THE EFFECT OF VISUAL MEDIA ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.

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THE EFFECT OF VISUAL MEDIA ON STUDENTS’

ACHIEVEMENT IN WRITING PROCEDURE TEXT

A THESIS

Submitted to Fulfill the Partial Requirements For the Degree of Sarjana Pendidikan

By:

ARIE DWIUTAMI

Registration Number : 2113321003

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGE AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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ABSTRACT

Dwiutami, Arie. 2113321003. The Effect of Visual Media on Students’ Achievement in Writing Procedure Text. A Thesis. English Department Faculty of Languages and Art, State University of Medan. 2016.

This study focused on finding out the effect of Visual media on students’ achievement in writing procedure text. This study was conducted in experimental design. The population of this research was the seventh grade students of SMP Negeri 1 Stabat. There are 60 students of seventh grade as sample of the research. This study was conducted by using random sampling. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Visual media (picture), while the control group was taught by using Video. The instrument of collecting the data was a written test. To obtain the reliability of the test, the researcher used scoring rubrics. The data were analyzed by using t-test formula. The calculation shown that t-observed is higher than t-table (3.52 > 2.00) at the level signivicance (α) 0.05 with the degree of freedom 58 (df = N-2). It means that there was a significant effect of using Visual media on students’ achievement in writing procedure text. So, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.

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ACKNOWLEDGEMENT

First of all, the writer would like to express her deepest gratitude to Allah SWT for His uncountable blessing, love, strength given to the writer during her study and completing this thesis which entitled: The Effect of Visual Media on Students’ Achievement in Writing Procedure Text. This thesis is aimed to fulfill one of the requirements for degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she had received the academic guidance, suggestions, and comments, got a lot of assisttance and moral support from people around her. Therefore, the writer expresses her gratitude and special thanks to:

 Prof. Dr. Syawal Gultom., M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her Thesis Advisor.

 Dra. Meisuri, M.A., the Secretary of English Department.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program and her Academic Advisor.

 Rafika Dewi Nasution, S.Pd., M.Hum., her Thesis Advisor.  Dr. Zainuddin, DIP.TEFL., M.Hum., her Reviewers.  Rita Suswati, S.Pd., M.Hum., her Reviewers.

 All the Lecturers of English and Literature Department who have taught, guided, and advice her throughout the academic year.

 Eis Sri Wahyuningsih, M.Pd., and Mr. Pantas, Administrative staff of English Education.

 Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving chance to conduct the reseaarch.

 H. Doyo, S.Pd., the English teacher of Grade seventh SMP Negeri 1 Stabat for the support.

 Her gorgeous parents, Ir. Muhammad Mirza and Susri Nurmawati thanks for always support, pray, inspire, motivation. Thanks for unconditionally love and this thesis dedicated for her parents.

 Her brothers, Pandji Oetama and Taufiq Ramadhan thanks for support and pray.

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 Her best friends and fightful friends Anes Ginting, Efrida Siregar, Sarah Silaban, Megawati Siregar, Sirikit br Sembiring, Sameris Sitanggang, Fitri Apriani, Pevi Handayani, Anna Elisabet, Fauziah, Laura Atika, Desi thanks for always support and pray.

 Her friends in Extention C 2011, for togetherness throughout the 4 years.  Her friends in PPLT SMA Gotong Royong Kuala thanks for the

experiences shared. And also for those who cannot be mentioned one by one.

The writer realizes that, this thesis still has the paucity, she warmly welcomes any suggestions and advices that will improve the quality of this thesis. She hopes that this thesis will be useful for those who read and feel interested in the field of this study.

