A THESIS IMPROVING STUDENTS ˇ WRITING …/A-Thesis...Laras Pratama Apriliawati X2207036 Submitted...
Transcript of A THESIS IMPROVING STUDENTS ˇ WRITING …/A-Thesis...Laras Pratama Apriliawati X2207036 Submitted...
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A THESIS
IMPROVING STUDENTS’ WRITING
SKILLONDESCRIPTIVE TEXTS USING SHORT VIDEOS
(A Classroom Action Research Conducted at the Eighth Grade
Students in SMP Islam Diponegoro Surakarta in the Academic
Year of 2011-2012)
Laras Pratama Apriliawati
X2207036
Submitted to Teacher Training and Education Faculty of Sebelas Maret
UniversityasOne of the Requirements to Gain Undergraduate Degree of English
Education
ENGLISH DEPARTMENT
TEACHER TRAININGAND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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APPROVAL
This thesis has been approved by the consultants to be examined by the
Board of Thesis Examiners of the English Education Department of Teacher
Training and Education Faculty, Sebelas Maret University.
Approved by:
First Consultant Second Consultant
Dr. Abdul Asib, M.Pd Dewi Sri Wahyuni, S.Pd, M.Pd
NIP. 19520307 198003 1 005 NIP. 19780818 200312 2 002
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This thesis has been examined by the Board of the Thesis Examiners
of Teacher Training Education Faculty Sebelas Maret University Surakarta,
and accepted as one of the requirements for the Undergraduate Degree of
English Education.
On :
Date :
Board of Examiners:
1. Chairman
Endang Setyaningsih, S.Pd, M.Hum (……………………….)NIP. 19800513 200312 2 002
2. Secretary
Hefy Sulistyawati, S.S (……………………….)NIP. 1978120 82001122002
3. Examiner I
Dr. Abdul Asib, M.Pd (……………………….)NIP. 19520307 198003 1 005
4. Examiner II
Dewi Sri Wahyuni, S.Pd, M.Pd (………………………)NIP. 19780818 200312 2 002
Approved by
Teacher Training and Education Faculty
Sebelas Maret University
Dean
Prof. Dr. M Furqon Hidayatullah, M.Pd
NIP. 19600727 198702 1 001
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ABSTRACT
Laras Pratama Apriliawati. X2207036: Improving Students’ Writing Skill onDescriptive Texts Using Short Videos(A Classroom Action ResearchConducted at the Eighth Grade Students in SMP Islam DiponegoroSurakarta in the Academic Year of 2011-2012).Teacher Training and EducationFaculty, Sebelas Maret University, Surakarta, 2011.
The aims of the research are to find out whether the use of short videoscan improve the students’ writing skill in learning English at the eighth gradestudents of SMP Islam Diponegoro Surakarta, and to find outwhat happens to theclass when short videos are used to improve students’ writing skill.
The approach used in this research is classroom action research. Theresearch was carried out in two cycles, in the first cycle there were four meetingsand in the second cycle there were three meetings. Every cycle consists of foursteps; planning, implementing, evaluation, and reflection. It was conducted fromJuly to September 2011.There were 27 students as the subjects of the research.The data were in the form of qualitative and quantitative data. The qualitative datawere collected from observation, questionnaires, interviews, field notes andphotographs. At the pre-observation, it was found that the students had dificultiesin: (1) explore their ideas; (2) organizing the text; (3) producing grammaticallycorrect sentences; (4) choosing proper word in writing; (5) use mechanic.Thequantitative data were collected from the scores of pre-test and post-tests. The pre-test was conducted before the action and post-test after the action. The researcheranalyzed the mean score of each test to find out the improvement of students’writing skill after the action was conducted.
The research findings showed that short videos could improve students’writing skill and the class situation during the teaching learning process. It couldbe seen from the result of the test which improved.The mean score of the pre-testwas58.44, the mean score of the post-test cycle 1 was67.59 and the mean score ofthe post-test cycle 2 was72.85.After the students watched the videos; the studentsgot the stimulus about certain topics so that they could easily organize the ideasinto a descriptive text based on the videos given. They could also arrange betterparagraphs based on the generic structure of descriptive texts. The studentscouldproduce grammar the correct sentences.Students had little confusion in vocabularyand the last the students could use mechanic (punctuation and spelling)
The researcher hopes that the findings of this research can enrich theteacher’s technique in improving students’ writing skill and enrich the knowledgeand experience for other researchers and readers.
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MOTTO
Ora Et Labora
(Unknwon)
We cannot predict our future, but we can dream or even invent it.
(Unknown)
Each morning when I open my eyes I say to myself: I, not events, have the power tomake me happy or unhappy today. I can choose which it shall be. Yesterday is dead,
tomorrow hasn't arrived yet. I have just one day, today, and I'm going to be happy in it."
(Groucho Marx)
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DEDICATION
With deep love this thesis is dedicated to:
Mom and Dad
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ACKNOWLEDGMENT
Praise to the most Gracious God that gives the writer chance, so she can
finish her thesis as a partial fulfillment of the requirements for getting the
Undergraduate Degree of English Education. The writer also wishes to thank
these honorable people:
1. Prof Dr. H. M. Furqon Hidayatullah, M. Pd., the Dean of Teacher
Training and Education Faculty of Sebelas Maret University Surakarta
for giving the writer permission to write the thesis.
2. Dr. Muhammad Rohmadi, M.Hum., the Head of The Art and Language
Education Department who has given his permission to her to write the
thesis.
3. Endang Setyaningsih, S.Pd. M.Hum, the Head of English Department of
Teacher Training and Education Faculty for giving the researcher
permission to write the thesis.
4. Dr Abdul Asib, M.Pd, the researcher’s first consultant for his patience in
providing careful guidance, helpful correction, indefatigable advice as
well as suggestion and encouragement.
5. Dewi Sri Wahyuni, S.Pd, M.Pd, the researcher’s second consultant for
her patiencein providing careful guidance, helpful correction,
indefatigable advice as well as suggestion and encouragement.
6. Drs. Supraptono as the headmaster of SMP Islam Diponegoro Surakarta
for facilitating the researcher in collecting the data.
7. Sumaya, S.Pd as the English teacher of the eighth class who has helped
the researcher in doing the research.
8. The students of the VIII D class for the cooperation during the research.
9. Her beloved parents to whom shenever could thank enough for their
endless love, supports, helps, prayers, understandings, and everything
that they give to the researcher.
10. Hendri Widodo, for his understanding, support and love.
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11. Her beloved and best friends, especially for Fitri, Isyak, Nuke, Septi,
Erlina, Lienti and Anafor their critics, suggestions, advices, supports
and helps.
12. Her beloved friends in English Department of Year 2007, for their
never ending friendship.
