USING ENGLISH CLUB TELEVISION CHANNEL TO IMPROVE
STUDENTS’ MASTERY ON WRITING DESCRIPTIVE TEXT IN
EIGHTH GRADE OF SMP NEGERI 3 SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English
BY:
MIRA LARISSA
D05212020
ENGLISH EDUCATION DEPARTMENT
ABSTRACT
Larissa, Mira (2017). Using English Club Television channel to improve students’ mastery on
writing descriptive text at eighth grade of SMP NEGERI 3 SURABAYA. A thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya. advisor: Rakhmawati, M.Pd.
Key Words: English Club Television channel, writing skill, descriptive text
PERNYATAAN KEASLIAN TULISAN ... TABLE OF CONTENTS ...
d. Objective of the study ………8
e. Significance of the study ………8
f. Scope and Limitation of the study ……….8
g. Definition of key terms ……….. 9
CHAPTER II: REVIEW OF RELATED LITERATURE a. Writing skill ………...11
b. Elements in writing ………12
c. Descriptive text definition ………..13
d. Descriptive text elements ………14
e. Writing descriptive text skill ………...………...15
f. Learning Media ………...16
g. Media for teaching writing ………..18
h. English club television channel ………...20
i. Computer assisted learning language………21
j. Previous Study………..22
CHAPTER III: RESEARCH METHODS a. Research Design ………... 25
c. Research variable ………..29
d. Population and Sample ………...30
e. Time and location of the study………..31
f. Research Instrument ………...32
1. Test ………..32
a. Validity of the test ………...32
b. Reliability of the test ………...33
2. Questionnaire ………...33 3. Observation checklist………34
g. Research procedure……….35
1. The control group………..38
2. The experimental group………41
h. Data Collection Technique………..44
i. Data Analysis………..47
CHAPTER IV: FINDINGS AND DISCUSSION A. Research Finding a. The application of English Club Television channel in teaching writing descriptive text………49
b. The improvement of students’ mastery on writing descriptive text by using English Club Television channel……….66
B. Research Discussion………97
CHAPTER V: CONCLUSION A. Conclusion………104
B. Suggestion………...105 REFERENCES
Chapter I
Introduction
This chapter discusses the use of English Club television Channel to teach writing descriptive text. This chapter will present the background of the study, research questions, objectives, significance, scope and limitation of the study. The definition of key terms is also presented in this chapter.
A. Research Background
Writing is one of the most important skills as an output of the language.
By teaching writing skill, the teacher knows students’ ability in grammar,
vocabulary, and interpretation. But, most of the students are not interested in writing rather than structure and reading. Writing is considered as one of basic skills in English language. Generally, writing assumed as one of the hardest skill in learning language.1 To help student in learning writing skills, therefore, the researcher need to fix the media and method in teaching writing. One of media which can be collaborated with the technology nowadays, one of them, by using television as media.
Television is already used as an important media and largely used as instructional resource. As the absence of broadband, digital media, and streaming video raises, the probability is that video will become an even more
1Muha ad Ja ed, Wu Xiao Juan, Sai a Nazli. “A Study of Stude ts’ assess e t i riti g skill of
2
urgent classroom resource. Television has advantages for being used rather than other learning media in actual classroom instruction to reinforce and expand the curriculum, generally with the whole class at once. The way to teach English well to the students, teacher needs helps such as audio visual aids like lingua phones, tape recorder, film strips, in order to make students understand the meaning the material in learning easily.2 According to Gowon,
Rahila P. Journal entitled “Effects of Television and Radio on Speaking and
Writing skills of Senior Secondary School Students in Jos Metropolis” suggested that students should have exercise in making writing versions of oral forms of radio programs and television such as news, documentaries and soap opera. These programs also can be used as inspiration in teaching essay writing. The televisions and radio programs must use the appropriate language that proper with students need. Students also asked to correct wrong English language usage in the programs of radio and television in teaching and learning process. Students should be taught the difference between media language of news reporting, entertainment, advertisement, and expositions, and how media in education engage with curriculum in teacher training
2 S. Saltrick.
3
program in handling the media corporation of television and radio in secondary school of curriculum.3
According to Jane Sherman, there are two importance of using authentic video in language teaching, first, accessibility, the accessibility used in English-language television program and films. It can be accessed through TV news, Internet on satellite TV. In some countries, English- language films with English subtitles are sold in newsagents. The supply is huge and the materials are very high quality, relatively cheap and constantly renewed. Audio-visual input is now as accessible as print out. And second, motivation, the power of authenticity of the video in audio-visual media, video techniques, discourses and clichés are more familiar to them than the world of books and newspaper, can give special interest in the meaning of the words. 4 Based on interview with English teacher in SMP NEGERI 3 Surabaya, especially in 8A class, teaching method which applied at that school does not
fulfill with students’ need. The researcher finds the problem, in writing
descriptive text ability, the students do not write descriptive text appropriately. They still do not know how to use simple present tense which is used in writing descriptive text properly. Students still confuse on how to use to be properly. In spite, the English teacher tries to give the best way in
3Go on, Rahila P. “
Effects of Television and Radio on Speaking and Writing skills of Senior Secondary School Stude ts i Jos Metropolis” A I ter atio al Multi-disciplinary Journal, Ethiopia. Volume 3 No. 2, January 2009, 103
4 Jane Sherman.
4
teaching simple present tense and its implementation in writing descriptive text. However, the students still find difficulties in learning writing descriptive text. Besides, when the teacher tries to apply video in order to used as authentic material in teaching simple present tense and writing descriptive text, the students gives complain that the age content in video is not suitable for junior high school student, in other words, it is suitable for kindergarten students.
