THE EFFECT OF AUDIO VISUAL MEDIA
ON
STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
SHILVINA AFRIANI
Registration Number: 2113321050
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
Shilvina Afriani. 2113321050. The Effect of Audio Visual Media on Students’ Achievement in Writing Descriptive Text. A Thesis English Department of Faculty of Languages and Arts, State University of Medan. 2016.
This study was intended to find out the effect of applying the Audio Visual Media on students’ achievement in writing descriptive text. This study was conducted by using experimental design. The population of this research was the first year students of SMP Negeri 3 Perbaungan. The sample of the research was two classes which consisted of experimental and control group which were chosen by using lottery technique. Fourty students were taken as the sample in each class. The experimental group was taught by applying audio visual media, while the control group was taught by applying picture. The data of the study was obtain fom the students’score of writing text. To determine the reability of the test, the writer use inter-rater reliability. The data calculation showed that the coefficient of reability of the test was 0.75. It shows that the test was reliable and the reability was high. There were two sets of data used in this study, they were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that tobserved (2.18) was higher than ttable (1.994) at the level of significance (α) 0.05 with the degree of freedom (df) 78. The finding of this study showed that applying audio visual media was significantly affect on students’ achievement in writing descriptive text.
ACKNOWLEDGEMENT
Praises and greatest thanks to almighty Allah SWT, the most merciful who
has blessed and given time, opportunity, and health so the researcher has finally
completed this thesis. 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 realizes that she cannot accomplish this thesis without Allah’s blessing and supporting, loves, prayers from many people, therefore the writer would like to express her sincere gratitude to :
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department and her First Thesis Advisor for great care, guidance, and
advices during the process of accomplishing this thesis.
4. Dra. Meisuri, M.A., the Secretary of English and Literature Department and as the Reviewer and Examiner who have given suggestion and
comments in completing the Thesis.
5. Nora Ronita Dewi, S.S., M.Hum., the Head of English Education Study
Program and her Academic Consultant.
6. Isli Iriani Indiah br Pane, S. Pd, M. Hum., her Second Thesis Advisor for great care, guidance, and advices during the process of accomplishing
this thesis.
7. Prof. Dr. Berlin Sibarani, M.Pd., as the Reviewer and Examiner who have given suggestion and comments in completing the Thesis.
9. Eis Sri Wahyuningsih, M. Pd., and Mr. Pantes as the administration staffs of English and Literature Department who always helped the writer
during her academic years.
10.Tagor, S.Pd., as the Headmaster of SMP Negeri 3 Perbaungan, who has gave the permission to conduct the research in his school.
11.Mhd. Yusuf Harahap, S.Pd., the English teacher who has given the permission to conduct the research in his classes.
12.Her beloved wonderful parents, Khazali and Ida Elfiani Siregar for the
struggle, loves, faithfulness, patience, prayers, supports, and everything in
completing her education.
13.Her beloved brother and sisters. Yashir Denhas, Nurul Apriliani, and
Fitri Indriani, for their support and prayers who always waiting her to get the Degree of Sarjana Pendidikan.
14.All her best friends, Yudi Syahputra Siregar, S. Pd, Liliana Dewinta
Tarigan, Oktaviani Tampubolon, Tutwuri Situmeang, Suherna, Dyan Yosephin Hutagalung, S. Pd, Ayu Purnama Sari, S. Pd, her great class Extention B 2011, PPLT SMP Negeri 3 Perbaungan and all her friends in English and Literature Department who have gave her support and nice
friendship.
Finally, the writer hopes this thesis will be useful for those who read it,
especially for the students of English Department.
