THE EFFECT OF APPLYING PERSONAL COMPUTER ASSEMBLING TUTORIAL VIDEO ON WRITING PROCEDURE TEXT ACHIEVEMENT OF STUDENTS MAJORING IN COMPUTER AND NETWORKING.
ACKNOWLEDGEMENT
Praise and the greatest thanks to the Almighty God. First of all, the writer
would like to thank God for all His blessing, guarding, guidance and for
everything that has been given along her life, especially in accomplishing this
thesis.This thesis is aimed to fulfill one of the requirements to obtain the S1
degree of English Education at the English Department, Faculty of Languages and
Arts, State University of Medan.
In completing this thesis, the writer has received a lot of assistance and
academic support from some people. Therefore, the writer would like to express
her sincere gratitude, love and special thanks to:
1. Prof. Dr. H. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, and
Nora Ronita Dewi, S.Pd.,S.S.,M.Hum., the head of English Education,
Faculty of Languages and Arts, State University of Medan and also as her
Academic Consultant.
4. Dr. Rahmad Husein, M.Ed and Dr. Anni Holila Pulungan,M.Hum.,
her Thesis Advisors for their patience and suggestions in guiding the
writer to finish this thesis.
5. Dra. Meisuri, M.A, Syamsul Bahri, S.S.,M.Hum,and Indra Hartoyo,
S.Pd.,M.Hum., and as Thesis Examiners.
ii
6. All beloved Lecturers in English and Literature Department who advised
and guided the writer during academic years.
7. Her beloved parents, R. Siregar and M.Simanullang to whom this thesis
is dedicated for their entire patient, pray, love, moral and financial support.
And also thanks for the love, support and great care all the time from her
brothers HendraSiregar and PartoSiregar and all big family of
Op.Christian Siregar.
8. Special thanks is also addressed to the Headmaster of SMK Negeri 2
Doloksanggul for giving her a permission to conduct a research in the
school.
9. Her lovely friends Marta Marbun, Rita Silaban, Lasmiani and all her
boarding house friends in Kos 157, and Rahul Sitanggang’s family.
10. Her beloved IsoGirlsandMita the Angel, MamiRisma, Laura Bey, Deni,
KakRos, PutriBontot, RD Yani, for every sad and happy moment that
they had spent for 4 years with the writer .
11. Herbeloved friends Rexians‘11that could not be mentioned one by one.
Thanks for their support, info, encouragement, and team work.
Medan,
The writer,
September2015
Helena Siregar
Reg. Number. 2113121031
iii
ABSTRACT
Siregar, Helena. Reg. No. 2113121031. The Effect of Applying Personal
Computer Assembling Tutorial Video on Writing Procedure Text Achievement
of Students Majoring in Computer and Networking . A Thesis.English
Department of Faculty of Languages and Arts.State University of Medan.
2015
This study investigated the effect of using personal computer assembling tutorial
video on students’ achievement in writing procedure text. It was conducted by
using experimental research design. The population of this research was grade XI
TKJ students of SMK Negeri 2 Doloksanggul. The sample was divided into two
groups namely experimental group and control group. The experimental group
was taught by using personal computer assembling tutorial video, while the
control group was taught by using sequence picture. The instrument used to
collect the data was writing procedure text. After the data were analyzed, it was
found that the value of t-observed was 4.196 with the degree of freedom (df) = 30
at the level of significance 0.05. It means that t-observed was higher than t-table
(4.196> 2.042). The result of this study showed that the writing achievement of
students who were taught by using personal computer assembling tutorial video is
higher than that who were taught by using sequence picture. It implies that
personal computer assembling tutorial video is appropriately applied to teach
writing procedure text for technique of computer and networking students.