Based on the problem and theory above, the researcher tries to apply new media in teaching writing descriptive text, such as English club television channel. English club television channel is a television channel which is used to help people to learn English easily. It can be accessed by using television cable or internet. By applying this media, the writer knows that SMP NEGERI 3 Surabaya is supporting technology access in teaching English for student and teacher. As stated by George, by using internet, English student have an authentic context in which to share their interest and eye-catching imagery on social media such as pinterest, google, youtube, or facebook in order to support their learning of English.5 So that, this media is proper to be applied in this school to improve students’ ability on writing descriptive text. Also, it can help students and teacher to gain more authentic material in teaching writing descriptive text. Therefore, the researcher tries to use English
5 George M . Chinnery.CALL Me….. May e: A Fra e ork for I tegrati g the i ter et i to ELT. English
5
club television channel in order to fulfill the student need, and expected to give inspiration for teacher in teaching writing descriptive text. There are a lot of reasons why the researcher choose English Club Television channel in
improving students’ mastery in writing descriptive text, such as, the material
given in English Club Television channel is understandable and more vary especially in vocabulary and grammar for students, especially in junior high school. So that, student could improve their skills in grammar and vocabulary. Besides, the age content which displayed in the video is proper with junior school students.
As stated by Graham, there are some reasons why Teachers and
researchers should try some new media in order to improve students’ writing
skill. First, the writing skill is a meta-cognitive activity which describes
individuals’ knowledge, basic skills, strategies, and ability to coordinate
multiple processes, writing is a difficult skill because, it need some comprehension in synthetic and lexical knowledge in order to make a good writing. Second, learners need to master the second language in language using. And the last, there are some lack of motivation because there is lack of exploring some new media such as visual, audiovisual, and audio material in teaching. 6 Also, as stated by Liberman, that Television can improve students mastery on writing by using simple sentence.
6 Maliheh Ghaedsharafi and Mohammad Sadegh Bagheri.
6
B. Research Question
Based on the background above, it requires to be analyzed about the use of English club television channel in teaching writing descriptive text. It will be studied in this research are stated as follows:
1. How is the application of using English club television channel to teach writing descriptive text?
2. How does English club television channel improve students’ mastery on writing descriptive text?
C. Hypothesis
This research is kind of experimental research. Experimental research is a research where the participants are assigned randomly into two or more groups which is given treatment or interviewed to gain the data, then observed or measured by using test to measure the effect of the treatment.7 According to Eric Rogers cited by Shalini Prasad, hypothesis is a single tentative prediction, good hunches-predicted for use in devising theory or planning experiments intended to be given a direct experimental test when possible. Also, hypothesis has meaning as tentative prediction about the relationship between two or more variables. The nature of hypotheses, is a clear statement
7
7
of what is intended to be examined. The nature of hypothesis also has its function:
1. To identify the research objectives
2. To identify the key abstract concepts involved in the research
3. Identify its relationship to both the literature review and problem statement.
There are two kinds of hypothesis, there are Null hypothesis and Alternative hypothesis.
Null Hypothesis draw a theory which is believed as a truth one or used as a basis for argument, which has not been proved.
Alternative Hypothesis draw a theory which set up to established. And frequently, explain the conclusion of the researcher. 8
Based on the statement above, the writer formulates hypothesis as follows: 1. Ha: The use of English Club Television channel can improve students’
mastery on writing descriptive text
2. Ho: The use of English Club Television channel cannot improve students’ mastery on writing descriptive text.
8
8
D. Objective of the study
Referring to the research questions above, the objectives of the study proposed research are:
1. To describe the application of using English club television channel in teaching writing descriptive text.
2. To describe the improvement of using English club television channel to
improve students’ mastery on writing descriptive text.
E. Significance of the study
Professionally, this study is expected to give significant:
1. For the teachers: it can give the teacher inspiration to teach English, especially, in writing descriptive text.
2. For the students: it can help them to improve their ability in English, especially in writing descriptive text.
3. For readers: it can give further information about using television channel in teaching English.
F. Scope and Limit of the study
9
and questionnaire to measure the students’ ability in writing descriptive text
by using English Club Television channel.
G. Definition of key terms
To avoid misunderstanding in the way of comprehend this study, the definition of key terms elaborated as follows:
1. Writing: Writing is a product which is challenging to be learned. Writing activity include indentify the main and support idea, note-takings, editing, outlining, and drafting. 9 in this research, writing competence needs some skills, they are material mastery, vocabulary skill, and grammar skill. This competence is measured by using pre-test and post-test.
2. Descriptive text: Descriptive text is a text of written English where the writer draws an object. Also, it contains about description and identification on its writing by which the writer draws an object, which dominant grammar used in this text is simple present tense. 10 In this case, writing descriptive text is the ability of defining an object through writing by using simple present tense as the grammar.
3. English Club Television Channel: Audio visual material is an instructional material which is generally used to tell the interpretation without using
9
Trudy Wallace, Winifred E. Stariha, and Herbert J Walberg. Teaching speaking, listening, and writing. (International Academy of education: Educational practices series. 2004.).
10Su ardiono Die is. “
10
language verbal symbols. Audio visual material is very important to be used in teaching and learning, because, it make them focuses by using functions of preceptor, get comprehension by combining the sense of sight, hear and touch. English Club Television channel is an educational television program which aimed to English learner developed by methodologist and expertise of English education.
In this case, The term English Club Television channel is an educational channel which is created for those who studies English. This media was developed and created by methodologist and expertise in English education. This media is made to make people can learn English easily.11
11Doosur Asha er and Sandra M uese Igyu e. “
Chapter II
Review of Related Literature
This chapter focuses on review of related theories and literature of using English club television channel to teach writing descriptive text, which is focus on writing skill, elements in writing, descriptive text definition, descriptive text element, writing descriptive text skill, learning media, media in teaching writing and English club television channel.
