THE EFFECT OF WATCHING VIDEO ON STUDENTS’
ACHIEVEMENT IN WRITING EXPLANATION TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
by:
MEY THREE PURBA
Registration Number : 2113121042
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Based on curriculum of KTSP, students of Senior High School should
master explanation text. The aim is enabling the students to understand and
express the meaning of short functional written text and short essay in form of
explanation text in daily life context. It means that students need to learn about
explanation text. Explanation text is a kind of text that explains how and why
something happens. By learning explanation text, students will understand the
process of writing and can produce good writing.
Good writing in English requires the writer ability to write good
sentences and to organize them into paragraph and essays. The problem is many
students could not write well. It can be seen on the mean score of IELTS score in
test taker performance 2013. Most of examinee got the lowest score in writing
(http://www.ielts.org/researchers/analysis_of_test_data/test_taker_performance_2
013.aspx). Hutasoit (2014:2) also got the same evidence that the students’
achievement in learning English in SMA N 1 Pegagan Hilir was still low. It was
found that their English score in the first semester was 67,81 and for the second
semester was 68,51. The same problem is also found by the researcher when she
conducted her training practice in SMA N 2 Kisaran. It was found that more than
50 percents of students got writing score under KKM. The score of KKM is 85.
At the time, she found that writing is the most difficult skill for them. It happens
2
write well. Many students had no idea to write. Then, some of them had idea in
their mind, but they were not able to organize them into writing. When students
write something, they have a big question in mind whether what they write is
correct or incorrect. Indeed, writing itself will vary based on the writer’s purpose.
Explanation text is aimed acts explain why and how something happens. It is very
useful to know since Explanation text helps students to explain clearly what is in
their mind. In fact in making communication, people needs to make the
communication as clear as possible in order to let the readers or listeners
understand the information. Therefore, explanation text will be the very good way
of giving students the skill of writing.
Actually, the media used by the teacher to explain the material is very
important. It gives a big influence on students’ achievement in understanding the
material. When the teacher could not create the interesting teaching learning
process, students will not enjoy studying. There are some ways that can be done to
teach explanation text. In this study, it will focus on using media namely audio
visual media. The media that will be used is video exactly language learning
videos. By watching video students are expected to be able to understand about
explanation text and how to write an explanation text well.
Harmer (2003:282) states that video can give additional dimension to the
learning experience: First, Seeing language-in-use : when watching video,
students do not just hear the language, they also see pictures. Of course, this aids
the comprehension of the students. Second, Cross-cultural awareness : in
3
see body language of the speakers, they can hear the pronunciation of the
speakers, what kinds of food people eat in other countries, what they wear, etc.
Third, the power of creation : when the students use video cameras, they are given
the potential to create something memorable and enjoyable. The last motivation :
usually, students will be more interested and motivated in learning English when
they see and hear language in use.
Furthermore, there are some researchers who proved that video
significantly affected the students’ achievement not only in writing skill but also
in all language skills namely reading, listening, and speaking. Akbar (2012:13)
proved that there was a significant effect of video on students’ listening
achievement comprehension. Then, Lubis (2013:10) found that video could
improve the students’ speaking achievement in procedure text. Besides, Ijika
(2014:9) also proved that video significantly affected the students’ reading
comprehension. The last, Ritonga (2014:4) found that video could improve the
students’ achievement in writing news item. It means that video had a significant
effect on students’ achievement in all language skills.
Therefore, this study was designed and conducted to identify the effect of
watching video on students’ achievement in writing explanation text.
B. The Problem of the Study
Based on the background of the study, the problem of the study was
formulated as follows : “Is there any significant effect of watching video on
4
C. The Objective of the Study
The objective of this study was to find out the effect of watching video on
students’ achievement in writing explanation text.
D. The Scope of the Study
This study was limited on the effect of watching video on students’
achievement in writing explanation text. Video to be used is one that usually
used for language learning.
E. The Significance of the Study
The significance of this study were :
1. Practically,
a. For teacher, it is as a reference for teachers in English
teaching-learning process especially in teaching explanation text.
b. For others researcher, it enlarges the understanding of others
researcher of improving writing skill and provides reference for
further study especially in writing explanation text.