Keywords: Applying Personal Computer Assembling Tutorial Video, Writing
Procedure Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENT ....................................................................................... iv
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURE.............................................................................................. viii
LIST OF APPENDIXES...................................................................................... ix
CHAPTER I. INTRODUCTION
A. The Background of Study ..........................................................................1
B. The Problem of The Study .........................................................................4
C. The Objective of The Study .......................................................................5
D. The Scope of The Study ............................................................................5
E. The Significances of The Study .................................................................6
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ..............................................................................7
1. Student’s Achievement ............................................................................7
2. The Nature of Writing ..............................................................................8
3. The Writing Process ...............................................................................11
4. Genres of Writing...................................................................................12
5. Procedure Text ........................................................................................13
a. Generic Structure of Procedure Text .................................................14
b. Language Features of Procedure Text ...............................................15
c. Example of Procedure Text ...............................................................17
6. Scoring Writing Test ..............................................................................17
7. Media......................................................................................................22
a. Definition of Media ...........................................................................22
b. The Benefits of Using Media.............................................................23
c. Kinds of Media ..................................................................................24
8. Tutorial Video ........................................................................................25
9.The Advantages and the Disadvantages of Using Video
iv
in Teaching Learning Process .............................................................27
10. Teaching Writing Procedure Text by Using PCATV ..........................28
11. Sequence Picture ..................................................................................30
12. Teaching Writing Procedure Text by Using Picture Sequence ............ 31
13. Relevant Studies ...................................................................................33
B. Conceptual Framework ............................................................................34
C. Hypothesis ................................................................................................35
CHAPTER III. RESEARCH METHODOLOGY ............................................36
A. Research Design ......................................................................................36
B. Population and Sample ...........................................................................36
1. Population ..............................................................................................36
2. Sample ....................................................................................................37
C. Data and Source of Data ..........................................................................38
D. Instrument for Collecting Data ................................................................38
E. The Procedure of Collecting Data ............................................................38
1. Pre-Test ..................................................................................................38
2. Treatment ...............................................................................................39
3. Post-Test .................................................................................................40
F. Scoring of Procedure Text Writing Test ..................................................40
G. The Validity and the Reliability of the Test ............................................42
1. The Validity of the Test .........................................................................42
2. The Reliability of the Test......................................................................42
H. The Technique for the Data Analysis ......................................................43
I. The Statistical Hypothesis .........................................................................44
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS
A. The Data...................................................................................................45
B. Data Analysis ...........................................................................................45
1.Analyzing the Data by Using T-Test Formula ........................................46
C. Reliability of the Test ...............................................................................47
D. Testing Hypothesis ..................................................................................48
E. Research Finding ......................................................................................49
v
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusion ...............................................................................................50
B. Suggestion ................................................................................................51
REFERENCES .....................................................................................................52
APPENDIX ...........................................................................................................55
vi
LIST OF TABLES
Pages
Table 1.1 List of Students’ Score Who Pass the KKM ............................................3
Table 2.1 The Example of Procedure Text ............................................................17
Table 2.2 Rating Scale of Scoring Writing ............................................................20
Table 3.1 Research DesignRandomized Subjects, Pre-Test−Post-Test Control
Group Design ...........................................................................................39
Table 3.2 Rubrics of Scoring Procedure Text Writing ..........................................44
Table 3.3 Scale of Score.........................................................................................45
vii
LIST OF FIGURE
Page
Figure 2.1 The Function of Media .........................................................................23
viii
LIST OF APPENDICES
Pages
APPENDIX A The Result of Pre-Test and Post-Test of Experimental Group .....55
APPENDIX B The Result of Pre-Test and Post-Test of Control Group ..............56
APPENDIX C The Calculation of T-Test..............................................................57
APPENDIX D The Calculation of the Realibility of the Test ...............................62
APPENDIX E Percentage Points of the T-Distribution.........................................64
APPENDIX F Pre-Test for Experimental Group and Control Group....................65
APPENDIX G Post-Test for Experimental Group and Control Group .................66
APPENDIX H Lesson Plan (Experimental Group) ...............................................67
APPENDIX I Lesson Plan (Control Group) ..........................................................77
APPENDIX J List of Videos..................................................................................92
APPENDIX K List of Pictures...............................................................................93
ix
CHAPTER I
INTRODUCTION
A. The Background of Study
Writing is one of the four language skills that is very important and should
be mastered by the students. Writing is an alternative way to carry out
communication, for example; students can share their knowledge to others and
also express their ideas in writing. Brown (2001:339) states that writing is a way
of life. Writing helps you think and learn, enhances your chances of success,
contributes to your personal development, and strengthens your relationships with
other people (Axelrod and Coopers, 2012:1).
According to Meyers (2005:2) writing is a way to produce language you do
naturally when you speak .Writing is speaking to other on paper, or on a computer
screen. Writing is also an action – a process of discovering and organizing your
ideas, putting them on a paper and reshaping and revising them. This skill does
not merely focus on words, phrase, sentence pattern and grammar, but also focus
on the idea of each paragraph in the text contextually. Therefore, teaching writing
should focus on writing process that is the students‟ attention is directed to the
how of the text construction.