A. Writing Skill
Writing and speaking are known as productive skills. Writing is a product which is challenging to be learned. Writing activity include indentify the main and support idea, note-takings, editing, outlining, and drafting.1 Writing is a way to communicate the ideas by using language representation. The importance of writing skill has characteristic such as sophisticated, difficult and social activity for language learner as great as native speaker. 2 Writing also has definition as the one of basic skills in English language. Generally, writing assumed as one of the hardest skill in learning language.
1
Trudy Wallace, Winifred E. Stariha, and Herbert J Walberg. Teaching speaking, listening, and writing. (International Academy of education: Educational practices series. 2004.)
2Moha ed Khieder. Master Degree Dissertation: “
12
Advanced writing skill is one of basic requirements in academic needs to be used in writing presentation.3
In this case, writing skill is one of English skills which represent the language. The skills in writing which is needed in this research are grammar, vocabulary, structure, and coherence between paragraphs.
B. Elements in Writing
Writing has four elements, such as; Clarity, Coherence, Simplicity, and Brevity.
1. Clarity
The good writing must be contains clarity, in order to avoid misinterpretation caused by the word which has more than one meaning. To get the clarity in writing, it requires to the point and short sentence. 2. Coherence
Kane, Geme and Lea, cited by Mohamed Khieder, has an argument that coherence is important in writing. Because, the idea which is connect to each other can make the reader can understand what the writer talks about easily.
3. Brevity and Simplicity
Brevity and simplicity is needed in good writing. Because, it is important to write in effective way, such as writing many ideas in
3Muha ad Ja ed, Wu Xiao Juan, Sai a Nazli. “A Study of Stude ts’ assess e t i riti g skill of
13
short paragraph or ideas. The simplicity in writing is needed in order to help the reader easy to understand the idea of the writer. 4
In this research, the elements of writing which is needed in this research are Coherence, Simplicity and clarity. It is important to put the coherence in writing elements, because, without coherence between paragraphs, it will make the reader confuse to understand the
writers’ idea. The simplicity is important to use in writing elements,
because, simple language can make the reader can comprehend the meaning of language which is explained by the writers. And the clarity is also takes as important role in writing elements, because, clarity of the language needed to save readers’ time in comprehend the writing text.
C. Descriptive text Definition
Descriptive text definition will be elaborated as below:
Descriptive text is a text of written English where the writer draws an object. Also, it contains about description and identification on its writing by which the writer draws an object, which dominant grammar used in this text is simple present tense. 5
4
Moham ed Khieder. Master Degree Dissertation: “The students awareness of writing skill”. (Republic of Algeria: Biskra University. 2011/2012). 12-14
5Su ardiono Die is. “
14
Also, descriptive text has definition as a text which describe or draws about form or characteristic about things, animal, plant, human or special event. Descriptive text has two generic structure, they are identification and description. 6
In this research, descriptive text is students’ ability in describing things, human, animal, plant, and special event. The ability in writing descriptive text includes identification and description.
D. Descriptive text Elements
There are some elements or characteristic should be considered in writing descriptive text. They are:
1) Comparisons 2) Sensory details 3) Hyperbole 4) Imagery 5) Strong verb7
In this case, Elements in descriptive text which is needed in this research are imagery, and strong verb, the researcher only takes two elements,
6
Iswati Widjaja. Deskriptif teks. (2011) https: http://skp.unair.ac.id/repository/Guru-Indonesia/DescriptiveText_iswatiwidjaja_16391.pdf. Accessed: June 4th 2016
7
John Schacter, Ph.D, The Master Teacher series descriptive writing. Page 5 https:
15
because, the researcher have argue that the three elements are suitable with
students’ competence in Junior high school.
E. Writing Descriptive text skill
According to John Schacter, Ph.D on his book, entitled “The Master
Teaching Series: Descriptive writing” writing descriptive text has two skills,
they are composing skill and organizing skill. The explanation will be elaborated below:
a. Composing Skill
1) Includes descriptive details and words. 2) Use clear language.
3) Include verb which strongly described. 4) Use transitions in order to make coherence.
5) Makes comparisons such as; as well as, more than, and the most. 6) Uses word that engages and surprise the readers idea and mind. b. Organizing Skill
1) Generalize the charts through ideas and details presented in descriptive writing.
2) Managing the description in writing by sorting the visual effect, details, procedure and time.
16
4) Writes concluding sentences by using word or phrase to summarize the idea of descriptions. 8
In this case, the skills in writing descriptive text which is needed in this research are, descriptive details and words, clear language, the use of transitions in order to make coherence, using word that engages and surprise the readers idea and mind, organizing the description in writing by sorting the visual effect, details, procedure and time, Using topic sentences to engage
the reader to the writers’ mind, writes concluding sentences by using word or
phrase to summarize the idea of descriptions. The researcher chooses that skills, because, the researcher thinks that those skills can be fulfilled by the students.
F. Learning Media
According to Thoman, literacy media take as an important role in teaching and learning, include second language learning. Media also can be improved into language lessons in some ways by developing activities based on television shows, radio program, newspaper, and videos.
Rucynski states that the improve of the television into English as second language/ English as foreign language material by showing how a
8
John Schacter, Ph.D, The Master Teacher series descriptive writing. Page 6 https:
17
variety of English material of learning can be taught with the Simpsons, a famous American television show which has more than 400 episodes.
Harmer cited that a variety of viewing techniques when using films and videos in listening skill, include:
1) Speech or picture (the other half faces each other while half of the class see the video).
2) Viewing Partial (covering most of the video on screen by using some pieces of paper).
3) Subtitled Films (students can hear, watch and see what the video talks about).
