strategy are better.

The students’ appreciation shows that the idea or the content of their

appreciation are related to the points of connecting strategy, in which they could

connect the film with their experience, culture, social life and religion. The result

of this investigation indicated that the application of connecting strategy was

successfully achieved how the application was applied on appreciating the literary

work and the appreciation made by the fourth semester students of English

Education Program, Faculty of Teacher Training and Education, University of

PGRI Palembang was up of average.

Moreover, this result of this study were supported by Beach and Marshall

(1991) as cited by Rudy (2007: 3-4), that connecting strategy is when the readers

“connect” their own experience to the materials in the text that interactions

between readers and the text became most evident. This citation is also supported

by Shirley (2006) that the literary appreciation is the ability to gain pleasure and

understanding for literature, to esteem, to honor, to respect and/or to admire the

beauty and complexity of literature.

53

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the correlations of the study and the suggestions to

the teacher or lecture of English and the students.

5.1. Conclusions

Based on the finding discussed in the previous chapters, the writer

concludes that the connecting strategy was effectively applied in appreciating

Brown’s film “The Da Vinci Code” by the fourth semester students of English

54

Education Program Faculty of Teacher Training and Education University of

PGRI Palembang. Based on the questionnaire result, the students enjoyed the

activity of appreciating literature weather watching the films or read the novels or

books, especially when they appreciated the literary work by connecting the film

with their film they have watched, or the book they have read or the social life, or

culture and or their religion. They felt very excited and were interested in

appreciating them. It can also be seen in their comments that most of the students

said that they were more interested in literary appreciation by using connecting

strategy. And most of them thought that for the next reader response strategy

should be applied in the class room especially in teaching literary.

Based on the result of students’ appreciation, 40 % or 10 students were

“very good” and 60 % or 15 students were “good”. Their appreciations were deep

enough in order to “connect” the film with their experience, social life, culture and

religion by using connecting strategy. Connecting strategy is to let the students

“connect” the literary works to many aspects of their life and their surroundings.

5.2. Suggestions

The writer offers some suggestions for the teachers or lecturers of English

Education Program Faculty of Teacher Training and Education University of

PGRI Palembang and their students as follows:

5.2.1 The Teachers or Lecturers

The teachers or lecturers should:

55

1) be creative and innovative in using teaching strategies to motivate and

improve the students’ language skill moreover in English, especially in

literary appreciation.

2) apply the connecting strategy when teaching some subjects related do

literary appreciation to their students, because it allows them to gain a

greater understanding on how to appreciate the literary work.

3) give the students some experience in watching or reading literary work.

5.2.2. The Students

The students should:

1) practice the connecting strategy in watching or reading the literary work

with their teachers or their classmates, this would make the students

interested in appreciating literary work.

2) open the dictionary or ask their teachers or lecturers, If they find

difficulties to understand the vocabulary.

3) ask some questions, sharing their opinions and delivering critiques about

the literary work that are appreciated.

4) do more practice, such as watching a film or reading some short story,

poems, novels in English, because it will improve their literary

appreciation and also could improve their language skills.

56

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