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 Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
SAMUEL N PANJAITAN
Registration Number 2103121043
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan,
Maret 2015
Samuel N Panjaitan
Reg. No. 2103121043
ABSTRACK
Panjaitan, Samuel N. 2103121043. The effect of using video on student’
achievement in writing procedure text. A thesis. Faculty of languages and
arts. State university of medan. 2014
The objective of the study was to investigate if using video significantly affected
students’ achievement in writing procedure text. This study was conducted by
experimental research. The population of the study was all the students of grade
IX of SMP Negeri 5 Sipahutar with the total number of the students was 96 in
classes. There were 64 students chosen as the sample by using random sampling
technique. The sample was divided into two groups, namely control group and
experimental group. The experimental group was taught by using video and
control group was taught without using video. The instrument for collecting data
was writing test. To obtain the reliability of the test, the writer applied Pearson
Product Formula. The calculation showed that the reliability of the test is 0.87. It
was categorized very high reliability. The data were analyzed by using t-test
formula. The result of analysis shows that t-observed value is higher than t table
(3.50>2.00) at level of significance 0.05 the degree of freedom 62. It means that
the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
Based on the findings of this study, it founds that there is a significant effect of
using video on students’ achievement in writing procedure text.
Keywords: Video, Writing Procedure Text
i
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this thesis which entitled: The effect of using video on students’ achievement in
writing procedure text. This thesis is aimed to fulfill one of the requirements for
the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistance and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to :
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Dra. Meisuri,M.A., as the Secretary of English Department
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education Study
Program and also as his Academic Advisor, Reviewer and Examiner.
Dra. Sri Juriati Ownie, M.A., his Thesis Supervisor.
Prof. Dr. Berlin Sibarani, M.Pd., as his Reviewers and Examiners.
Drs. Willem Saragih, Dipl. Appl., M.Pd., as his Reviewers and Examiners
All the lecturers of English department who have taught, guided, and advised
his throughout the academic years.
Euis, as the administration staff of English Department
Lespita Tambunan S.Pd., as the Headmaster of SMP Negeri 5 Sipahutar
Herlina Simanjuntak S.Pd., as the English teacher of SMP Negeri 5
Sipahutar,
ii
His beloved parents, Barton Panjaitan and Lespita Tambunan, his lovely
brothers, Daniel Panjaitan and Markus Panjaitan, his dearest sisters, Priska
Panjaitan and Ida Charoline Panjaitan and all his families for their endless
love, pray, inspiration, motivation, mental and everything that they have given
to the writer.
His friends in Reguler DIK. C 2010, especially for Fauzi Rizki Ananda,
Batsyeba Silaen, Putri Ilmi Rangkuti, Charles Nainggolan and Magdalena
Simanjuntak for the togetherness, prayer, motivation throughout four years.
His friends in PPLT SMK Negeri 1 Laguboti 2013 and His Cherie Erna
Sarmauli Simalango, for the love, prayer, inspiration, motivation, mental and
everything that she have given to the writer. Je T’aime.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
March 2015
The writer,
Samuel N Panjaitan
Reg. No. 2103121043
iii
TABLE OF CONTENTS
Page
ABSTRACK .................................................................................................
i
CKNOWLEDGEMENT ..............................................................................
ii
TABLE OF CONTENTS.............................................................................
iv
LIST OF TABLES .......................................................................................
vii
LIST OF APPENDIXES .............................................................................
viii
CHAPTER I INTRODUCTION
A. The Background of the Study ........................................................
1
B. The Problem of the study ..............................................................
5
C. The Scope of the Study .................................................................
5
D. The Objectives of the Study .........................................................
5
E. The Significant of the Study .........................................................
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical of framework .............................................................
7
1. Students’ Achievement .............................................................
7
2. Writing ......................................................................................
7
3. Genres .......................................................................................
8
4. Procedure Text ..........................................................................
10
5. Media in Teaching ....................................................................
13
a. Kinds of Media.....................................................................
15
b. The Importance of Media ....................................................
