IMPROVING STUDENTS ACHIEVEMENT IN WRITING NEWS ITEM TEXT BY USING VIDEO.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING
NEWS ITEM TEXT BY USING VIDEO
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
Ahmad Rifa’i Ritonga
Registration Number: 209421001
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
LEMBAR PENGESAHAN P EMBIMBING
Skripsi ini diajukan olch : A hmad Rif a’ i Ritonga, Nim 209421001
Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa I nggris Strata Satu
Fakultas Bahasa dan Scni
U niversitas Negcri M edan
Dinvatakan telah mcmenuhi persyaratan
untuk memperoleh Gel ar Sarj ana Pendidikan
M edan,
M aret2014
Disctujui Oleh:
I>ra. I jut Ernidawati, M. Pd.
NIP. 19601214198703 2 001
ACKNOWLEDGEMENT
First of all, the writer would like to express his greatest thanks to Allah
SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor
and Mercy that has been given to her especially health and luck until this thesis
could be completed. This thesis is aimed to fulfill one of the requirements of
obtain the Degree of Sarjana Pendidikan (S1) at the English Department, Faculty
of language and arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from some people for whom the
writer would like to extend his sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Arts,
Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department , Rika, S.Pd., M.Hum, the Secretary of English Department,
Dra. Masitowarni Siregar, M.Ed, the Head of English Education for the
suggestions during the completion of this thesis and comment enrich the
quality of this thesis..
Dra. Tjut Ernidawati, M.Pd., the Thesis consultant for the precious time
spent and advice in correcting and supervising his thesis.
Dr. Rahmad Husein, M.Ed., and Dr. Siti Aisah Ginting, M.Pd., thanks
are given to the reviewers of his Seminar Proposal, and comment enrich the
quality of this thesis.
Drs. H. Anwar A.A., the Headmaster of MAN 2 Model Medan and all
teachers who have helped the writer in collecting data.
Drs. Agus Ritonga and Dra. Asmi, S.Pd, his beloved parents. And his
beloved sister Alhamidatul Wardah Ritonga and Azizah Hayati Ritonga
for their great love, prayers, and support in finishing this thesis.
A special thanks is also extended to his friends, especially to Femy
Septiani, Noviandri Ananda Lubis, Nurlailisa, Ira Pane, and all of
friends in Regular A, B and C 2009 in English Department who cannot be
mention one by one.
Medan, February 2014
The Writer,
Ahmad Rifa’i Ritonga
NIM. 209421001
ii
ABSTRACT
Ahmad Rifa’i Ritonga. 209421001. Improving Students’ Achievement in
Writing News Item Text by Using Video. A Thesis, English and Literature
Department. Faculty of Languages and Arts. State University of Medan 2014.
This study focuses on improving students’ achievement in writing news item text
by using video as a media. This study was conducted by using classroom action
research. The subject of this research was the grade X students of MAN 2 Model
Medan. Thirty students were taken as the sample. The research was conducted in
two cycles. The first cycle was conducted in three meetings, and the second cycle
was also conducted in three meetings. The instruments for collecting data were
quantitative data (essay test) and qualitative data (observation sheet, diary note,
and questionnaire sheet). Based on the data analysis, students’ score kept
improving in every test. The mean of the students’ score in the first competence
was 71.37, the second competence test was 75.74, and the third competence test
was 82.4. The result showed that video improved students’ achievement in writing
news item text.
Key Words: Action Research, Writing Achievement, Video
i
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENT ........................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDICES ..........................................................................
Pages
i
ii
iii
v
vi
vii
CHAPTER I INTRODUCTION
A. The Background of the Study ............................................................
B. The Problem of the Study ..................................................................
C. The Scope of the Study ......................................................................
D. The Objective of the Study ................................................................
E. The Significance of the Study............................................................
1
5
5
5
6
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ......................................................................
