USING ENGLISH CLUB TELEVISION CHANNEL TO IMPROVE STUDENTS' MASTERY ON WRITING DESCRIPTIVE TEXT AT EIGHTH GRADE OF SMP NEGERI 3 SURABAYA.

USING ENGLISH CLUB TELEVISION CHANNEL TO IMPROVE
STUDENTS’ MASTERY ON WRITING DESCRIPTIVE TEXT IN
EIGHTH GRADE OF SMP NEGERI 3 SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of Sarjana
Pendidikan (S.Pd) in Teaching English

BY:
MIRA LARISSA
D05212020
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
2017

ABSTRACT
Larissa, Mira (2017). Using English Club Television channel to improve students’ mastery on
writing descriptive text at eighth grade of SMP NEGERI 3 SURABAYA. A thesis. English
Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic
University, Surabaya. advisor: Rakhmawati, M.Pd.
Key Words: English Club Television channel, writing skill, descriptive text
Writing is one of the most important skills as an output of the language. By teaching

writing skill, the teacher knows students’ ability in grammar, vocabulary, and
interpretation. But, most of the students are not interested in writing rather than structure
and reading. Writing is an activity which includes note-taking, outlining, editing and
drafting. Descriptive text is a text which drawn an object. English Club Television
channel is an educational television program created for those who studies English. The
purpose of this study is to know how is the application of English club television channel
and the improvement of students’ mastery in writing descriptive text by using English
club television channel. The researcher use Quasi- Experimental as an approach. This
research is conducted by analysis the improvement of students’ mastery on writing
descriptive text by using English club television channel. This data was taken from 8A
and 8F of SMP NEGERI 3 SURABAYA as experimental group and control group. The
researcher using observation sheet, test, lesson plan, and questionnaire as the instrument
of research. Based on the data taken, it was proved that the application of English Club
Television channel is divided into five stages; observing, asking, exploring, associating,
and communicating. Also, the researcher operates English Club Television channel by
using laptop, speaker, and LCD projector. The improvement of students’ mastery in
writing descriptive text proved by the test. Pre-test score of experimental group is 3197
with average 86,40. While the post-test score of experimental group is 3301 with average
89,21. Based on students’ response after using English club Television channel is 62,1%
Students argue that English Club Television channel motivating them because the material is

interesting for them. 45,9% Students argue that English Club Television channel motivate

them because the material given is understandable. 62,1% Students argue that English
Club Television also can help them in learning English authentically. 62,1% Students
argue that English Club Television channel is interesting, because it enriching their
vocabulary. 70,2% Students thinks that English Club Television channel can improve
them in learning writing because the material is interesting. In sum, students’ mastery in
writing descriptive text was increased by using English club television channel.

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TABLE OF CONTENTS
TITLE SHEET .............................................................................................................
APPROVAL SHEET ...................................................................................................
MOTTO .......................................................................................................................
DEDICATION SHEET ................................................................................................
ACKNOWLEDGEMENTS .........................................................................................
ABSTRACT .................................................................................................................
PERNYATAAN KEASLIAN TULISAN ...................................................................
TABLE OF CONTENTS .............................................................................................

LIST OF TABLE .........................................................................................................
LIST OF APPENDIX ..................................................................................................
CHAPTER I: INTRODUCTION
a.
b.
c.
d.
e.
f.
g.

Research Background………………………………………………. 1
Research Question …………………………………………………..6
Hypotheses ………………………………………………………….6
Objective of the study ………………………………………………8
Significance of the study ……………………………………………8
Scope and Limitation of the study ………………………………….8
Definition of key terms …………………………………………….. 9

CHAPTER II: REVIEW OF RELATED LITERATURE

a. Writing skill ………………………………………………………...11
b. Elements in writing …………………………………………………12
c. Descriptive text definition …………………………………………..13
d. Descriptive text elements ……………………………………………14
e. Writing descriptive text skill …………………......………………...15
f. Learning Media ……………………………………………………...16
g. Media for teaching writing ………………………………………..18
h. English club television channel …………………………………...20
i. Computer assisted learning language………………………………21
j. Previous Study……………………………………………………..22
CHAPTER III: RESEARCH METHODS
a. Research Design …………………………………………………... 25
b. Research Hypothesis………………………………………………..28

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Research variable …………………………………………………..29
Population and Sample ………………………………………….....30
Time and location of the study……………………………………..31
Research Instrument …………………………………………….....32