16
6. Video .........................................................................................
17
7. The Advantages and Disadvantages of Video in Teaching and
Learning Process ......................................................................
19
8. The Application of Video in Teaching and Learning Process ..
24
B. Conceptual Framework..................................................................
26
C. Hypothesis .....................................................................................
27
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ............................................................................
28
B. Population and Sample ..................................................................
28
iv
C. Instrument for Collecting Data ......................................................
29
D. The procedures of the Research.....................................................
29
1. Pre-test ......................................................................................
29
2. Treatment ..................................................................................
29
3. Post-test .....................................................................................
31
E. Assessment of writing ...................................................................
32
F. Validity and Reliability of The Test ..............................................
36
1. Validity of the Test ...................................................................
36
2. Reliability of the Test ...............................................................
37
G. Technique for Analyzing Data ......................................................
38
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING
A. The data .........................................................................................
39
B. Data Analysis .................................................................................
39
1. Reliability of the Test ...............................................................
39
2. Analyzing the data using t-test formula ....................................
40
C. Testing hypothesis .........................................................................
41
D. Research findings ..........................................................................
42
CHAPTER V CONCLUTION AND SUGGESTION
A. Conclusion .....................................................................................
43
B. Suggestions ....................................................................................
43
REFERENCES .............................................................................................
44
v
LIST OF TABLES
TABLES
Page
Table 3.1
Research Design………………………………………………... .28
Table 3.2
Teaching Procedure in Experimental Group …………………… 30
Table 3.3
Teaching Procedure in Control Group …………………………. 31
Table 3.4
Assessment of Writing …………………………………………. 32
Table 3.5
Rubric Assessment of Writing Procedure Te.…………………. ..35
vii
LIST OF APPENDIXES
APPENDIXES
Page
APPENDIX A Score of Pre-Test and Post-Test of Experimental Group …..….. 46
APPENDIX B Score of Pre-Test and Post-Test of Control Group ………….…. 47
APPENDIX C Score of Reliability of the Test……………………………....…. 48
APPENDIX D Calculation of Pre-test and Post-Test of Experimental Group…. 50
APPENDIX E Calculation of Pre-test and Post-Test of Control Group….…….. 51
APPENDIX F Table Critical Value of t………………..……………………..... 53
APPENDIX G Lesson Plan……………….……………………………………...54
APPENDIX H Students’ Paper…………………………………………………. 66
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is one of four skills that should be achieved by the students
when studying English. Writing is such an activity in which people share any
kinds of information in written form by combining some words into sentences
or paragraphs. Hyland (2002:88) defines that writing is generative in which
writers can explore and discover ideas as they write. According to Chitravelu,
Choon, And Sithamparam (2005:126) that writing is a system for
interpersonal communication using visible signs of graphics symbols on a flat
surface such as paper, cloth or even stone slabs. So by writing students can
express their knowledge, ideas, messages and feelings into the form of letters
and convey their message to the reader. In writing the students must have
good knowledge about writing process and aspect of writing. The students
must be able to organize the idea to construct the sentences, arranging their
writing into coherent and cohesive paragraph, use the grammar, vocabulary
(diction), spelling well, and review and then to revise the composition until the
writing is well-built.
Although students have learnt English, they still find it difficult to
master writing skill. This refers to Heaton statement (1975:138) states writing
skill is more complex and difficult to teach and to master it. Al-Khasawneh at
http://www.esp-world.info states that the students appeared to have many
problems when writing in English, like not knowing how to organize their
ideas, because it is a new experience for them. University of Leicester at
1
2
www.@201133edu.com:2011 states in English writing there are two reason
why students weak in writing. Firstly teacher and students think it is not
important to practice writing. Second the student is not taught writing
systematically, such as how to choose words, make sentences, organize
paragraph, and contemplate the whole article and so on. More over as said in
http://language123.blogspot.com/2008/04/writing-is-most-difficult-skills.html
that the reasons why writing is difficult to done; Firstly, writing requires good
grammar, Secondly, people are often known to spend less time to write than to
listen, to speak and even to listen, Thirdly, when students of English as a
foreign language write something, they have a big question in mind whether
what they write is correct or incorrect. In conclusion, writing is the most
difficult skill that learners of any foreign language may face. To be good at it,
learners must give much effort.
