THE EFFECT OF USING VIDEO ON STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF USING VIDEO ON STUDENTS’
ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
EKA DESI ARIYUNI
Registration Number: 2103321010
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Using
Video on Students’ Achievement in Writing Procedure Text”.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of the Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program.
Drs. Willem Saragih,Dipl.Appl.,M.Pd., her Academic Advisor
Dr. Rahmad Husein, M.Ed., her Thesis Consultant.
Dra. Sri Juriati Ownie, M.A., Johannes Jefria Gultom,M.Hum., her Thesis
Examiner.
All Lecturers who have taught her in this English Department,for giving
knowledge, advices and amazing study experiences.
Miswanto S.Ag, the principal of SMA Swasta Sinar Harapan Lubuk
Pakam and the the English teacher for giving permission to do this
research.
Ngatiman and Rusmi, her beloved parents, Dwi and Agung, her sister and
brother, her beloved one Bambang Kurniawan and her family who
always support, care and love to encourage her to learn and work hard in
ii
order to finish her study in English Education Study Program, Faculty of
Languages and Arts, State University of Medan.
Her beloved friends,the students of English Department, Putri Rahayu,
Ayu, Icha, Putri Siregar, Lina, Opy, Tyas, Vandhy, and also the other
students in Extension A, B, C 2010 for always be there when she needed
their supportand motivation. Her beloved close friends Fitriana, Indah,
Wulan.
Lastly, the writer offers her regards and blessing to all of those who
support her in any aspects during the completion of this thesis. Hopefully, this
thesis will give a great contribution for the development of teaching English.
Medan,
September 2014
The Researcher,
Eka Desi Ariyuni
Reg. Number 2103321010
iii
ABSTRACT
Ariyuni, Eka Desi. 2103321010. The Effect of Using Video on Students’
Achievement in Writing procedure Text. A Thesis. English Department.
Faculty of Languages and Arts. States University of Medan. 2014.
This study aims at discovering the effect of using videos on students’ achievement
in writing procedure text. It was conducted by using experimental research design.
The population of this research was grade XI students of SMA Swasta Sinar
Harapan Lubuk Pakam with 70 Students as samples who were divided into two
groups, namely experimental and control group. The experimental group was
taught by using Videos, while the control group was taught by using without
Videos. The instrument used to collect the data was by asking the students to
write a procedure text. After analyzing the data, it was found that the value of tobserved was 4,79 with the degree of freedom (df)=68 at the level of significance
0,05. It means that t-observed was higher than t-table (4,79 > 2,00). The result of
this study showed that teaching by using Videos was higher than that by using
without Videos. It implies that video is appropriate to be applied for writing
procedure text.
Keywords : Using Video, Writing Procedure Text.
i
TABLE OF CONTENTS
ABSTRACT ···········································································
ACKNOWLEDGEMENT ··························································
TABLE OF CONTENTS ··························································
LIST OF TABLE ·····································································
LIST OF APPENDICES ····························································
Page
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION ················································
A. The Background of the Study·································
B. The Problem of the Study ·····································
C. The Objective of the Study ····································
D. The Scope of the Study ········································
E. The Significance of the Study·································
1
1
4
4
5
5
CHAPTER II: REVIEW OF LITERATURE ··································
A. Theoretical Framework ······································
1. Writing ·······················································
a. Students’ Achievement in Writing ···················
b. Writing Process···········································
2. Genres of Writing ···········································
a. Procedure Text ··········································
1. The Generic Structure of Procedure Text ········
2. The Language Features of Procedure Text ·······
3. The Example of Procedure Text····················
3. The Assesment of Writing ································
4. Media in Language Teaching ······························
5. Types of Media ··············································
6. Video ·························································
a. Whole-Lesson Video ···································
b. Video as Apart of a Lesson ···························
c. Self-Access Video ······································
7. Advantages of Using Video In Teaching-Learning
Process ······················································
8. Disadvantages of Using Video in Teaching-Learning
Process ························································
9. The Application of Video in Teaching a Procedure
Text ···························································
B. Conceptual Framework ·······································
C. Hypothesis ·······················································
7
7
7
9
10
12
14
14
15
16
17
20
21
22
24
25
26
CHAPTER III: METHOD OF RESEARCH ···································
A. Research Design. ···············································
B. Population and Sample ·······································