2. Theoretically, it develops the theories for teaching writing especially
ix
LIST OF APPENDICES
Page
APPENDIX A. The Pre-test and Post-test in Experimental and
Control Group ... 47
APPENDIX B. Students’ Score of Pre-test and Post-test in Experimental Group ... 48
APPENDIX C. Students’ Score of Pre-test and Post-test in Control Group ... 49
APPENDIX D. The Calculation of Reliability of the Test ... 50
APPENDIX E. Test for Distribution of Frequency in Experimental Group .... 52
APPENDIX F. Test for Distribution of Frequency in Control Group ... 55
APPENDIX G. Test for Homogeneity of Variance of Pre-test in Experimental and Control Groups ... 58
APPENDIX H. Testing Normality in Experimental Group ... 60
APPENDIX I. Testing Normality in Control Group ... 64
APPENDIX J. The Calculation of T-Test ... 68
APPENDIX K. Table of Normality from 0 to Z ... 73
APPENDIX L. List of Testing Lilliefors ... 74
APPENDIX M. Percentage Points of T Distribution ... 75
viii
LIST OF FIGURES
Page
Figure 4.1 Students’ Score in Pre-test ... 32
44
REFERENCES
Adawiyah, Rabiah Al. 2015. The Effect of Using Storytelling Through Video on Students Speaking Ability. Medan: English Department Study Program State University of Medan.
Akbar, Fahmi Muaroq Ali. 2012. The effect of using video on the seventh grade students’ listening comprehension achievement at SMP N 2 SUKOWONO JEMBER in 2011/2012 academic years. Jember : English Department Study Program Jember University
Aqeel, Rao Muhammad and Sajid, M Amin. 2012. A Study of Organizational Problems Faced by Pakistani Student Writers. International Journal of Science and Research (IJSR). Vol. 3 (11) 1-4
Ary, Donald., Jacobs, Lucy Cheser. and Razavieh, Asghar. Introduction to Research in Education. New York: Wadsworth Group
Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practices. New York: Addison Wesley Longman
Burns, A. and Caroline. C. 2001. Analysing English in a Global Context. New York: Macquarie University and The Open University
Dirgeyasa, I Wy. 2012. Maritime English Writing. Medan : Unimed Press
---, 2014. College Academic Writing: A Genre Based Perspective. Medan: Unimed Press
Harmer, J. 2003.The Practice of English Language Teaching. Third Edition. Malaysia: Longman
---, 2004. How to Teach Writing. Essex : Pearson Education Limited
Harwood, William S and McMahon, Maureen M. 1997. Effects of Integrated Video Media on Student Achievement and Attitudes in High School Chemistry. Journal of Research in Science Teaching. Vol. 34 (6) 1-16
Hyland, K. 2002. Teaching and Researching Writing. Essax : Pearson Education
Hughes, A. 1989. Testing for Language Teachers : Cambridge University Press
45
Hutasoit, E. 2014. Improving Students’ Achievement in Writing Explanation Text Through Numbered Heads Together (NHT) Method. Universitas Negeri Medan
Ijika, Pius Adakole. 2014. Effect of modes of video presentation of metacognitive strategies on secondary school students’ achievement in reading comprehension in Corth Central Nigeria. Beneu State: The Journal of Education and Vocational Research. Vol. 5 (4) 1-12
Javed, Muhammad., Juan, Wu Xiao., and Nazli, Saima. 2013. A Study of Students’ Assessment in Writing Skills of the English Language. International Journal of Instruction. Vol. 6 (2) 1-16
Knapp, Peter and Megan, Watkins. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing. Sydney: UNSW Press.
Lubis, Putri Ardilla. 2013. Improving Students’ Speaking Achievement In Reporting Procedure Text By Using Video. Medan: English Department Study Program State University of Medan.
Pardiyono. 2007. Pasti Bisa! A Genre-Based Writing. Yogyakarta: ANDI
Permatasari, D. 2013. The Use of Video as a Medium to Improve Students’ Ability in writing Narrative Texts. Journal of English Language Education. Universitas Negeri Semarang. ISSN 2252 - 6706
Richards, J. and W. Renandya. 2002. Methodology in Language Teaching. New York: Cambridge University Press.