1. Writing ..........................................................................................
2. Students’ Achievement .................................................................
3. News Item .....................................................................................
4. Parts of News Item ........................................................................
5. The Measurement of Writing Skills ..............................................
6. Media ............................................................................................
7. Video….................................................... .....................................
B. Relevant Studies …………………………………………………….
C. Conceptual Framework.............................................. ........................
7
7
8
10
11
14
15
18
19
21
CHAPTER III RESEARCH METHOD
A. Research Design...................................................... ..........................
B. The Subject of the Study…................................................................
C. The instruments for Collecting Data..................................................
1. Sources of Data …………………………………………………..
2. Data ……………………………………………………………….
D. The Procedure of Data Analysis.......................... ..............................
1. The Procedure of Cycle 1............................................. ................
2. The Procedure of Cycle 2........................................ .....................
E. The Scoring Technique of Writing Test..................................... .......
F. Technique of Data Analysis…………………………………………
23
24
25
25
25
26
27
30
30
33
CHAPTER IV DATA AND DATA ANALYSIS
A. The Data............................................................................................. 35
B. The Data Analysis.............................................................................. 36
C. Research Findings .............................................................................. 43
D. Discussion…………………………………………………………… 43
iii
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclussions ......................................................................................
B. Suggestions ........................................................................................
REFERENCES…………………………………………………………….
APPENDICES ........................................................................................... .
iv
45
45
47
49
LIST OF TABLES
Table
Pages
1.1 The Mean of Students’ Ability in Writing .......................................... 2
3.1 The Scale Ranks for Questionnaire Sheet ............................................ 26
3.2 Activities in Cycle 1 ............................................................................. 28
3.3 The Analytic Scoring of Writing Test ................................................. 30
4.1 The The Comparison of The Students’ Score in Three Competence
Tests ..................................................................................................... 40
4.2 The Students’ Achievement in Writing News Item Text..................... 40
v
LIST OF FIGURES
Figure
Pages
3.1 Kemmis and Mc. Taggart’s Action Research Spiral........................ … 24
3.2 Simple Classroom Action Research Model ......................................... 27
vi
LIST OF APPENDICES
Appendix
Pages
A. Lesson Plan ......................................................................................... 52
B. Lesson Material .................................................................................... 60
C. The Score of Students .......................................................................... 61
D. Interview ............................................................................................. 64
E. Transcription of Test ............................................................................ 67
F. Diary Notes .......................................................................................... 75
G. Observation Sheet ................................................................................ 78
CHAPTER I
INTRODUCTION
A. THE BACKGROUND OF THE STUDY
Writing is one of four main skills in learning language besides reading,
listening, and speaking. Kellog (2009:6) states that writing is a means of thinking,
as well as language production, emerges only after a decade or so of writing
experience. Writing has similarity with speaking; both are activities of language
production. The difference between both activities is on the product of language.
The product of writing activity is written language in form of a text or a passage.
Harmer (2003:86) states that writing is a process that what we write is
often heavily influenced by constraints of genres than these elements has to be
presented in learning activities. So, writing is a skill in which students have some
difficulties when studying English due to some rules of writing itself. As the
product of writing is written language, it includes mastery of grammar; it is
different from spoken language that sometimes ignores grammar. Besides, in
having writing activity, students need to understand about what kind of text
(genre) that they focus on. There are some genres in English which make the
students confuse about the differences between them. Usually the students only
remember the genres and finally they will forget it because the students do not get
experience about their materials.
In this study, kind of text (genre) which is focused on is news item text.
Pardiyono (2007:245) states that news item text is a kind of text which gives some
1
2
information about newsworthy events of the day and other natural phenomena in
an area; they can happen in regional area or in overseas. News item informs news
worthy events of the day and other natural phenomena in the form of news.
Before deciding to focus on this research, the writer had an observation to
make it sure that this research will be very useful; to make it sure that this
research will give a solution for current problem that students have in learning
English, especially in writing skill, specifically in writing a news item text.
Based on the writer‟s experience of observation in MAN 2 Model Medan
and teacher‟s explanation about weakness of the students in writing, it was found
that students of that school had some difficulties in writing an English text. The
grade X – students have some errors in writing a news item text. The errors
happened because they did not understand about the kind of text (genre). The
phenomenon is seen in the table bellow.