1. Test …………………………………………………………..32
a. Validity of the test ………………………………………......32
b. Reliability of the test ………………………………………...33
2. Questionnaire …………………………………………………...33
3. Observation checklist……………………………………………34
g. Research procedure………………………………………………….35
1. The control group………………………………………………..38
2. The experimental group…………………………………………41
c.
d.
e.
f.

h. Data Collection Technique………………………………………………..44
i. Data Analysis……………………………………………………………..47

CHAPTER IV: FINDINGS AND DISCUSSION
A. Research Finding
a. The application of English Club Television channel in teaching
writing descriptive text………………………………………………49

b. The improvement of students’ mastery on writing descriptive text by
using English Club Television channel…………………………….66
B. Research Discussion……………………………………………………97
CHAPTER V: CONCLUSION
A. Conclusion………………………………………………………104
B. Suggestion……………………………………………………...105
REFERENCES
APPENDICES

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Chapter I
Introduction
This chapter discusses the use of English Club television Channel to teach writing
descriptive text. This chapter will present the background of the study, research
questions, objectives, significance, scope and limitation of the study. The definition
of key terms is also presented in this chapter.
A. Research Background
Writing is one of the most important skills as an output of the language.
By teaching writing skill, the teacher knows students’ ability in grammar,

vocabulary, and interpretation. But, most of the students are not interested in
writing rather than structure and reading. Writing is considered as one of basic
skills in English language. Generally, writing assumed as one of the hardest
skill in learning language.1

To help student in learning writing skills,

therefore, the researcher need to fix the media and method in teaching writing.
One of media which can be collaborated with the technology nowadays, one
of them, by using television as media.
Television is already used as an important media and largely used as
instructional resource. As the absence of broadband, digital media, and
streaming video raises, the probability is that video will become an even more
Muha
ad Ja ed, Wu Xiao Juan, Sai a Nazli. “A Study of Stude ts’ assess e t i riti g skill of
the E glish la guage”.I ter atio al Jour al of I structio . Volume 6 no. 2 July 2013 ,130
1

1
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urgent classroom resource. Television has advantages for being used rather
than other learning media in actual classroom instruction to reinforce and
expand the curriculum, generally with the whole class at once. The way to
teach English well to the students, teacher needs helps such as audio visual
aids like lingua phones, tape recorder, film strips, in order to make students
understand the meaning the material in learning easily.2 According to Gowon,
Rahila P. Journal entitled “Effects of Television and Radio on Speaking and
Writing skills of Senior Secondary School Students in Jos Metropolis”
suggested that students should have exercise in making writing versions of
oral forms of radio programs and television such as news, documentaries and
soap opera. These programs also can be used as inspiration in teaching essay
writing.

The televisions and radio programs must use the appropriate

language that proper with students need. Students also asked to correct wrong
English language usage in the programs of radio and television in teaching

and learning process. Students should be taught the difference between media
language of news reporting, entertainment, advertisement, and expositions,
and how media in education engage with curriculum in teacher training

2

S. Saltrick. Television goes to school: the impact of video on student learning in formal education.
(New York: Center for Children and Technology,2004)

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program in handling the media corporation of television and radio in
secondary school of curriculum.3
According to Jane Sherman, there are two importance of using authentic
video in language teaching, first, accessibility, the accessibility used in
English-language television program and films. It can be accessed through TV
news, Internet on satellite TV. In some countries, English- language films
with English subtitles are sold in newsagents. The supply is huge and the

materials are very high quality, relatively cheap and constantly renewed.
Audio-visual input is now as accessible as print out. And second, motivation,
the power of authenticity of the video in audio-visual media, video
techniques, discourses and clichés are more familiar to them than the world of
books and newspaper, can give special interest in the meaning of the words. 4
Based on interview with English teacher in SMP NEGERI 3 Surabaya,
especially in 8A class, teaching method which applied at that school does not
fulfill with students’ need. The researcher finds the problem, in writing
descriptive text ability, the students do not write descriptive text
appropriately. They still do not know how to use simple present tense which is
used in writing descriptive text properly. Students still confuse on how to use
to be properly. In spite, the English teacher tries to give the best way in
3

Go on, Rahila P. “Effects of Television and Radio on Speaking and Writing skills of Senior Secondary
School Stude ts i Jos Metropolis” A I ter atio al Multi-disciplinary Journal, Ethiopia. Volume 3 No.
2, January 2009, 103
4
Jane Sherman. Using Authentic Video in the Language Classroom. Cambridge Handbooks for
language Teacher Series Editor Scott Thornbury. (Cambridge: Cambridge University Press. 2003) ,1

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teaching simple present tense and its implementation in writing descriptive
text. However, the students still find difficulties in learning writing descriptive
text. Besides, when the teacher tries to apply video in order to used as
authentic material in teaching simple present tense and writing descriptive
text, the students gives complain that the age content in video is not suitable
for junior high school student, in other words, it is suitable for kindergarten
students.
Based on the problem and theory above, the researcher tries to apply new
media in teaching writing descriptive text, such as English club television
channel. English club television channel is a television channel which is used
to help people to learn English easily. It can be accessed by using television
cable or internet.