The writer realizes that this thesis is still far from being perfect. She
hopes and accepts every comment and suggestion. Hopefully, this thesis will be
useful for the readers
Surakarta
Laras Pratama Apriliawati
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TABLE OF CONTENT
Title ..................................................................................................................... i
Approval of Consultants ..................................................................................... ii
Approval of the Examiners ................................................................................. iii
Abstract ............................................................................................................... iv
Motto ................................................................................................................... v
Dedication ........................................................................................................... vi
Acknowledgment ................................................................................................ vii
Table of Content ………………………………………………………………. ix
List of Tables....................................................................................................... xii
List of Figures …………………………………………………………………. xiii
CHAPTER I: INTRODUCTION
A. Background of the Study ................................................. 1
B. Problem Formulation........................................................ 4
C. Objectives of the Study …… ........................................... 4
D. Benefit of the Study ......................................................... 4
CHAPTER II: THEORETICAL REVIEW
A. Review on Writing ........................................................... 6
1. The Definition of Writing ............................................. 6
2. The Purpose of Writing................................................. 7
3. The Aspects of Writing ................................................ 7
4. The Construct of Writing ............................................. 8
5. The Scoring of Students Writing ................................. 9
6. The Criteria of Good Writing........................................ 12
7. The Presses of Writing ……………………………….. 13
8. The Problem of Writing ……………………………… 14
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9. Teaching Writing …………………………………..... 15
10. Overview of Descriptive Text ……………………... 18
B. Review on Short Videos................................................... 20
1. The Nature of Media ..................................................... 20
2. The Videos as Teaching Media..................................... 22
C. Teaching Writing Using Short Videos ………………….. 25
D. Rationale ………………………………………………... 26
E. Hypothesis ………………………………………………. 27
CHAPTER III: RESEARCH METHODOLOGY
A. The Place of the Research ................................................ 28
B. Research Subject .............................................................. 28
C. Research Method.............................................................. 29
D. Method of Research ......................................................... 29
E. The Characteristics of Action Research .......................... 30
F. The Model of the Action Research ................................... 30
G. The Procedure of Action Research ……………………... 31
H. The Techniques of Collecting Data …………………….. 33
I. Techniques of Analyzing Data …………………………... 35
CHAPTER VI: RESEARCH FINDING AND DISCUSSION
A. Introduction ...................................................................... 37
B. Research Finding .............................................................. 40
C. Discussion ………………………………………………. 58
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion........................................................................ 62
B. Implication........................................................................ 63
C. Suggestion ........................................................................ 63
BIBLIOGRAPHY............................................................................................... 65
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LIST OF TABLES
Table 2.1 The Scoring of Writing Based on ESL Composition
Profile …………………….......................................09
Table 4.1 The Schedule of Research ……………………….. 37
Table 4.2 The Result of Queastionnaire......................……... 40
Table 4.3 The Improvement of Student’s Achievement and Learning
Process at the End of Cycle 1 …………................47
Table 4.4 The Improvement of the Students’ Achievement
and Learning Process at the End of Cycle ………… 54
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LIST OF FIGURES
The Concept of Action Research ...................................................................... 31
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LISTOFAPPENDICES
1. Research Schedule .......................................................................................... 67
2. List of Students Name..................................................................................... 71
3. Pre-Research Observation............................................................................... 72
4.Transcript English Teacher’s Interview (Pre-Research) ................................. ..75
5. Transcript Students’ Interview (Pre-Research) ………………………………77
6.Result of Questionnaire (Pre-Research)………............................................... ..81
7. Syllabus of Writing for VIII Grade students of Junior High School .............. ..83
8.Pre-Test..............................................…………………………………………89
9. Lesson Plan in Cycle1..................................................................................…..90
10.Post-Test.1......................……………………………………………..……..103
11.Lesson Plan in Cycle 2............……………………………………………...104
12.Post-Test 2…...………………………………………………….…………..113
13. Field Note of Cycle 1 and Cycle 2……...................………………………..114
14. The Researcher Diary of Action Research....……………………………….134
15.Class Seat Map…………………………………………………...………….136
16. Result of Questionnaire (After Research)……………………..……………137
17. Transcript English Teacher’s Interview (After Research)...……………..…138
18. Transcript Students’ Interview (After Research) ……………….…….........140
19. List of Student’s Score...................................................................................144
20.Students’s Answer of Pre-Test, Post-Test 1 and Post-Test 2………..……...147
21. Photograph………………………………………………………..……...…156
22. Legalization..............……………………………………………………….158
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CHAPTER I
INTRODUCTION
A. Background of the Study
English in Indonesia becomes the first foreign language which has to be
taught in school as a compulsory subject. English is a new language for Indonesia
students and most students consider is as a difficult subject. Meanwhile, students
usually want to get as high achievement as possible, since how far students’
succeed in learning is reflected in their achievement.
English is taught at Junior High School from the first to the third year, and
one of its goals is to develop oral and written communication competence in the
four language skills namely listening, reading, speaking, and writing. Listening
and reading belong to receptive skills in which the language users require the
ability to receive spoken and written language, while speaking and writing belong
to productive skills in which the language users require the ability to produce
language both spoken and written (Harmer, 1983: 44). These four language skills
are integrated and related to each other. Based on KTSP, all skills in teaching and
learning English that are integrated each other must be learnt and taught by both
students and teacher, including writing skill. Writing will help students master the
other skills. Writing can help students formulate their idea, and later express it
orally through speaking. Beside as the students get accustomed to write, they will
get easily comprehend a reading or listening track. It is because they have been
familiar with words written or spoken.
Based on the syllabus SMP Islam Diponegoro Surakarta, learning writing
in the Junior High School is aimed at making the students able to express idea in
the written form by using appropriate language variation fluently and accurately
to interact to present a monologue in the form of descriptive, recount and
narrative. In writing descriptive text, the eighth grade students are expected to be
able to write a simple descriptive text correctly. They should be able to make
sentences in the form of present tense, develop main idea into short descriptive
text. In this case, the students should know the sequences of information in the
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statement. It will make them easier to get idea, use appropriate vocabulary, and
expand the idea to become a chronological description.
Accordinng to Raimes (1983) writing also helps students learn. It benefits
reinforcement of grammatical structures, idioms, and vocabulary they have
learned. Through writing, the students have a chance to be adventures with the
language, beyond what they have just learned to say, and to take risks.
Furthermore, they become involved with the new language, trying to express
ideas and use eyes, hand, brain constantly as a unique way to reinforce learning.
So, writing is an essential language reinforcing skill and a crucial ability because
it becomes a means of learning, discovering, developing and refining language
ability.
Hart and Reinking (1986: 12) say that writing is a process of building
larger units from smaller ones, that is, the writer uses words to make sentences,
sentences to make paragraphs and paragraphs to make compositions, letters,
reports, college themes.
Based on the pre-observation in SMP Diponegoro, the writer found some
problems dealing with writing as follows: (1) Students had difficulty to explore
their ideas; (2) students had problem in organizing the text; (3) Students had
difficulty in producing grammatically correct sentences; (4) Students had
difficulties in choosing proper word in writing; (5) Students had difficulty to use
mechanic (punctuation and spelling) in writing for example students confuse in
using punctuation.