C. Instrument for Collecting Data ·······························
31
31
31
32
26
27
28
29
30
D. The Procedures of the Study ·································
a. Pre-Test ······················································
b. Treatment ·····················································
c. Post-Test ·····················································
E. Scoring of the Test ············································
F. Technique for Analyzing Data ································
32
32
32
33
33
34
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING ·······
A. The Data ·························································
1. The Data Analysis ··········································
2. T-test formula ················································
B. Testing Hypothesis ·············································
C. Research Finding ···············································
35
35
35
36
37
37
CHAPTER V : CONCLUSION AND SUGGESTION ······················
A. Conclusion ·····················································
B. Suggestion ······················································
39
39
39
REFERENCES ······································································
41
LIST OF TABLE
Table 2.1 The Assessment of Writing ··············································
17
Table 3.1 Research Design ···························································
31
Table 3.2 Rubric Scoring for Writing Procedure Paragraph ·····················
33
LIST OF APPENDICES
APPENDIX A
Teaching Procedures in Experimental Group ················
43
APPENDIX B
Teaching Procedures in Control Group ·······················
46
APPENDIX C
The Scores of Pre-Test and Post Test of Experimental
Group ·······························································
48
APPENDIX D
The Scores of Pre-Test and Post Test of Control Group ···
49
APPENDIX E
The Calculation of the t-test Experimental Group ···········
50
APPENDIX F
The Calculation of the t-test Control Group ··················
51
APPENDIX G
The Calculation of the t-test ····································
52
APPENDIX H
Lesson Plan of the Experimental Group ······················
53
APPENDIX I
Lesson Plan of the Control Group ·····························
66
APPENDIX J
Documentation of the Experimental Group ··················
79
APPENDIX K
Documentation of the Control Group ·························
82
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has a very important role in human activities to communicate
with other people. It is used to express their feelings, purposes, ideas, even in
spoken or written way. There are many languages all over the world and one of
them is English. English as an international language has been commonly used
not only in speaking but also in writing. In Indonesia, English has been taught
from elementary school up to University level. But actually, there are still many
people who are not able to write in English well.
In learning English as a foreign language the four language skills must be
well-mastered by students. All of these language skills are very important to
everyone especially for students to become fluent in English. Writing is one of the
four language skills that plays a very important role in second language learning.
Harmer (2004:79) states that writing as a skill by far the most important reason for
teaching writing, of course, that is a basic language skill, just as important as
speaking, listening, and reading. Students need to know how to write letters, how
to put written reports together, how to replay to advertisements – and increasingly,
how to write using electronic media. They need to know some of writings’ special
conventions (punctuation, paragraph construction, etc.) just as they need to know
how to pronounce spoken English appropriately. Langan (2001:14) states that
writing is a skill, it makes sense that the more you practice writing, the better you
will write. Brown (2001:339) states that writing is a way of life. Without some
ability to express yourself in writing, you don’t pass the course. Basically, writing
is expression idea, opinion, experience, or information in the mind of the writer
into the form of written language.
Writing skills are specific abilities which help the students put their
thoughts into words in a meaningful form and to mentally interact with the
message. It involves a different kind of mental process (Khoii, 2011:494). There is
more time to think, to reflect, to prepare, to rehearse, to make mistakes, and to
find alternatives.
The procedure text is one of the genres in writing that must be wellmastered by the students. They must be able to write a procedure text in their
daily life, procedure text is used to make some steps or get something done. That
is why procedure text is very important to be learnt.
Based on the writer’s experience of observation in SMA Swasta Sinar
Harapan Lubuk Pakam and teacher’s explanation about the weakness of students
in writing, it was found that many students could not write properly. It has been
known that writing is the most difficult skill in the learning process of English
writing. They did not pay attention and enthusiasm on the writing task. They
perhaps have idea in their mind but they do not know how to recognize their point
of views in writing. Besides, most of them just copied the materials from the
internet. Teacher are not able to create interesting media in teaching and learning
process so the students can not enjoy their lessons. So that the teacher must
choose a suitable media of teaching writing. The teaching process will not give a
good result if the way of teaching is not suitable to the students’ condition.
