THE EFFECT OF USING VIDEO ON STUDENTS
’
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By :
LILIANA DEWINTA BR. TARIGAN
Registration Number : 2111521007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
i
ABSTRACT
Tarigan, Liliana Dewinta. 2111521007. The Effect of Using Video on Students’ Achievement in Writing Desriptive Text. A Thesis. English Department, Faculty of Languages and Arts, State University of Medan. 2016.
This research deals with the effect of using video on students’ achievement in writing descriptive text. The population of this research was the students of VIII SMP of SMP Negeri 4 Stabat in Academic Year 2016 / 2017. This research was conducted with two randomized groups namely experimental group and control group. The experimental group was taught by using video and the control group was taught without using video. The researcher collected the data by giving essay test in the written test form. In order to know the reliability of the test, the researcher used inter-rater formula. The result of the reliability was 0.9. The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 58 with tobserved value 5.355 > ttable value 2.000.
Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was
accepted. The finding indicated that video significantly affected the students’ achievement in writing descriptive text.
ii
ACKNOWLEDGEMENT
First and foremost, the writer would like to express his deepest gratitude to
Allah SWT, the Almighty and the Most Beneficial for His Blessing, Grace,
Guidance, and Mercy that have been given to writer until this Thesis could be
completed. This Thesis has been written in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan (S.Pd) at the English and Literature
Department, Faculty of Language and Arts, State University of Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis cannot be accomplished
without guidance, suggestion, and comment from them, for which the writer
would like to express her sincere appreciation which directed to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Department.
Dr. Rahmad Husein, M.Ed., her Thesis Supervisor I and Rafika Dewi
Nasution, S.Pd., M.Hum., her Thesis Supervisor II.
Nora Norita Dewi, M.Hum., her Academic Supervisor and also
Reviewer, and Isli Iriani Indiah Pane, S.Pd., M.Hum., And also the
writer is also very grateful to all lecturers who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., as the Administration staff of English and
Literature Department who always helped the writer during her academic
iii
Mr. Drs. Reh Malem Tarigan, the Headmaster of SMP Negeri 4 Stabat
who has gave the permission to conduct the research in the school. And
also for students in VIII-B and VIII-D for their intention and participation
during the research.
Drs. Reh Malem Tarigan and Dra. Ima Agustina Br. Bangun, her
beloved and super power parents who gave her love, prayer, moral and
financial support in completing her education.
H. Pahala Bangun, and Hj. Asni Br. Sitepu, her beloved grandpa and grandma who gave her love, prayer, moral and financial support in
completing her education.
Selvira Chikita Br. Tarigan, S.Kom., Emalia Sinarta Br. Tarigan, SP
her beloved sisters and Eka Nugraha Tarigan, her beloved for little
brother.
All her best friends, Jaka Wirana Sitepu, Renki Cleopatra, A.Md,
Desy Mitha Rahmani, S.Pd, Shilvina Afriani, S.Pd, Dyan Yosephin,
S,Pd, Oktaviani Tampubolon and also Extention B 2011 who have gave
her support and nice friendship.
Finally, the writer hopes this thesis can give contribution to the English
Education students and further pedagogical research.
Medan, September 2016
The Writer
Liliana Dewinta Br. Tarigan
iv
v
C. Instrument for Collecting Data ... 28
D. Teaching Presentation ... 30
CHAPTER IV : THE DATA AND DATA ANALYSIS A. The Data ... 37
CHAPTER V : CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 42
B. Suggestions ... 43
REFERENCES ... 44
vi
LIST OF TABLES
Table Page
3.1 Both Experimental Group and Control Group ... 27
3.2 Scoring the Test... 28
3.3 Experiment Group Activities ... 31
vii
LIST OF FIGURES
Figure Page
viii
LIST OF APPENDICES
Table Page
APPENDIX A Pre-Test and Post-Test for Experimental and Control ... 46
APPENDIX B The Reliability of the Test ... 47
APPENDIX C Score of Pre-Test and Post-Test of Experimental ... 49
APPENDIX D Score of Pre-Test and Post-Test of Control ... 50
APPENDIX E Mean of Experimental an Control ... 51
APPENDIX F The Calculation T-Test for Experimental ... 52
APPENDIX G The Calculation T-Test for Control ... 53
APPENDIX H T-Test Formula Result ... 54
APPENDIX I Percentage Points of the T Distribution ... 56
1 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 the 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. There is no
2
find alternatives. The descriptive is a type of written text, which has the specific
function to give description about an object (human or non human).