Table 1.1 The mean of student‟s ability in writing taken from grade-X at MAN
2 MODEL MEDAN 2012-2013
Mean of students‟ ability in language skill
Semester
I
II
Reading
70
75
Speaking
70
70
Listening
65
70
Writing
65
70
3
Based on the data above, the writer found that the students‟ achievement in
English especially in writing is still low. However, if students understand about
the kind of text (genre), it will be easier for them to write a text correctly in terms
of social function (communicative purpose) of the text, rhetorical structure
(organization) of the text, and also language feature (grammar) of the text.
It was also found that students have a difficulty in writing a text, including
a news item text, because they do not have any idea about a topic that they will
write about. Facing this situation, the writer tried to use a media that could help
them to get some ideas in writing a news item text. The media used in the
observation was video.
Video is widely available as a resource of language teaching. Fisher and
Frey (2011) state that videos are used to transport students to locations across the
world and to demonstrate concepts that cannot otherwise be practically illustrated
in the classroom, and they are thought to provide more motivation and interest to
students in learning a language.
The statement above is really related to this study. Video will make a
process of learning a language more interesting for students because a video
presents materials in audio, visual, or even audio-visual effect. Video also gives
students more motivation in learning a language by providing them some
background information that activates prior knowledge and schemata, which are
essential in stimulating subsequent writing activity in the classroom. By watching
a video, it will help students to get some ideas to write.
4
Based on the writer‟s experience of observation, the students were helped
by the existence of video as a media and a source that can motivate them and
provide some prior knowledge. When the students have a prior knowledge and get
some ideas, it will be easier for them to write a text. In the observation, students
were divided into some groups, and then they watched a „silent‟ video. The video
did not sound, but it worked visually. The video contained of some news which
happened in some countries in the world. After watching the „silent‟ video, the
students were asked to write down a text based on the visualization of the video
that they watched. Previously, they had been taught about news item; the social
function of a news item, the rhetorical structure of news item, and the language
feature of news item. Finally, they wrote down a news item based on the video
that they watched.
According to Harmer (2007:20) states that teacher‟s method in teaching
could be intrinsic motivation which motivates the students to learn. Therefore, it is
important for teachers to gain some knowledge. A teacher has a responsibility to
maximize students‟ achievement by using some media which are needed in the
teaching and learning process, because media is a set of tools which can support
students to reach the goal of a learning process. Because of the importance role of
a media, teachers should be able to select an appropriate media for some specific
skills; for example what kind of media that will be suitable for supporting
students‟ achievement on writing, specifically news item text.
In this observation, the media used was „silent‟ video; that is a video which
did not sound; it just worked visually. This „silent‟ video is suitable to be used as
5
a media of language learning on writing skill. If there is a sound such a
conversation in the video, it will not be suitable for writing skill; it will be
listening skill. Watching video in the class is always enjoyable for the students
and it can motivate students to study seriously since the students are interested by
watching a video.
B. THE PROBLEM OF THE STUDY
Based on the background above, the problem of study is formulated as
follow.
“How to apply video to improve the students‟ ability in writing news item text?”
C. THE SCOPE OF THE STUDY
There are many learning activities that can be conducted by using video. In
this study, it is limited only on the students‟ ability in writing a news item after
watching a video in grade X at MAN 2 MODEL MEDAN.
D. THE OBJECTIVE OF THE STUDY
The objective of study is to investigate the improvement of student‟s
6
achievement in writing news item text by using video.
E. THE SIGNIFICANCE OF THE STUDY
The findings of this research are expected useful to have both theoretical
and practical importance in writing as a process and product, specifically the
framework of writing.
1) Theoretically, the finding of the study is expected to master the theories of
writing.
2) Practically, the finding of the study is expected useful for.
a. Writer; by having this research, the writer can investigate the improvement
of students‟ achievement on writing news item text by using video as a
media.
b. Teacher; through this research, teacher can find the effect of using video as
a media in language teaching to improve students‟ achievement,
specifically on writing news item text.
c. Students; through this research, students can increase their motivation and
mastery of writing news item text by using video as a media.
d. Others; this research can give them some data, sources about improving
students‟ achievement on writing news item text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this research, the researcher could make the
conclusion that the application of video as a media could improve the student’s
achievement in writing news item text in the class X-12 at MAN 2 Model
Medan. The improvement of the students can be seen from the score of the
students in the tests.