According to curriculum 2013 teaching writing is done in senior high
school. In Indonesia, senior high school is divided into two, they are general high
school and vocational high school. Students of senior high school are expected to
be able to write some different genre texts, they are narrative, recount, descriptive,
1
2
report, news item, procedure and exposition text. Procedure text, that is a text
which explains how to make something or how to do something (Hyland, 2008:v)
is taught in the eleventh and twelveth grade. Procedure text has generic structure
namely goal, materials, and steps. These generic structures will help the students
to write the target, explain the materials and tools, and sequences of step to
achieve the goal.
However, writing is generally considered as the most difficult than among
language skills for foreign language students. Even native speakers feel difficulty
in showing a good command of writing (Javed et al, 2013:130). Natalia (2010)
found that 40% of students in SMA RK Deli Murni Deli Tua got difficulties in
writing. Another is the research conducted by Susianti at SMA Swasta Dharma
Pancasila Medan. She found that learning writing is still a problem in that school.
Based on the test given by her, there was only one student from 42 students (2.3%
of the students) who got score up to the Kriteria Ketuntasan Minimum (KKM) of
English subject in that school that is 75. Many students still got scores under the
standard.
Moreover, the writer also found that many students faced problems in
writing a text when the writer did Field Practice Program (Program Pengalaman
Lapangan) in PrivateVocational High School (Sekolah Menengah Kejuruan
Swasta) Amir Hamzah Batu Bara. When the writer asked the students to write,
the students spent long time think what they should write and did not have enough
vocabulary to convey their ideas. As a result, the students‟ writing score is low
because their writing was often remain unfinished.
3
In relation to this, the writer conducted a preliminary observation in SMK
Negeri 2 Doloksanggul. She asked for the list of students‟ score of second grade
of TKJ1 in writing procedure text. Many students did not pass KKM (Kriteria
Ketuntasan Minimal) applied by the school in English subject that is 75. The
students‟ average score is 66,81. There are only 5 of 32 students who pass the
KKM of the school and the data can be seen in the table below.
Table 1.1 List of Students’ Score Who Pass the KKM
Students’ Initial
Students’ Score
ASB
86
ASM
80
CS
80
DS
86
RLB
83
Based on the writer‟s observation and interview in the school, she
concluded that the low achievement in writing is caused by some factors from
both students and teacher. The first problem comes from the students themselves.
They had no motivation in learning English and thus consider English especially
writing is not interesting and difficult. They also got problem in developing or
elaborating their ideas because they did not have enough knowledge and
vocabuary to support their ideas about the topic.The second problem comes from
the teacher. Sometimes, the teacher tends to focus on finishing the material
without considering appropriate media and strategy. When a teacher does such
mistake, the teaching goal will not be achieved as it is planned.
Considering the situation above the writer is interested in solving the
students‟ problems in writing procedure text by using media that is video. Since it
4
is widely accepted that students‟ motivation is a key element within the learning
process (Bravo et al, 2005:1). The writer is concerned about using video to
increase students‟ motivation in learning. Cruse (2010:2) explains that among
frequent users (teachers who report using TV or video for two or more hours per
week), two-thirds found that students learn more when TV or video is used, and
close to 70% find that students‟ motivation increases. Additionally, Sherman
(2003) ays that video is today‟s medium and, as a matter of fact, people spend
more time with audio-visual than with printed material. Videos also give access
to things, places, people‟s behaviour, and events. Authentic material usually
proves to be particularly motivating as people find it interesting to understand real
things (Oddone, 2011:105).
Procedure text becomes the focus of this study since the subject of this
research is the students of computer and networking major, and everything they
do with their computer is related to procedure text that is „how to do‟.
The video used as media of learning in this study is tutorial video how to
assemble a ready-to-use personal computer that later will be called PCATV.
PCATV which stands for Personal Computer Assembling Tutorial Video shows
step by step in assembling a personal computer whether it is computer, laptop or
notebook. This video is usually used to teach students of computer and
networking major. They are familiar with this kind of video. Using this video as
media in teaching writing procedure text will be very useful because tutorial video
and procedure text have the same purpose, that is to show how to make or do
something in sequence of steps or actions.