Medan, September 2016 The writer,

Arie Dwiutami Reg. No. 2113321003

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TABLE OF CONTENT

Page

ABSTRACT... i

ACKNOWLEDGEMENT... ii

TABLE OF CONTENT... iv

LIST OF TABLE... vi

LIST OF FIGURE... vii

LIST OF APPENDIXES... viii

CHAPTER I INTRODUCTION A. The Background of the Study... 1

B. The Problem of the Study... 4

C. The Objective of the Study... 4

D. The Scope of the Study... 4

E. The Significance of the Study... 5

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoritical Framework... 6

1. Students’ Achivement... 6

a. Students’ Achievement in Writing... 7

2. Writing... 7

a. The Nature of Writing... 7

b. Writing Process... 8

c. Objective of Writing... 9

d. Text... 9

3. Genre... 11

a. Genres in Writing... 12

b. Procedure Text... 14

1). The Generic Structure of Procedure Text... 15

2). The Language Features of Procedure Text... 16

c. The Example of Procedure Text... 18

4. Media... 19

a. Visual Media... 21

b. Advantages and Disadvantages of Visual Media in Teaching-Learning Process... 22

c. Advantages and Disadvantages of Video in Teaching-LearningProcess... 23

B. The Relevant of Studies... 24

C. Conceptual Framework... 24

D. Hypothesis... 26

CHAPTER III. RESEARCH METHODOLOGY A. Research Design... 27

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B. Population and Sample... 27

C. The Source of Data... 28

D. The Instrument for Collecting Data... 28

E. Scoring the Test... 28

F. The procedure of Reseach... 31

1. Pre-test... 32

2. Treatment... 32

3. Post-test... 34

G. The Validity and Reliability of the Test... 34

1. Validity... 34

2. Reliability... 34

H. Technique of Analyzing Data... 36

CHAPTER IV. DATA AND DATA ANALYSIS A. Data Description... 37

B. Data Analysis... 38

1. Reliability of the Test... 38

2. Data Analysis by Using t-Test Formula... 39

3. Testing the Hypothesis... 41

C. Research Finding... 41

D. Discussion... 42

CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion... 44

B. Suggestion... 44 REFERENCES

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LIST OF TABLE

Page

Table 1.1 ... 2

Table 3.1 ... 26

Table 3.2 ... 27

Table 3.3 ... 31

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vii

LIST OF FIGURE

Page Figure 2.1 ... 9

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viii

LIST OF APPENDIXES

Page

Appendix A ... 46

Appendix B ... 47

Appendix C ... 49

Appendix D ... 50

Appendix E ... 51

Appendix F ... 54

Appendix G ... 56

Appendix H ... 58

Appendix I ... 59

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1 CHAPTER I INTRODUCTION

A. The Background of the Study

Languange has a very important role in human activities to communicate with other people. It is used to expresstheir feelings, purposes, ideas, even in spoken or written way. There are many languages all over the world and one of them is English. English as an international language has been commonly used not only in speaking but also in writing. In indonesia, English has been taught from elementary school up to University level. But actually, there are still many student who are not able to write in English well.

In learning English as a foreign language the four language skills must be well-mastered by students. All of these language skills are very important to everyone especially for students to become fluent in English. Writing is one of the four langauge skills that plays a very important role in second language learning.

Harmer (2004:79) states that writing as a skill by far the most important reason for teaching writing, of course, that is a basic language skill, just as important as speaking, listening, and reading. Students need to know how to write letters, how to put written reports together, how to reply to advertisements – and increasingly, how to write using electronic media. They need to know some of writings’ special conventions (punctiation, paragraph construction, etc.) just as they need to know how to pronounce spoken English appropriately. Langan (2001:14) states that writing is a skill, it makes sense that the more you practice

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writing, the better you will write. Brown (2001:339) states that writing is a way of life. Basically, writting is expression idea, opinion, experience, or information in the mind of the writer into the form of written language.Writing skills are specific abilities which help the students put their thoughts into words in a meaningful form and to mentally interact with the message. It involves a different kind of mental process (Khoii, 2011:494). There is more time to think, to reflect, to prepare, to rehearse, to make mistakes, and to find alternatives.

The procedure text is one of the genres in writing that must be well-mastered by the students. They must be able to write a procedure text in their daily life, procedure text is used to make some steps or get something done. That is why procedure text is very important to be learnt.