From those problems, the writing indicators are follows:
1. Writing the main idea of the text
2. Generalizing the supporting detail of the text
3. Using grammatically correct sentences
4. Using acceptable words to make sentences
5. Using mechanics (punctuation and spelling)
Based on interviews with the English teacher of the second year of SMP
Islam Diponegoro, on 14th July 2011. The researcher could identify several causes
of the problems: (1) Teacher did not give a model to write sentences or a
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paragraph that makes the students know what to do for writing; (2) There was no
media used by the teacher to support or guide and motivate the students in
writing. While the students’ learning English: (1) the students’ participation in
writing lesson was low; (2) Students made a noise; (3) Students did non-academic
activities, such as drawing and singing; (4) Students were active and creative to
ask about the lesson but they do not understand. English teacher also said that
when the students had homework, most of them did not do it on time so one of the
most obvious problems was the students’ low motivation or lacks of interest in
writing activities because English just considered as a foreign language and not
used in daily conversation. They thought that learning English was just to know
the grammatical patterns and vocabulary. To conclude, the problems might be
caused by the fact that there was no model, and media used in teaching and
learning process so it made the students had low motivation.
According to the researcher’s observation, the facility in SMP Islam
Diponegroro was not low because they had language laboratory if the students
learnt English language. They used it for speaking and listening class. In SMP
Islam Diponegoro the researcher tries to improve the students writing skill by
using media. Media are very important thing to attract the students’ attention and
motivation that can help them develop their creativity and imagination in
expressing their idea.
Media consist of tools used to show material such as books, tape recorder,
cassettes, videos, picture, films and computer. Considering the problems above in
learning writing, the researcher proposed the use of short videos in teaching
descriptive texts as a solution. The use of videos can improve the students’ low
motivation such as difficulties in choosing proper word, to express their idea and
cannot write word or vocabulary. The students can memorize what they watch
related to the video. In expressing ideas, the students do not express it logically so
the use of videos as media in conveying the material of descriptive text help the
students understand and express their idea in writing lesson descriptive text. They
can make a descriptive text by seeing the video. It can improve the motivation of
the students and they are interested in writing lesson.
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Related to videos, McLuhan and Fiore in Lever (2003: 332) explain that
video is highly regarded instructional method with its roots in the constructivist
learning styles, and multiple intelligences theoretical camps. While in
http://iteslj.org/Articles/Canning-Video,html, video is at best defined as the
selection and sequence of massages in an audio-visual context.
Considering the role of video in language learning, it is expected that
students’ writing skill will improve through video. The students can be interested
and motivated in learning language, become more active and participative in
learning process, easier in expressing their idea and improve their writing skill.
Based on the previous discussion, the writer assumes that it is necessary to
carry out a study entitled “Improving Students’ Writing Skill on Descriptive
Texts Using Short Videos (A Classroom Action Research Conducted at the
Eighth Grade Students in SMP Islam Diponegoro in the Academic Year of
2011-2012)”
B. Problem Formulation
From the background of the study, the problems are identified as follows:
1. Can video improve students’ writing skill?
2. What happens in the class when video is implemented in the teaching of
writing?
C. Objectives of the Study
Based on the problem formulation above, the objectives of this research
are:
1. Describe whether videos improve students’ writing skill.
2. Describe what happens in the class when videos are implemented in teaching
writing.
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D. Benefit of the Study
If the research gives positive result, it is expected to be able to give some
benefits for students, teacher, schools, and other researchers.
1. For students, it is expected that this research result will help them improve their
writing skill. The students will be able to:
a) Explore the information that the students get into words.
b) Choose the appropriate words in certain context.
c) Make a good sentence with the conjunction and tense.
d) Make a simple descriptive text correctly and appropriately.
2. For teachers, this research result can be used as resources so teachers can apply
short videos in improving students writing skill.
3. For schools, this research result can be used as resources in developing
techniques of teaching writing.
4. For other researchers. This research result may help them in finding references
for further research.
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CHAPTER II
THEORETICAL REVIEW
A. Review on Writing
1. The Definition of Writing
There are several definitions of writing stated by some experts. The first
definition is stated by Harris (1993: 10) writing is a process that occurs over a
period of time, particularly if we take into account the sometimes extended
periods of thinking that precede creating an initial draft.
According to Byrne (1997: 1) writing is producing a sequence of
sentences arranged in a particular order and linked together in certain ways. A
sequence of sentences whether it is short or long after being put in order and
linked together, they will form a coherent whole.
Next, Celce-Murcia, writing is an act of communication that requires an
interaction process which takes place between the writer and the reader via text
(1991: 287). While, Olson (1982): 4), writing is a puts thoughts and feeling
into words and puts those words onto paper.
From the definition above, it can be concluded that writing is a process
that occurs over period of time to produce a sequence of sentences arranged in
a particular order and lingked together into words onto paper that can be
understood by the reader.
According to Webster (1981: 2133) skill is the technical competence
withouth insight or understanding or the ability for further elaboration or
development. To conclude, writing skill is technical competence that occurs
over period of time to produce a sequence of sentences arranged in a particular
order and lingked together into words onto paper that can be understood by the
reader.
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2. The Purpose of Writing
According McMahan, et al. (1996: 8) the purpose of writing as follows:
a. To express the writer’s felling
The writer wants to express his feeling and thought through the
written form, as in a diary or love letter. It is what so is called as
expensive writing.
b. To entertain the readers
The writer intends to entertain the readers through written form,
and he usually uses authentic materials. It is called as literary writing.
c. To inform the readers
It is used to give information or explain something to the readers. It
is a kind of informative writing.
d. To persuade the readers
The writer wants to persuade or convince the readers about his
opinion or concept or idea. It is called as persuasive writing.
3. The Aspects of Writing
a. Handwriting
The writing should be easily read by the readers. The neatness and
legibility is important in writing.
b. Spelling
Spelling is the writing of a word accepted in standard order. In
second language learning, error spellings are often found.
c. Punctuation
The conventions of English capital letters and punctuation are not
universal and might have been taught.
d. Sentence Construction
The construction of the sentences those are grammatically correct,
using the correct word order.
e. Organizing a text and paragraphing
1) Dividing the information into paragraphs
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2) Knowing when to start a new paragraph
3) Ordering the paragraph to present a logical argument, tell a story
f. Text Cohesion
The appropriate use of linking words and phrases so that the
organization of the text is clear to the reader.
g. Register /Style
Means using language (structures and vocabulary) appropriate to
the formality and style of the text.