Based on the mini observation done by researcher on students’ writing
achievement conducted on 14th February 2014 in SMP N 5 Sipahutar, it is
concluded that writing is not easy skill to be acquired. Exactly the researcher
found many students’ scores still low which is 70 in writing of genre of the
text. Some the problems of student in writing are found; the students were still
confused how to begin and what they should write. Most of them had
difficulties in conveying idea because they are lack of vocabularies, grammar
and difficult to arrange sentences/tenses. The researcher also found the teacher
did not use an interesting media that could motivate students and taught
monotonously. That’s why students’ scores were still below the Standard of
3
minimum completeness which is 70 for writing competence in some types of
text.
However in the syllabus of the Junior High School states that in
writing, students are expected to comprehend the element of the text and able
to write certain types of text. One of the texts introduced in this level is
procedure text. Procedure text is kind of text, which is describe how to do
something or how something is done. Procedure text has generic structure;
goal, material steps, and also grammatical features; use of action verb, relative
conjunction and using simple present. In daily life, procedure text is used to
perform some steps to make or get something done. This is why procedure
text is very important to be learnt. But some students has a problem in writing
procedure text such as; they don’t write it in well systematical steps, they
don’t use appropriate vocabulary, and also some errors in language uses and
grammars.
Based on the explanation of students’ problems above, using video is
expected to be applied in solving the problems especially writing procedure
text. Video is one of medium which can be seen and heard which shows the
live pictures together with sound. Using video will help a teacher to transfer
the material, attract the students’ attention, and illustrate what the students will
write about. By showing the video, students can get idea about what they
should write in well systematical steps, because by watching video the
students can see the chronological steps in making or doing something
especially in writing procedure text. By watching video, students can improve
4
their vocabulary because they can hear the words from the video, and it will be
very useful in writing text. By watching video, students can improve their
comprehension in arranging good sentences/grammar because they hear the
elements of sentences in the video and it will be very useful in enhancing
writing achievement. Beside that watching video in class room could be very
enjoyable for the students. Video could motivate the students to study
seriously because students would be interested to study by watching video.
(Arsyad 2009:49). Together with teacher helps, video will be very useful to
improve the students’ achievement in writing procedure text.
The same research has been done by Simbolon (2013) Improving
Students’ Achievement in Writing Descriptive Text by using video in junior
high school. The result showed that using video significantly improved the
students’ writing achievement. Manalu (2013) investigated Students’
Speaking Achievement in Oral Descriptive Text by Using Video. In his
research, he said that video significantly improve students’ speaking skill. So
many kinds of genre that are taught in school and conducted in research such
as narrative, descriptive, report, spoof, recount, explanation, etc. but in this
research the writer just focuses on procedure text, which make this research is
different from the previous research as stated above.
Hence, based on the explanation above, the researcher is interested in
conducting this research to teaching writing procedure text by using video.
5
B. The Problem of the Study
Based on the background, it is necessary to formulate the problem of
this study as follows: “is there a significant effect of using video on students’
achievement in writing procedure text?”
C. The Scope of the Study
This study is focused on the effect of using video on students’
achievement in writing procedure text in the third grade of Junior High School
level.
D. The Objective of the Study
The objective of this study is to find out whether there is a significant
effect of using video on students’ achievement in writing procedure text.
E. The Significant of the Study
The findings of this study are expected to be useful and relevant
theoretically and practically for the teacher.
a. Theoretically, the findings are useful for English learner to enlarge
their knowledge and to overcome the problems in writing especially in
procedure text by watching video and the reader to conduct deeper
research related to literature and add new horizon to the theories of
English learning.