5
B. The Problem of the Study
In accordance with the background of the study above, the problem of the
study can be formulated as follows: “Does PCATV significantly affect students‟
achievement in writing procedure text?”
C. The Objective of the Study
This study was intended to find out whether PCATV affects students‟
achievement in writing procedure text.
D. The Scope of the Study
There are five fundamental genre of school writing, those are describing,
explaining, instructing, arguing and narrating Knappp and Watkins (2005:7). This
research was basically limited to writing instructing genre or procedure text which
explains how to make or get something done. This research focuses on the using
of PCATV on students‟ writing procedure text.
E. The Significances of the Study
The study is expected to have both theoretical and practical perspectives:
1. Theoretical perspectives
a. The result of the research will be useful to improve the teaching
learning process; not only for procedure text material but also the
other materials.
6
b. The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
a. For the teachers
The writer hopes that this research will be inspiring for English
teacher to develop the teaching learning process; not only in teaching
writing but also other skills
b. For the students
This study is also expected to encourage the students to develop their
writing achievement, especially in writing procedure text by using
video tutorial.
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by
using personal computer assembling tutorial video (PCATV) significantly affects
writing procedure text achievement of students majoring in computer and
networking. It could be seen from the data which had obtained in the post test of
experimental group was 1317 and the mean score was 82.31, while the data in
control group were: the total score was 1098 and the mean score was 68. 62. Thus,
the students’ score of post-test in experimental group was higher than that of in
the control group. The calculation of the data in the testing hypothesis showed that
t-observed (4.196) was higher that t-table (2.042). It means that the alternative
hypothesis (Ha) is accepted.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following, the first, English teachers are suggested to use personal computer
assembling tutorial video as media in teaching writing procedure text especially
for students majoring in computer and networking or in teaching other language
skills because video can attract the students’ attention and give motivation for
students in teaching and learning process, so it can affect the students’
achievement. The second, other researchers are suggested to develop the research
50
51
about the use of video in teaching writing genres and other skills. The third,
students especially those who majoring in computer and networking are also
suggested to use personal computer assembling tutorial video in learning writing
procedure text, so that their writing ability could be improved.
REFERENCES
Ary, Donald et al. 2006. Introduction to Research in Education.(8th Ed). Australia:
Wadsworth.
Axelrod, Rise B. & Charles R. Cooper. 2012. Concise Guide to Writing. Boston:
Bedford.
Best, John B. and James V. Kahn. 2006. Research in Education. Boston: Pearson
Education.
Berk, R. A. 2009. Multimedia teaching with video clips: TV, movies, YouTube,
and mtvU in the college classroom. International Journal of Technology in
Teaching and Learning,Vol 5(1), 1–21. Retrieved on February 10, 2015.
Brown, H. Douglas. 2001. Principles of Language Learning and Teaching. Fifth
Edition. New York: Pearson Education .
Caroll, J.A et al. 2001. Writing and Grammar. New Jersey: Pearson Education.
Cruse, Emily. 2010. Using Educational Video in the Classroom:Theory, Research
and Practice.Journal of Instructional Media, Vol 2, pp. 1-24. Retrieved on
February 10, 2015.
Daryanto. 2011. Media Pembelajaran. Bandung: Nurani Sejahtera.
Fulcher, G. 2003. Testing Second Language Speaking. Great Britain: Pearson
Education Limited.
Gerot, L. & Wignell, P. 1994. Making Sense of Functional Grammar. Sydney:
Antipodean Educational Enterprises.
Hamalik. 1986. Media Pendidikan. Bandung: Alumni
Hanson, J. 1987. Understanding Video Applications, Impact, and theory.
California: SAGE Publications, Inc.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Longman:
Essex.
Hughey, Arthur. 1992. Testing for Language Teachers. Great Britain: Cambridge
University Press.
Hutabarat, Albert. P. 2011. Improving students’ speaking achievement in
constructing procedure text by using video. Unpbublished S1 Degree Thesis,
Unimed.
52
53
Hyland, Ken. 2009. Teaching and Researching Writing.(2nd Ed). Harlow: Pearson
Education Limited.
Javed, Muhamma et al. 2013. A Study of Students’ Assessment in Writing Skills of
the English Language. International journal of instruction 6(2), 1-16. www.eiji.net. Retrieved on Retrieved on February 10, 2015.
