ii
ACKNOWLEDGEMENT
Praise and the greatest thanks to the Almighty God. First of all, the writer would like to thank God for all His blessing, guarding, guidance and for everything that has been given along her life, especially in accomplishing this thesis.This thesis is aimed to fulfill one of the requirements to obtain the S1 degree of English Education at the English Department, Faculty of Languages and Arts, State University of Medan.
In completing this thesis, the writer has received a lot of assistance and academic support from some people. Therefore, the writer would like to express her sincere gratitude, love and special thanks to:
iii
6. All beloved Lecturers in English and Literature Department who advised and guided the writer during academic years.
7. Her beloved parents, R. Siregar and M.Simanullang to whom this thesis is dedicated for their entire patient, pray, love, moral and financial support. And also thanks for the love, support and great care all the time from her brothers HendraSiregar and PartoSiregar and all big family of Op.Christian Siregar.
8. Special thanks is also addressed to the Headmaster of SMK Negeri 2 Doloksanggul for giving her a permission to conduct a research in the school.
9. Her lovely friends Marta Marbun, Rita Silaban, Lasmiani and all her boarding house friends in Kos 157, and Rahul Sitanggang’s family. 10.Her beloved IsoGirlsandMita the Angel, MamiRisma, Laura Bey, Deni,
KakRos, PutriBontot, RD Yani, for every sad and happy moment that they had spent for 4 years with the writer .
11.Herbeloved friends Rexians‘11that could not be mentioned one by one. Thanks for their support, info, encouragement, and team work.
Medan, September2015 The writer,
Helena Siregar
i
ABSTRACT
Siregar, Helena. Reg. No. 2113121031. The Effect of Applying Personal Computer Assembling Tutorial Video on Writing Procedure Text Achievement of Students Majoring in Computer and Networking . A Thesis.English Department of Faculty of Languages and Arts.State University of Medan. 2015
This study investigated the effect of using personal computer assembling tutorial
video on students’ achievement in writing procedure text. It was conducted by
using experimental research design. The population of this research was grade XI TKJ students of SMK Negeri 2 Doloksanggul. The sample was divided into two groups namely experimental group and control group. The experimental group was taught by using personal computer assembling tutorial video, while the control group was taught by using sequence picture. The instrument used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 4.196 with the degree of freedom (df) = 30 at the level of significance 0.05. It means that t-observed was higher than t-table (4.196> 2.042). The result of this study showed that the writing achievement of students who were taught by using personal computer assembling tutorial video is higher than that who were taught by using sequence picture. It implies that personal computer assembling tutorial video is appropriately applied to teach writing procedure text for technique of computer and networking students.
iv
E. The Significances of The Study ... 6
CHAPTER II. REVIEW OF LITERATURE
a. Generic Structure of Procedure Text ... 14
b. Language Features of Procedure Text ... 15
c. Example of Procedure Text ... 17
6. Scoring Writing Test ... 17
7. Media... 22
a. Definition of Media ... 22
b. The Benefits of Using Media... 23
c. Kinds of Media ... 24
v
in Teaching Learning Process ... 27
10. Teaching Writing Procedure Text by Using PCATV ... 28
11. Sequence Picture ... 30
12. Teaching Writing Procedure Text by Using Picture Sequence ... 31
13. Relevant Studies ... 33
B. Conceptual Framework ... 34
C. Hypothesis ... 35
CHAPTER III. RESEARCH METHODOLOGY ... 36
A. Research Design ... 36
B. Population and Sample ... 36
1. Population ... 36
2. Sample ... 37
C. Data and Source of Data ... 38
D. Instrument for Collecting Data ... 38
E. The Procedure of Collecting Data ... 38
1. Pre-Test ... 38
2. Treatment ... 39
3. Post-Test ... 40
F. Scoring of Procedure Text Writing Test ... 40
G. The Validity and the Reliability of the Test ... 42
1. The Validity of the Test ... 42
2. The Reliability of the Test... 42
H. The Technique for the Data Analysis ... 43
I. The Statistical Hypothesis ... 44
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS A. The Data ... 45
B. Data Analysis ... 45
1.Analyzing the Data by Using T-Test Formula ... 46
C. Reliability of the Test ... 47
D. Testing Hypothesis ... 48
vi
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusion ... 50
B. Suggestion ... 51
REFERENCES ... 52
vii
LIST OF TABLES
Pages Table 1.1 List of Students’ Score Who Pass the KKM ... 3 Table 2.1 The Example of Procedure Text ... 17 Table 2.2 Rating Scale of Scoring Writing ... 20 Table 3.1 Research DesignRandomized Subjects, Pre-Test−Post-Test Control
viii
LIST OF FIGURE
ix
LIST OF APPENDICES
Pages
APPENDIX A The Result of Pre-Test and Post-Test of Experimental Group ... 55
APPENDIX B The Result of Pre-Test and Post-Test of Control Group ... 56
APPENDIX C The Calculation of T-Test ... 57
APPENDIX D The Calculation of the Realibility of the Test ... 62
APPENDIX E Percentage Points of the T-Distribution ... 64
APPENDIX F Pre-Test for Experimental Group and Control Group... 65
APPENDIX G Post-Test for Experimental Group and Control Group ... 66
APPENDIX H Lesson Plan (Experimental Group) ... 67
APPENDIX I Lesson Plan (Control Group) ... 77
APPENDIX J List of Videos... 92
1
CHAPTER I
INTRODUCTION
A. The Background of Study
Writing is one of the four language skills that is very important and should be mastered by the students. Writing is an alternative way to carry out communication, for example; students can share their knowledge to others and also express their ideas in writing. Brown (2001:339) states that writing is a way of life. Writing helps you think and learn, enhances your chances of success, contributes to your personal development, and strengthens your relationships with other people (Axelrod and Coopers, 2012:1).