To solve the problem above, the teacher must have relevant ways to help
the students to improve their writing. Therefore, the teaching learning process will
run well, and the students can be more comfortable in the class as well as they can
improve their achievement in writing procedure text. There are many ways that
can be done to teach procedure text. In this study, media is one of the tools that
can be applied. Various media can be used in a teaching-learning process such as
pictures, diagram, chart, and video. A teacher should have the right media to
present the topics to the students. This study will use video as the media to
improve students’ writing achievement in procedure text.
Harmer (2003:282) states that video can add a special, extra dimension to
the learning experience : First, Seeing language-in-use : one of the main
advantages of video is that students do not just hear language, they see it too. This
greatly aids comprehension, since foe example; general meaning and moods are
often conveyed through expression, gesture and other visual clues. Second, crosscultural awareness : video unique allows students a look at situations far beyond
their classroom. Video is also of great value in giving students a change to see
such things as what kinds of food people eat in other countries and what they
wear. Third, the power of creation : when the students use video cameras
themselves they are given the potential to create something memorable and
enjoyable. And last motivation, for all of the reason so far mentioned, the students
show an increased level of interest when they have a chance to see language in use
as well as hear it. Students will feel joy and interest. Video invites students to
build their confidence, especially in procedure text, the video helps students to
improving writing achievement.
A recent research was conducted by Ritonga (2014) the result of which
was that video improved student’s achievement in writing news item. In 2013,
Permatasari (2013) found that there was an improvement of the students’ writing
narrative text after the students were taught by using video. Another study
conducted by Febriyanti (2012) showed that based on data analyses, the use of
videos improved the students’ ability in writing narrative text. Here, in this
research, the study will be focused on the effect of using video on students’
achievement in writing procedure text. So, using video can be one of the media to
improve students’ achievement especially in writing procedure text. It is also
expected that the students become more creative to write, enjoy, 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 of study, the problem of study will be formulated as
follows :“Is there any significant effect of using video on students’ achievement
in writing procedure text?”
C. The Objective of the Study
In relation to the problem mentioned previously, the objective of the study is
to find out the use of video effect students’ achievement in writing procedure text.
D. The Scope of the Study
There are so many media that can be applied in teaching English. Media is
effective to be applied in teaching English since it can give much information
which can motivate students to master some language skills and one of those
skills is writing. In line with the application of media in teaching English, this
study is focused on the use of video in teaching writing a procedure text.
E. The Significance of the Study
The findings of the study are expected to be useful :
1. Theoretically,
a. Increase the interest / motivation in learning writing procedure text
b. To improve students' skills in writing procedure text
c. Find out a new theory / knowledge of writing procedure text through
video.
2. Practically,
a. For teachers
The result of this study can be used as a reference for English teachers
in develope learning writing procedure text
The result of his study can be used as an alternative media in
conducting the learning activities in writing procedure text
b. For Schools
Give the motivation for teachers to innovate in learning teaching use
media.
Improve the quality of teaching writing procedure text.
c. For researchers
Improve the ability of researchers to develop writing procedure text.
d. For other researchers
Use this study as reference to conduct next research
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The application of video for teaching writing procedure text shows that tobserved value 4.79, with the degree of freedom (df) 68 is higher than the value of
t-table 2.00 at the level significance of 0.05 of two tailed test. This finding shows
that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is
rejected. Therefore, it implies that video is appropriate to be applied for writing
procedure text.
B. Suggestions
Based on the result of the study, the suggestions can be stated as the
following:
1. English teachers, it is suggested to use video as a media in teaching writing
because this media is not only provide sounds, but also it provides pictures,
gestures, facial expression that give more understanding about what was
happening it the video, so that the students can expand the ideas easily and
interest.
2. English learners, video should be applied in learning english. The activities
of this media can make teaching learning process more enjoyable and
communicative.