By applying this media, the writer knows that SMP

NEGERI 3 Surabaya is supporting technology access in teaching English for
student and teacher. As stated by George, by using internet, English student
have an authentic context in which to share their interest and eye-catching
imagery on social media such as pinterest, google, youtube, or facebook in
order to support their learning of English.5 So that, this media is proper to be
applied in this school to improve students’ ability on writing descriptive text.
Also, it can help students and teacher to gain more authentic material in
teaching writing descriptive text. Therefore, the researcher tries to use English

George M . Chinnery. CALL Me….. May e: A Fra e ork for I tegrati g the i ter et i to ELT. English
Teaching forum Vol. 52 Number 1. 2014
5

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club television channel in order to fulfill the student need, and expected to
give inspiration for teacher in teaching writing descriptive text. There are a lot
of reasons why the researcher choose English Club Television channel in
improving students’ mastery in writing descriptive text, such as, the material
given in English Club Television channel is understandable and more vary
especially in vocabulary and grammar for students, especially in junior high
school. So that, student could improve their skills in grammar and vocabulary.
Besides, the age content which displayed in the video is proper with junior
school students.
As stated by Graham, there are some reasons why Teachers and
researchers should try some new media in order to improve students’ writing
skill. First, the writing skill is a meta-cognitive activity which describes
individuals’ knowledge, basic skills, strategies, and ability to coordinate
multiple processes, writing is a difficult skill because, it need some
comprehension in synthetic and lexical knowledge in order to make a good
writing. Second, learners need to master the second language in language
using. And the last, there are some lack of motivation because there is lack of
exploring some new media such as visual, audiovisual, and audio material in
teaching. 6 Also, as stated by Liberman, that Television can improve students
mastery on writing by using simple sentence.

6

Maliheh Ghaedsharafi and Mohammad Sadegh Bagheri. The Effects of audiovisual, audio and visual
presentation on EFL lear ers’ riti g skill. (Ira : Shiraz Azad U i ersity, April 1 2012). 113

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B. Research Question
Based on the background above, it requires to be analyzed about the use of
English club television channel in teaching writing descriptive text. It will be
studied in this research are stated as follows:
1. How is the application of using English club television channel to teach
writing descriptive text?
2. How does English club television channel improve students’ mastery on
writing descriptive text?

C. Hypothesis
This research is kind of experimental research. Experimental research is a
research where the participants are assigned randomly into two or more
groups which is given treatment or interviewed to gain the data, then observed
or measured by using test to measure the effect of the treatment. 7 According
to Eric Rogers cited by Shalini Prasad, hypothesis is a single tentative
prediction, good hunches-predicted for use in devising theory or planning
experiments intended to be given a direct experimental test when possible.
Also, hypothesis has meaning as tentative prediction about the relationship
between two or more variables. The nature of hypotheses, is a clear statement

7

Yair Levy and Timothy J. Ellis. Graduate School of Computer and Information science: A Guide for
Novice Researcher on Experimental and Quasi-Experimental Studies in Information System
Research (Florida; Nova Southeastern University, 2011),152

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of what is intended to be examined. The nature of hypothesis also has its
function:
1. To identify the research objectives
2. To identify the key abstract concepts involved in the research
3. Identify its relationship to both the literature review and problem
statement.
There are two kinds of hypothesis, there are Null hypothesis and
Alternative hypothesis.
Null Hypothesis draw a theory which is believed as a truth one or used as a
basis for argument, which has not been proved.
Alternative Hypothesis draw a theory which set up to established. And
frequently, explain the conclusion of the researcher. 8
Based on the statement above, the writer formulates hypothesis as follows:
1. Ha: The use of English Club Television channel can improve students’
mastery on writing descriptive text
2. Ho: The use of English Club Television channel cannot improve students’
mastery on writing descriptive text.