4) Freeze Farming (stop or pausing in the middle of the video to ask the student to guess what happen next).
5) Picture less listening (before watching the video, students are asks to hear the audio).
6) View the video silently (only play the video without sound) 9
In this case, the learning media which the researcher uses in this research is subtitled films, because, the video which is given as a treatment is kind of video which has English subtitles in it.
9Shahla Yassaei. “
Using Original video and sound effects to teach English” E glish Teachi g foru . No. 1,
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G. Media for Teaching Writing
New digital media takes an important role in teaching of writing, through both cognitive skills in which word processing was pressured as tool of revision, and the socio-cognitive skills in which computer-mediated communication was pointed out as a tool of social construction of meaning. Over the last decade, important new tools have emerged for the teaching and learning writing. There are four tools which can be used to teaching writing. They are blogs, Wikipedia, automatic writing evaluation, and open-resource net book. The elaboration stated as follows:
1) Blogs
Blogging software created to transform the web from a place principally used to access information to one where vast numbers of people publish their own writing work, with hundreds of millions of blog launched in the past decade. Blogs is an online communication which represented an intermediate space between speech and writing.
2) Wikipedia
19
3) Automatic Writing Evaluation
Automatic writing evaluation has been developed that combine automatic essay scoring software with a range of other tools for classroom use, such as model essays, scoring rubrics, graphic organizer, word banks, dictionaries, thesauri, and spelling/grammar/usage check.
4) Open-resources net-book
The quantity of student writing by using net-book emerged to have gone up substantially in both district and students also receive much more feedback on their writing whether it comes from blog comments by peers, online comments from teacher, or software generated scoring or error feedback. This media gives benefits in teaching and learning writing, initial test score analysis suggest that substantial benefits in writing outcomes, including for English language learner.10
In this case, the researcher applies the media, English club television channel by using open-resources net book. The researcher uses this media in teaching writing, because, those resources can be downloaded and accessed by using net book.
10Mark Warschauer. “I ited Co e tary: Ne Tools For Teachi g Writi g” La guage lear i g a d
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H. English Club Television Channel
According to Anzaku cited by Doosur Ashever and Sandra Mwuese Igyuve, Audio visual material is an instructional material which is generally used to tell the interpretation without using language verbal symbols. Audio visual material is very important to be used in teaching and learning, because, it can make them focuses by using functions of preceptor, get comprehension by combining the sense of sight, hear and touch.
English club television channel is an educational channel which is created to those who studies English. This media was developed and created by methodologist and expertise in English education. This media is made to make people can learn English easily. This program was made for people who wants to learning by doing. 11
11 Doosur Ashaver - Sandra M uese Igyu e. “
21
In this research, the researcher uses English club television channel, because, the researcher argue that English club television channel can be accessed not only in television cable, but also, by using internet. In addition,
students’ competence in writing descriptive text is supported by the content in
English club television channel.
I. Computer Assisted Language Learning
Computer Assisted Language Learning was used in the late 1990s
when many language teachers’ recognized the nature of Information and
Communication Technology as the new concept of in language learning and teaching. Since the Internet was used as media in teaching English, internet has essentially used in these ways:
1. The Internet as an Information of Technology 2. Internet as a communication technology 3. The Internet as a social and mobile technology
Literally, the use of Internet can gives some benefits. They are:
1. Increasing learners’ motivationand reduce learners’ anxiety 2. Engage learner in learning
22
J. Previous study
There are some previous studies related to this research. Some of them elaborated as below:
According to Yidan Wang entitled “Providing Teacher Training
Through Educational Television” stated that, The China Television Teachers’
College has proved that Educational television is an efficient system in teacher training, because television will be used to keep the prior material of distance education for many years to use. While new technologies are occurred that can be used to training.12
According to Gowon, Rahila P. Journal entitled “Effects of Television
and Radio on Speaking and Writing skills of Senior Secondary School
Students in Jos Metropolis” suggested that students should have exercise in
making writing versions of oral forms of radio programs and television such as news, documentaries and soap opera. These programs also can be used as inspiration in teaching essay writing. The televisions and radio programs should be uses the appropriate language that proper with students need. Students also asked to correct wrong English language usage in the programs of radio and television in teaching and learning process. They should be taught the difference between media language of news reporting,
12Yidan Wang. “
23
entertainment, advertisement, and expositions, and how media in education engage with curriculum in teacher training program in handling the media corporation of television and radio in secondary school of curriculum.13
Based on Ronald A. Berk entitled “Multimedia teaching with video
clips: TV, Movies, Youtube and mtvU in the college classroom” suggested
that the teacher should engage video clip with classroom research on the effectiveness of the method they use. Such as conduct video clips with computer and other gadgets.14
Based on Debbie B Golos and Annie M Moses entitled “The Benefits
of Using Educational Video in American Sign Language in Early Childhood Settings” they suggest that the teacher and parents should more frequently using the multimedia in teaching and learning process both in home and school. For the deaf child graduates high school at reading level, there is a critical need for high quality language and literacy experiences throughout early childhood years. The key is providing early access to a fluent visual language and utilizing visual strategies to facilitate the language and literacy development of visual learners. 15
13Go on, Rahila P. “
Effects of Television and Radio on Speaking and Writing skills of Senior Secondary School Stude ts i Jos Metropolis” A I ter atio al Multi-disciplinary Journal, Ethiopia. Volume 3 No. 2, January 2009, 103
14Ronald A. Berk “
Multimedia Teaching with video clips: TV, Movies, Youtube and mtvU in the college classroo ” I ter atio al Jour al of Tech ology i teachi g lear i g Vol. 5 No. 1, 2009
15
24
According to Emily Cruse M.Ed, entitled “using educational video in
the classroom: Theory, Research, and practice” suggested that the new
technologies open many new chance for learning that are just begin to be learned. As the documented strengths of film, television and video are made more and more available and accessible through video on demand systems. The potential for learning and exploration open up the learning and teaching mind. 16
Based on theory above, educational video can be used in improving
students’ ability in learning English, such as writing, speaking, reading,
listening, and grammar. As long as the content is proper with students’ need,
learning goal, and indicator.