Based on the observation interm of preliminary data at SMP Negeri 1 Stabat, most of the students got faced the problem has to the simple paragraph in procedure text especially to develop the structure of the text namely concerned with the step or chronological idea to follow:

Table 1.1 The Grade VII students’ Scores of Writing Test

Semester Score Students Percentage

1st semester 2015/2016

≥ 70 22 students 63%

<70 13 students 37%

2nd semester 2015/2016

≥ 70 20 Students 57%

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On teaching learning process in the classroom, the teacher does not use the media to learn about the procedure text. The teacher just using the book and the whiteboard. The teacher still use the lecture method, they explain about the meaning and the example of procedure text and then the students are asked to write a procedure text.

Actually, the students were able to study English, but they could not prove out their idea and thought specially in writing. Based on observation and interview to teacher of English at the school, almost fifty percent of the students got low marks in writing.It causes of the way of the teachers’ teaching does not use media. The teaching was monotonous .The teachers were not able to create the teaching. So, media is one ways that can be used by teachers to solve the problem, especially the students will be more easily to arrange the sentences because the pictures will give them ideas to be written. A good way to improving students’ writing is by using media.

In order to the problem of the study to help the students to improve their writing by using visual media. Therefore, the teaching learning process will run well, and the students can be more comfortable in the class as well as they can improve their achivement in writing procedure text. There many ways that can be done to teach procedure text. In this study, media is one of the tools that can be applied. Various media can be used in a teaching-learning process such us pictures, diagram, chart, and video. A teacher should have the right media to present the topics to the students. This study will use visual media as the media to improve students’ writing achivement in procedure text. The writer choose visual

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media because by using visual media that is a way to help students’ more easy to arrange their text in procedure. By using picture, media can make students more interest and accordance with the characteristic that can otive students learn. In order to prepare picture as a class activity, ask the students in plenty of time to look in for pictures relating to particular topics and the students’ can write the procedure instead. Here, the students will work in groups. Each group choose any pictures and put their pictures on the table, looking at the pictures one by one and then students have ideas how to make something about what they want to write. Keep in mind that learning will be comes easier with attractiveness activities which make them really interest to learn.

B. The Problem of the Study

Based on the backgroundof the study, the problem of study is formulated as the following, “Is there any significant effect of visual media on the students’ achievement in procedure text?”

C. The Objective of the Study

In relation to the problem of study, the objective of the study is to find out the effect of visual media on students’ achievement in writing procedure text.

D. The Scope of the Study

There are many types of writing, such as narrative, descriptive, procedure, argumentative, spoof, and others. This study basically focus on the effect of visual media on students’ achievement in writing procedure text.

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E. The Significance of the Study

Findings of this study are expected to be useful for :

1. Teachers of English, as the information in teaching procedure text through applying visual media and teachers in English can motivate their students in teaching procedure text.

2. The students in gaining the information about procedure text by applying visual media.

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44 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Having analyzed the data, conclusion are drawn as the following:

1. It was found that visual media significantly affects the students’ ability in writing procedure text, since t-obs >t-table (p=0.05) df = 58, or 3.52 > 2.00 (p=0.05) df = 58.

2. The using of visual media in teaching procedure text writing in the

classroom enables the students’ to write systematically and guided to

write the text of procedure, to gather all the information about the how to make something, process the information they have in mind and develop it into good writing.

3. The students who were taught by using visual media had a higher achievement than the students who were taught by using free media. In other words, the visual media gave significant effect to the students’ achievement writing procedure text as they became more systematic in writing the text.

B. Suggestion

In line with the conclusion and the result of the study, some suggestion are staged as the following:

1. In order to improve the students’ achievement in writing procedure text. Teachers are suggested to encourage the students to use visual media to solve their writing problem.

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2. It is suggested for the English teacher to use visual media as an alternative way in teaching writing skills and other type of writing. 3. The English teachers apply Visual media on their English Teaching

because these media help the students in understanding the procedure text much better.

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REFERENCES

Arsyad, A. 2007. Media Pembelajaran. Jakarta: Raja Grafindo Persada.