Jusman. 2014. Developing Students’ Ability in Writing Procedure Text by Using
Sequence Picture,Vol 2(2) pp. 1-17. Retrieved on Retrieved on February 21,
2015.
Kemendikbud. 2013. Bahasa Inggris. Jakarta: Kemendikbud.
Knapp, Petter and Megan Watkins. 2005. Genre Text Grammer; Technological
for Writing and Assessing Writing. Australia: A Unsm Press Book.
Mayer, R.E. 2001. Multimedia learning. Cambridge: Cambridge University Press
Meyers, Alan. 2005. Gateways to Academic Writing; Effective Sentences,
Paragraph, and Essays. New York:Longman.
Natalia, Eva. 2010. Teaching Narrative Writing Through Numbered Head
Together (NHT) Technique. S1 Degree Thesis, Unimed.
Nasution, Ade S. 2012. The Effect of Task-Based Learning Method on Students’
Achievement in Writing Procedure Text. Unpublished S1 degree thesis,
UNIMED.
Oddone, Christina. 2011. Using Video from Youtube and Websites in CLIL
Classroom. Journal of Studies About Languages. No,18. Pp 105-110.
www.ceeol.com. Retrieved on February 10, 2015.
Pramudito, Aria. 2013. Pengembangan Media Pembelajaran Video Tutorial
Pada Mata Pelajaran Kompetensi Kejuruan Standar Kompetensi Melakukan
Pekerjaan Dengan Mesin Bubut Di Smk Muhammadiyah 1 Playen. Thesis of
Yogyakarta State University.
Prawati,Melinda et al. 2010. Teaching Writing Procedure Text Through
Demostration. No.3 Vol.2
Rao, Bolla M. 2014. Use of Media as an Instructional Tool in English Language
Teaching (ELT) at Undergraduate Level. International journal of English and
Literature, Vol 5(6), pp.141-143. http://www.academic journals.org/IJEL
Ruis, Nuhung et al. 2009. Instructional Media. Jakarta: Ministry of National
Education.
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Sherman, J. 2003. Using Authentic Video in the Language Classroom.
Cambridge: Cambridge University Press.
Swales, J. 1990. Genre Analysis. Cambridge: Cambridge University Press.
Usman, Husaini & Purnomo Setiady Akbar. 2006. Pengantar Statistika. Jakarta:
Bumi Aksara.
Utari, pradiba.2014. The effect of using english video on the students’ achievement
on writing review text. Unpublished S1 Degree Thesis, Unimed.
Vockel, E.L. 1983. Educational Research. New York: Macmillan Publishing Co,
Inc.
Wright, Andrew. 1989. Picture for Language Learning. Cambridge University
Press
Praise and the greatest thanks to the Almighty God. First of all, the writer
would like to thank God for all His blessing, guarding, guidance and for
everything that has been given along her life, especially in accomplishing this
thesis.This thesis is aimed to fulfill one of the requirements to obtain the S1
degree of English Education at the English Department, Faculty of Languages and
Arts, State University of Medan.
In completing this thesis, the writer has received a lot of assistance and
academic support from some people. Therefore, the writer would like to express
her sincere gratitude, love and special thanks to:
1. Prof. Dr. H. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, and
Nora Ronita Dewi, S.Pd.,S.S.,M.Hum., the head of English Education,
Faculty of Languages and Arts, State University of Medan and also as her
Academic Consultant.
4. Dr. Rahmad Husein, M.Ed and Dr. Anni Holila Pulungan,M.Hum.,
her Thesis Advisors for their patience and suggestions in guiding the
writer to finish this thesis.
5. Dra. Meisuri, M.A, Syamsul Bahri, S.S.,M.Hum,and Indra Hartoyo,
S.Pd.,M.Hum., and as Thesis Examiners.
ii
6. All beloved Lecturers in English and Literature Department who advised
and guided the writer during academic years.
7. Her beloved parents, R. Siregar and M.Simanullang to whom this thesis
is dedicated for their entire patient, pray, love, moral and financial support.
And also thanks for the love, support and great care all the time from her
brothers HendraSiregar and PartoSiregar and all big family of
Op.Christian Siregar.
8. Special thanks is also addressed to the Headmaster of SMK Negeri 2
Doloksanggul for giving her a permission to conduct a research in the
school.
9. Her lovely friends Marta Marbun, Rita Silaban, Lasmiani and all her
boarding house friends in Kos 157, and Rahul Sitanggang’s family.