3. Other researchers to develop the research by using video on other writing
genres or language skill in conducting further research as it significantly
affect the students’ writing achievement.
ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
EKA DESI ARIYUNI
Registration Number: 2103321010
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Using
Video on Students’ Achievement in Writing Procedure Text”.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of the Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program.
Drs. Willem Saragih,Dipl.Appl.,M.Pd., her Academic Advisor
Dr. Rahmad Husein, M.Ed., her Thesis Consultant.
Dra. Sri Juriati Ownie, M.A., Johannes Jefria Gultom,M.Hum., her Thesis
Examiner.
All Lecturers who have taught her in this English Department,for giving
knowledge, advices and amazing study experiences.
Miswanto S.Ag, the principal of SMA Swasta Sinar Harapan Lubuk
Pakam and the the English teacher for giving permission to do this
research.
Ngatiman and Rusmi, her beloved parents, Dwi and Agung, her sister and
brother, her beloved one Bambang Kurniawan and her family who
always support, care and love to encourage her to learn and work hard in
ii
order to finish her study in English Education Study Program, Faculty of
Languages and Arts, State University of Medan.
Her beloved friends,the students of English Department, Putri Rahayu,
Ayu, Icha, Putri Siregar, Lina, Opy, Tyas, Vandhy, and also the other
students in Extension A, B, C 2010 for always be there when she needed
their supportand motivation. Her beloved close friends Fitriana, Indah,
Wulan.
Lastly, the writer offers her regards and blessing to all of those who
support her in any aspects during the completion of this thesis. Hopefully, this
thesis will give a great contribution for the development of teaching English.
Medan,
September 2014
The Researcher,
Eka Desi Ariyuni
Reg. Number 2103321010
iii
ABSTRACT
Ariyuni, Eka Desi. 2103321010. The Effect of Using Video on Students’
Achievement in Writing procedure Text. A Thesis. English Department.
Faculty of Languages and Arts. States University of Medan. 2014.
This study aims at discovering the effect of using videos on students’ achievement
in writing procedure text. It was conducted by using experimental research design.
The population of this research was grade XI students of SMA Swasta Sinar
Harapan Lubuk Pakam with 70 Students as samples who were divided into two
groups, namely experimental and control group. The experimental group was
taught by using Videos, while the control group was taught by using without
Videos. The instrument used to collect the data was by asking the students to
write a procedure text. After analyzing the data, it was found that the value of tobserved was 4,79 with the degree of freedom (df)=68 at the level of significance
0,05. It means that t-observed was higher than t-table (4,79 > 2,00). The result of
this study showed that teaching by using Videos was higher than that by using
without Videos. It implies that video is appropriate to be applied for writing
procedure text.
Keywords : Using Video, Writing Procedure Text.
i
TABLE OF CONTENTS
ABSTRACT ···········································································
ACKNOWLEDGEMENT ··························································
TABLE OF CONTENTS ··························································
LIST OF TABLE ·····································································
LIST OF APPENDICES ····························································
Page
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION ················································
A. The Background of the Study·································
B. The Problem of the Study ·····································
C. The Objective of the Study ····································
D. The Scope of the Study ········································
E. The Significance of the Study·································
1
1
4
4
5
5
CHAPTER II: REVIEW OF LITERATURE ··································
A. Theoretical Framework ······································
1. Writing ·······················································
a. Students’ Achievement in Writing ···················
b. Writing Process···········································
2. Genres of Writing ···········································
a. Procedure Text ··········································
1. The Generic Structure of Procedure Text ········
2. The Language Features of Procedure Text ·······
3. The Example of Procedure Text····················
3. The Assesment of Writing ································
4. Media in Language Teaching ······························
5. Types of Media ··············································
6. Video ·························································
a. Whole-Lesson Video ···································
b. Video as Apart of a Lesson ···························
c. Self-Access Video ······································
7. Advantages of Using Video In Teaching-Learning
Process ······················································
8. Disadvantages of Using Video in Teaching-Learning
Process ························································
9. The Application of Video in Teaching a Procedure
Text ···························································
B. Conceptual Framework ·······································
C. Hypothesis ·······················································
7
7
7
9
10
12
14
14
15
16
17
20
21
22
24
25
26
CHAPTER III: METHOD OF RESEARCH ···································
A. Research Design. ···············································
B. Population and Sample ·······································
C. Instrument for Collecting Data ·······························
31
31
31
32
26
27
28
29
30
D. The Procedures of the Study ·································
a. Pre-Test ······················································