Furthermore, from the qualitative data, the writer concluded that applying
video could help the students to get involved in teaching learning process
because the students felt interesting in a comfortable atmosphere in the class in
following teaching learning process. And the last, students also got experience
and knowledge from watching videos and the students could be easier to write
a text without wasting time just to remember or gather the idea or topic that
they will write.
B. Suggestion
Based on the finding on this research, it is indicated that students’
achievement in writing news item text improved by using video. In relation to
the conclusion above, some suggestions are pointed out as follow:
45
46
1. It is important for English teachers to apply video in teaching writing
news item text since this media can improve students’ achievement in
writing news item text.
2. It is important for students to practice the writing by using video since
it can improve the students’ interest in writing English text.
3. Other researcher improve the research about video dealing with writing
skill, especially in writing news item text.
47
REFERENCES
Ahkam, A.M. 2011. The Effectiveness of Teaching Listening on News Item Text
Using Video. UnpublishedThesis. Makassar: UIN Alauddin
Makassar.
Baym, Nancy K. 2010. Personal Connections in the Digital Age, Cambridge:
Polity.
Douglas Fisher and Nancy Frey. 2011. Using Video and Film in the Classroom.
San Diego: International Reading Association.
Harmer, Jeremy. 2003. The Practice of English Language Teaching. Malaysia:
Longman.
Harmer, Jeremy. 2007. How to Teach Writing. England: Longman.
Hutabarat, A. P. 2011. Improving Students’ Speaking Achievement in
Constructing Procedure Text by Using Video. UnpublishedThesis.
Medan: State University of Medan.
Kellog, Raulerson. 2009. Improving the Writing Skill of College Student.
Kemmis, K and Mc. Taggart, R. 2000. Participatory Action Research. London:
Sage.
Kuo, Li-Ling. 1996. Modes, Media and Methods: The Search for Educational
Effectiveness. Chinese Journal of Educational Technology, 1(2), 1222.
Likert. 1998. Scale of Ranks in Perception. England: Longman.
Masterman. 1999. The Importance of Media in Teaching. London: Oliver and
Boyd Ltd.
Miller, Christine A. 2007. Action Research: Making Sense of Data. Academic
Journal, 1 (1), 9-28
Mulyono. 2010. English Alive. Jakarta: Yudhistira.
Needleman. 2012. Using Video in Attracting Class. Los Angeles: Harper Collins.
Olshtain. 2000. The Video Essay Assignment. Cinema Journal Teaching Dossier,
Vol. 1 (2) 12-15
O’Malley and Pierce. 1996. Aspects of Writing. Germany: Blackwell Publishing
48
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta: CV.
Andi Offset.
Qui. 2011. Integrating reading and Writing Teaching to Improve VNUH-ULIS
First Year English Major Students Writing Skill. Academic Journal,
3-20.
Santoso, Adrian. 2006. English. Jakarta: Bumi Aksara.
Sagor, Richard. 2000. Guiding School Improvement with Action Research.
Virginia.
USA: ASCD
Shirky, Clay. 2010. Cognitive Surplus: Creativity and Generosity in a Connected
Age. London: Allen Lane.
Simbolon, W.L. 2012. Improving Students’ Achievement in Writing Procedure
Text by Using Videos. UnpublishedThesis. Medan: State University
of Medan.
NEWS ITEM TEXT BY USING VIDEO
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
Ahmad Rifa’i Ritonga
Registration Number: 209421001
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
LEMBAR PENGESAHAN P EMBIMBING
Skripsi ini diajukan olch : A hmad Rif a’ i Ritonga, Nim 209421001
Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa I nggris Strata Satu
Fakultas Bahasa dan Scni
U niversitas Negcri M edan
Dinvatakan telah mcmenuhi persyaratan
untuk memperoleh Gel ar Sarj ana Pendidikan
M edan,
M aret2014
Disctujui Oleh:
I>ra. I jut Ernidawati, M. Pd.