4. The Construct of Writing Skill
Based on the explanation above, writing skill is technical competence
that occurs over period of time to produce a sequence of sentences arranged in
a particular order and lingked together into words onto paper that can be
understood by the reader. In writing, there are some aspects of micro skill that
should be concerned by a writer to write well. They are content, organization,
vocabulary, language use and mechanics (spelling and punctuation).
a. Content
The students writing should communicate such relation as main ideas,
supporting ideas, given information, new information.
b. Organization
The students should write a composition logical sequencing (beginning,
middle and ending) according to a certain function and cohesive.
c. Vocabulary
The students should write an effective word/ diction choice and usage,
word form and purpose. The students also use an acceptable vocabulary
and appropriate word order.
d. Language use
The students should produce core of words and use appropriate word order
pattern. Acceptable grammatical system (tenses, agreement, pluralization),
pattern and rules. And also express a particular meaning.
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e. Mechanics
In mechanics, the more accurate the punctuation and spelling the better text
will be. If all the aspect of writing is obeyed by a writer, it can be stated
that he/ she is good writing skill.
5. The Scoring of Students Writing
In scoring the students’ writing, the researcher uses analytic scoring.
Ganesse and Upshur (1997: 206) proposes analytic scoring as a type of scoring
in which different components and featues of students’ writing are given
separated scores. The component are content that deals with appropriatness to
the title, organization which deals with the text cohesion and paragraph unity,
vocabulary dealing with precision of choosing and using words, language use
or grammar dealing with tenses, and mechanic that deals with spelling and
punctuatuion.
Table.2.1 The scoring of writing based on ESL Composition Profile
No Categories Score Comment
1. Content 30-27
26-22
Excellent to very good: through
development of thesis, relevant
to assigned topic, have varieties
of topic; the numbers of
grammatically true sentences are
among piece of paper.
Good to average: limited
development of thesis, mostly
relevant to topic but lack detail,
the number of grammatically true
sentences about a half piece of
paper.
Fair to Poor: little substance, in
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21-17
16-13
adequate development of topic,
Very poor: does not show
knowledge of subject, or not
enough to evaluate.
2. Organization 20-18
17-14
13-10
9-7
Excellent to very good: ideas
clearly stated, well organized,
logical sequencing, cohesive.
Good to average: loosely
organized but main ideas stand
out, limited support, logical but
incomplete sequencing.
Fair to poor: ideas confused or
disconnected, lacks logical
sequencing and development.
Very poor: does not
communicate, no organization or
not enough to evaluate.
3. Vocabulary 20-18 Excellent to very good: effective
word/diction choice and usage,
word form mastery, appropriate
register.
Good to average: occasional
errors of word/ diction choice
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17-14
13-10
9-7
and usage but meaning not
obscured.
Fair to poor: frequent errors of
word/ diction choice and usage,
meaning confused.
Very poor: essentially
translation, little knowledge of
English vocabulary, diction,
word form, not enough to
evaluate.
4. Language use 25-22
21-18
Excellent to very good: few
errors of agreement/ tense/
number/ word order/ articles/
pronouns/ preposition.
Good to average: several errors
of agreement/ tense/ number/
word order/ articles/ pronouns/
preposition but meaning seldom
obscured.
Fair to poor: frequent errors of
negation/ agreement/ tense/
number/ word order/ articles/
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17-11
10-6
pronouns/ preposition, meaning
confused.
Very poor: dominated by errors,
does not communicate or not
enough to evaluate.
5. Mechanics 5
4
3
Excellent to very good:
demonstrates mastery of
conventions, few errors of
spelling, punctuation,
capitalization, paragraphing.
Good to average: occasional
errors of spelling, punctuation,
capitalization, paragraphing but
meaning not obscured.
Fair to poor: frequent errors of
spelling, punctuation,
capitalization, paragraphing, poor
handwriting, and meaning
confused.
Very poor: no mastery of
convention, dominated by errors
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2 in spelling, punctuation,
capitalization, paragraphing, not
enough to evaluate
For clearer explanation, the following are the criteria for scoring writing
which are used in this study:
1) Content : the length and the agreement with the title chosen
2) Organization : paragraph unity, coherence, and cohesion
3) Vocabulary : the precision of using vocabulary
4) Language use : the correctness of grammar, tense, pattern
5) Mechanics : spelling and punctuation
6. The Criteria of Good Writing
Good writing is the result of much practice and hard work. The fact
should encourage is that the ability to write well is not a gift that some people
are born with, not a privilege extended to only a few. Smith and Reid (1993:
247) states that good writing has some criterions as follows:
a. Content
1) The paper is focused on particular subject
2) The purpose of the paper is clear to its reader
3) The thesis is well supported
b. Organization
1) The introduction gets the readers’ attention and prepares the reader for
what is coming
2) The organization is easy to follow
3) There is clear transition from one idea to the text
4) Individual paragraphs are coherent
5) All details develop the purpose of the paper
6) The conclusion draws the paper to a close, summarizes main points, and
reemphasizes the paper purpose
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c. Style
1) Sentences reflect a variety of syntactic structures
2) Vocabulary reflects a concern for the audience and purposes of the
paper
d. Correctness
1) Mechanics are correct: accurate punctuation, capitalization, spelling,
and grammar
2) Words are used accurately and appropriately
3) Sentences are complete and correct
7. The Process of Writing
Hamp-Lyons (1987: 135) states that there are three stages in the process
of writing, those are pre-writing, writing, and re-writing.
a. Pre-writing
Pre-writing stage generally involves the writer in choosing a topic,
or of the topic has been assigned, in thinking about the topic and deciding
on a way to respond to it, and selecting the appropriate ideas and
information to use in a response. The pre-writing stage should be very
active, with discussion of the topic area to make sure everyone has
something to write about.
b. Writing
Writing is the stage actually the writer makes a draft of their
writing based on the pre-writing stage that they have done before. S/he
finds the right words and concentrates more on what they want to say
through paper. S/he also needs to arrange the draft in such way that the
reader can follow his/her thought easily. The content might be written
without considering the grammatical aspect first.
c. Re-writing
Re-writing is the final stage and essential to successful writing.
Rewrite draft includes editing and proofreading. The editing process is
really an extension of the writing stage, involving the students in taking a
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critical look at their writing in order to be sure that the written product, the
outcomes of the writing process, is they intended it to be.
In this stage, the students review a draft to check contents and
organization based on the feedback from him or herself and teacher or
peers. The teacher helps the students through the revision to shape and
reshape the text into final form, and it’s focused more on organization,
content of writing, sentence structures.
Proofreading simply means re-reading the text and correcting
minor errors such as miss-spelling, verb tense consistently and punctuation.
The students check their text for some mistakes they have made.
8. The Problem of Writing
According Byrne (1997: 4-5), there are three heading problems in
writing as follows:
a. Psychological Problems
Speech is the natural and normal medium of communication for us
in most circumstances and accustoms us both to having someone
physically present when we use language and to getting feedback of
some kinds. Writing on the other hand, is essentially a solitary activity
and the possibility of interaction or the benefit of feedback, in itself
makes the act of writing difficult. Writers have no immediate feedback to
let them know how they are doing and whether they should change their
approach. There is no immediate interaction between the produces and
the receiver.
b. Linguistics Problems
Oral communication is sustained through a process of interaction.