b. Treatment ·····················································
c. Post-Test ·····················································
E. Scoring of the Test ············································
F. Technique for Analyzing Data ································
32
32
32
33
33
34
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING ·······
A. The Data ·························································
1. The Data Analysis ··········································
2. T-test formula ················································
B. Testing Hypothesis ·············································
C. Research Finding ···············································
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36
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CHAPTER V : CONCLUSION AND SUGGESTION ······················
A. Conclusion ·····················································
B. Suggestion ······················································
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REFERENCES ······································································
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LIST OF TABLE
Table 2.1 The Assessment of Writing ··············································
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Table 3.1 Research Design ···························································
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Table 3.2 Rubric Scoring for Writing Procedure Paragraph ·····················
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LIST OF APPENDICES
APPENDIX A
Teaching Procedures in Experimental Group ················
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APPENDIX B
Teaching Procedures in Control Group ·······················
46
APPENDIX C
The Scores of Pre-Test and Post Test of Experimental
Group ·······························································
48
APPENDIX D
The Scores of Pre-Test and Post Test of Control Group ···
49
APPENDIX E
The Calculation of the t-test Experimental Group ···········
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APPENDIX F
The Calculation of the t-test Control Group ··················
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APPENDIX G
The Calculation of the t-test ····································
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APPENDIX H
Lesson Plan of the Experimental Group ······················
53
APPENDIX I
Lesson Plan of the Control Group ·····························
66
APPENDIX J
Documentation of the Experimental Group ··················
79
APPENDIX K
Documentation of the Control Group ·························
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has a very important role in human activities to communicate
with other people. It is used to express their feelings, purposes, ideas, even in
spoken or written way. There are many languages all over the world and one of
them is English. English as an international language has been commonly used
not only in speaking but also in writing. In Indonesia, English has been taught
from elementary school up to University level. But actually, there are still many
people who are not able to write in English well.
In learning English as a foreign language the four language skills must be
well-mastered by students. All of these language skills are very important to
everyone especially for students to become fluent in English. Writing is one of the
four language skills that plays a very important role in second language learning.
Harmer (2004:79) states that writing as a skill by far the most important reason for
teaching writing, of course, that is a basic language skill, just as important as
speaking, listening, and reading. Students need to know how to write letters, how
to put written reports together, how to replay to advertisements – and increasingly,
how to write using electronic media. They need to know some of writings’ special
conventions (punctuation, paragraph construction, etc.) just as they need to know
how to pronounce spoken English appropriately. Langan (2001:14) states that
writing is a skill, it makes sense that the more you practice writing, the better you
will write. Brown (2001:339) states that writing is a way of life. Without some
ability to express yourself in writing, you don’t pass the course. Basically, writing
is expression idea, opinion, experience, or information in the mind of the writer
into the form of written language.
Writing skills are specific abilities which help the students put their
thoughts into words in a meaningful form and to mentally interact with the
message. It involves a different kind of mental process (Khoii, 2011:494). There is
more time to think, to reflect, to prepare, to rehearse, to make mistakes, and to
find alternatives.
The procedure text is one of the genres in writing that must be wellmastered by the students. They must be able to write a procedure text in their
daily life, procedure text is used to make some steps or get something done. That
is why procedure text is very important to be learnt.
Based on the writer’s experience of observation in SMA Swasta Sinar
Harapan Lubuk Pakam and teacher’s explanation about the weakness of students
in writing, it was found that many students could not write properly. It has been
known that writing is the most difficult skill in the learning process of English
writing. They did not pay attention and enthusiasm on the writing task. They
perhaps have idea in their mind but they do not know how to recognize their point
of views in writing. Besides, most of them just copied the materials from the
internet. Teacher are not able to create interesting media in teaching and learning
process so the students can not enjoy their lessons. So that the teacher must
choose a suitable media of teaching writing. The teaching process will not give a
good result if the way of teaching is not suitable to the students’ condition.