16 Emily Cruse.
Chapter III
Research Method
This research aims to investigate the effect of writing descriptive text by using English club television channel. This chapter will explain the research design, research hypothesis, research variable, population and sample, research instrument, data collection technique, and data analysis.
A. Research Design
The Method of the research which is used by the researcher is Experimental Design. According to Leedy and Omrod cited by Yair Levy and Timothy J. Ellis, Experimental research is a research where the participants are assigned randomly into two or more groups which is given treatment or interviewed to gain the data, then observed or measured by using test to measure the effect of the treatment.1
In this research, the researcher used quasi experimental. Quasi experimental research, is a research where the researcher can only takes randomly treats different variable, stated by Charles, C.M cited by Mohammad Adnan Latief.2 Quasi Experimental designs, is a study which is
1
Yair Levy and Timothy J. Ellis. Graduate School of Computer and Information science: A Guide for Novice Researcher on Experimental and Quasi-Experimental Studies in Information System Research (Florida; Nova Southeastern University, 2011),152
26
same as experimental design generally, which is aimed to testing the causal of hypotheses. Quasi Experimental research is designed to identify a comparison between experimental group and control group by using test and treatment.3
This research is experimental research design, to know the causal relationship between two variables, in this research the students are divided into two groups to identify initial differences between both of group. There are experimental and control group. Pretest also is also conducted before giving treatment to experimental group. The experimental group receives special treatments while control group does not. After the treatment, both of groups do a post-test in order to find out the role of the treatments. Next, both the results are compared in order to find out the causes and the role of the treatment.
Table 3.1
The process of Experimental Research
Group Pretest Treatment Post-test
A (8A class) O1 X P1
B (8F class) O2 - P2
3 Howard White and Shagun Sabarwal.
27
Explanation:
A : Experimental group (the researcher choose 8A class as Experimental group)
B : Control group (The researcher choose 8F class as control group)
O1 : The pre-test given before treatment in experimental group
O2 : The pre-test given before treatment in control group
X : The treatments
P1 : The post-test given after treatment in Experimental group
P2 : The post-test given after treatment in Control group
The experimental group is coded with A while Control group is coded with B. Both classes do pre-test (O1 and O2). It is administered in order to
know students’ writing achievement before the treatment. After that, the
treatment (X) is applied to the experimental group. At the end of the treatment, post-test (P1 and P2) is administered to both experimental group and
28
The researcher uses two classrooms to be tested. 8A class becomes experimental group and 8F becomes control group. Before giving treatment to the experimental group, the researcher gives pretest for both groups to find out how is students’ ability in writing descriptive text.
B. Research Hypothesis
This research is kind of experimental research. Experimental research is a research where the participants are assigned randomly into two or more groups which is given treatment or interviewed to gain the data, then observed or measured by using test to measure the effect of the treatment.4 According to Eric Rogers cited by Shalini Prasad, hypothesis is a single tentative prediction, good hunches-predicted for use in devising theory or planning experiments intended to be given a direct experimental test when possible. Also, hypothesis has meaning as tentative prediction about the relationship between two or more variables. The nature of hypotheses, is a clear statement of what is intended to be examined. The nature of hypothesis also has its function:
1. To identify the research objectives
2. To identify the key abstract concepts involved in the research
4
29
3. Identify its relationship to both the literature review and problem statement.
There are two kinds of hypothesis, there are Null hypothesis and Alternative hypothesis.
Null Hypothesis draw a theory which is believed as a truth one or used as a basis for argument, which has not been proved.
Alternative Hypothesis draw a theory which set up to established. And frequently, explain the conclusion of the researcher. 5
C. Research Variable
According to Kaur SP, variable in research is a term of frequently used in research. It is relevant to describe and identify the variable when in designing quantitative research. Besides, variables can also called as implies, which is something that describe varies. Such as height, weight, height, body temperature, students’ knowledge, and so on. Variables divided into two
kinds, Independent variable and dependent variable. Independent variable is the active variable which controlling the dependent variable. While dependent
5
30
variable is a variable which is bound variable, controlled by the independent variable. 6
In this research, the dependent variable is writing descriptive skill, while the independent variable of this research is English club television channel. In this case, the researcher used 8A class as experimental group where this group is treated by using English Club Television channel as media whereas 8F class as Control Group is treated by using random Youtube video. The researcher takes this class randomly and both of the two classes have the same ability in writing descriptive text.
D. Population And Sample
There are 304 students divided into 8 in eighth class of SMP NEGERI 3 SURABAYA. This study was conducted in 8A class and 8F class in SMP Negeri 3 Surabaya that located in Jl. Praban No. 3 Surabaya. In this research took two classes which have 38 students in 8A class and 38 in 8F class. The reason that make researcher choose 8A class as an object of the research because, this classroom is a bilingual classroom, which is use English as major language in interaction between teacher and student. Other reason, some of the student need new way in learning English and the teacher need innovation of English teaching material. In addition, the researcher chooses 8F because of students’ writing ability is equal with 8A class.
6
31
This research conducted in writing skill, because, writing is one of the most important skill as an output of the language. The writer’s position as a
researcher is to testing the writing skill of the two classes. After the researcher observing the students skill in writing descriptive text through pre-test, the researcher tries to give treatment, English club television channel as a media in teaching writing descriptive text, then, the researcher held post-test in order to reflect on how effective this media in teaching writing descriptive text. In the other hand, the researcher examined about her invention in learning and teaching writing descriptive text by using English club television channel.