Speech is normally spontaneous; we have a little time to pay attention
either to organizing our sentence structure or to connecting our sentence.
We repeat, backtrack, expend and so on depending on how people react
to what way we say. Incomplete and even grammatical utterances usually
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pass unnoticed. In writing, we have compensate for the absence of these
features: we have to keep the channel of communication open through
our own efforts and to ensure, both through our choice of sentence
structure and by the way our sentences are linked together and
sequenced, that the ext we produce can be interpreted on its own.
c. Cognitive Problems
Writing is learned through process of instruction. The written form
of the language and certain structures, which are less used in speech,
should be mastered and learned. The way to organize the ideas is also
important for effective communication which has to be learned in
writing.
9. Teaching Writing
a. The Reason for Teaching Writing
According to Harmer (1998: 79), the reasons for teaching writing
to students of English as a foreign language include reinforcement,
language development, learning style and most importantly, writing as a
skill its own right.
1) Reinforcement : some students acquire languages in a purely oral
way, but most of them benefit greatly from seeing the language
written down. Students often find it useful to write sentences using
new language shortly after they have studied it.
2) Language Development: it deals with the process of writing itself.
The mental activity the students have to go through in order to
construct proper written texts is all part of the on going learning
experience.
3) Learning style: writing is appropriate for learners who produce
language in a slower way.
4) Writing as a skill: by far the most important reason for teaching
writing is that it is a basic language skill, just as important as
speaking, listening, and reading.
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b. The Approaches to Teaching Writing
There are many approaches in teaching writing. brown (1994: 51)
defines approach as theoritical positions and beliefs about the nature of
language, the nature of language learning, and the application of both to
pedagogical settings. According to Raimes (1983: 6) there are six
approaches to the teaching of writing. They are as follows:
1) The Controlled-to-Free Approach
The controlled-to-free approach in writing is sequential.
The students are given sentences exercise, then paragraphs to copy
or manipulate grammatically by, for instance, changing questions
to statements, present to past, or plural to singular. They might also
change words or clauses or combine sentences. This approach
stresses three futures such as grammar, syntax, and mechanics. It
emphasizes accuracy rather than fluency or originality.
2) The Free-Writing Approach
The emphasis in this approach is that intermediate-level
students should put content and fluency first and not worry about
form. Once ideas are down on the page, grammatical accuracy,
organization, and the rest will gradually follow. The first activity
this approach is asking the students to write freely on any topic
without worrying about grammar and spelling. This approach
concern for audience (the reader) and content (relevance, clarity,
originality, logic, etc)
3) The Paragraph-Pattern Approach
The paragraph-pattern approaches stresses on
“organization”. Organization in this case is paragraph, topic and
support, cohesion and unity. Paragraphs are given to the students,
than they change them. This approach is based on the principle that
in different cultures people construct and organize their
communication with each other in different ways. So even if
students organize their ideas well in their first language, they still
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need to see, analyze, and practice the particularly “English”
features of a piece of writing.
4) The Grammar-Syntax-Organization Approach
Writing is integrated skill which cannot be learned one by
one. As a consequence, writing task lead the students to pay
attention to organization while they also work on the necessary
grammar and syntax. This approach links the purpose of a piece of
writing to the forms that are needed to convey the message.
5) The Communication Approach
The communicative approach stresses the purpose of a
piece of writing and the audience of it. In this approach, the teacher
provides student writers with a context in which to select
appropriate content, language, and levels formality.
6) The Process Approach
Nowdays the teaching writing has begun to move away
from a concentration on the written product to an emphasis on the
process of writing. Writing process becomes a process of discovery
new ideas and language form for students. In this approach, the
students do not write on a given topic in a restricted time and hand
in the composition for the teacher too correct. Teacher who use
process approach give their students two crucial supports: time for
the students to try out ideas and feedback on the content of what
they write in their draft.
c. The Types of Classroom Writing Performance
There five categories of classroom writing performance propose by
Brown (1994: 327) as follows:
1) Imitative or writing down
Write down English letters, words, and possibly sentences
at the beginning level of learning to write is done on order to learn
the conventions of orthographic code. The example of this category
is dictation.
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2) Intensive or controlled
A common from controlled writing is to present a
paragraph to students in which they have to alter a given structure
throughout for example change all present tense verb to past. Here,
a paragraph is read at normal speed and then the teacher put key
words from the paragraph. After writing the key word on the board,
teacher asks students to rewrite the paragraph from the best of their
recollection of the reading, using the words on the board.
3) Self-writing
The more conspicuous in this category is note taking where
students take notes during a lecture for the purpose of later recall.
Another example of self writing is diary or dialogue journal where
students write thoughts, feelings, and reactions in a journal and
instructor reads and responds it.
4) Display writing
In this category, writing is primarily used to display the
students’ knowledge. Written exercise, short answer essays,
research report, and other writing are instance of display writing.
5) Real writing
Real writing is writing when the reader doesn’t know the
answer and genuinely want information.
10. Overview of Descriptive Text
Descriptivee is a type of written text, which has the specific function
to give descriptive about an object (human or non human). The purpose of
descriptive text to describe a particular place, thing or person.
(http://ahmadzahrowi.wordpress.com/2009/03/16/descriptive-text/)
Moreover, descriptive focuses our attention on the characteristic
feature of a particular thing. The subject might be a person, e.g. Grandpa: a
place; e.g. our house; or a thing, e.g. my favorite toy. It might be
impressionistic/ imaginative, e.g. a descriptive as a poem or part of narrative,
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or an objective descriptive, e.g. of a robbery suspect. Descriptive can occur as
(‘stand alone’) texts, often part of a longer text, such as the descriptive of
character or setting in a story or biography.
a. Generic Structure of Descriptive Text
Information descriptive is usually organized to include:
1) Identification: Mention the special participant.
2) Description: Mention the part, quality, and characteristics of subject
being described
b. Language Feature of Descriptive Text
Common grammatical patterns of information descriptive include:
1) Use of particular noun, for example: my teacher, the Opera house,
my pet, my mother.
2) Use of detailed noun groups to provide information about the
subject, for example: "It was a large open rowboat with a tall front
and tall back (like a Viking boat of old)” and “It was of such a
shining sparkling glistening pink color”.
3) Use of variety of types of adjectives, for example: describing,
numbering, classifying.
4) Use of relating verbs to provide information about the subject, for
example: My mum is really cool.
5) Use of thinking and feeling verbs to express the writer’s personal
view about the subject, for example: Police believe the suspect is
armed. Or to give an insight into the subject’s thoughts and feelings,
for example: My friend Amanda adores chocolate ice cream.
6) Use of action verbs to describe the subject’s behavior, for example:
Our new puppy nips at our heels and wrestles with our slippers.
