THE EFFECTIVENESS OF TEACHING WRITING OF DESCRIPTIVE TEXT USING TOURISM OBJECT VIDEO AT THE TENTH GRADE OF
SMKN 1 GEGER IN ACADEMIC YEAR 2013/2014 ( A Quasi-Experimental Research ) PUBLICATION MANUSCRIPT
Submitted to
Post-graduate Program of Language Study of Muhammadiyah University of Surakarta as a Partial Fulfillment of the Requirements for Getting
Master Degree of Language Study of English
Written by: Jaenuri NIM. S. 200.120.030
POST-GRADUATE PROGRAM OF LANGUAGE STUDY MUHAMMADIYAH UNIVERSITY OF SURAKARTA
THE EFFECTIVENESS OF TEACHING WRITING OF DESCRIPTIVE TEXT USING TOURISM OBJECT VIDEO AT THE TENTH GRADE STUDENTS
OF SMK N 1 GEGER MADIUN IN THE ACADEMIC YEAR 2013/2014 ( A Quasi-Experimental Research)
Jaenuri
Muhammadiyah University of Surakarta jaenurigeger@yahoo.co.id
Abstract
This thesis depicts The Effectiveness of Teaching Writing Descriptive Text Using Tourism Object Video at The Tenth Grade Students of SMK N 1 Geger In The Academic Year 2013/2014. The objective of the research is to depict the students’ writing skill before using tourism object video in SMK Negeri 1 Geger, to elaborate the students’ writing skill after using tourism object video in SMK Negeri 1 Geger, to identify the effectiveness of using tourism object video, to increase the students’ writing skill in tenth grade of SMK Negeri 1 Geger, to illustrate the students’ problem in writing skill using tourism object video, to depict the teacher’s problem to teach writing skill to students of tenth grade of SMK Negeri 1 Geger in academic year 2013 / 2014. It is expected that the result of the research will provide a deeper understanding about using Tourism object video as a teaching media for English teachers and also for the readers. In order to obtain the objective of this study, the researcher used the design a quasi-experimental using pre-test and post-pre-test. The population of this study is the tenth grade student of SMK N 1 Geger in the Academic Year 2013/2014. The sample of this study is Accounting 2 class the tenth grade that consists of 32 students. Before the experiment was conducted, the students were given a pre-test. At the end of the experiment, the students were given a post-test. To analyze pre-test and post test, the researcher used t test by using SPSS 17 . The result of the study showed that there is an increasing of students’ progress, after the students were given treatment. And the students’ achievement in mastering writing descriptive text was really excellent. In computation t test, alpha level used is 0.05. T table score was 2.02. Based on the score obtained, t value is greater than t table (7.34>2.02). Therefore, the researcher can conclude that the use of tourism object video is really effective to improve students’ writing ability. Founded on the result of the study, the researcher suggested that the use of tourism object video can be an alternative way to teach the language learner, especially to improve the students’ writing ability. This result hopefully would motivate language teacher to use tourism object video in teaching English as a foreign language in the classroom, especially when teaching English writing to the senior high and vocational students as well.
INTRODUCTION
Reading and writing are two activities that link each other. As a
part of language skill, writing is very important to support communication
among human being. In learning language, there are four of language skills
so they can use English actively. Language is not only spoken, but also
written. It is a basic language skill, just as important as speaking, listening,
and reading. The primary function of language is a communication system.
Moreover, communication can be divided into two; verbal communication
and written communication. Both of them are important, but they are
different. The researcher can say that only educated people can
communicate in written language, because it is very complex one, not only
in grammar point but also other factors which influence it. The grammar
point in writing is necessary, whereas, in speaking is not so necessary as
long as the speaker and listener understand each other. In addition, writing
is one of the difficulties, which is faced by the students. According
Richards & Renandya ( in Fauziati, 2002) that writing is the most difficult
skill to master for foreign language learners. This is due not only to the
need to generate and organize ideas using an appropriate choice of
vocabulary, sentence, and paragraph organization but also to turn such
ideas into a readable text. According to Harmer (2004 : 33) “ writing is
integral part of a large activity where the focus is on something else such as
language practice, acting out, or speaking.”