NIP. 19601214198703 2 001
ACKNOWLEDGEMENT
First of all, the writer would like to express his greatest thanks to Allah
SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor
and Mercy that has been given to her especially health and luck until this thesis
could be completed. This thesis is aimed to fulfill one of the requirements of
obtain the Degree of Sarjana Pendidikan (S1) at the English Department, Faculty
of language and arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from some people for whom the
writer would like to extend his sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Arts,
Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department , Rika, S.Pd., M.Hum, the Secretary of English Department,
Dra. Masitowarni Siregar, M.Ed, the Head of English Education for the
suggestions during the completion of this thesis and comment enrich the
quality of this thesis..
Dra. Tjut Ernidawati, M.Pd., the Thesis consultant for the precious time
spent and advice in correcting and supervising his thesis.
Dr. Rahmad Husein, M.Ed., and Dr. Siti Aisah Ginting, M.Pd., thanks
are given to the reviewers of his Seminar Proposal, and comment enrich the
quality of this thesis.
Drs. H. Anwar A.A., the Headmaster of MAN 2 Model Medan and all
teachers who have helped the writer in collecting data.
Drs. Agus Ritonga and Dra. Asmi, S.Pd, his beloved parents. And his
beloved sister Alhamidatul Wardah Ritonga and Azizah Hayati Ritonga
for their great love, prayers, and support in finishing this thesis.
A special thanks is also extended to his friends, especially to Femy
Septiani, Noviandri Ananda Lubis, Nurlailisa, Ira Pane, and all of
friends in Regular A, B and C 2009 in English Department who cannot be
mention one by one.
Medan, February 2014
The Writer,
Ahmad Rifa’i Ritonga
NIM. 209421001
ii
ABSTRACT
Ahmad Rifa’i Ritonga. 209421001. Improving Students’ Achievement in
Writing News Item Text by Using Video. A Thesis, English and Literature
Department. Faculty of Languages and Arts. State University of Medan 2014.
This study focuses on improving students’ achievement in writing news item text
by using video as a media. This study was conducted by using classroom action
research. The subject of this research was the grade X students of MAN 2 Model
Medan. Thirty students were taken as the sample. The research was conducted in
two cycles. The first cycle was conducted in three meetings, and the second cycle
was also conducted in three meetings. The instruments for collecting data were
quantitative data (essay test) and qualitative data (observation sheet, diary note,
and questionnaire sheet). Based on the data analysis, students’ score kept
improving in every test. The mean of the students’ score in the first competence
was 71.37, the second competence test was 75.74, and the third competence test
was 82.4. The result showed that video improved students’ achievement in writing
news item text.
Key Words: Action Research, Writing Achievement, Video
i
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENT ........................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDICES ..........................................................................
Pages
i
ii
iii
v
vi
vii
CHAPTER I INTRODUCTION
A. The Background of the Study ............................................................
B. The Problem of the Study ..................................................................
C. The Scope of the Study ......................................................................
D. The Objective of the Study ................................................................
E. The Significance of the Study............................................................
1
5
5
5
6
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ......................................................................
1. Writing ..........................................................................................
2. Students’ Achievement .................................................................
3. News Item .....................................................................................
4. Parts of News Item ........................................................................
5. The Measurement of Writing Skills ..............................................
6. Media ............................................................................................
7. Video….................................................... .....................................
B. Relevant Studies …………………………………………………….
C. Conceptual Framework.............................................. ........................
7
7
8
10
11
14
15
18
19
21
CHAPTER III RESEARCH METHOD
A. Research Design...................................................... ..........................
B. The Subject of the Study…................................................................
C. The instruments for Collecting Data..................................................
1. Sources of Data …………………………………………………..
2. Data ……………………………………………………………….
D. The Procedure of Data Analysis.......................... ..............................
1. The Procedure of Cycle 1............................................. ................
2. The Procedure of Cycle 2........................................ .....................
E. The Scoring Technique of Writing Test..................................... .......
F. Technique of Data Analysis…………………………………………
23
24
25
25
25
26
27
30
30
33
CHAPTER IV DATA AND DATA ANALYSIS
A. The Data............................................................................................. 35
B. The Data Analysis.............................................................................. 36
C. Research Findings .............................................................................. 43
D. Discussion…………………………………………………………… 43
iii
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclussions ......................................................................................