8

Shalini Prasad, Ajith Rao, Eeshoo Rehani. Developing hypotheses and research question.(500
research methods. 2001.) http://www.public.asu.edu/~kroel/www500/hypothesis.pdf Accessed :
st
April, 21 , 2016.

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D. Objective of the study
Referring to the research questions above, the objectives of the study
proposed research are:
1. To describe the application of using English club television channel in
teaching writing descriptive text.
2. To describe the improvement of using English club television channel to
improve students’ mastery on writing descriptive text.
E. Significance of the study
Professionally, this study is expected to give significant:
1. For the teachers: it can give the teacher inspiration to teach English,
especially, in writing descriptive text.
2. For the students: it can help them to improve their ability in English,
especially in writing descriptive text.
3. For readers: it can give further information about using television channel
in teaching English.

F. Scope and Limit of the study
This research is focusing on the use of English club television channel to
teach writing descriptive text, in 8A and 8F class of SMP NEGERI 3
Surabaya. This research also concern about students result on writing
descriptive text based on the test. The researcher uses the pre-test, post-test

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and questionnaire to measure the students’ ability in writing descriptive text
by using English Club Television channel.

G. Definition of key terms
To avoid misunderstanding in the way of comprehend this study, the
definition of key terms elaborated as follows:
1. Writing: Writing is a product which is challenging to be learned. Writing
activity include indentify the main and support idea, note-takings, editing,
outlining, and drafting. 9 in this research, writing competence needs some
skills, they are material mastery, vocabulary skill, and grammar skill. This
competence is measured by using pre-test and post-test.
2. Descriptive text: Descriptive text is a text of written English where the
writer draws an object. Also, it contains about description and
identification on its writing by which the writer draws an object, which
dominant grammar used in this text is simple present tense. 10 In this case,
writing descriptive text is the ability of defining an object through writing
by using simple present tense as the grammar.
3. English Club Television Channel: Audio visual material is an instructional
material which is generally used to tell the interpretation without using

9

Trudy Wallace, Winifred E. Stariha, and Herbert J Walberg. Teaching speaking, listening, and writing.
(International Academy of education: Educational practices series. 2004.).
10
Su ardiono Die is. “Using KWLH technique to understand local descriptive text in teaching reading:
e ha ci g teachers’ share through social edia”.Jour al I for asi Pe didika Vol. I No. 2, 2

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language verbal symbols. Audio visual material is very important to be
used in teaching and learning, because, it make them focuses by using
functions of preceptor, get comprehension by combining the sense of
sight, hear and touch. English Club Television channel is an educational
television program which aimed to English learner developed by
methodologist and expertise of English education.
In this case, The term English Club Television channel is an educational
channel which is created for those who studies English. This media was
developed and created by methodologist and expertise in English
education. This media is made to make people can learn English easily.11

11

Doosur Asha er and Sandra M uese Igyu e. “The use of audio-visual materials in the teaching and
learning process in colleges of education in Benue state- Nigeria” volume I, Issue 6, 2013, PP 44-45

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Chapter II
Review of Related Literature
This chapter focuses on review of related theories and literature of using English
club television channel to teach writing descriptive text, which is focus on writing
skill, elements in writing, descriptive text definition, descriptive text element, writing
descriptive text skill, learning media, media in teaching writing and English club
television channel.
A. Writing Skill
Writing and speaking are known as productive skills. Writing is a
product which is challenging to be learned. Writing activity include indentify
the main and support idea, note-takings, editing, outlining, and drafting.1
Writing is a way to communicate the ideas by using language representation.
The importance of writing skill has characteristic such as sophisticated,
difficult and social activity for language learner as great as native speaker.

2

Writing also has definition as the one of basic skills in English language.
Generally, writing assumed as one of the hardest skill in learning language.

1

Trudy Wallace, Winifred E. Stariha, and Herbert J Walberg. Teaching speaking, listening, and writing.
(International Academy of education: Educational practices series. 2004.)
2
Moha
ed Khieder. Master Degree Dissertation: “The students awareness of writing skill”.
(Republic of Algeria: Biskra University. 2011/2012.) page 12