7) Use of adverbials to provide more information about the behavior,
for example: Our new puppy always nips playfully at our heels.
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8) Use of similes, metaphors and other types of language, particularly
in literary descriptions, for example: but Mulga Bill, as white as
chalk.
9) Use Simple Present Tense
Example:
My Pet
Introduction I have a pet. It is dog, and I call it Brownies.
Description Brownies is a Chinese breed. It is small, fluffy, and
cute. It has got thick brown fur. When I cuddle it, the
fur fells soft. Brownies doesn’t like bones. Every day
it eats soft food like steamed rice, fish or bread.
Every morning I give her milk and bread. When I am
at school. Brownies plays with my cat. They get
along well.
(Taken from LKS: SIMPATI)
B. Review on Short Videos
1. The Nature of Media
a. Definitions of Media
According to Brinton in Celce-Murcia (2001: 460) that media,
related to the language teaching, is that of technological innovations in
language teaching, of mechanical paraphernalia, and of glossy polished
audiovisual aids with all the media anxiety that these can conjure up in
teacher.
The next definition is given by Briggs in Sadiman (1993: 6),
“Media Pengajaran adalah segala alat pengajaran yang digunakan oleh
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guru sebagai alat merangsangnya siswa untuk belajar” So, media is used in
teaching learning as a tool stumulate to students.
In language teaching, media can also provide a density of
information of cultural input not otherwise possible in the classroom, they
can help students’ process information and free the teacher from excessive
explanation, and they can provide contextualization and a solid point of
departure of classroom activities.
From the definition above, it can be concluded that media in
teaching learning language, media is the kind of aids innovation in
language teaching. Media must make the students easier in getting the
materials and must be interesting.
b. Kinds of Media
According to Celce-Murcia (2001:462) there are two traditional
classifications of media available in language classroom:
1) Non- technical Media
This category presents obvious advantages in setting where
the electricity is unreliable, technical resources are scare, and
funding is limited. Item that belong in this category typical include:
a) Blackboards/ white boards
b) Flannel boards
c) Flash cards
d) Wall charts, posters, maps, scrolls
e) Board games
f) Equipments
g) Puppets
h) Newspapers
2) Technical Media
a) Record player
b) Audiotape player/recorder
c) CD player/recorder
d) Radio
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e) Television
f) Overhead projector
g) Computer lab
h) Language lab
i) Multimedia lab
j) Self-access center
c. The Advantages of Media
Celce-Murcia (2001: 461) states about the advantages of using
media in language learning:
1) Media serves as an important motivator in the language teaching
process.
2) Audiovisual materials provide students with content, meaning, and
guidance. They create contextualized situation within which
language items are presented and practiced.
3) Media material can lend authenticity to the classroom situation,
reinforcing for the students the direct relation between the language
classroom and outside world.
4) Media provides a way of addressing the needs of both visual and
auditory learners.
5) By bringing media into the classroom, teacher can expose their
students to multiple input sources.
6) Media helps students call up existing schemata and therefore
maximize their use of prior background knowledge in the language
learning process.
7) Media provides a means of presenting material in a time-efficient
and compact them to process information more.
d. The Advantages of Using Media in Teaching Learning Process
Media have been used to help students understand various aspect
of foreign language. The media motivated the students, made the
subjects they are dealing with clearer and real life into the classroom
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and by presenting language in its more complete communicative
context.
2. Videos as Teaching Media
a. Definitions of Video
There are many definitions about video. Smaldino (2002: 283)
defines it as electronic storage of moving images. He adds that any
electronic media format that employs “motion picture” to present a
message can be referred to as video.
Furthermore, Cooper (1991: 11) defines video as a supercharged
medium of communication and powerful vehicle of information that is
packed with message, images, and ambiguity, and so represents a rich
terrain to be worked and reworked in the language learning classroom.
Harmer (2003: 290) states that video can enhance simulations, not
only because it can provide feedback when students can watch themselves
and evaluate their performance, but also because the presence of a video
help to make media more realistic.
Based on the definition above, video is medium of communication
which contains some information such as picture, images, and sounds used
in teaching learning process.
b. The Characteristics of Video
The characteristics of video are as follows:
1) Video displays the pictures and sound (verbal symbols).
2) The sequence of pictures is constant, cannot be changed.
3) The program of video shows the three dimensions color and
movement.
4) The Advantages of Video :
a) Can display the materials which are impossible to be brought
physically in class.
b) Can be used immediately.
c) Can be used repeatedly.
d) Can be display detailed object.
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e) Does not need dark place.
f) The speed can be adjusted (fast or slow).
g) Can be used in classical and individual.
h) Can display animation with sound which shows an event or
process.
Cooper (1991: 12)
Rivers (1968: 207) also mentions several advantages of using
video. It is now possible to bring into the classroom a more vivid
representation of the foreign culture than the teacher was able to do
with pictures and objects since video combines objects, picture,
actions, and gestures in one package to illustrate meaning.
5) The Disadvantages of video:
a) Relatively expensive
b) Difficult to be revised
c) Need s specific skill
Cooper (1991: 12)
c. The Importance of Video
Stemplesky (1990: 3-4) states the importance of video moving
picture component as a language teaching aid. First, video can increase
motivation of the students. Video can present language more
comprehensively than any other teaching medium. Second, video can be
used as a mean of communication. A video sequence used makes students
more of ready to communicate in the target language. Third, non-verbal
aspect of communication can be presented by video. In the last, using
video, cross-cultural comparison can be done in language teaching.
d. The Categories of Video in Language Learning
Stemplesky (1990: 7) states that the categories of video which is
usually used in language learning classroom:
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1) Drama: this broad category embraces most video, TV, and film
material with scripted dialogue and or dramatic elements, such as TV
soap operas, drama series, plays, situation comedies, etc.
2) Documentaries: any material which is non-fictional and/or unscripted.
Subcategories include TV news programs, interviews and sport
program, and also the kind of TV talk shows.
3) TV Commercials: all kinds of TV or cinema advertising material or
short promotion video.
4) Music video: generally used to refer to slow music video of all kinds,
but could include song and information based on video.
The category of video used in this research is music video. The
researcher uses explain or tell from the video with the scripted monologue
as a teaching aid. The visualization of this video is also interesting for the
young learners so that they are expected to have high motivation in taking
part in teaching learning process.
C. Teaching Writing Using Short Videos
According to Cooper (1991:3), there are some techniques to be conducted
in teaching writing with videos.
1. Sound off (silent viewing): This technique can be used either to stimulate
language activity about is seen on the screen or to focus on what is being said,
by a variety of guessing or prediction task.
2. Sound on: students guess the setting, actions, characters, etc. this can be done
by varieties of ways.
3. Pause/ free-frame control: to utilize with sound on/off and vision on/off
controls as above.
a. With sound on, pausing at strategic points in the plot or action, teacher
asks students question about the situation (what was happened/ what is
going to happen).
b. Pause at suitable moments of characters’ facial expression for students to
suggest thoughts, felling, etc.