Writing is a very important capability for being owned by students, writing
is also an excellent communication tool. Through writing, each person will be
able to convey feelings, ideas, and announcements to others. Sharples (1999)
actually states that, writing is an opportunity; it allows students to express
something about themselves, explore and explain ideas. Students can convey their
ideas in their mind by organizing them into a good text so that the others know
them and they can think critically. Therefore, learning is very important for
improved writing in particular learning of English in Indonesia because the
writing was a process of transformation of thoughts and ideas into tangible forms
of writing. In addition, many people choose writing. In, addition, many people
choose writing as a means of effective and efficient communication of
information to be conveyed in some ways like posting letters, business letters, and
important information in a company’s product.
Based on the writer’s experience of observation in SMP NEGERI 4
STABAT and the 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.
In the Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 syllabus of
junior and senior high schools curriculum require students to be able to write
3
explanation, analytical exposition, hortatory exposition, procedure, discussion,
reviews, anecdote, spoof, and news items.
In Indonesia, writing English is considered as the most important part to
be learned by the students in school. As state on Curriculum 2006, the
Educational Unit Curriculum, that student of Junior High School are expected to
communicate in spoken and written language in simple form. It means that
students must be able to write any kind of genre. One of them is Descriptive text.
According to Nurhadiyah ( 2008 ) , As one of the difficult language skills, some
students also do not like writing and the result in the ability of students in
expressing ideas, thoughts and feelings in writing is very alarming.
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 too. This
greatly aids comprehension, since for example; general meaning and moods are
often convey through expression, gesture and other visual clues. Second, cross
cultural awareness : video unique allows students a look at situations far beyond
their classroom. 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. Ultimately, difficulties constructing
well-designed, grammatically correct sentences may make the material that the
4
The researcher also found this condition based on the research in SMP
Negeri 4 Stabat. It was shown that almost a half student from each class still of
score under 75 in writing any kind genre of writing. The students of many
difficulties in grammar, word choice and still week in using punctuation and
capitalization. The problem was that the students wrote paragraph which was not
relevant to the topic given. In the class, the teacher use teaching media is picture
on flashcard.
To moderate such problems above, teacher as a fasilitator should find out
the solution to help students in their effort to be able to write a constructive
writing. Changing the way of teaching done by teacher is the solution. But the
teacher may be able to figure out which better teaching technique should be
applied to solve the problem because there are so many options available to be
applied. One of an instructional technique that provides direct practice with
sentence constructional skills, called, using video is good to be chosen to solve
such problems faced by the students. Video invites students to build their
confidence, especially in descrptive text, the video helps students to improve
writing achievement.
Based on the explanation above, it was decided to conduct a research
5
B. The Problem of The Study
Based on the background of the study above, the problem was formulated
as follows:
“What is the effect of using video on students achievement in writing descriptive
text?”.
C. The Objective of the Study
In relation to the problem mention previously, the objective of the study
was to find out the effect of video on students achievement in writing descriptive
text.
D. The Scope of the Study
There were so many media that can be applied in the 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,
6
E. Significance of the Study
The finding of the study was expected to have both theoretical and practical
importance in writing as a process and product especially the framework of
writing.
1. Theoretically
a. English teacher, as the source to students’ achievements in writing
Descriptive Text
b. English learner, to their writing skills, specifically in writing
descriptive text and to enlarge their knowledge about using video.