6
b. Practically, the findings are useful for English teacher. It will be
important for teacher to use video in their teaching to improve the
students’ achievement in writing.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it shows that using video effects
on students’ achievement in writing procedure text. It is found that students’
achievement in writing a procedure paragraph taught using video is higher than
those taught by using conventional model/without using video. There are different
means between the groups, experimental and control group in post-test. They are
76.62 and 69.00. It means that the mean of experimental group is higher than the
mean of control group. Besides, the calculation of t-test shows that t-observed is
higher than t-table. It means that the alternative hypothesis is accepted.
B. Suggestions
In line with the conclusion of the study, some suggestions are offered to
the English teachers that it is wiser to use video because it helps the teacher to be
more creative in teaching writing procedure text. And also it is suggested to the
students to use video in order to improve their creativity in writing a text
especially in writing procedure text. In addition, it is expected to the readers who
are interested in dealing with this study so that they have a good understanding to
support their study.
43
REFERENCES
Aruan, D.M 2007. Penfsiran Skor Test. Medan: Universitas Negeri Medan
Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: Rineka Cipta
Arsyad, Azhar. 2009. Media Pembelajaran. Jakarta: Rajawali Pers
Brown, H. Douclas. 2003. Language Assesment Principles and Classroom
Practices. San Fransisco, California: Longman
Chitravelu, Choon, Sithamparanelt. 2005. ELT Methodology; Principle and
Practice. Malaysia: Fajar Bakti
Downes, Brenda and Steve Miller. 1998. Media Studies. UK
Harmer, Jeremy and Roy Kingsbury.1990. Writing English Language Test. New
York: Longman Group.
Harmer, Jeremy. 2004. How to Teach Writing. Harlow: Longman: Pearson
Education
Knapp, Peter and Megan Watkins. 2005. Genre Text Grammar. Sydney: UNSW
Press.
Pardiyono. 2007. Pasti Bisa; Teaching Genre-Based Writing. Yogyakarta: Andi
Peha, Steve. 2003. Assesing Writer Assesing Writing.
Pfeffer, Thomas. 2012. Virtualization of Universities; Digital Media and the
Organization of Higher Education Institutions. London: Sipnger.
Renandya, Willy and Jack C. Richard. 2002. Methodology in Language Teaching;
An Anthology Of Current Practice. United State of America: Canbridge
Universtiry Press.
Saragih, Simbolon. 2012. Improving Students’ Achievement In Writing
Descriptive Texts By Using Videos
Sulaiman, Amir Hamzah. 1988. Media Audio-Visual Untuk Pengajaran,
Penerangan Dan Penyuluhan. Jakarta: Gramedia
44
45
http://language123.blogspot.com/2008/04/writing-is-most-difficult-skills.html.
Accessed on february 20th
http://uq.edu.au/tediteach/video-teach-learn/ped-benefits.html.
February 20th
Accessed
http://www.esp-world.info. Accessed on May 10th
http://www.mit.edu/~bhdavis/TeachMedia.html. Accessed on February 20th
http://www.zaneeducation.com/educational-video/education-and-video.php.
Accessed on February 20th
www.@201133edu.com:2011. Accessed on May 10th
on
ACHIEVEMENT IN WRITING PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
SAMUEL N PANJAITAN
Registration Number 2103121043
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan,
Maret 2015
Samuel N Panjaitan
Reg. No. 2103121043
ABSTRACK
Panjaitan, Samuel N. 2103121043. The effect of using video on student’
achievement in writing procedure text. A thesis. Faculty of languages and
arts. State university of medan. 2014
The objective of the study was to investigate if using video significantly affected
students’ achievement in writing procedure text. This study was conducted by
experimental research. The population of the study was all the students of grade
IX of SMP Negeri 5 Sipahutar with the total number of the students was 96 in
classes. There were 64 students chosen as the sample by using random sampling
technique. The sample was divided into two groups, namely control group and
experimental group. The experimental group was taught by using video and
control group was taught without using video. The instrument for collecting data
was writing test. To obtain the reliability of the test, the writer applied Pearson
Product Formula. The calculation showed that the reliability of the test is 0.87. It
was categorized very high reliability. The data were analyzed by using t-test
formula. The result of analysis shows that t-observed value is higher than t table
(3.50>2.00) at level of significance 0.05 the degree of freedom 62. It means that
the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
Based on the findings of this study, it founds that there is a significant effect of
using video on students’ achievement in writing procedure text.