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4. Sound and vision on:
a. Students are given a cloze passage of the dialogue or of a description of
the scene to complete gaps while/ after viewing.
b. Students view and listen to the sequence then have to list the things they
expect to hear, see, etc.
5. Jumbling sequences: students view each section of a sequence, presented to
them out of sequence.
6. Split viewing: some students see a sequence but do not hear it; others hear but
do not see. A variety of activities can then follow based on usual information-
gap procedures.
Teacher can use videos to provide idea about a descriptive text for the
students, and then they would easily get the idea and develop the information into
a chronological story based on the video. The teacher may use videos in a great
variety of activities in the classroom. They teacher may ask the students to place
the series of videos into the correct sequence and asks them make a descriptive
text.
D. Rationale
Writing is one of the four language skills that should be mastered in
learning English. The aim of teaching writing is to make students able to express
idea in written form by using appropriate language variation fluently and
accurately in interaction or monologue in the form of a descriptive text. In the
process of writing, especially in writing descriptive texts, the eighth grade
students of SMP Islam Diponegoro, have some problems. Their writing ability is
low because of the lack in vocabulary mastery, difficulties in grammar, exploring
and expressing their idea, arranging their writing in good sentences. Besides that
the students are not so interested in joining English class especially writing.
Short videos are an effective solution to cover the problem above. A video
help the teacher in delivering the materials more easily. The teachers can find a
valuable resource in video. Video has some advantages to be used in language
learning in classroom. In writing lesson, video gives a stimulus for the students
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about something, so that they have ideas to say in their writing. Video is a media
that involves sounds and images which can help the students to explore idea. They
can develop vocabulary by watching the video. By looking video, the students get
information about the situation or context when the event occurred, so that they
can apply the concept (tenses) appropriately. Topics in the video have covered the
material that will be discussed; therefore it can help students understand about the
content. It means that the students can capture the contents of the video and write
it easily. Through video, the students may also look for the intonation part so that
they can analyze it and apply the appropriate punctuation when they write. Video
provides a shared experience for students in the class, a common base that leads to
a variety of language activities. The use of video can create the amusing, fun, and
relaxing in the classroom. Students will be interested and more concentrated on
the thing in the descriptive text. And then the students will be able to make a
descriptive text using only their information and they will not feel bored and will
enjoy in writing lesson.
It is believed that by using videos, it will be easier for the students in
getting idea of their writing and leading them to develop the descriptive text by
watching the video, the students are guided in selecting the topic, so the students
get the idea and will be able to make a descriptive text using only their
information or imagination that will be described and they will have good writing
skill.
E. Hypothesis
Based on the framework above the hypothesis is the use of videos in
language teaching can improve writing skill of the eighth grade students in SMP
Islam Diponegoro in the academic year of 2011-2012.
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CHAPTER III
RESEARCH METHODOLOGY
A. The Place of the Research
The research was conducted in SMP Islam Diponegoro Surakarta and was
carried out on July 2011. The school located on Jl. Kapten Mulyadi 221 D. The
phone number of this school is (0271) 651292. SMP Islam Diponegoro has some
has buildings which is divided into three. There are girls building, boys building
and special program building. The girl’s building was built second floor. The first
floor is used as a teacher office, headmaster office, and classroom for Elementary
students of Diponegoro. And don’t forget the yield. The second floor is used as a
teacher office, administration room, UKS room, library, meeting room, mosque
and 4 classrooms for the girl students. Those are VII D class, VIII D class, and IX
D and IX E classrooms. The boys’ building was built three floors. The first floor
is used as a receptionist, headmaster office, teacher office, mosque, language
laboratory, computer library and one classroom for the boys’ students IX C. The
second floor is used as BK room, administration room and two classrooms; those
are VII C and VIII C. And the third floor is used as Library and Science
laboratory. The Special program building was one floor. It used as a teacher
office, library, mosque and six classrooms. Divided into two, the first for boys’
students such as VII A, VIII A, and IX A classroom. The second for girls’
students in the right class of boys students’ such as VII B, VIII B, and IX B
classroom.
B. Research Subject
The subject of the research was the Eighth grade students of SMP Islam
Diponegoro Surakarta. Eighth grade class of this school is consisted of 4 classes
which are divided into two special program classes and two regular classes. Then,
researcher chooses the students of 8D as the subject of the research in regular
class. This class consists of 27 students, 27 is girl students. The reason for
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choosing the eighth grade students of SMP Diponegoro is because the class needs
a writing using videos to improve their writing skill.
C. Research Method
In this research the writer uses Classroom Action Research as the method
of the research in order to improve students’ writing skill by using video.
D. Method of The Research
The research method used in this study is an action research, and there are
many definitions of action research by some experts. The first definition is stated
by R.B Burns in Burns (1999: 30) that Action Research is the application of fact
finding to practical problem solving in social situation with a view to improving
the quality of action within it, involving the collaboration and co-operation of
researchers, practitioners and laymen. While Mill (2006: 6) defines Action
Research as any systematic inquiry conducted by teacher researchers, principals,
school counselors, or other stakeholders in the teaching learning environment, to
gather information about the ways that their particular schools operate, how to
teach, and how the well their students learn. In line with Nunan, Mills (1992: 6)
mentions four steps in action research:
1. Identify area of focus.
2. Collect data
3. Analyze and interpret data
4. Develop an action plan
Wallace in Burn (1999: 30) says that action research is done systematically
collecting data on your everyday practice and analyzing it in order to come to
some decision about what your future practice should be. Bodgan and Biklen in
Burns (1999: 30) propose action research as the systematic collection of
information that is designed to bring about social change.
From the definitions above, it can be concluded that action research is a
saystematic process that involves the collection of the data and the analyzing of
the data in order to come to the decision about the solution to make improvement
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in the school environment. This classroom action research is carried out by the
researcher collaboratively with the teacher in the eighth grade students of SMP
Islam Diponegoro by improving writing skill in the classroom action research.
E. The Characteristics of Action Research
Kemmis and Mc Taggart (1988) in Nunan (1992: 17) state that there are
three characteristics of the action research. Firstly, the action is carried out by
practitioners rather than outside researchers, secondly, the kind of the action
research is collaborative, and thirdly, the action is aimed at changing things.
While Burns (1999: 30) composed the characteristics as follows:
1. Action research is contextual, small-scale and localized –it identifies and
investigates problems within a specific situation.
2. It is evaluate and reflective as it aims to bring about change and improvement
in practice.
3. It is participatory as it provides for collaborative investigation by teams of
colleagues, practioners, and researchers.
4. Changes in practice are based on the collaborative of information or data
which provides the impetus for change.
F. The Model of Action Research
Kemmis and McTaggart in Burn (1999: 32) states that action research
occurs through a dinamic and complementary process, which consist of four
essential moments: of planning, action, observation and reflection. Each moment
will be explained as follows:
1. Moment of planning is a process of developing a plan of critically informed
action to improve what is already happening.
