Enhancing High Degree Students’ Movie Critical Review Writing Skills through Project-Based Learning

Abstract

The effort to improve students' review writing skill on fiction work has been a challenge from time to time. Yet, lecturers keep finding ways to sort out the problem. Rather than beginning with a thick novel to critically review, the present researcher acting as the lecturer in this action research then invited the students to work on movies that adapted from canon and contemporary novels. The study was conducted in eight Fiction (subject) classes that each class consisted of 25-40 students. To obtain comprehensive data, the researcher collected through observation, evaluation, and questionnaire. The implementation of Project-Based Learning (PBL) invited students to work in groups that each of them had the autonomy to manage their group as each group should produce a movie critical review. The use of movies adapted from canon-the 1st cycle-and contemporary-(2nd cycle) novel in the students' creation of movie critical review reveals increasing scores. It is assumed as an indication that movies adapted from contemporary novels which expose current life issues which close to their lives are more tangible than working on movies adapted from canon novels.