2. Practically
a. English learners to improve their achievement writing descriptive text
by using video.
b. English teachers to apply this teaching technique to improve their
students’ achievement in writing descriptive text.
c. Other researchers to increase and update their knowledge about how to
improve writing skill and as the reference for further study related to
42
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The research was done in SMP Negeri 4 Stabat in Academic Year
2016 / 2017 and the population of this research was the students of VIII
SMP. The students in experimental group were taught by using video and
the students in the control group were taught without using video.
Based on the research finding, the analyzed data was tested by
using t-test formula and showed that the mean scores of the students in the
experimental group was significantly higher than the mean scores of the
students in the control group at the level of significantα= 0.05 with the
degree of freedom (df) 58 with tobservedvalue 8.871 > ttable value 2.000.
Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha)
was accepted. Then, the researcher concluded that there was a significant
effect of video on students’ achievement in writing descriptive text.
B. Suggestions
Based on the results of the research, there are suggestions which
are expected to :
1. The English teachers to be able to use video in teaching writing
because it can help students become active and fun learners and
43
2. The students to be more active, confidence and enjoyable to
explore the ideas, give information into a good writing form
after functioning video on their effort in writing descriptive
text.
3. The other researchers to read this research results to widen their
horizon about the benefit of doing research whenever they want
44
REFERENCES
Arikunto, S.2006. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta : Rineka Cipta.
Ariyuni. 2014. The Effect of Using Video on Student Achievement in Writing Procedure Text. Medan: State University of Medan.
Aruan. 2002. Penafsiran Skor Test. Medan: unpublished.
Ary, D 2002. Introduction to Reserach in Education. Singapore: Wardswoth.
Berk, R. A 2009. Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning,V(1), 1-21.
Best, W. 1981. Research in Education. Prentice Hall of India Privated Limited. New Delhi.
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Wesley Longman.
Brown, H.D. 2004. Language Assessment: Principle and Classroom Practices. New York: Longman, Pearson Education. Inc.
Burns, A. Hammond, J. (forthcoming) Teaching and Researching Literacy. Harlow : Longman.
Damanik, R. 2014. The Effect of Using Video on Students’ Achievement in Writing Descriptive Text on SMA Negeri 2 Pematang Siantar. Medan: State University of Medan.
Daryanto. 2012. Media Pembelajaran. Bandung: PT. Sarana Tutorial Nurani Sejahtera.
Direktorat Pendidikan Menengah Umum.2006. Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Departement Pendidikan Nasional.
Harmer, J. 2003. The Practice of English Language Teaching. Malaysia: Longman.
Harmer, J. 2004. How to Teach Writing. London: Longman.
Heaton, J.B. 1990. Writing English language Text. New York: Longman.
45
Hughey, B. 1983. Teaching ESL Composition: Principles and Technique. Cambridge, MA: Newbury House.
Hyland, K. 2002. Teaching and Researching Writing. Essax: Pearson Education Limited.
Knapp and Watkins. 2005. Genre, Text, Grammar : Technologies for Teaching and Assessing Writing. Sydney: UNSW Press.
Langan, J. 2001. College Writing Skills with Readings, Fifth Edition. New York: McGraw-Hill.
Nunan, D (Ed.). 2003. Practical English Language Teaching. Singapore: The McGraw-Hill Companies.
Nurhidayah, and Sudiati. 2008. Peningkatan Keterampilan Menulis Karya Ilmiah Siswa Kelas II SMA UII. Yogyakarta. Litera, 7(2) 174-176
Oxford Learner’s Pocket Dictionary, Third Edition. Oxford: Oxford University
Press.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi.
Sharples. 1999. How We Write: Writing as Creative Design. London: Routledge.
Sidharta, Arief. 2005. Media Pembelajaran. Bandung: Departement Pendidikan Nasional.
Sugiono. 2009. Metode Penelitian Pendidikan. Bandung: Alfabeta.
Suyanto, Kasihani. K.E. 2007. English for Young Learners. Jakarta: Bumi Aksara.