B. Suggestions ........................................................................................
REFERENCES…………………………………………………………….
APPENDICES ........................................................................................... .
iv
45
45
47
49
LIST OF TABLES
Table
Pages
1.1 The Mean of Students’ Ability in Writing .......................................... 2
3.1 The Scale Ranks for Questionnaire Sheet ............................................ 26
3.2 Activities in Cycle 1 ............................................................................. 28
3.3 The Analytic Scoring of Writing Test ................................................. 30
4.1 The The Comparison of The Students’ Score in Three Competence
Tests ..................................................................................................... 40
4.2 The Students’ Achievement in Writing News Item Text..................... 40
v
LIST OF FIGURES
Figure
Pages
3.1 Kemmis and Mc. Taggart’s Action Research Spiral........................ … 24
3.2 Simple Classroom Action Research Model ......................................... 27
vi
LIST OF APPENDICES
Appendix
Pages
A. Lesson Plan ......................................................................................... 52
B. Lesson Material .................................................................................... 60
C. The Score of Students .......................................................................... 61
D. Interview ............................................................................................. 64
E. Transcription of Test ............................................................................ 67
F. Diary Notes .......................................................................................... 75
G. Observation Sheet ................................................................................ 78
CHAPTER I
INTRODUCTION
A. THE BACKGROUND OF THE STUDY
Writing is one of four main skills in learning language besides reading,
listening, and speaking. Kellog (2009:6) states that writing is a means of thinking,
as well as language production, emerges only after a decade or so of writing
experience. Writing has similarity with speaking; both are activities of language
production. The difference between both activities is on the product of language.
The product of writing activity is written language in form of a text or a passage.
Harmer (2003:86) states that writing is a process that what we write is
often heavily influenced by constraints of genres than these elements has to be
presented in learning activities. So, writing is a skill in which students have some
difficulties when studying English due to some rules of writing itself. As the
product of writing is written language, it includes mastery of grammar; it is
different from spoken language that sometimes ignores grammar. Besides, in
having writing activity, students need to understand about what kind of text
(genre) that they focus on. There are some genres in English which make the
students confuse about the differences between them. Usually the students only
remember the genres and finally they will forget it because the students do not get
experience about their materials.
In this study, kind of text (genre) which is focused on is news item text.
Pardiyono (2007:245) states that news item text is a kind of text which gives some
1
2
information about newsworthy events of the day and other natural phenomena in
an area; they can happen in regional area or in overseas. News item informs news
worthy events of the day and other natural phenomena in the form of news.
Before deciding to focus on this research, the writer had an observation to
make it sure that this research will be very useful; to make it sure that this
research will give a solution for current problem that students have in learning
English, especially in writing skill, specifically in writing a news item text.
Based on the writer‟s experience of observation in MAN 2 Model Medan
and teacher‟s explanation about weakness of the students in writing, it was found
that students of that school had some difficulties in writing an English text. The
grade X – students have some errors in writing a news item text. The errors
happened because they did not understand about the kind of text (genre). The
phenomenon is seen in the table bellow.
Table 1.1 The mean of student‟s ability in writing taken from grade-X at MAN
2 MODEL MEDAN 2012-2013
Mean of students‟ ability in language skill
Semester
I
II
Reading
70
75
Speaking
70
70
Listening
65
70
Writing
65
70
3
Based on the data above, the writer found that the students‟ achievement in
English especially in writing is still low. However, if students understand about
the kind of text (genre), it will be easier for them to write a text correctly in terms
of social function (communicative purpose) of the text, rhetorical structure
(organization) of the text, and also language feature (grammar) of the text.
It was also found that students have a difficulty in writing a text, including
a news item text, because they do not have any idea about a topic that they will
write about. Facing this situation, the writer tried to use a media that could help
them to get some ideas in writing a news item text. The media used in the
observation was video.
Video is widely available as a resource of language teaching. Fisher and
Frey (2011) state that videos are used to transport students to locations across the
world and to demonstrate concepts that cannot otherwise be practically illustrated
in the classroom, and they are thought to provide more motivation and interest to
students in learning a language.