11
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Advanced writing skill is one of basic requirements in academic needs to be
used in writing presentation.3
In this case, writing skill is one of English skills which represent the
language. The skills in writing which is needed in this research are grammar,
vocabulary, structure, and coherence between paragraphs.
B. Elements in Writing
Writing has four elements, such as; Clarity, Coherence, Simplicity,
and Brevity.
1. Clarity
The good writing must be contains clarity, in order to avoid
misinterpretation caused by the word which has more than one meaning.
To get the clarity in writing, it requires to the point and short sentence.
2. Coherence
Kane, Geme and Lea, cited by Mohamed Khieder, has an argument
that coherence is important in writing. Because, the idea which is
connect to each other can make the reader can understand what the
writer talks about easily.
3. Brevity and Simplicity
Brevity and simplicity is needed in good writing. Because, it is
important to write in effective way, such as writing many ideas in

Muha
ad Ja ed, Wu Xiao Juan, Sai a Nazli. “A Study of Stude ts’ assess e t i
the E glish la guage”. Volume 6, no. 2, 2013, 130
3

riti g skill of

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short paragraph or ideas. The simplicity in writing is needed in order
to help the reader easy to understand the idea of the writer. 4
In this research, the elements of writing which is needed in this
research are Coherence, Simplicity and clarity. It is important to put
the coherence in writing elements, because, without coherence
between paragraphs, it will make the reader confuse to understand the
writers’ idea. The simplicity is important to use in writing elements,
because, simple language can make the reader can comprehend the
meaning of language which is explained by the writers. And the clarity
is also takes as important role in writing elements, because, clarity of
the language needed to save readers’ time in comprehend the writing
text.

C. Descriptive text Definition
Descriptive text definition will be elaborated as below:
Descriptive text is a text of written English where the writer draws an
object. Also, it contains about description and identification on its writing by
which the writer draws an object, which dominant grammar used in this text is
simple present tense. 5

4

Moham ed Khieder. Master Degree Dissertation: “The students awareness of writing skill”.
(Republic of Algeria: Biskra University. 2011/2012). 12-14
5
Su ardiono Die is. “Using KWLH technique to understand local descriptive text in teaching reading:
enhancing teachers’ share through social edia”. Jur al I for asi Pe didika Volu e I No. 2. 2013

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Also, descriptive text has definition as a text which describe or draws
about form or characteristic about things, animal, plant, human or special
event. Descriptive text has two generic structure, they are identification and
description.

6

In this research, descriptive text is students’ ability in describing
things, human, animal, plant, and special event. The ability in writing
descriptive text includes identification and description.

D. Descriptive text Elements
There are some elements or characteristic should be considered in
writing descriptive text. They are:
1) Comparisons
2) Sensory details
3) Hyperbole
4) Imagery
5) Strong verb7
In this case, Elements in descriptive text which is needed in this
research are imagery, and strong verb, the researcher only takes two elements,

6

Iswati Widjaja. Deskriptif teks. (2011) https: http://skp.unair.ac.id/repository/Guruth
Indonesia/DescriptiveText_iswatiwidjaja_16391.pdf. Accessed: June 4 2016
7
John Schacter, Ph.D, The Master Teacher series descriptive writing. Page 5 https:
www.teachingdoctors.com/resources/pdf/descriptive_writing_sample.pdf Accessed Thursday,
December 10, 2015

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because, the researcher have argue that the three elements are suitable with
students’ competence in Junior high school.

E. Writing Descriptive text skill
According to John Schacter, Ph.D on his book, entitled “The Master
Teaching Series: Descriptive writing” writing descriptive text has two skills,
they are composing skill and organizing skill. The explanation will be
elaborated below:
a. Composing Skill
1) Includes descriptive details and words.
2) Use clear language.
3) Include verb which strongly described.
4) Use transitions in order to make coherence.
5) Makes comparisons such as; as well as, more than, and the most.
6) Uses word that engages and surprise the readers idea and mind.
b. Organizing Skill
1) Generalize the charts through ideas and details presented in descriptive
writing.
2) Managing the description in writing by sorting the visual effect, details,
procedure and time.
3) Use topic sentences to engage the reader to the writers’ mind.

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4) Writes concluding sentences by using word or phrase to summarize the
idea of descriptions.

8

In this case, the skills in writing descriptive text which is needed in this
research are, descriptive details and words, clear language, the use of
transitions in order to make coherence, using word that engages and surprise
the readers idea and mind, organizing the description in writing by sorting
the visual effect, details, procedure and time, Using topic sentences to engage
the reader to the writers’ mind, writes concluding sentences by using word or
phrase to summarize the idea of descriptions. The researcher chooses that
skills, because, the researcher thinks that those skills can be fulfilled by the
students.