Keywords: Video, Writing Procedure Text
i
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this thesis which entitled: The effect of using video on students’ achievement in
writing procedure text. This thesis is aimed to fulfill one of the requirements for
the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistance and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to :
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Dra. Meisuri,M.A., as the Secretary of English Department
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education Study
Program and also as his Academic Advisor, Reviewer and Examiner.
Dra. Sri Juriati Ownie, M.A., his Thesis Supervisor.
Prof. Dr. Berlin Sibarani, M.Pd., as his Reviewers and Examiners.
Drs. Willem Saragih, Dipl. Appl., M.Pd., as his Reviewers and Examiners
All the lecturers of English department who have taught, guided, and advised
his throughout the academic years.
Euis, as the administration staff of English Department
Lespita Tambunan S.Pd., as the Headmaster of SMP Negeri 5 Sipahutar
Herlina Simanjuntak S.Pd., as the English teacher of SMP Negeri 5
Sipahutar,
ii
His beloved parents, Barton Panjaitan and Lespita Tambunan, his lovely
brothers, Daniel Panjaitan and Markus Panjaitan, his dearest sisters, Priska
Panjaitan and Ida Charoline Panjaitan and all his families for their endless
love, pray, inspiration, motivation, mental and everything that they have given
to the writer.
His friends in Reguler DIK. C 2010, especially for Fauzi Rizki Ananda,
Batsyeba Silaen, Putri Ilmi Rangkuti, Charles Nainggolan and Magdalena
Simanjuntak for the togetherness, prayer, motivation throughout four years.
His friends in PPLT SMK Negeri 1 Laguboti 2013 and His Cherie Erna
Sarmauli Simalango, for the love, prayer, inspiration, motivation, mental and
everything that she have given to the writer. Je T’aime.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
March 2015
The writer,
Samuel N Panjaitan
Reg. No. 2103121043
iii
TABLE OF CONTENTS
Page
ABSTRACK .................................................................................................
i
CKNOWLEDGEMENT ..............................................................................
ii
TABLE OF CONTENTS.............................................................................
iv
LIST OF TABLES .......................................................................................
vii
LIST OF APPENDIXES .............................................................................
viii
CHAPTER I INTRODUCTION
A. The Background of the Study ........................................................
1
B. The Problem of the study ..............................................................
5
C. The Scope of the Study .................................................................
5
D. The Objectives of the Study .........................................................
5
E. The Significant of the Study .........................................................
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical of framework .............................................................
7
1. Students’ Achievement .............................................................
7
2. Writing ......................................................................................
7
3. Genres .......................................................................................
8
4. Procedure Text ..........................................................................
10
5. Media in Teaching ....................................................................
13
a. Kinds of Media.....................................................................
15
b. The Importance of Media ....................................................
16
6. Video .........................................................................................
17
7. The Advantages and Disadvantages of Video in Teaching and
Learning Process ......................................................................
19
8. The Application of Video in Teaching and Learning Process ..
24
B. Conceptual Framework..................................................................
26
C. Hypothesis .....................................................................................
27
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ............................................................................
28
B. Population and Sample ..................................................................
28
iv
C. Instrument for Collecting Data ......................................................
29
D. The procedures of the Research.....................................................
29
1. Pre-test ......................................................................................
29
2. Treatment ..................................................................................
29
3. Post-test .....................................................................................
31
E. Assessment of writing ...................................................................
32
F. Validity and Reliability of The Test ..............................................
36
1. Validity of the Test ...................................................................
36
2. Reliability of the Test ...............................................................
37
G. Technique for Analyzing Data ......................................................
38
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING
A. The data .........................................................................................
39
B. Data Analysis .................................................................................
39
1. Reliability of the Test ...............................................................
39
2. Analyzing the data using t-test formula ....................................
40
C. Testing hypothesis .........................................................................
41
D. Research findings ..........................................................................
42
CHAPTER V CONCLUTION AND SUGGESTION
A. Conclusion .....................................................................................
43
B. Suggestions ....................................................................................
43
REFERENCES .............................................................................................