10. Her beloved IsoGirlsandMita the Angel, MamiRisma, Laura Bey, Deni,
KakRos, PutriBontot, RD Yani, for every sad and happy moment that
they had spent for 4 years with the writer .
11. Herbeloved friends Rexians‘11that could not be mentioned one by one.
Thanks for their support, info, encouragement, and team work.
Medan,
The writer,
September2015
Helena Siregar
Reg. Number. 2113121031
iii
ABSTRACT
Siregar, Helena. Reg. No. 2113121031. The Effect of Applying Personal
Computer Assembling Tutorial Video on Writing Procedure Text Achievement
of Students Majoring in Computer and Networking . A Thesis.English
Department of Faculty of Languages and Arts.State University of Medan.
2015
This study investigated the effect of using personal computer assembling tutorial
video on students’ achievement in writing procedure text. It was conducted by
using experimental research design. The population of this research was grade XI
TKJ students of SMK Negeri 2 Doloksanggul. The sample was divided into two
groups namely experimental group and control group. The experimental group
was taught by using personal computer assembling tutorial video, while the
control group was taught by using sequence picture. The instrument used to
collect the data was writing procedure text. After the data were analyzed, it was
found that the value of t-observed was 4.196 with the degree of freedom (df) = 30
at the level of significance 0.05. It means that t-observed was higher than t-table
(4.196> 2.042). The result of this study showed that the writing achievement of
students who were taught by using personal computer assembling tutorial video is
higher than that who were taught by using sequence picture. It implies that
personal computer assembling tutorial video is appropriately applied to teach
writing procedure text for technique of computer and networking students.
Keywords: Applying Personal Computer Assembling Tutorial Video, Writing
Procedure Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENT ....................................................................................... iv
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURE.............................................................................................. viii
LIST OF APPENDIXES...................................................................................... ix
CHAPTER I. INTRODUCTION
A. The Background of Study ..........................................................................1
B. The Problem of The Study .........................................................................4
C. The Objective of The Study .......................................................................5
D. The Scope of The Study ............................................................................5
E. The Significances of The Study .................................................................6
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ..............................................................................7
1. Student’s Achievement ............................................................................7
2. The Nature of Writing ..............................................................................8
3. The Writing Process ...............................................................................11
4. Genres of Writing...................................................................................12
5. Procedure Text ........................................................................................13
a. Generic Structure of Procedure Text .................................................14
b. Language Features of Procedure Text ...............................................15
c. Example of Procedure Text ...............................................................17
6. Scoring Writing Test ..............................................................................17
7. Media......................................................................................................22
a. Definition of Media ...........................................................................22
b. The Benefits of Using Media.............................................................23
c. Kinds of Media ..................................................................................24
8. Tutorial Video ........................................................................................25
9.The Advantages and the Disadvantages of Using Video
iv
in Teaching Learning Process .............................................................27
10. Teaching Writing Procedure Text by Using PCATV ..........................28
11. Sequence Picture ..................................................................................30
12. Teaching Writing Procedure Text by Using Picture Sequence ............ 31
13. Relevant Studies ...................................................................................33
B. Conceptual Framework ............................................................................34
C. Hypothesis ................................................................................................35
CHAPTER III. RESEARCH METHODOLOGY ............................................36
A. Research Design ......................................................................................36
B. Population and Sample ...........................................................................36
1. Population ..............................................................................................36
2. Sample ....................................................................................................37
C. Data and Source of Data ..........................................................................38
D. Instrument for Collecting Data ................................................................38
E. The Procedure of Collecting Data ............................................................38
1. Pre-Test ..................................................................................................38
2. Treatment ...............................................................................................39
3. Post-Test .................................................................................................40
F. Scoring of Procedure Text Writing Test ..................................................40
G. The Validity and the Reliability of the Test ............................................42
1. The Validity of the Test .........................................................................42
2. The Reliability of the Test......................................................................42
H. The Technique for the Data Analysis ......................................................43
I. The Statistical Hypothesis .........................................................................44