F. Learning Media
According to Thoman, literacy media take as an important role in
teaching and learning, include second language learning. Media also can be
improved into language lessons in some ways by developing activities based
on television shows, radio program, newspaper, and videos.
Rucynski states that the improve of the television into English as
second language/ English as foreign language material by showing how a

8

John Schacter, Ph.D, The Master Teacher series descriptive writing. Page 6 https:
www.teachingdoctors.com/resources/pdf/descriptive_writing_sample.pdf Accessed Thursday,
December 10, 2015

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variety of English material of learning can be taught with the Simpsons, a
famous American television show which has more than 400 episodes.
Harmer cited that a variety of viewing techniques when using films
and videos in listening skill, include:
1) Speech or picture (the other half faces each other while half of the class
see the video).
2) Viewing Partial (covering most of the video on screen by using some
pieces of paper).
3) Subtitled Films (students can hear, watch and see what the video talks
about).
4) Freeze Farming (stop or pausing in the middle of the video to ask the
student to guess what happen next).
5) Picture less listening (before watching the video, students are asks to hear
the audio).
6) View the video silently (only play the video without sound) 9
In this case, the learning media which the researcher uses in this research
is subtitled films, because, the video which is given as a treatment is kind
of video which has English subtitles in it.

Shahla Yassaei. “Using Original video and sound effects to teach English” E glish Teachi g foru .
No. 1,
2012, 12-13

9

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G. Media for Teaching Writing
New digital media takes an important role in teaching of writing,
through both cognitive skills in which word processing was pressured as tool
of revision, and the socio-cognitive skills in which computer-mediated
communication was pointed out as a tool of social construction of meaning.
Over the last decade, important new tools have emerged for the teaching and
learning writing. There are four tools which can be used to teaching writing.
They are blogs, Wikipedia, automatic writing evaluation, and open-resource
net book. The elaboration stated as follows:
1) Blogs
Blogging software created to transform the web from a place
principally used to access information to one where vast numbers of people
publish their own writing work, with hundreds of millions of blog launched in
the past decade. Blogs is an online communication which represented an
intermediate space between speech and writing.
2) Wikipedia
Initial reports tell the use of wikis can be used to engage writing task
in second language acquisition learning. They suggest that participating
students in writing by using wikis can increase their quantities of writing,
develop more confidence in their writing and find such assignment
motivating.

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3) Automatic Writing Evaluation
Automatic writing evaluation has been developed that combine
automatic essay scoring software with a range of other tools for classroom
use, such as model essays, scoring rubrics, graphic organizer, word banks,
dictionaries, thesauri, and spelling/grammar/usage check.
4) Open-resources net-book
The quantity of student writing by using net-book emerged to have
gone up substantially in both district and students also receive much more
feedback on their writing whether it comes from blog comments by peers,
online comments from teacher, or software generated scoring or error
feedback. This media gives benefits in teaching and learning writing, initial
test score analysis suggest that substantial benefits in writing outcomes,
including for English language learner.10
In this case, the researcher applies the media, English club television
channel by using open-resources net book. The researcher uses this media in
teaching writing, because, those resources can be downloaded and accessed
by using net book.

Mark Warschauer. “I ited Co
e tary: Ne Tools For Teachi g Writi g” La guage lear i g a d
technology. University of California Volume 14 No. 1 2010, 3-8
10

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H. English Club Television Channel

According to Anzaku cited by Doosur Ashever and Sandra Mwuese
Igyuve, Audio visual material is an instructional material which is generally
used to tell the interpretation without using language verbal symbols. Audio
visual material is very important to be used in teaching and learning, because,
it can make them focuses by using functions of preceptor, get comprehension
by combining the sense of sight, hear and touch.
English club television channel is an educational channel which is
created to those who studies English. This media was developed and created
by methodologist and expertise in English education. This media is made to
make people can learn English easily. This program was made for people who
wants to learning by doing. 11

11

Doosur Ashaver - Sandra M uese Igyu e. “The use of audio-visual materials in the teaching and
learning process in colleges of education in Benue state- Nigeria” volume I, Issue 6, 2013, 44-45

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In this research, the researcher uses English club television channel,
because, the researcher argue that English club television channel can be
accessed not only in television cable, but also, by using internet. In addition,
students’ competence in writing descriptive text is supported by the content in
English club television channel.