Ary, D., Jacobs, L.C., & Razavieh, A. 2010. Introduction to Research in Education (eight edition). Canada: Wardsworth Group.

Asyhar, Rayanda. 2012. Kreatif Mengembangkan Media Pembelajaran. Jakarta: Gaung Persada (GP) Press jakarta.

Best, J. W., and Kahn, J. V. 2006. Research in Education (tenth edition). Boston: Pearson Education.

Braine, G. & Yorozu, M. (1998). Local area network (LAN) Computers in ESL and EFL Writing Classes. JALT Journal, Vol. 20 No. 2

Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. USA: Longman.

Coffin, Caroline, Curry, Mary Jane, Goodman, Sharon, Hewings, Ann, Lilis, Theresia M, Swann, Joan. 2003. Teaching Academic Writing: A Toolkit For Higher Education. London and New York: Routledge.

Dirgayasa, I Wy. 2012. Maritime English Writing. Medan: Unimed Press.

Esti, M. A. 2015. Improving Students’ Skill of Writing Descriptive Text by Using Visual Aids (A Classroom Action Research on The Seventh Grade Students of SMP Negeri 1 Sragen In 2014/2015 Academic Year). Published by UNS: Sragen.

Gerot, L. & Wignell, P. 1994. Making Sense of Functional Grammar. Sidney: Antipodean Educational Enterprises.

Hamdani. 2011. Strategi Belajar Mengajar. Bandung: Pustaka Setia.

Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education Limited.

Hornby. 1995. Definition of Speaking Skill. New York: Publisher.

Hughes, A. 2003. Testing For Language Teachers. London: Cambridge University Press.

Hyland, K. 2002. Teaching and Researching writing. Essax: pearson Education Limited.

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Jannah, N. 2013. The Use of Visual Media to Improve Descriptive Text in Writing Skill. Published by Unisma: Malang.

Khoii R. 2011. A Solution to the Dilemma of Writing in a Foreign Language: Adaptive Mentorship. Retrieved February 17, 2012 from http://www.infonomics-society.org/IJCDSE/WritingEFLjournal.pdf

Knapp, Peter., and Watskins, M. 2005. Genre, Text, Grammar. Sydney: University of New South Wales.

Kothari, C. R. 2004. Research Methodology, Methods and techniques. Mumbai: New Age Internasional Publishers.

Langan, J. 2001. Collage Writing Skills with Reading, Fifth Edition. New York: McGraw-Hill.

Limbong, H. 2013. The Effect of Using Visual Media on Students’ Achievement in Writing Descriptive Text. Unpublished. Thesis. Medan: Unimed.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Penerbit Andi.

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arrange their text in procedure. By using picture, media can make students more interest and accordance with the characteristic that can otive students learn. In order to prepare picture as a class activity, ask the students in plenty of time to look in for pictures relating to particular topics and the students’ can write the procedure instead. Here, the students will work in groups. Each group choose any pictures and put their pictures on the table, looking at the pictures one by one and then students have ideas how to make something about what they want to write. Keep in mind that learning will be comes easier with attractiveness activities which make them really interest to learn.

B. The Problem of the Study

Based on the backgroundof the study, the problem of study is formulated as the following, “Is there any significant effect of visual media on the students’ achievement in procedure text?”

C. The Objective of the Study

In relation to the problem of study, the objective of the study is to find out the effect of visual media on students’ achievement in writing procedure text.

D. The Scope of the Study

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E. The Significance of the Study

Findings of this study are expected to be useful for :

1. Teachers of English, as the information in teaching procedure text through applying visual media and teachers in English can motivate their students in teaching procedure text.

2. The students in gaining the information about procedure text by applying visual media.

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Having analyzed the data, conclusion are drawn as the following:

1. It was found that visual media significantly affects the students’ ability in

writing procedure text, since t-obs >t-table (p=0.05) df = 58, or 3.52 > 2.00 (p=0.05) df = 58.

2. The using of visual media in teaching procedure text writing in the classroom enables the students’ to write systematically and guided to write the text of procedure, to gather all the information about the how to make something, process the information they have in mind and develop it into good writing.