CHAPTER I INTRODUCTION 1.1 Background of the Study
Writing is the most difficult language skill, According to Subroto & Andriyani (2018),writing is important to subject for the students because it helps them to tell their feelings and then practice them to put something in their mind onto a paper. Writing is an excellent communication tool that has been used by someone to express their feeling or idea about people, place, thing and so on. Writing is closely related to speaking not only in such item of content, an organizationof ideas, and vocabulary but also the relationship of the ideas or the coherent with the other sentence
It has been realized that writing is one of the English skills that English language learners must master. Writing is also considered the indicator of the student's success in learning English and their future professional careers. Kingston et al. (2002), state that students' achievement in learning English is only measured by productive skills, especially writing performance. Moreover, recently, people have preferred the written form of communication in accessing information.
Based on the Competency Standards in the 2013 curriculum, students are expected to be able to analyze the social function, structure, and linguistic elements of recount texts. In addition, they must be able to develop recount texts in the form of work reports, history, and personal experiences.
Based on the writer's experience, writing is the most difficult skill to learn. The author has taken a lot of information and communicated to the English teacher at SMAN 1 Palmatak some students at SMAN 1 Palmatak about students' problems in writing English texts. There
are three problems they face, namely: The first; they still don't know the grammar in the recount text and forget to use the verb . Second, they don't know how to make good sentences. The last, they do not know how to organize writing.
According to Elanneri Karani (2008), students face four problems when instructed to write texts. They are problems in content, organization, vocabulary, and grammar. The first is content. Students cannot produce effective texts because they cannot arrange the main ideas and supporting details into paragraphs. The second is organization. In organizing, students cannot arrange paragraphs into a good text. The third is vocabulary. Sometimes, students lack the vocabulary to compose good paragraphs, so they cannot convey their ideas and opinions smoothly. Fourth is grammar. The good text describes sentence structure correctly, and paragraphs have good word order in sentence order. In other words, students face many problems in writing English texts. Their problems focus on writing procedures, and they usually lack the vocabulary and grammar to start writing English texts.
Several factors can influence these problems. Based on information from the teacher concerned, the researcher concludes that the problem stems from the teaching techniques used by the teacher. Sometimes, English teachers use boring teaching techniques in teaching writing. The teacher only gives some explanations and exercises from the textbook. That makes students less understand the material, and they cannot make their sentences in English at the end of the lesson. Some students may find English subjects to be boring classes because of the teaching techniques used by the teacher.
In this case, the reseacher suggests the English Self Recording Video as a learning in teaching writing to be more effective. There are several reasons why using Self-Recording
Video is so effective for students to write. The first reason is that the Self Recording Videos are free. The second is because English Self Recording Videos are flexible. Self Recording Videos are also available via mobile phones and computers. This flexibility makes self- recording videos more memorable and makes students more creative in presenting exciting ideas. Another reason is that students can point out and tell what they will talk about. Students can show some daily pictures and videos and then share them on their social media so that others can see them too.
As the easiest and the most popular medium in Indonesia, English Self-Recording Video can be a meaningful environment to increase students' creativity. Then students can share the videos they made on their social media. It will be effective if they write posts in English to practice writing. This media has a very positive influence on students. Students can be more confident and improve their writing skills.
To help students solve these problems, other techniques are needed in teaching writing to make it more interesting for students. In this case, the researcher uses recording video as a learning medium. As the writer explained above, there are many advantages to self-recording videos for students. The writer hopes that self-recording videos can improve their writing skills. Students can share ideas about something. By sharing on social media, their friends can also see and give arguments. Their vocabulary items will increase if they write them in English.
Using peer feedback, students learn how to correct their friends' work. Some researchers explain that avoiding face-to-face interactions can reduce student anxiety. Even though they write sentences with wrong grammar, they are still confident to use English in their writing.
Self-recording video is one of the modern learning media. In the modern era, teachers must be creative and innovative. Self-recording videos often show that something has been recorded by self-employment or self-practice with a video that allows us to capture the video we create from any angle. In the last ten years, the video production quality has steadily improved. It became possible for anyone with a cell phone to make video recordings. In the past, this process required skilled technicians with specialized knowledge and access to expensive specialist video equipment, processing, and streaming files. Now, mobile devices from smartphones, digital devices, iPads, and digital cameras allow owners to take pictures, write notes, record their voices or short videos, listen to music, play games, send text messages, access the internet, interact on social networks online communities. And make regular calls.
The recorded video files can be directly uploaded via Wifi or Mobile Data to social media and servers in the cloud. The practice is currently developing among students because almost all students own cell phones. Many of them have informal learning experiences with mobile devices. Students integrate mobile technology's communication and information gathering skills into their lifestyle.
Finally, based on the reason above, the researcher would like to research "The Effectiveness of using English Self-Recording Video on Students' Writing Skill of Recount Text at the Tenth Grade Students of SMAN 1 Palmatak "
1.2 Identification of the Problem
Based on the above background, the researcher formulates the problems of this study as follows:
1. The strategies used in teaching and learning activities or processes are less effective.
2. The student's ability in writing were still low.
3. The students did not develop their ideas and thoughts to make good paragraphs.
4. Teachers usually used traditional techniques to teach writing recount text.
5. Students still didn't know grammar in recount text and forgot to use verbs.
1.3 Limitation of The Problem
Dealing with the fifth problem above, the researcher will concern with the students writing ability ,in writing ability at the tenth-grade students of SMAN 1 Palmatak, especially in recount text because the students only do the exercises from the textbook, making students less understand the material. In this final research, the researcher only focuses on using Self- Recording Video to know the students' writing ability .
1.4 Research Question
Based on the explanation above, the research formulates question as follow: Is there a significant effective on students' Writing Recount Text after the using Self-Recording Video at tenth grade students of SMAN 1 Palmatak?
1.5 Purpose of the Study
Dealing with the research question above, the research formulates question as follows:
To find out the significant effective in the students' writing in recount text before and after using Self-Recording Video at the tenth-grade students of SMAN 1 Palmatak.
1.6 The Significant of the Study
The result of the study is expected to be used theoretically and practically:
Theoretically
a. The result of this study is expected to widen teachers' skills in using Self-Recording Video at the tenth-grade students of SMAN 1 Palmatak.
b. As a reference to other writers who want to study by using Self-Recording Video more intensively in teaching writing
Practically
a. For the Teacher
This study can be a reference and input to apply in the teaching writing process using Self- Recording Video to improve student writing skills. So, the teacher knows how to apply this method in teaching writing effectively.
b. For the Student
Hopefully, this study helps the students get something they want, mainly the target goal in writing, their writing skills can be improved, and they get the best result in writing. Besides that, this study also has the power to foster writing habits uniquely.
c. For Researchers
The research adds to the knowledge of researchers in the method of learning to write recount text using self-recording video.
1.7 Definition of Key Term 1. Self Recording Video
Self recording video is a recording that shows several activities, which aim to provide information. Self-recording video in this research aims to enable students to easily remember and write a recount text based on their video.
2. Writing
Writing is a way to provide an idea, knowledge and information in written form, in this research students write a text according to content, generic structure, grammar, vocabulary, spelling and capitalization and punctuation.
3. Recount Text
A recount text is a text which retells events or experiences in the past. Recount text in this research is personal recount , Personal recount text is a personal story that tells about what happened in the past.