Medan, Februari 2016 The Writer
TABLE OF CONTENTS
CHAPTER II: REVIEW OF LITERATURE ... 7
a. Kinds of Media ... 19
CHAPTER III: RESEARCH METHOD ... 28
A. Research Method ... 28
CHAPTER IV: DATA, DATA ANALYSIS AND DISCUSSION... 38
A. The Data ... 38
B. The Data Analysis ... 39
2. Test for Homogeneity of Variance ... 40
3. Testing Normality ... 40
4. Analyzing the Data ... 41
5. Testing Hypothesis ... 42
C. Discussion ... 43
CHAPTER V : CONCLUSION AND SUGGESTION ... 45
A. Conclusion ... 45
B. Suggestion ... 45
REFERENCES ... 46
LIST OF TABLE
Pages
Table 2.1 Assessment in Writing ... 12
Table 2.2 Example of Descriptive Text ... 17
Table 3.1 Research Design ... 28
Table 3.2 Teaching Procedure for Experimental Group ... 31
Table 3.3 Teaching Procedure of Control Group ... 32
LIST OF APPENDICES
Pages
APPENDIX A Pre-Test for Experimental and Control Group ... 49
APPENDIX B Post-Test for Experimental and Control Group ... 50
APPENDIX C The Scores of Pre-Test and Post-Test in Experimental Group ... 51
APPENDIX D The Scores of Pre-Test and Post-Test in Control Group .... 53
APPENDIX E Testing the Reliability of the Test ... 55
APPENDIX F The Calculation of T-Test in Experimental Group ... 62
APPENDIX G The Calculation of T-Test in Control Group ... 64
APPENDIX H Test for Homogeneity of Varience of Pre-Test In Experimental and Control Group ... 68
APPENDIX I Test for Distribution of Frequency in Experimental Group ... 71
APPENDIX J Test for Distribution of Frequency in Control Group ... 75
APPENDIX K Testing Normality of Pre-Test in Experimental Group ... 79
APPENDIX L Testing Normality of Pre-Test in Control Group ... 83
APPENDIX M The Calculation of the Mean (M) and Standard Deviation (SD) ... 87
APPENDIX N Percentage Points of the T-Distribution ... 91
APPENDIX O Table of Normality 0 to Z ... 92
APPENDIX P List of Testing Liliefors ... 94
APPENDIX Q F-Distribution ... 95
APPENDIX R Lesson Plan in Experimental Group ... 96
APPENDIX S Lesson Plan in Control Group ... 115
CHAPTER I INTRODUCTION
A. The Background of the Study
Language is an important part of human existence and social process that
has many functions to perform the life of human beings. Language has important
role in human life, since it is a tool which human uses to interact with other
people. Therefore, mastering several foreign language is considerably necessary,
especially English. Status of English as universe language has made people all
over the world to master English language.
Language is an instrument to convey information. It is used to express
ideas, feelings, purposes, thoughts, and opinions in speaking way. Through
language, we can share and transfer knowledge, transmit message from one to
another, and from generation to the next generation. In short, almost all of human
activities are conducted through the use of language.
English was an international language in Indonesia and considered as a
foreign language. It is very important to be learn this language because it is a tool
primarily used to communicate internationally. In Indonesia, English has been
taught since the elementary through university level.
In learning English, there are four basic language skills that must be well
mastered by the students, namely listening, speaking, reading, and writing to be
master and able to have the good prestige in their school, college, or in their work
place when they work someday. One of these four skills which is very important
Brown (2001:43) reveals that writing is a process of putting ideas down on
paper to transform thougths into words, to sharpen main ideas, and to give
structure and coherent organization into its work. Through writing, we can share
our knowledge, good ideas or thought in written text to ever one to read it.
In addition, writing has many kinds of text or genre such as narrative,
descriptive, recount, report, and procedure. According to Educational
Unit-Curriculum in Junior High School, the students are expected to be able to
understand and write procedure, descriptive, narrative, recount, and report text.
Based on the above explanation, the descriptive text is one of genre that
must be mastered by students in learning English. Wyrick (2001: 323) states that
the writer of description creates a word-picture of people, places, objects, and
emotions, using a careful selection of details to make an impression on the reader.
Students who are going to write this type of text should be able to express what
they see, hear, feel vividly, so the reader can get the same views as what the writer
means.
In fact, not all students are able to write descriptive text properly and in
accordance with the existing elements in the descriptive text. Based on the data
taken during the interview with the English teacher at SMP Negeri 3 Perbaungan,
there are some problems faced by students in teaching English and writing is the
most difficult one for the students. Many students cannot write good text
especially in writing descriptive text. Almost 75% students got the score under the
Minimum Criteria Mastery (KKM). The KKM that is applied for the English
Semester Score Students Percentage Mean
Most of students got lower score in writing. The students were not able to
write and did not pay attention on the writing task. Students often failed in writing
because they faced some difficulties such as poor structure, technique, lack of
vocabulary, literature, and information. They do not pay attention and enthusiasm
on writing, especially in descriptive text. They might have some ideas on their
mind, but they did not know how to express it in writing. They have difficulties in
presenting their ideas. They frequently get confused of what to write and how to
start. They thougt that it was very difficult to write descriptive text. This problem
can be resulted from teacher’s technique and strategy as they still apply
conventional method, by which they fail to motivate the students.