According to Meyers (2005:2) writing is a way to produce language you do naturally when you speak .Writing is speaking to other on paper, or on a computer screen. Writing is also an action – a process of discovering and organizing your ideas, putting them on a paper and reshaping and revising them. This skill does not merely focus on words, phrase, sentence pattern and grammar, but also focus on the idea of each paragraph in the text contextually. Therefore, teaching writing should focus on writing process that is the students‟ attention is directed to the
how of the text construction.
2
report, news item, procedure and exposition text. Procedure text, that is a text which explains how to make something or how to do something (Hyland, 2008:v) is taught in the eleventh and twelveth grade. Procedure text has generic structure namely goal, materials, and steps. These generic structures will help the students to write the target, explain the materials and tools, and sequences of step to achieve the goal.
However, writing is generally considered as the most difficult than among language skills for foreign language students. Even native speakers feel difficulty in showing a good command of writing (Javed et al, 2013:130). Natalia (2010) found that 40% of students in SMA RK Deli Murni Deli Tua got difficulties in writing. Another is the research conducted by Susianti at SMA Swasta Dharma Pancasila Medan. She found that learning writing is still a problem in that school. Based on the test given by her, there was only one student from 42 students (2.3% of the students) who got score up to the Kriteria Ketuntasan Minimum (KKM) of English subject in that school that is 75. Many students still got scores under the standard.
Moreover, the writer also found that many students faced problems in writing a text when the writer did Field Practice Program (Program Pengalaman Lapangan) in PrivateVocational High School (Sekolah Menengah Kejuruan
Swasta) Amir Hamzah Batu Bara. When the writer asked the students to write,
the students spent long time think what they should write and did not have enough vocabulary to convey their ideas. As a result, the students‟ writing score is low
3
In relation to this, the writer conducted a preliminary observation in SMK Negeri 2 Doloksanggul. She asked for the list of students‟ score of second grade of TKJ1 in writing procedure text. Many students did not pass KKM (Kriteria Ketuntasan Minimal) applied by the school in English subject that is 75. The students‟ average score is 66,81. There are only 5 of 32 students who pass the KKM of the school and the data can be seen in the table below.
Table 1.1 List of Students’ Score Who Pass the KKM
Students’ Initial Students’ Score
ASB 86 both students and teacher. The first problem comes from the students themselves. They had no motivation in learning English and thus consider English especially writing is not interesting and difficult. They also got problem in developing or elaborating their ideas because they did not have enough knowledge and vocabuary to support their ideas about the topic.The second problem comes from the teacher. Sometimes, the teacher tends to focus on finishing the material without considering appropriate media and strategy. When a teacher does such mistake, the teaching goal will not be achieved as it is planned.
Considering the situation above the writer is interested in solving the
4
is widely accepted that students‟ motivation is a key element within the learning process (Bravo et al, 2005:1). The writer is concerned about using video to
increase students‟ motivation in learning. Cruse (2010:2) explains that among
frequent users (teachers who report using TV or video for two or more hours per week), two-thirds found that students learn more when TV or video is used, and
close to 70% find that students‟ motivation increases. Additionally, Sherman
(2003) ays that video is today‟s medium and, as a matter of fact, people spend
more time with audio-visual than with printed material. Videos also give access to things, places, people‟s behaviour, and events. Authentic material usually proves to be particularly motivating as people find it interesting to understand real things (Oddone, 2011:105).
Procedure text becomes the focus of this study since the subject of this research is the students of computer and networking major, and everything they
do with their computer is related to procedure text that is „how to do‟.
5
B. The Problem of the Study
In accordance with the background of the study above, the problem of the study can be formulated as follows: “Does PCATV significantly affect students‟ achievement in writing procedure text?”
C. The Objective of the Study
This study was intended to find out whether PCATV affects students‟ achievement in writing procedure text.
D. The Scope of the Study
There are five fundamental genre of school writing, those are describing, explaining, instructing, arguing and narrating Knappp and Watkins (2005:7). This research was basically limited to writing instructing genre or procedure text which explains how to make or get something done. This research focuses on the using of PCATV on students‟ writing procedure text.
E. The Significances of the Study
The study is expected to have both theoretical and practical perspectives:
1. Theoretical perspectives
6
b. The result of this research can be used as reference for those who want to conduct a research about writing procedure text.