Ritonga, Ahmad Rifa’i. 2014. Improving Students Achievement in Writing News Item by Using Video. Medan: English Department Study Program State University of Medan.
Ruis, N. Muhyidin. et al. 2009. Instructional Media. Jakarta: Ministry of
National Education
Siahaan, S., and Shinoda, K. 2008. Generic Text Structure.Yogyakarta: Graha Ilmu
Ting, Su-Hie. et al. 2013. Explanations Without a Purpose? Genre-based Instruction and academic writing. Journal of Academic Language and Learning. Vol. 7 (1) 1-14
46
http://rempelok.blogspot.com/2012/12/contoh-explanation-text photosynthesis.html (accessed on April 02nd 2016)
ht t p:/ / w w w.car abelajar bahasainggrisoke.com/ 2015/ 03/ cont ohexplanat iont ext -about -ear t hquake-gempa-bumi-t erbaru.ht ml (accessed on April 02nd 2016) http://www.englishadmin.com/2013/08/example-of-explanation-text.html
43
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The calculation of the data in the testing hypothesis showed that t-observed
(6.035) was higher than t-table (1.990), it means that the alternative hypothesis
(Ha) is accepted. So, it can be concluded that watching video significantly affected
on the students’ achievement in writing explanation text.
B. Suggestions
Based on the conclusion above, suggestions are given by following:
1. English teachers, to use video as media in teaching writing explanation
text because it helps to attract the students’ interest and in turn it gives
motivation for students get involved in teaching and learning process so
it can affect the students’ writing achievement.
2. Other researchers, to develop the relevant study by using video on other
writing genres or language skill since it is proven significantly affects
i ABSTRACT
Purba, Mey Three. 2113121042. The Effect of Watching Video on Students’ Achievement in Writing Explanation Text. A Thesis, Faculty of Languages and Arts, State University of Medan. 2016.
This study deals with the effect of watching video on students’ achievement in writing explanation text. The objective of this study was to find out whether there was a significant effect of watching video on students’ achievement in writing explanation text. It was conducted by using experimental research. The population of this study was twelfth grade of SMA N 2 KISARAN, which consisted of six parallel classes. Two classes were taken randomly as the sample of the research. The class XII IA 4 was as experimental group and the class XII IA 1 was as control group. The experimental group was taught by asking them watching video, meanwhile control group was taught by using lecturing method. The instrument for collecting data was writing test. The data were analyzed by using t-test formula. The result showed that the value of t-observed is higher than the value of t-table. (6.035>1.994 ( α = 0.05)) with the degree of freedom (df) = 68. Therefore, watching video significantly affected on the students’ achievement in writing explanation text.
ii
Faculty of Languages and Arts, State University of Medan.
This thesis could have been accomplished by the guidance, suggestions and
comments from many people. Therefore, the writer would like to express her
special thanks to :
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her Academic Advisor.
Dra. Meisuri, M.A., the Secretary of English Department and her Examiner.
Nora Ronita Dewi, M.Hum., the Head of English Education Study Program.
Dr. Rahmah, M.Hum., her Thesis Advisor.
Dr. I Wy. Dirgeyasa, M.Hum., her Reviewer and Examiner.
All the Lecturers of English Department.
Eis Sri Wahyuningsih, M.Pd., the Administration Staff of English Department.
Syahruddin Lubis, S.Pd. MM., the Headmaster of SMA Negeri 2 Kisaran
E. Sebayang, S.Pd., the English Teacher of SMA Negeri 2 Kisaran
Her beloved parents, Bukti Purba and Rismauli Manullang and her dearest brothers and sisters (K’Derlita Suryaningsih Purba, Bg Jisron Yosafat
Purba, Yenli Kristin Purba, Bestari Nova Purba, Richan Tua Purba, and
Mangapul Purba) for their endless love, prayer, inspiration, motivation and
iii
Her beloved family in UKMKP, coordination of UKMKP UP FBS 2015 (Immabeta, Wilson, Lewi, Mesalina, Wemmy, Pesta, Wira, Aguni,
Meiliana, Shanny, Jelita, Evi, Basa, Ester, Nova) and Missy (K’Cristiani
Ginting, K’Darmasari Purba, Jelita Sitorus, Lismayana Ginting, Ferina
Sianipar, Lisbeth Ambarita), and her beloved AKK EnChrist (Poibe,
Meylin, Indah, Naomy, Nora, and Wenjuliana), PinTu (Citra, Reni,
Darliah, and Tiurma)
Her best friends, for their prayer, motivation, and support Lusiana Lubis, Norita Purba, Jetti Napitupulu, Seri Malem Sembiring, Putri Sri Murnita
Bangun, and Melita Purba.