To solve the problem above, the teacher must have relevant ways to help
the students to improve their writing. Therefore, the teaching learning process will
run well, and the students can be more comfortable in the class as well as they can
improve their achievement in writing procedure text. There are many ways that
can be done to teach procedure text. In this study, media is one of the tools that
can be applied. Various media can be used in a teaching-learning process such as
pictures, diagram, chart, and video. A teacher should have the right media to
present the topics to the students. This study will use video as the media to
improve students’ writing achievement in procedure text.
Harmer (2003:282) states that video can add a special, extra dimension to
the learning experience : First, Seeing language-in-use : one of the main
advantages of video is that students do not just hear language, they see it too. This
greatly aids comprehension, since foe example; general meaning and moods are
often conveyed through expression, gesture and other visual clues. Second, crosscultural awareness : video unique allows students a look at situations far beyond
their classroom. Video is also of great value in giving students a change to see
such things as what kinds of food people eat in other countries and what they
wear. Third, the power of creation : when the students use video cameras
themselves they are given the potential to create something memorable and
enjoyable. And last motivation, for all of the reason so far mentioned, the students
show an increased level of interest when they have a chance to see language in use
as well as hear it. Students will feel joy and interest. Video invites students to
build their confidence, especially in procedure text, the video helps students to
improving writing achievement.
A recent research was conducted by Ritonga (2014) the result of which
was that video improved student’s achievement in writing news item. In 2013,
Permatasari (2013) found that there was an improvement of the students’ writing
narrative text after the students were taught by using video. Another study
conducted by Febriyanti (2012) showed that based on data analyses, the use of
videos improved the students’ ability in writing narrative text. Here, in this
research, the study will be focused on the effect of using video on students’
achievement in writing procedure text. So, using video can be one of the media to
improve students’ achievement especially in writing procedure text. It is also
expected that the students become more creative to write, enjoy, 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 of study, the problem of study will be formulated as
follows :“Is there any significant effect of using video on students’ achievement
in writing procedure text?”
C. The Objective of the Study
In relation to the problem mentioned previously, the objective of the study is
to find out the use of video effect students’ achievement in writing procedure text.
D. The Scope of the Study
There are so many media that can be applied in teaching English. Media is
effective to be applied in teaching English since it can give much information
which can motivate students to master some language skills and one of those
skills is writing. In line with the application of media in teaching English, this
study is focused on the use of video in teaching writing a procedure text.
E. The Significance of the Study
The findings of the study are expected to be useful :
1. Theoretically,
a. Increase the interest / motivation in learning writing procedure text
b. To improve students' skills in writing procedure text
c. Find out a new theory / knowledge of writing procedure text through
video.
2. Practically,
a. For teachers
The result of this study can be used as a reference for English teachers
in develope learning writing procedure text
The result of his study can be used as an alternative media in
conducting the learning activities in writing procedure text
b. For Schools
Give the motivation for teachers to innovate in learning teaching use
media.
Improve the quality of teaching writing procedure text.
c. For researchers
Improve the ability of researchers to develop writing procedure text.
d. For other researchers
Use this study as reference to conduct next research
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The application of video for teaching writing procedure text shows that tobserved value 4.79, with the degree of freedom (df) 68 is higher than the value of
t-table 2.00 at the level significance of 0.05 of two tailed test. This finding shows
that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is
rejected. Therefore, it implies that video is appropriate to be applied for writing
procedure text.
B. Suggestions
Based on the result of the study, the suggestions can be stated as the
following:
1. English teachers, it is suggested to use video as a media in teaching writing
because this media is not only provide sounds, but also it provides pictures,
gestures, facial expression that give more understanding about what was
happening it the video, so that the students can expand the ideas easily and
interest.
2. English learners, video should be applied in learning english. The activities
of this media can make teaching learning process more enjoyable and
communicative.
3. Other researchers to develop the research by using video on other writing
genres or language skill in conducting further research as it significantly
affect the students’ writing achievement.