I. Computer Assisted Language Learning
Computer Assisted Language Learning was used in the late 1990s
when many language teachers’ recognized the nature of Information and
Communication Technology as the new concept of in language learning and
teaching. Since the Internet was used as media in teaching English, internet
has essentially used in these ways:
1. The Internet as an Information of Technology
2. Internet as a communication technology
3. The Internet as a social and mobile technology
Literally, the use of Internet can gives some benefits. They are:
1.

Increasing learners’ motivation and reduce learners’ anxiety

2.

Engage learner in learning

3.

Aid in teaching, especially in imagery perceived as strange,

funny or interesting.

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J. Previous study
There are some previous studies related to this research. Some of them
elaborated as below:
According to Yidan Wang entitled “Providing Teacher Training
Through Educational Television” stated that, The China Television Teachers’
College

has proved that Educational television is an efficient system in

teacher training, because television will be used to keep the prior material of
distance education for many years to use. While new technologies are
occurred that can be used to training.12
According to Gowon, Rahila P. Journal entitled “Effects of Television
and Radio on Speaking and Writing skills of Senior Secondary School
Students in Jos Metropolis” suggested that students should have exercise in
making writing versions of oral forms of radio programs and television such
as news, documentaries and soap opera. These programs also can be used as
inspiration in teaching essay writing. The televisions and radio programs
should be uses the appropriate language that proper with students need.
Students also asked to correct wrong English language usage in the programs
of radio and television in teaching and learning process. They should be
taught the difference between media language of news reporting,
12

Yidan Wang. “Providing Teacher Training Through Educational Television” (China; Asian
Development bank Institute, 2000), 37-38

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entertainment, advertisement, and expositions, and how media in education
engage with curriculum in teacher training program in handling the media
corporation of television and radio in secondary school of curriculum.13
Based on Ronald A. Berk entitled “Multimedia teaching with video
clips: TV, Movies, Youtube and mtvU in the college classroom” suggested
that the teacher should engage video clip with classroom research on the
effectiveness of the method they use. Such as conduct video clips with
computer and other gadgets.14
Based on Debbie B Golos and Annie M Moses entitled “The Benefits
of Using Educational Video in American Sign Language in Early Childhood
Settings” they suggest that the teacher and parents should more frequently
using the multimedia in teaching and learning process both in home and
school. For the deaf child graduates high school at reading level, there is a
critical need for high quality language and literacy experiences throughout
early childhood years. The key is providing early access to a fluent visual
language and utilizing visual strategies to facilitate the language and literacy
development of visual learners. 15

13

Go on, Rahila P. “Effects of Television and Radio on Speaking and Writing skills of Senior Secondary
School Stude ts i Jos Metropolis” A I ter atio al Multi-disciplinary Journal, Ethiopia. Volume 3 No.
2, January 2009, 103
14
Ronald A. Berk “Multimedia Teaching with video clips: TV, Movies, Youtube and mtvU in the college
classroo ” I ter atio al Jour al of Tech ology i teachi g lear i g Vol. 5 No. 1, 2009
15
Debbie B Golos - Annie M. Moses. “The Benefits of Using Educational video in American Sign
la guage i Early Childhood Setti gs”. Teaching and learning in the digital world: possibilities and
challenges. Vol. 6 No. 2 2013

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According to Emily Cruse M.Ed, entitled “using educational video in
the classroom: Theory, Research, and practice” suggested that the new
technologies open many new chance for learning that are just begin to be
learned. As the documented strengths of film, television and video are made
more and more available and accessible through video on demand systems.
The potential for learning and exploration open up the learning and teaching
mind. 16
Based on theory above, educational video can be used in improving
students’ ability in learning English, such as writing, speaking, reading,
listening, and grammar. As long as the content is proper with students’ need,
learning goal, and indicator.

16

Emily Cruse. Using Educational video in the classroom: Theory, Research and Practice. (USA: 2004)
th
https: safarimontage.com accessed: June 4 2016

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Chapter III
Research Method
This research aims to investigate the effect of writing descriptive text by using
English club television channel. This chapter will explain the research design,
research hypothesis, research variable, population and sample, research instrument,
data collection technique, and data analysis.
A. Research Design
The Method of the research which is used by the researcher is
Experimental Design. According to Leedy and Omrod cited by Yair Levy and
Timothy J. Ellis, Experimental research is a research where the participants
are assigned randomly into two or more groups which is given treatment or
interviewed to gain the data, then observed or measured by using test to
measure the effect of the treatment.1
In this research, the researcher used quasi experimental. Quasi
experimental research, is a research where the researcher can only takes
randomly treats different variable, stated by Charles, C.M cited by
Mohammad Adnan Latief.2 Quasi Experimental designs, is a study which is