The researcher chooses 8A and 8F class as a sample of the research, because, the English material, especially writing descriptive text was given in that class.
Since this is a quasi-experimental research, cluster sampling was assigned and results two classes 8A and 8F class. From the 7 class population, the sample was specified into 8A and 8F for the sample. The reason why the researcher applies cluster sample, is because the researcher cannot randomize the students to be sample in the population to represent in the research.
E. Time and location of this study
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F. Research Instrument
In this Research, the writer used some instruments prepared to get the data. The Instruments are writing comprehension test and questionnaire. According to R. John Hansman, Jr., In abstract terms, an instrument is a tool which change a physical variable of measurement to a form of recording which is suitable. In order to measure, to have consistent meaning, it is general to employ a standard system of units by which measurement to be compared. 7
1. Test
Before coming to experimental stage, the writer held the pre-experimental stage by using twice test, pre-test and post-test. Pre-test was given to measure students understanding in using present tense through writing descriptive text, before treatment. While, post-test was given to measure students understanding in using present tense through writing descriptive text after treatment. Generally, a test is a tool or method used in measuring person’s knowledge, performance, or someone’s ability in
specific domain.8 In this case, the writer held the pre-test and post-test to find out the validity and reliability are discussed below:
a. The validity of the test
7
R. John Hansman, Jr. “characteristic of Instrumentation” (Massachusets Institute of technology :CRC Press:2000) ,1
8H. Douglas Brown. “Language assessment: principles and classroom practices”
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According to Gronlund, cited by H. Douglas Brown, Validity is a goal of assessment which is meaningful, useful and proper with the conclusion of the test. In this section, the researcher will use two validity, they are content and construct validity. The elaboration states as follows:
1) Content validity
According to the Mousavi and Hughes, cited by H. Douglas Brown, content validity is a test where the test-taker perform the behavior which is measured by using the samples as a subject in inferences.
2) Construct validity
Construct validity is a large-scale in validating standardized test of proficiency. 9
b. The Reliability of the test
The Reliability of the test is a test which is dependable and consistent in fluctuation in scoring, in the students, in the test itself, and test administration.10
9
H. Douglas Brown. La guage Assess e t: Pri ciples a d Classroo ”(California: Longman, 2003) ,22-25
10 H. Douglas Brown. La guage Assess e t: Pri ciples a d Classroo ”(California: Longman, 2003)
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2. Questionnaire
Questionnaire is the option tool of any engage in research. It can provide cheap and effective way to collect the data in manageable form and structured. Where questionnaires can be very detailed, covering many subjects or issued which also can be focus on important area. Questionnaire can be used to collect and analyzed the quantities of the data from a variety of respondents. An effective questionnaire is one that provides the transmission of a useful and accurate data from the respondent to the researcher. 11
The researcher took the data from questionnaire to know students’
responses after using English club television channel in their class. The researcher gave the questionnaire to the students in experimental group in the end of meeting.
3. Observation checklist
The researcher took the data from observation checklist to know about the application of English Club Television channel in teaching writing descriptive text
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G. Research procedure
The procedure of this study is covered by the following steps, named: pretest, treatment 1, treatment 2, treatment 3 and posttest. To answer the research question of this study, the data from pretest and posttest are collected. Pretest is conducted before the researcher giving the treatment and posttest is conducted after the researcher giving treatment. The researcher has been taught the students in the experimental by English Club Television channel taken from Youtube and she also teaches the control group by using random Youtube video which related to the topic of the lesson. Such activities with the same topic are conducted to both groups to see the differences achievement both of group. The research schedule is figured out in the text following table.
Table 3.2
The research procedure No Experimental Group Control Group
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improve students’
writing
descriptive text.
Television channel to improve students’
writing descriptive text.
The researcher prepares the teaching process first, before administering the activities above. It is undertaken two steps: First, prepares an appropriate material for teaching writing descriptive text process. Second, the researcher organizes teaching procedure in the control group and experimental group.
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researcher distributes questionnaire about teaching using English club television channel. Next, the writer gives post-test to both groups; experimental group and control group.
1. The control group
The control group is taught by using random Youtube video without the specific media as the experimental group. For the first meeting the students is given pretest as in experimental group, and the second and third meeting, the students are taught by using random Youtube video. The last meeting, the students are given post-test.
a. Pretest
The pretest is administered for class 8F of SMP NEGERI 3 SURABAYA as a control group. Where, the control group is not administered by using random Youtube video when the pretest is given. But they have been taught by the traditional technique and have been attended by 38 students. Then, the score of pretest of control group is assessed by the rubric score which is used by the researcher. b. First Treatment
The first treatment is held on 14th September 2016. In this time, the students are taught by using random Youtube video. The theme of this meeting is about “animal”. Before they start to write the
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structure of descriptive text and its example to make them understand about how to write descriptive text well. Then, the researcher asked the student to write and identify which one is identification and which one is description based on the random Youtube video.
The first treatment starts with greeting. Then, the researcher plays the video and asks the student to guess about the topic of the lesson in this meeting. After that, the researcher ordered students to ask to their friend about their favorite animals and how does it looks like. Then, the researcher asked the student to write about the description of animal and identify which one is identification and which one is description. The last, the researcher asked student to read aloud together to identify which one is identification and which one is description about animal.
c. Second Treatment
Second treatment was held on 11th October 2016. In this time, the students are taught by using random Youtube video. The theme of this meeting is about transportation. On that meeting, the researcher asks the students’ to dance together in order to warming up and refresh
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write and identify which one is identification and which one is description based on the random Youtube video.