44
v
LIST OF TABLES
TABLES
Page
Table 3.1
Research Design………………………………………………... .28
Table 3.2
Teaching Procedure in Experimental Group …………………… 30
Table 3.3
Teaching Procedure in Control Group …………………………. 31
Table 3.4
Assessment of Writing …………………………………………. 32
Table 3.5
Rubric Assessment of Writing Procedure Te.…………………. ..35
vii
LIST OF APPENDIXES
APPENDIXES
Page
APPENDIX A Score of Pre-Test and Post-Test of Experimental Group …..….. 46
APPENDIX B Score of Pre-Test and Post-Test of Control Group ………….…. 47
APPENDIX C Score of Reliability of the Test……………………………....…. 48
APPENDIX D Calculation of Pre-test and Post-Test of Experimental Group…. 50
APPENDIX E Calculation of Pre-test and Post-Test of Control Group….…….. 51
APPENDIX F Table Critical Value of t………………..……………………..... 53
APPENDIX G Lesson Plan……………….……………………………………...54
APPENDIX H Students’ Paper…………………………………………………. 66
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is one of four skills that should be achieved by the students
when studying English. Writing is such an activity in which people share any
kinds of information in written form by combining some words into sentences
or paragraphs. Hyland (2002:88) defines that writing is generative in which
writers can explore and discover ideas as they write. According to Chitravelu,
Choon, And Sithamparam (2005:126) that writing is a system for
interpersonal communication using visible signs of graphics symbols on a flat
surface such as paper, cloth or even stone slabs. So by writing students can
express their knowledge, ideas, messages and feelings into the form of letters
and convey their message to the reader. In writing the students must have
good knowledge about writing process and aspect of writing. The students
must be able to organize the idea to construct the sentences, arranging their
writing into coherent and cohesive paragraph, use the grammar, vocabulary
(diction), spelling well, and review and then to revise the composition until the
writing is well-built.
Although students have learnt English, they still find it difficult to
master writing skill. This refers to Heaton statement (1975:138) states writing
skill is more complex and difficult to teach and to master it. Al-Khasawneh at
http://www.esp-world.info states that the students appeared to have many
problems when writing in English, like not knowing how to organize their
ideas, because it is a new experience for them. University of Leicester at
1
2
www.@201133edu.com:2011 states in English writing there are two reason
why students weak in writing. Firstly teacher and students think it is not
important to practice writing. Second the student is not taught writing
systematically, such as how to choose words, make sentences, organize
paragraph, and contemplate the whole article and so on. More over as said in
http://language123.blogspot.com/2008/04/writing-is-most-difficult-skills.html
that the reasons why writing is difficult to done; Firstly, writing requires good
grammar, Secondly, people are often known to spend less time to write than to
listen, to speak and even to listen, Thirdly, when students of English as a
foreign language write something, they have a big question in mind whether
what they write is correct or incorrect. In conclusion, writing is the most
difficult skill that learners of any foreign language may face. To be good at it,
learners must give much effort.
Based on the mini observation done by researcher on students’ writing
achievement conducted on 14th February 2014 in SMP N 5 Sipahutar, it is
concluded that writing is not easy skill to be acquired. Exactly the researcher
found many students’ scores still low which is 70 in writing of genre of the
text. Some the problems of student in writing are found; the students were still
confused how to begin and what they should write. Most of them had
difficulties in conveying idea because they are lack of vocabularies, grammar
and difficult to arrange sentences/tenses. The researcher also found the teacher
did not use an interesting media that could motivate students and taught
monotonously. That’s why students’ scores were still below the Standard of
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minimum completeness which is 70 for writing competence in some types of
text.