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS
A. The Data...................................................................................................45
B. Data Analysis ...........................................................................................45
1.Analyzing the Data by Using T-Test Formula ........................................46
C. Reliability of the Test ...............................................................................47
D. Testing Hypothesis ..................................................................................48
E. Research Finding ......................................................................................49
v
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusion ...............................................................................................50
B. Suggestion ................................................................................................51
REFERENCES .....................................................................................................52
APPENDIX ...........................................................................................................55
vi
LIST OF TABLES
Pages
Table 1.1 List of Students’ Score Who Pass the KKM ............................................3
Table 2.1 The Example of Procedure Text ............................................................17
Table 2.2 Rating Scale of Scoring Writing ............................................................20
Table 3.1 Research DesignRandomized Subjects, Pre-Test−Post-Test Control
Group Design ...........................................................................................39
Table 3.2 Rubrics of Scoring Procedure Text Writing ..........................................44
Table 3.3 Scale of Score.........................................................................................45
vii
LIST OF FIGURE
Page
Figure 2.1 The Function of Media .........................................................................23
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LIST OF APPENDICES
Pages
APPENDIX A The Result of Pre-Test and Post-Test of Experimental Group .....55
APPENDIX B The Result of Pre-Test and Post-Test of Control Group ..............56
APPENDIX C The Calculation of T-Test..............................................................57
APPENDIX D The Calculation of the Realibility of the Test ...............................62
APPENDIX E Percentage Points of the T-Distribution.........................................64
APPENDIX F Pre-Test for Experimental Group and Control Group....................65
APPENDIX G Post-Test for Experimental Group and Control Group .................66
APPENDIX H Lesson Plan (Experimental Group) ...............................................67
APPENDIX I Lesson Plan (Control Group) ..........................................................77
APPENDIX J List of Videos..................................................................................92
APPENDIX K List of Pictures...............................................................................93
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CHAPTER I
INTRODUCTION
A. The Background of Study
Writing is one of the four language skills that is very important and should
be mastered by the students. Writing is an alternative way to carry out
communication, for example; students can share their knowledge to others and
also express their ideas in writing. Brown (2001:339) states that writing is a way
of life. Writing helps you think and learn, enhances your chances of success,
contributes to your personal development, and strengthens your relationships with
other people (Axelrod and Coopers, 2012:1).
According to Meyers (2005:2) writing is a way to produce language you do
naturally when you speak .Writing is speaking to other on paper, or on a computer
screen. Writing is also an action – a process of discovering and organizing your
ideas, putting them on a paper and reshaping and revising them. This skill does
not merely focus on words, phrase, sentence pattern and grammar, but also focus
on the idea of each paragraph in the text contextually. Therefore, teaching writing
should focus on writing process that is the students‟ attention is directed to the
how of the text construction.
According to curriculum 2013 teaching writing is done in senior high
school. In Indonesia, senior high school is divided into two, they are general high
school and vocational high school. Students of senior high school are expected to
be able to write some different genre texts, they are narrative, recount, descriptive,
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report, news item, procedure and exposition text. Procedure text, that is a text
which explains how to make something or how to do something (Hyland, 2008:v)
is taught in the eleventh and twelveth grade. Procedure text has generic structure
namely goal, materials, and steps. These generic structures will help the students
to write the target, explain the materials and tools, and sequences of step to
achieve the goal.
However, writing is generally considered as the most difficult than among
language skills for foreign language students. Even native speakers feel difficulty
in showing a good command of writing (Javed et al, 2013:130). Natalia (2010)
found that 40% of students in SMA RK Deli Murni Deli Tua got difficulties in
writing. Another is the research conducted by Susianti at SMA Swasta Dharma
Pancasila Medan. She found that learning writing is still a problem in that school.
Based on the test given by her, there was only one student from 42 students (2.3%
of the students) who got score up to the Kriteria Ketuntasan Minimum (KKM) of
English subject in that school that is 75. Many students still got scores under the
standard.
Moreover, the writer also found that many students faced problems in
writing a text when the writer did Field Practice Program (Program Pengalaman
Lapangan) in PrivateVocational High School (Sekolah Menengah Kejuruan
Swasta) Amir Hamzah Batu Bara. When the writer asked the students to write,
the students spent long time think what they should write and did not have enough
vocabulary to convey their ideas. As a result, the students‟ writing score is low
because their writing was often remain unfinished.
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In relation to this, the writer conducted a preliminary observation in SMK
Negeri 2 Doloksanggul. She asked for the list of students‟ score of second grade
of TKJ1 in writing procedure text. Many students did not pass KKM (Kriteria
Ketuntasan Minimal) applied by the school in English subject that is 75. The
students‟ average score is 66,81. There are only 5 of 32 students who pass the
KKM of the school and the data can be seen in the table below.