Writing is a complex activity since it requires students’
punctuation. Besides, to write well, the students are expected to be able to
present their ideas in the written form as writing is a means of
communication. However, some think that writing is not only delivering
ideas to others but also using a sheer energy to complete the writing process
itself: thinking the ideas, preparing the outline, transferring the outline
into draft, revising the draft, and finally proofreading the draft to prepare
for the final outcome. Meyers (2005: 2) stated that 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. Writing skill is one of the important
competences that must be mastered by students because we know that
language is not only in spoken form, but also it can be used in written form.
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.
Palmer (1994: 5) states that writing is recursive. It goes back and
forth we plan a little, put words on paper, stop to plan when we want to
say next, go back and change a sentence, or change our minds altogether.
Process writing is a way of looking at what people do when they compose
written text. Teaching of writing should focus on writing process that is the
students’ attention was directed to the how of the text construction. Nolasco
students can express their opinion about something. For example, students
can look the writer's opinion in book, letter, articles, poem, etc. and the The
students can send their opinion or idea, feeling, and message to other people
in written form about what they read or look.
Every teacher probably has his or her own media in teaching
English as foreign language. An effective teacher has a multitude of media
and must be able to select the ones, which will be the most efficient in
leading the learners to the desired terminal behavior. To reach the
success in teaching and learning process, teacher needs some teaching
media such as regalia, chart, picture, etc. Choosing the appropriate
media, the teacher should take a note of the suggestion from Gerlach
and Ely (1999: 260) as follows, “Once a medium has been verified
as appropriate, it should be subjective to four other criteria level of
sophistication, cost, availability, and technical quality”.
Tourism object video is one of teaching media that can be used by
the teaching in teaching descriptive text. It gives visual aid to students in
learning writing descriptive text. According to Howard (1998: 143), the
teaching that uses visual aids will almost certainly be better and will not
probably be easier because understanding and idea are most easily
discovered by the students.
The researcher believes that by using tourism object video the
students will find teaching-learning process both stimulating and enjoyable.
enthusiastic in learning writing descriptive text. According to Hammond
(1992: 78), the social function of descriptive text is to describe a particular
person, place, or thing. The generic structures of this text are:
(1) Identification: identifies the person, place or things to be described.
(2) Description: describes parts, qualities, characteristics.
The purpose of descriptive text is used in all forms of writing to
create a vivid impression of a person, place, object or event e.g. to: ·
(1) Describe a special place and explain why it is special.
(2) Describe the most important person in your live.
(3) Describe the animal’s habit in your report.
In this study, the researcher focuses on a certain problems . The major
problems in this study are as follows:
1. How is the students' writing skill before being taught using tourism
object video in the tenth grade of SMK Negeri 1 Geger in the academic
year 2013 / 2014?
2. How is the students' writing skill after being taught using tourism
object video in the tenth grade of SMK Negeri 1 Geger in the academic
year 2013 / 2014?
3. Is tourism object video effective to increase students’ writing skill at
the tenth grade of SMK Negeri 1 Geger in the academic year 2013/2014 ?
4. Do the students encounter some problems in writing skill using
5. Do the teachers also encounter some problems when teaching the
students in writing descriptive text using tourism object video at
SMKN 1 Geger in academic year 2013/2014 ?
Based on the formulation above, the objectives of this research are:
1. To describe the students’ writing skill before being taught using
tourism object video in SMK Negeri 1 Geger.
2. To describe the students’ writing skill after being taught using tourism
object video in SMK Negeri 1 Geger.
3. To identify the effectiveness of using tourism object video to increase
the students’ writing skill in tenth grade of SMK Negeri 1 Geger.
4. To know the students’ problem in writing skill using tourism object
video.
5. To know the teacher’s problem to teach writing skill to students of
tenth grade of SMK Negeri 1 Geger in academic year 2013 / 2014.
The result of the research is useful for English Foreign Language
Classroom. In this case, the writer shows the functions of this result. The
functions conclude to researcher, students, teacher, and school.