The failure of the students in writing is likely to happen because of the
media used by the teacher during teaching and learning process take place. During
teaching and learning process, teacher just explains the materials without giving
an interesting media so the students cannot enjoy the lessons, therefore the
students are difficult to understand the materials. The teacher should not just
activities because it is not exciting for students to learn. As a result, in learning
process, students have poor cognition, defecient concentration, and limited
knowledge in writing. In order to solve this problem, it is needed creative media
in teaching writing more effective and interesting, so the students pay attention on
the writing task.
Based on the situation, the researcher suggests it is important to find ways
to solve the problem. Mohanty (2005: 72) suggests that the use of media will
make our communication effective as well as interesting to communicate anything
to young children calls for special skill and experience. There are many media that
are popular to make teaching writing more effective and interesting, make
students become active, enjoy and improve their ability about the main point of
writing text. Mohamadkhani (2013) defines that listening to audio media helped
students learn a great deal about English pronunciation, learn to speak English
more fluently and correctly. According to Harmankaya (2013) that visual media is
important to helped students use correct, reliable, creative end effective
communication tools and messages for the students who can easily access
information through the developing communication technologies. Gumilang
(2013) states that one of ways to solve the problem is by proposing a teaching-
media that is interesting, easy, effective, suitable, fun, and helpful to the students.
Madhuri (2013) in her study, found that teaching- learning English
speaking process could only succeed by having good learning facilities, such as
competent teachers, various kinds of English book and teaching use audio visual
visual significantly increased the students’ score in writing descriptive text and
gave large effect to the students’ score in writing.
Research studies have established in Educational Book (2005: 164) states
that we learn 83.0 percent through sight, 11.0 percent through hearing, 3.5 percent
through smell, 1.5 percent trough touch and 1.0 percent through taste.
Therefore, audio visual media is proposed to be one interesting media,
which might be able to solve the writing problem. For this purpose, the nearest
media of students’ learning is by using audio visual media. The audio visual
media presentation makes use of the students’ sense. What the ears hear are
strengthened by what the eyes see, so that the words, which the ears hear, are
associated with the visual aids. Hearing and sight are the primary means of human
learning. Audio visual media is one of the media used to teach writing descriptive
text. Audio visual media are available in many forms, namely tape recorder,
puppet toys, videos, film and another.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows:
“Is there any significant effect of using the audio visual media on
C. The Objective of the Study
Based on the question formulated in problem of the study, the objective of
the study was to discover whether students’ achievement in writing descriptive
text is significantly are taught by using Audio Visual Media.
D. The Scope of the Study
There are many genres of writing learnt in the SMP (Junior High School)
such as recount, procedure, report, and narrative. This research was primarily
focused on writing descriptive text through Audio Visual Media.
E. The Significance of the Study
The findings of the study were expected to bring up significances, such as:
1. For the teachers, this study was useful to improve their ability in
teaching writing by paying more attention to the media of teaching
learning process; not only for descriptive text material, but also the
other materials.
2. For students, the results of the study can be used to encourage and
stimulate them in improving their writing achievement and motivating
them to be better in writing achievement, especially in writing
descriptive text.
3. For the readers, the result can give information and knowledge of
1
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, it was concluded that Audio Visual
Media method gave a significant effect to the students’ achievement in writing
descriptive text (t-observed > t-table, α = 0.05). Students who were taught by
using Audio Visual Media be better in writing descriptive text than those taught
by using Picture. The calculation of t-test was 2.18 > 1.994 with df 78 and level of
significance 0.05. So, alternative hypothesis (Ha) was accepted and the Audio
Visual Media significantly affected students’ achievement in writing descriptive
text.
B. Suggestion
Related to the conclusion, some suggestions are offered by the writer as to
the English teachers that are suggested to apply Audio Visual Media in teaching
learning process, especially in teaching writing because it can help students make
the learning activities to be more intersting in teaching writing descriptive text.
And also it is suggested to students to apply Audio Visual Media in learning in
order to improve their writing achievement especially in writing descriptive text.
In addition, it is expected to the readers who are interested in dealing with this
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