Table 1.1 List of Students’ Score Who Pass the KKM
Students’ Initial
Students’ Score
ASB
86
ASM
80
CS
80
DS
86
RLB
83
Based on the writer‟s observation and interview in the school, she
concluded that the low achievement in writing is caused by some factors from
both students and teacher. The first problem comes from the students themselves.
They had no motivation in learning English and thus consider English especially
writing is not interesting and difficult. They also got problem in developing or
elaborating their ideas because they did not have enough knowledge and
vocabuary to support their ideas about the topic.The second problem comes from
the teacher. Sometimes, the teacher tends to focus on finishing the material
without considering appropriate media and strategy. When a teacher does such
mistake, the teaching goal will not be achieved as it is planned.
Considering the situation above the writer is interested in solving the
students‟ problems in writing procedure text by using media that is video. Since it
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is widely accepted that students‟ motivation is a key element within the learning
process (Bravo et al, 2005:1). The writer is concerned about using video to
increase students‟ motivation in learning. Cruse (2010:2) explains that among
frequent users (teachers who report using TV or video for two or more hours per
week), two-thirds found that students learn more when TV or video is used, and
close to 70% find that students‟ motivation increases. Additionally, Sherman
(2003) ays that video is today‟s medium and, as a matter of fact, people spend
more time with audio-visual than with printed material. Videos also give access
to things, places, people‟s behaviour, and events. Authentic material usually
proves to be particularly motivating as people find it interesting to understand real
things (Oddone, 2011:105).
Procedure text becomes the focus of this study since the subject of this
research is the students of computer and networking major, and everything they
do with their computer is related to procedure text that is „how to do‟.
The video used as media of learning in this study is tutorial video how to
assemble a ready-to-use personal computer that later will be called PCATV.
PCATV which stands for Personal Computer Assembling Tutorial Video shows
step by step in assembling a personal computer whether it is computer, laptop or
notebook. This video is usually used to teach students of computer and
networking major. They are familiar with this kind of video. Using this video as
media in teaching writing procedure text will be very useful because tutorial video
and procedure text have the same purpose, that is to show how to make or do
something in sequence of steps or actions.
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B. The Problem of the Study
In accordance with the background of the study above, the problem of the
study can be formulated as follows: “Does PCATV significantly affect students‟
achievement in writing procedure text?”
C. The Objective of the Study
This study was intended to find out whether PCATV affects students‟
achievement in writing procedure text.
D. The Scope of the Study
There are five fundamental genre of school writing, those are describing,
explaining, instructing, arguing and narrating Knappp and Watkins (2005:7). This
research was basically limited to writing instructing genre or procedure text which
explains how to make or get something done. This research focuses on the using
of PCATV on students‟ writing procedure text.
E. The Significances of the Study
The study is expected to have both theoretical and practical perspectives:
1. Theoretical perspectives
a. The result of the research will be useful to improve the teaching
learning process; not only for procedure text material but also the
other materials.
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b. The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
a. For the teachers
The writer hopes that this research will be inspiring for English
teacher to develop the teaching learning process; not only in teaching
writing but also other skills
b. For the students
This study is also expected to encourage the students to develop their
writing achievement, especially in writing procedure text by using
video tutorial.
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by
using personal computer assembling tutorial video (PCATV) significantly affects
writing procedure text achievement of students majoring in computer and
networking. It could be seen from the data which had obtained in the post test of
experimental group was 1317 and the mean score was 82.31, while the data in
control group were: the total score was 1098 and the mean score was 68. 62. Thus,
the students’ score of post-test in experimental group was higher than that of in
the control group. The calculation of the data in the testing hypothesis showed that
t-observed (4.196) was higher that t-table (2.042). It means that the alternative
hypothesis (Ha) is accepted.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following, the first, English teachers are suggested to use personal computer
assembling tutorial video as media in teaching writing procedure text especially
for students majoring in computer and networking or in teaching other language
skills because video can attract the students’ attention and give motivation for
students in teaching and learning process, so it can affect the students’
achievement. The second, other researchers are suggested to develop the research
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about the use of video in teaching writing genres and other skills. The third,
students especially those who majoring in computer and networking are also
suggested to use personal computer assembling tutorial video in learning writing
procedure text, so that their writing ability could be improved.
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