All her beloved friends in boarding house at Durung street No. 174 (K’Amoi Boangmanalu, Boy Santo Purba, Roy Siburian, Melki Sibarani, Nelly
Sembiring, Friska Perangin-angin, Imelda Purba, Andre Purba, Lasriani
Berutu, Sonia Simbolon, Mayrica Gurning, Santa Barus, Depita Siregar,
Natalia Ginting, Meli, Mian, Chris and Wahyudi).
All her beloved classmates of English Education Reg B and Reg C 2011
All her beloved friends of PPLT SMA N 2 Kisaran 2014
Thank you for all support given to her in helping finishing this thesis.
Medan, April 2016
The writer,
Mey Three Purba
iv
A. The Background of the Study ...1
B. The Problem of the Study ...3
C. The Objective of the Study ...4
D. The Scope of the Study ...4
E. The Significance of the Study ...4
CHAPTER II REVIEW OF LITERATURE ...5
A. Theoretical Framework ...5
1. Writing ...5
a. The Nature of Writing ...5
b. Writing Process ...7
2. Genres of Writing ...8
a. Characteristics of Genre Writing ...8
b. Kinds of Genre ...9
c. Explanation Text...9
1) The Generic Structure of Explanation Text... 10
2) The Language Features of Explanation Text ... 10
3) The Example of Explanation Text ... 11
3. Assessment of Writing ... 11
v
5. Types of Media... 15
6. Video... 16
7. Advantages of Watching Video in Teaching-Learning Process ... 19
8. Disadvantages of Watching Video in Teaching-Learning Process .. 20
9. Teaching Writing Explanation Text by Using Video ... 21
B. Conceptual Framework ... 21
C. Hypothesis ... 22
CHAPTER III METHODOLOGY OF RESEARCH... 23
A. Research Design ... 23
B. Population and Sample ... 23
1. Population ... 23
2. Sample ... 24
C. The Technique for Collecting Data ... 24
D. The Instrument for Collecting Data ... 24
E. The Procedure of the Study ... 25
1. Pre-test ... 25
2. Treatment ... 25
3. Post-test ... 27
F. Scoring the Test ... 27
G. The Validity and Reliability of the Test ... 28
1. Validity ... 28
2. Reliability ... 29
H. The Technique for Analyzing Data ... 30
CHAPTER IV THE DATA AND DATA ANALYSIS ... 31
A. The Data ... 31
B. Data Analysis ... 35
1. Testing Reliability of the Test ... 36
vi
3. Test of Homogeneity of Data ... 38
4. Data Analysis by Using t-Test Formula ... 38
C. Testing Hypothesis ... 40
D. Research Finding ... 40
E. Discussion ... 40
CHAPTER V CONCLUSION AND SUGGESTIONS ... 43
A. Conclusion ... 43
B. Suggestions ... 43
REFERENCES ... 44
vii
LIST OF TABLES
Page
Table 2.1 Assessment based on Hughes ... 11
Table 2.2 Assessment based on Dirgeyasa ... 13
Table 3.1 Research Design ... 23
Table 3.2 Teaching Procedures for Experimental Group ... 26
Table 3.3 Teaching Procedures for Control Group ... 26
Table 3.4 Assessment based on Dirgeyasa ... 27
Table 3.5 The Coefficient of (r) ... 29
Table 4.1 Students’ Score in Pre-test ... 31
Table 4.2 Students’ Score in Post-test ... 33
Table 4.3 Students’ Score in Pre-test and Post-test ... 34
Table 4.4 Students Distribution Score Based on Sudijono’s Classification ... 35
Table 4.5 Normality of the Data ... 37