2. Practical perspectives a. For the teachers
The writer hopes that this research will be inspiring for English teacher to develop the teaching learning process; not only in teaching writing but also other skills
b. For the students
50
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by using personal computer assembling tutorial video (PCATV) significantly affects writing procedure text achievement of students majoring in computer and networking. It could be seen from the data which had obtained in the post test of experimental group was 1317 and the mean score was 82.31, while the data in control group were: the total score was 1098 and the mean score was 68. 62. Thus, the students’ score of post-test in experimental group was higher than that of in
the control group. The calculation of the data in the testing hypothesis showed that t-observed (4.196) was higher that t-table (2.042). It means that the alternative hypothesis (Ha) is accepted.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the following, the first, English teachers are suggested to use personal computer assembling tutorial video as media in teaching writing procedure text especially for students majoring in computer and networking or in teaching other language skills because video can attract the students’ attention and give motivation for students in teaching and learning process, so it can affect the students’
51
52
REFERENCES
Ary, Donald et al. 2006. Introduction to Research in Education.(8th Ed). Australia: Wadsworth.
Axelrod, Rise B. & Charles R. Cooper. 2012. Concise Guide to Writing. Boston: Bedford.
Best, John B. and James V. Kahn. 2006. Research in Education. Boston: Pearson Education.
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,Vol 5(1), 1–21. Retrieved on February 10, 2015.
Brown, H. Douglas. 2001. Principles of Language Learning and Teaching. Fifth Edition. New York: Pearson Education .
Caroll, J.A et al. 2001. Writing and Grammar. New Jersey: Pearson Education. Cruse, Emily. 2010. Using Educational Video in the Classroom:Theory, Research
and Practice.Journal of Instructional Media, Vol 2, pp. 1-24. Retrieved on February 10, 2015.
Daryanto. 2011. Media Pembelajaran. Bandung: Nurani Sejahtera.
Fulcher, G. 2003. Testing Second Language Speaking. Great Britain: Pearson Education Limited.
Gerot, L. & Wignell, P. 1994. Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprises.
Hamalik. 1986. Media Pendidikan. Bandung: Alumni
Hanson, J. 1987. Understanding Video Applications, Impact, and theory. California: SAGE Publications, Inc.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Longman: Essex.
Hughey, Arthur. 1992. Testing for Language Teachers. Great Britain: Cambridge University Press.
53
Hyland, Ken. 2009. Teaching and Researching Writing.(2nd Ed). Harlow: Pearson Education Limited.
Javed, Muhamma et al. 2013. A Study of Students’ Assessment in Writing Skills of the English Language. International journal of instruction 6(2), 1-16. www.e-iji.net. Retrieved on Retrieved on February 10, 2015.
Jusman. 2014. Developing Students’ Ability in Writing Procedure Text by Using Sequence Picture,Vol 2(2) pp. 1-17. Retrieved on Retrieved on February 21, 2015.
Kemendikbud. 2013. Bahasa Inggris. Jakarta: Kemendikbud.
Knapp, Petter and Megan Watkins. 2005. Genre Text Grammer; Technological for Writing and Assessing Writing. Australia: A Unsm Press Book.
Mayer, R.E. 2001. Multimedia learning. Cambridge: Cambridge University Press Meyers, Alan. 2005. Gateways to Academic Writing; Effective Sentences,
Paragraph, and Essays. New York:Longman.
Natalia, Eva. 2010. Teaching Narrative Writing Through Numbered Head Together (NHT) Technique. S1 Degree Thesis, Unimed.
Nasution, Ade S. 2012. The Effect of Task-Based Learning Method on Students’ Achievement in Writing Procedure Text. Unpublished S1 degree thesis, UNIMED.
Oddone, Christina. 2011. Using Video from Youtube and Websites in CLIL Classroom. Journal of Studies About Languages. No,18. Pp 105-110. www.ceeol.com. Retrieved on February 10, 2015.
Pramudito, Aria. 2013. Pengembangan Media Pembelajaran Video Tutorial Pada Mata Pelajaran Kompetensi Kejuruan Standar Kompetensi Melakukan Pekerjaan Dengan Mesin Bubut Di Smk Muhammadiyah 1 Playen. Thesis of Yogyakarta State University.
Prawati,Melinda et al. 2010. Teaching Writing Procedure Text Through Demostration. No.3 Vol.2
Rao, Bolla M. 2014. Use of Media as an Instructional Tool in English Language Teaching (ELT) at Undergraduate Level. International journal of English and Literature, Vol 5(6), pp.141-143. http://www.academic journals.org/IJEL
54
Sherman, J. 2003. Using Authentic Video in the Language Classroom. Cambridge: Cambridge University Press.
Swales, J. 1990. Genre Analysis. Cambridge: Cambridge University Press.
Usman, Husaini & Purnomo Setiady Akbar. 2006. Pengantar Statistika. Jakarta: Bumi Aksara.
Utari, pradiba.2014. The effect of using english video on the students’ achievement on writing review text. Unpublished S1 Degree Thesis, Unimed.
Vockel, E.L. 1983. Educational Research. New York: Macmillan Publishing Co, Inc.