1. Theoritically
The researcher hopes that it can increase the experience of the
students and practice in English lesson. Besides that, from the result of this
research helps researcher to know how far the students master the writing
skill by using tourism object video.
1. For students
The result of this research can assist the students to increase their
motivation, their learning writing and will attract their interest in
learning English writing since they serve a lot of fun and pleasure
then their writing skill can be developed.
2. For teacher
The teacher would be more creative and creative again in teaching
learning process and do not make the students feel bored but more
interested . Tourism object video can be used as one education aid to
develop students’ writing skill or well as to avoid the students’
difficulty in teaching learning process of English in the writing skill.
3. For school
This research can be as a the starting place of knowledge about
English and it can increase collections in library, so the students who
have curiosity with writing will read this research to improve their
knowledge in writing skill and give them inspiration and motivation.
RESEARCH METHODS
In conducting the study, the researcher uses a q u a s i
-experimental research. According to Arikunto (2010: 123) that quasi
experiment research is the way to look for the causality between two factors
which intend to be generated by researcher which eliminates other factors
that disturbs. Arikunto (2010: 23) states that experimental research is the
establishes different treatments and then studies their effects. He also
defines that experimental research as the kind of study in which the
researcher is interested in learning about the effects of a certain conditions
(independent variables) and other conditions (dependent variables) in
controlled setting.
According to Iskandar (2010: 48), a variable is a characteristic that
takes on different or considerations for different individuals. There are
two types of variables: independent and dependent variables. The
independent variable is simply a classifying variable; it classifies the
individual of the study. He also says that the values of the dependent
variable depend on the independent variable. Therefore, the variables of
this study are:
1) Independent variable: the use of tourism object video.
2) Dependent variable: the score of writing descriptive text.
This research was conducted at the tenth grade students SMK N 1
Geger in academic year 2013/2014 from July to Desember 2013. Arikunto
(2010) stated that “ a population is a set (or collection) of all elements
processing one or more attributes of interest”. The researcher takes the
population of this research is the tenth grade of SMK Negeri 1 Geger
academic year 2013/2014 that consists of nine classes. Each class consists
of 32 students, so the population is 288 students.
The researcher determines the sample by using random sampling
tenth grade, because the writing skill in this grade needs to build. Therefore,
the researcher chooses tenth grade with 32 students as a sample of the
research. To analyze the data the researcher applies an appropriate
technique to find but whether it is effective or not teaching writing using
tourism brochure. The researcher used descriptive and inferential analysis.
Sugiyono (2010: 23) says that descriptive statistic is a statistic that has the
function of describing or giving a description on the observed object by the
data of population as in the fact, without doing analysis and making
conclusion which obtains to the general. On the other hand, inferential
analysis is a statistic that has the function to conclude the data from
descriptive analysis.
Hypothesis will be analyzed using t-test using statistic SPSS 17
program. The t-test is to see the score difference between the two
variables: the student’s ability in writing descriptive text before treatment
and the student’s ability after treatment. After getting the result of t- value,
then the t- value is consulted to the t- value to be interpreted.
RESEARCH FINDINGS
This research took place at SMK N 1 Geger, Madiun. In conducting
the research, the researcher took the tenth of AK2 class as the
experimental research. The objective of this research is to find out the
students’ writing skill before using tourism object video in SMK Negeri 1
Geger, second is to elaborate the students’ writing skill after using tourism
of using tourism object video to increase the students’ writing skill in tenth
grade of SMK Negeri 1 Geger, fourth is to know the students’ problem in
writing skill using tourism object video, and the last is to depict the
teacher’s problem to teach writing skill to students of tenth grade of SMK
Negeri 1 Geger in academic year 2013 / 2014. The result proved that
tourism o bject video is r e a l l y effective to teach writing at the tenth
grade students of SMK N 1 Geger Madiun. It can be known from the
result of post test and Pre test is given for the students before giving
treatment using tourism object video and after giving treatment using
tourism object video.
Based on the research findings, it can be known that the use of
tourism object video is effective to improve students’ writing ability.