The statement above is really related to this study. Video will make a
process of learning a language more interesting for students because a video
presents materials in audio, visual, or even audio-visual effect. Video also gives
students more motivation in learning a language by providing them some
background information that activates prior knowledge and schemata, which are
essential in stimulating subsequent writing activity in the classroom. By watching
a video, it will help students to get some ideas to write.
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Based on the writer‟s experience of observation, the students were helped
by the existence of video as a media and a source that can motivate them and
provide some prior knowledge. When the students have a prior knowledge and get
some ideas, it will be easier for them to write a text. In the observation, students
were divided into some groups, and then they watched a „silent‟ video. The video
did not sound, but it worked visually. The video contained of some news which
happened in some countries in the world. After watching the „silent‟ video, the
students were asked to write down a text based on the visualization of the video
that they watched. Previously, they had been taught about news item; the social
function of a news item, the rhetorical structure of news item, and the language
feature of news item. Finally, they wrote down a news item based on the video
that they watched.
According to Harmer (2007:20) states that teacher‟s method in teaching
could be intrinsic motivation which motivates the students to learn. Therefore, it is
important for teachers to gain some knowledge. A teacher has a responsibility to
maximize students‟ achievement by using some media which are needed in the
teaching and learning process, because media is a set of tools which can support
students to reach the goal of a learning process. Because of the importance role of
a media, teachers should be able to select an appropriate media for some specific
skills; for example what kind of media that will be suitable for supporting
students‟ achievement on writing, specifically news item text.
In this observation, the media used was „silent‟ video; that is a video which
did not sound; it just worked visually. This „silent‟ video is suitable to be used as
5
a media of language learning on writing skill. If there is a sound such a
conversation in the video, it will not be suitable for writing skill; it will be
listening skill. Watching video in the class is always enjoyable for the students
and it can motivate students to study seriously since the students are interested by
watching a video.
B. THE PROBLEM OF THE STUDY
Based on the background above, the problem of study is formulated as
follow.
“How to apply video to improve the students‟ ability in writing news item text?”
C. THE SCOPE OF THE STUDY
There are many learning activities that can be conducted by using video. In
this study, it is limited only on the students‟ ability in writing a news item after
watching a video in grade X at MAN 2 MODEL MEDAN.
D. THE OBJECTIVE OF THE STUDY
The objective of study is to investigate the improvement of student‟s
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achievement in writing news item text by using video.
E. THE SIGNIFICANCE OF THE STUDY
The findings of this research are expected useful to have both theoretical
and practical importance in writing as a process and product, specifically the
framework of writing.
1) Theoretically, the finding of the study is expected to master the theories of
writing.
2) Practically, the finding of the study is expected useful for.
a. Writer; by having this research, the writer can investigate the improvement
of students‟ achievement on writing news item text by using video as a
media.
b. Teacher; through this research, teacher can find the effect of using video as
a media in language teaching to improve students‟ achievement,
specifically on writing news item text.
c. Students; through this research, students can increase their motivation and
mastery of writing news item text by using video as a media.
d. Others; this research can give them some data, sources about improving
students‟ achievement on writing news item text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this research, the researcher could make the
conclusion that the application of video as a media could improve the student’s
achievement in writing news item text in the class X-12 at MAN 2 Model
Medan. The improvement of the students can be seen from the score of the
students in the tests.
Furthermore, from the qualitative data, the writer concluded that applying
video could help the students to get involved in teaching learning process
because the students felt interesting in a comfortable atmosphere in the class in
following teaching learning process. And the last, students also got experience
and knowledge from watching videos and the students could be easier to write
a text without wasting time just to remember or gather the idea or topic that
they will write.
B. Suggestion
Based on the finding on this research, it is indicated that students’
achievement in writing news item text improved by using video. In relation to
the conclusion above, some suggestions are pointed out as follow:
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1. It is important for English teachers to apply video in teaching writing
news item text since this media can improve students’ achievement in
writing news item text.
2. It is important for students to practice the writing by using video since
it can improve the students’ interest in writing English text.
3. Other researcher improve the research about video dealing with writing
skill, especially in writing news item text.
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