The first treatment starts with greeting. The researcher plays the video then order the student to guess the topic of the lesson. After that, the researcher asks students about kinds of transportation. Then, the researcher explains about generic structure and some elements needed in writing descriptive text. After that, the researcher writes the example of description about transportation, and asks the students to guess which one is identification and which one is description.
d. Third treatment
Third treatment was held on 12th October 2016. In this time, the students are taught by using random Youtube video. The theme of this meeting is about public places in a town. On that meeting, before they start the lesson, the researcher asks the student to dance together based on the video played by the researcher in order to warming up. After the researcher asks the students to dance together, the researcher asks the students to guess the topic of the lesson based on random Youtube video which the researcher shown in LCD projector.
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descriptive text based on the text which explained by the researcher. Then, the researcher explains about the example of conclusion word in writing.
2. The experimental group
Pretest is given to the experimental group and control group on the first meeting. The treatments for the experimental group are conducted on the second and the third meeting and posttest was given on the last meeting of the research.
The treatment of this study is the use of English Club Television channel for the experimental group. It would be a help for students in investigating the question and it would direct student in order to choose, find and create the ideas of writing and developing ideas to understand.
a. Pretest
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of experimental group is assessed based on descriptive writing rubric.
b. First treatment
The first treatment of experimental group was held in 15th September 2016. First treatment was done in order to apply English club television channel in teaching writing descriptive text. On that meeting, the researcher asked the student to listen to the song which is related to the topic of the lesson. Then, the researcher asked the student to guess the topic based on the video gained from English club television channel. After student guessing the topic, the researcher asked the student to ask their friend about their favorite animal and how it does look like.
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topic of first treatment, because, animal is one kind of things around them.
c. Second treatment
The second meeting was held on 16th September 2016. Second treatment was done in order to apply the English club television channel in teaching writing descriptive text. On that meeting, the researcher greet to the student, also, the researcher gives the questionnaire to the student in order to know their responses when learning writing descriptive text by using English club television channel. The researcher gives video of English club television channel then asked the student to guess about the topic.
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d. Third treatment
The third treatment was held on 13th October 2016. Third treatment was done in order to apply English Club Television Channel in teaching writing descriptive text. On that meeting, the researcher plays the warming up video in order to energize student before they start the lesson. After asking student to dance together, the researcher asks the students to guess the topic of the lesson based on the video from English Club Television channel. Then, the researcher asks the students about kinds of public places in a town, some public places in Surabaya and public places should be in a town.
The researcher then explains about the example of conclusion, generic structure of descriptive text, and characteristic of descriptive text. At the end of the classroom, the researcher said thank you to the students.
H. Data Collection Technique
In this study, the writer uses two techniques to collect the data. The two techniques are library research and field research.
1. Library Research
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books. It is necessary to use library research because the researcher needs some theories to help the researcher to collect the data. 2. Field Research
Field research is also called as direct survey. In this research, the researcher contacts the respondent directly. In this study, the writer also uses three ways of this method. They are:
1) Test
To find out whether students’ writing skills in descriptive text improve through the use of English Club Television Channel, the researcher uses test to collect the data. The test has been done twice; pretest and posttest.
a) Pretest
The pretest was given to the students both control group and experimental group before getting the treatment. Pretest has been given on 14th September 2016 in control group and 15th September 2016 in experimental group. The researcher does not give test directly, but ask about general explanation about descriptive text which is learned before. Then, the test was done in 40 minutes. The test is intended to know the students’ ability in writing descriptive
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b) Posttest
The post-test was given to experimental group and control group after getting a treatment. The post-test was given on 12th October 2016 in control group and 13th October 2016 in experimental group. The researcher does not give test directly, but ask about general explanation about descriptive text which is learned before. Then, the test was done in 40 minutes. The test is intended to know the students’
ability in writing descriptive text after the treatment was given.
2) Questionnaire
Questionnaire is used to get information about the personality of respondent, or something that they know. It is intended to see students’ respond after the
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I. Data Analysis
In data analysis, the researcher analyzes the results of teaching and learning process of this study. There are some kinds of data that must be analyzed. First, the data concerning students’ writing skill in descriptive text
improve through the use of English Club Television channel and data concerning students’ response after the implementation of teaching writing
descriptive text using English Club Television channel. Those are described as follows:
1. Analyzing the data concerning the improvement of the study To see the improvement of the study, whether it affected success or not, the researcher conducted pretest and posttest to collect the data. The researcher makes a table of pretest and posttest score of experimental group and control group.
Table 3.3
Percentage of Experimental Group and Control group
Experimental Group Control Group
Pre – test (A1)
Post – test (A2)
Difference (A)
Pre – test (B1)
Post – test (B2)
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Then, the researcher does the following steps:
a. Calculating means of each group The formula as follows:
Experimental group Mx =
Control Group My =
Notes:
Mx = the mean of the score to the experimental group ∑x = the amount of the score of experimental group
My = the mean of the score to control group ∑y = the amount of the score of control group
N = Number of students
b. For analyze of questionnaire, the researcher used pattern as follow:
P = X 100%
Description:
P = the percentage of students
n = the number of respondents who choose certain option
Chapter IV
Research Findings and discussion
In this chapter consist of part result of the research finding and discussion. This chapter described the data that was collected during the research. It was from the result of the test. The test is to find the result of the test and the mean of the test was applied. The data was taken from the result pre-test and post-test of experimental and control group.
A. Research Finding
1. The application of English Club Television channel to improve students’
writing descriptive text
This is the result of observation during the application of English Club Television channel in improving students’ mastery in writing descriptive text.