However in the syllabus of the Junior High School states that in
writing, students are expected to comprehend the element of the text and able
to write certain types of text. One of the texts introduced in this level is
procedure text. Procedure text is kind of text, which is describe how to do
something or how something is done. Procedure text has generic structure;
goal, material steps, and also grammatical features; use of action verb, relative
conjunction and using simple present. In daily life, procedure text is used to
perform some steps to make or get something done. This is why procedure
text is very important to be learnt. But some students has a problem in writing
procedure text such as; they don’t write it in well systematical steps, they
don’t use appropriate vocabulary, and also some errors in language uses and
grammars.
Based on the explanation of students’ problems above, using video is
expected to be applied in solving the problems especially writing procedure
text. Video is one of medium which can be seen and heard which shows the
live pictures together with sound. Using video will help a teacher to transfer
the material, attract the students’ attention, and illustrate what the students will
write about. By showing the video, students can get idea about what they
should write in well systematical steps, because by watching video the
students can see the chronological steps in making or doing something
especially in writing procedure text. By watching video, students can improve
4
their vocabulary because they can hear the words from the video, and it will be
very useful in writing text. By watching video, students can improve their
comprehension in arranging good sentences/grammar because they hear the
elements of sentences in the video and it will be very useful in enhancing
writing achievement. Beside that watching video in class room could be very
enjoyable for the students. Video could motivate the students to study
seriously because students would be interested to study by watching video.
(Arsyad 2009:49). Together with teacher helps, video will be very useful to
improve the students’ achievement in writing procedure text.
The same research has been done by Simbolon (2013) Improving
Students’ Achievement in Writing Descriptive Text by using video in junior
high school. The result showed that using video significantly improved the
students’ writing achievement. Manalu (2013) investigated Students’
Speaking Achievement in Oral Descriptive Text by Using Video. In his
research, he said that video significantly improve students’ speaking skill. So
many kinds of genre that are taught in school and conducted in research such
as narrative, descriptive, report, spoof, recount, explanation, etc. but in this
research the writer just focuses on procedure text, which make this research is
different from the previous research as stated above.
Hence, based on the explanation above, the researcher is interested in
conducting this research to teaching writing procedure text by using video.
5
B. The Problem of the Study
Based on the background, it is necessary to formulate the problem of
this study as follows: “is there a significant effect of using video on students’
achievement in writing procedure text?”
C. The Scope of the Study
This study is focused on the effect of using video on students’
achievement in writing procedure text in the third grade of Junior High School
level.
D. The Objective of the Study
The objective of this study is to find out whether there is a significant
effect of using video on students’ achievement in writing procedure text.
E. The Significant of the Study
The findings of this study are expected to be useful and relevant
theoretically and practically for the teacher.
a. Theoretically, the findings are useful for English learner to enlarge
their knowledge and to overcome the problems in writing especially in
procedure text by watching video and the reader to conduct deeper
research related to literature and add new horizon to the theories of
English learning.
6
b. Practically, the findings are useful for English teacher. It will be
important for teacher to use video in their teaching to improve the
students’ achievement in writing.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it shows that using video effects
on students’ achievement in writing procedure text. It is found that students’
achievement in writing a procedure paragraph taught using video is higher than
those taught by using conventional model/without using video. There are different
means between the groups, experimental and control group in post-test. They are
76.62 and 69.00. It means that the mean of experimental group is higher than the
mean of control group. Besides, the calculation of t-test shows that t-observed is
higher than t-table. It means that the alternative hypothesis is accepted.
B. Suggestions
In line with the conclusion of the study, some suggestions are offered to
the English teachers that it is wiser to use video because it helps the teacher to be
more creative in teaching writing procedure text. And also it is suggested to the
students to use video in order to improve their creativity in writing a text
especially in writing procedure text. In addition, it is expected to the readers who
are interested in dealing with this study so that they have a good understanding to
support their study.
43
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