1

Yair Levy and Timothy J. Ellis. Graduate School of Computer and Information science: A Guide for
Novice Researcher on Experimental and Quasi-Experimental Studies in Information System
Research (Florida; Nova Southeastern University, 2011),152
2
Mohammad Adnan Latief “Tanya Jawab Metode Penelitian Pembelajaran Bahasa”(Malang: UM
Press, 2010),120

25
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26

same as experimental design generally, which is aimed to testing the causal of
hypotheses. Quasi Experimental research is designed to identify a comparison
between experimental group and control group by using test and treatment.3
This research is experimental research design, to know the causal
relationship between two variables, in this research the students are divided
into two groups to identify initial differences between both of group. There
are experimental and control group. Pretest also is also conducted before
giving treatment to experimental group. The experimental group receives
special treatments while control group does not. After the treatment, both of
groups do a post-test in order to find out the role of the treatments. Next, both
the results are compared in order to find out the causes and the role of the
treatment.
Table 3.1
The process of Experimental Research

3

Group

Pretest

Treatment

Post-test

A (8A class)

O1

X

P1

B (8F class)

O2

-

P2

Howard White and Shagun Sabarwal. Quasi-Experimental Design and method; Methodological
Briefs: Impact Evaluation 8. ( Florence: Unicef Office of Research, 2014) page 1

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27

Explanation:
A

: Experimental group (the researcher choose 8A class as Experimental group)

B

: Control group (The researcher choose 8F class as control group)

O1

: The

O2

: The pre-test given before treatment in control group

X

: The treatments

P1

: The post-test given after treatment in Experimental group

P2

: The post-test given after treatment in Control group

pre-test given before treatment in experimental group

The experimental group is coded with A while Control group is coded
with B. Both classes do pre-test (O1 and O2). It is administered in order to
know students’ writing achievement before the treatment. After that, the
treatment (X) is applied to the experimental group. At the end of the
treatment, post-test (P1 and P2) is administered to both experimental group and
control group to know the students writing achievement. Therefore, the
purpose of this study is to answer the research question as written in the first
chapter, exactly to find the improvement in using English club television
channel in teaching writing descriptive text for eighth grade of SMP NEGERI
3 SURABAYA.

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28

The researcher uses two classrooms to be tested. 8A class becomes
experimental group and 8F becomes control group. Before giving treatment to
the experimental group, the researcher gives pretest for both groups to find out
how is students’ ability in writing descriptive text.

B. Research Hypothesis
This research is kind of experimental research. Experimental research
is a research where the participants are assigned randomly into two or more
groups which is given treatment or interviewed to gain the data, then observed
or measured by using test to measure the effect of the treatment. 4 According
to Eric Rogers cited by Shalini Prasad, hypothesis is a single tentative
prediction, good hunches-predicted for use in devising theory or planning
experiments intended to be given a direct experimental test when possible.
Also, hypothesis has meaning as tentative prediction about the relationship
between two or more variables. The nature of hypotheses, is a clear statement
of what is intended to be examined. The nature of hypothesis also has its
function:
1. To identify the research objectives
2. To identify the key abstract concepts involved in the research

4

Yair Levy and Timothy J. Ellis. Graduate School of Computer and Information science: A Guide for
Novice Researcher on Experimental and Quasi-Experimental Studies in Information System
Research (Florida; Nova Southeastern University, 2011),152

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29

3. Identify its relationship to both the literature review and problem
statement.
There are two kinds of hypothesis, there are Null hypothesis and
Alternative hypothesis.
Null Hypothesis draw a theory which is believed as a truth one or used as a
basis for argument, which has not been proved.
Alternative Hypothesis draw a theory which set up to established. And
frequently, explain the conclusion of the researcher. 5

C. Research Variable
According to Kaur SP, variable in research is a term of frequently used
in research. It is relevant to describe and identify the variable when in
designing quantitative research. Besides, variables can also called as implies,
which is something that describe varies. Such as height, weight, height, body
temperature, students’ knowledge, and so on. Variables divided into two
kinds, Independent variable and dependent variable. Independent variable is
the active variable which controlling the dependent variable. While dependent

5

Shalini Prasad, Ajith Rao, Eeshoo Rehani. Developing hypotheses and research question.(500
research methods. 2001.) http://www.public.asu.edu/~kroel/www500/hypothesis.pdf Accessed :
st
April, 21 , 2016.

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