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a. Preliminary research
1. The process of teaching writing descriptive text by using English Club Television channel
This is the result of preliminary research which done by the researcher for the first time. Here, the researcher asked the teacher about the problem in teaching and learning English, the researcher found that many students still confused and did not explore to enrich their skills in English. After found out the students’ problems from the teachers’ explanation, the researcher determined to chose writing skill
as a subject which will be improved by conducting an experiment. The researcher proposed conducting an experiment to improve students’ mastery in writing skill, especially in writing descriptive text
by using English Club Television channel. Therefore, in this preliminary study, the researcher tried to apply English Club Television channel to improve students’ mastery in writing descriptive
text.
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chose F class for control group because the researcher found the equal English ability with A class as Experimental group.
2. The problem during teaching writing descriptive text
In this preliminary research, the teachers found the problem when using video to teach English language. The researcher confused to chose the theme of the video which is proper with students’ need in
learning writing. Moreover, to find the descriptive word in English Club Television channel.
The researcher also found the problem related to teaching English by using video, the teacher only asked the students to see the video without asked them to retell what the video tells about, so that it makes the students still passive in learning English. In addition, the researcher asked the teacher about the problem related to the English teaching is the students still not active in learning English although they get excellent score in English subject.
3. The solution of the problem during teaching writing descriptive text
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things, animal and town based on the video which played by the teacher.
The researcher also used simple descriptive sentence in order to ease students to describe things, animal, human by using simple present tense. So that, the students can improves their ability in writing descriptive text.
b. The first meeting
1. The process of teaching writing descriptive text by using English Club Television channel
This was the observation session in this research. The researcher became a nonparticipant observer and the teacher became the object who was observed. In this observation, the teacher prepared the material in teaching writing descriptive text. Here, the teacher greeted the students for the first time, then, the teacher asked the student to singing and dancing based on English simple song video. The teacher asked the student to singing and dancing based on the English simple song video as warming up activity in order to refresh students’ mind and body before they started the lesson. Then, the
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text. First, the teacher using the LCD projector, second, the teacher turn on the laptop, third, the teacher search English Club Television channel in file power point and the last is the teacher use speaker in order to make sound can be listened by the whole class. After that, the teacher played English Club Television channel to show to the student and asked the students to guess the topic of the lesson of that meeting. Then, the teacher ordered the student to ask their friend about their favorite animal and what does it looks like.
The next activity is exploration activity, before the teacher played English Club Television channel then, asks the students to write description about the animal based on the video, the teacher gave explanation about what is descriptive text, the generic structure of descriptive text, and the characteristic of descriptive text. Then, the teacher asked the student to write the description of the animal based on “safari” theme in English Club Television channel, the researcher
played English Club Television channel by using laptop, speaker and LCD projector so that the whole class can see English Club Television channel clearer, after that, the teacher played English Club Television channel to show to the student, this activity aimed to give an example of descriptive sentence to the students based on English Club Television channel with “safari” as the theme. Before the teacher
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example of descriptive text and asks the students to guess which one is identification and which one is description. During the exploration activity, the teacher walked around the class to help students about how to write descriptively. The next activity is association, the teacher asked the students to discussed with their friend about their descriptive writing, and the last activity is communication, the teacher asked the student to present their descriptive writing in front of the class, the teacher evaluated students grammar, vocabulary, descriptive words, also punctuation and spelling based on their oral presentation.
2. The problem during teaching writing descriptive textusing English Club Television channel
In this first meeting, the teacher found the problem related to the lesson in first meeting. The teacher confused to allocate time between pre-test and giving material. Besides, some of the students sleepy because of the material given after doing the pre-test, so the students cannot optimal in learning writing descriptive text. Moreover, the students feel lazy because they want to have second break soon.
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used by the researcher to watch English Club Television channel via online is getting trouble, it takes long time to buffering, because, it played by using Youtube.
3. The solution of the problem during teaching writing descriptive text using English Club Television channel
In this first meeting, the teacher has some tricks as way out to give solution in the problem, the teacher only gave one lesson hour for the material and one lesson hour for doing pre-test. This solution was done, because most of the students are fast learner, where they directly understand the explanation of the teacher in once. Besides, the teacher elicited the students to be active in learning through the English Club Television channel, in that video, there is mini quiz in order to energize the students.
Another solution from the teacher is, the teacher played English Club Television channel via offline, the teacher prepared two versions in watching English Club Television channel, the first one is via online, and the second one is via offline, the offline mode is used when the online mode is cannot be played.
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Table 4.1 First Meeting
Activity Description
Opening - The teacher greeted the student
- The teacher asked the student to sing and dancing based on the video
While Teaching
Observation
- The teacher played English Club Television channel with “safari” as the theme of the lesson
- The teacher asked the students to guess the topic of the lesson.
Asking
- The teacher orders the student to ask to their friend about what their favorite animal is and what does it look like.
Exploration
- The teacher Explain the characteristic of Descriptive text, generic structure and what is descriptive text
- The teacher played English Club television channel with “safari” as the theme
- The teacher asked the students to re-write the description of animal based on Safari video in English Club Television channel
Association
- The teacher asked the student to discuss with their friend about their writing.
Communication
- The teacher asked the student to present their writing in front of the class.
Closing - The teacher asked the student to pray together
- The teacher closed the meeting
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This table shows that the first meeting in application of English Club Television channel divided into three activities. First is opening, the teacher greeted the students and asked them to singing and dancing through English song. The second is while teaching, while teaching activity is divided into five steps; observing, asking, exploring, associating, and communicating which used “safari” as the theme of
the meeting. And the last, is closing, the teacher closed the meeting with pray together and said thank you to the students.
c. The second meeting
1. The process of teaching writing descriptive text by using English Club Television channel
In this second meeting, the teacher greeted the students for the first time, then, the teacher asked the student about their condition before they start the lesson. The teacher, then ordered the student to singing and dancing in the warming up activity which aimed to energize and engage student to the lesson.