Referring to the comparison between pre test and post test of the students
it means of that this experiment , there is improvement of the score of
writing skill where the pre test score was 65.6 and the post test score was
74.2. The following table is the summary of computation of the score
from pre-test and post- test of the students.
Paired Samples Statistics
Mean N
Std.
Deviation Std. Error Mean
Pair 1 Pretest 65.8750 32 7.38241 1.30504
Paired Samples Test
Paired Differences
95% Confidence Interval of the
Difference
Lower Upper t Df
Sig. (2-tailed)
Pair 1 Pretest – Postest
-11.02311 -6.22689 -7.335 31 .000
Based on the result of calculation from the data above, the reseacher
found that the result of “t” is 7,34. Afterwards, the reseacher has to consult to
“t” table on the significant level of 5%.
The Result of “ t ” Table
( Tenth grade of Accounting 2 in the Academic Year of 2013 / 2014 )
df or db
( N – 1 ) T
T-table Significant
or no significant 5%
31 7,34 2,02 Significant
By looking at the result that it could be seen that “t” had greater value
than the value from ttable at level of significant. " " is 7, 34 and ttable on the
differences between the result of pre- test and post- test. If t > tt, it means that
Ha is accepted and Ho is rejected, and vice versa.
df = N - 1
= 32 – 1
= 31
7, 34 has df or db = 5%.
7, 34 > 2, 02 for 5%.
Ha is accepted because t > tt
Based on the result of Hypothesis above the increasing students’
writing skill descriptive text by using tourism object video has good value.
Those results are significant. Therefore, the null hypothesis is rejected and the
alternative hypothesis is accepted because the result of t has greater value
than the ttable of the significant 5% that is 7, 34 > 2, 02. Therefore, it means
that “ Using Tourism Object Video can increase students’ writing skill
descriptive text in the Tenth Grade Students’ of SMK Negeri 1 Geger in the
Academic Year 2013 / 2014. Moreover, the findings from the calculation of
the study and the hypothesis testing shows that the writing scores of the
students there is a significance difference before and after the use of
Tourism brochure in teaching writing descriptive text. Therefore, it can be
concluded that the use of tourism object video in teaching writing to the tenth
grade students of SMK N 1 Geger Madiun is effective.
CONCLUSIONS AND SUGGESTIONS
at the tenth grade students’ of SMK N 1 Geger in academic year
2013/2014 is effective. It can be seen that the mean score of pre-test and
post-test, the mean score of post-test was higher than the mean score of
pre-test. Based on the critical value on the table using the 5% (0.05) alpha
level significance and the degree of freedom is 31, it showed that the t-
value is higher than t table (7,34 > 2,02). It means that tourism object video
used by the researcher is effective to improve students’ writing to t enth
grade students of SMK N 1 Geger. Therefore, the alternative hypothesis
(Ha) is accepted and null hypothesis (Ho) is rejected. The researcher hopes
that this thesis will be useful for the teachers, the students, and other
researchers. Here the researcher wants to give some suggestions:
1. To The Teacher
The researcher will hand over some suggestions to the teacher
before teaching writing. The teachers must pay their attention the students in
the class every time. They must control the improvement of the students’
writing skill and must be able to create the way how to improve their
students’ writing skill. Then, the teacher must give motivation to the students
before they begin the writing activity class to make their students more
confident in their writing and the teacher can help their students by giving
some questions about their topic to them. In other term, the reseacher also
confirms that the teacher should try to use tourism object video as an
alternative to teach English especially in writing descriptive text to the
descriptive using media tourism object video to make students enjoyable in
learning English.
2. To The Student
The researcher will illustrate some suggestions to the students in
order the students can improve their writing skill. When the students are
learning something, they should have a good intension because it is as a
controller of heart. The students’ feeling will enjoy in studying if their heart
is constituted by a good intension. Writing is daily activities, if the students
have a good willingness to be able to get fluently in writing they should
practice it more and more. At the side of, the students should study hard to
get good knowledge and explore all of their writing ability, and the students
should be motivated in learning writing. In order to the student get a good
result in writing skill for next time.
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