2. Moment of acting is a process of taking the action to implement the plan.
3. Moment of observation is s process of observing the effects of the critically
informed action in the context in which it occurs.
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4. Moment of reflection is a process of reflecting the effects as the basis for the
future planning, subsequent critically informed action and so on, through a
succession of stages.
Kemmis and McTaggart in Hopkins (1993: 48) illustrate their view of the
action research process as follows:
G. The Procedure of Action Research
The procedures of action research in this research are as follows:
1. Identifying the Problem
Before planning the action, the researcher identified the problem faced
by the students. The problems which were identified included the factors
causing the lack of writing comptenece of the students. The problems were
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4. Moment of reflection is a process of reflecting the effects as the basis for the
future planning, subsequent critically informed action and so on, through a
succession of stages.
Kemmis and McTaggart in Hopkins (1993: 48) illustrate their view of the
action research process as follows:
G. The Procedure of Action Research
The procedures of action research in this research are as follows:
1. Identifying the Problem
Before planning the action, the researcher identified the problem faced
by the students. The problems which were identified included the factors
causing the lack of writing comptenece of the students. The problems were
32
4. Moment of reflection is a process of reflecting the effects as the basis for the
future planning, subsequent critically informed action and so on, through a
succession of stages.
Kemmis and McTaggart in Hopkins (1993: 48) illustrate their view of the
action research process as follows:
G. The Procedure of Action Research
The procedures of action research in this research are as follows:
1. Identifying the Problem
Before planning the action, the researcher identified the problem faced
by the students. The problems which were identified included the factors
causing the lack of writing comptenece of the students. The problems were
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identified by using three techniques, such as interview, questionaire, and test.
Interview with the teacher was aimed to know the teacher difficulties in
teaching writing, while interview with students was aimed to find the students’
difficulties in writing and their habit before writing itself. The result of
interview will be strengthened by the questionnaire data. Pre-test is done in
order to know students writing competence.
2. Planning the Action
In this step, the researcher prepared everything related to the action
that was implemented in the classroom. It consisted of some steps, as follows:
a. Consulting with the real teacher to decide the topic or material to be
taught.
b. Making the lesson plans which covered the steps of teaching and
learning process, supporting equipment, and time allotment for each
step of teaching process, etc.
c. Preparing the materials that were used in teaching and learning process.
In this classroom action research, the researcher distributed copied
material to students.
d. Preparing teaching aids, such as video, students’ worksheet, laptop,
LCD, etc.
e. Preparing camera to take pictures of the teaching and learning process.
f. Learning the teaching materials and how to deliver the materials to
students an effective way.
g. Last, the researcher decided the topic of the post test that was used to
know whether the students’ writing improved or not after teaching
learning process was done by the researcher. Here, the researcher used
a written test.
3. Implementing the Action
In this step, the researcher implemented the teaching and learning
writing using video. The researcher did brainstorming session which
incorporated with video. And then the students watched the video. Later, the
researcher taught and let the students wrote the vocabulary based on the topic
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of video that had been watched. The researcher asked students to write a
descriptive text based on the video.
4. Observing the Action
In this step, the observation was conducted during the teaching
learning process that was being carried out by the teacher and the observer.
The observer observed and recorded the whole activity during the teaching
and learning process in both written (observation field note) and visual form
(photograph).
5. Reflecting the Observation Result
In this step, the researcher made and investigated towards what she had
observed in order to find out the strength and weakness during the action.
Through the observation, the researcher could see whether the students
improved during the guidance of writing process or not.
6. Revising the Plan
After the whole teaching and learning process had been conducted in
the classroom, a test was given to the students. After that, the teacher analyzed
the result of the test by scoring it, and then found the mean score. It was done
order to make sure whether or not there was an improvement of students’
writing.
H. Techniques of Collecting Data
In this classroom action research, the researcher collected the data using
qualitative and quantitative method. Mason Bramble (1997: 42) says that action
research is designed to uncover effective ways of dealing real world problems.
Action research is not confined to particular methodology or paradigm. The action
research may utilize qualitative or quantitative methodology or mixture of both.
1. Qualitative Data.
The qualitative data of the research were collected by using some
techniques of collecting data including:
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a. Interview
According to Burn (1999: 117), interview and discussion is face to
face personal interaction which generate data about the research issue and
allow specific to be discussed from other people’ perspectives. In this
research, this technique was held in the beginning and ending of the
research to know the teacher’s view of teaching learning process, student’s
writing skill, students’ achievement in English and students’ motivation
before and after the action.
b. Observation
Burns (1999: 80) says that observation is taking regular conscious
notice of classroom action and occurrences which are particularly relevant
to the issues or topics being investigated. In this research, observation was
done by the teacher. Observations were ways of finding out more about the
student’s responses. Students’ behavior and activities were observed
during English class. The observation was focused on the development of
students’ writing skill by using short video. A way of reporting
observation could be done by keeping field note.
1) Field notes.
Notes or field notes are description and account of events in the
research context which are written in relatively factual and objective
style (Burns, 1999: 87). The researcher made notes in each
observation done. The researcher made notes to all activities during
the lesson and also noted about the students’ reaction and response to
the learning.
2) Photographs
Burn (1999, 101) says that photographs are the way of greatly
enhancing classroom analysis and providing visual stimuli which can
be integrated into reporting and presenting the research to others.
3) Documents
In this research, the researcher gathered some documents that were
analyzed to get the data. The documents includes: the students work,
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the teaching checklist the filed notes, the interview transcript,
photographs and the questionnaire.
2. Quantitative Data
Test
The researcher gave tests to know how far the result of the technique that
was used to improve students’ writing skill. There were pre-test and post-test
which were used to collect the data of the improvement.
I. Techniques of Analyzing Data
To analyze the data, the researcher used qualitative and quantitative
techniques.
1. Qualitative Data
McKernan (1996) in Burn (1999: 157-160) states stages in analyzing the
data. They are as follows:
a. Assembling the data
The first step is to assemble the data collected over the period of the
research; field notes and so on. At this stage, broad patterns should begin
to show up which can be compared and contrasted to see what fits
together.
b. Coding the data
Coding is the process of attempting to reduce the large amount of data
that may be collected to more manageable categories of concepts, themes
or types. Data analysis becomes much messier and coding data becomes
less clear cut when we are dealing with diary entries, classroom recording
or open-ended survey questions.
c. Comparing the data
Once the data have been categorized in some ways, comparisons can
be made to see whether themes or patterns are repeated or developed
across different data gathering techniques. At this stage we may also be
able to map frequencies of occurrences, behaviors or responses. The main
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aim at this stage is to describe and display the data rather than to interpret
or explain them.
d. Building interpretations
This is the point where we move beyond describing, categorizing,
coding and comparing to make some sense of the meaning of the data.
This stage demands a certain amount of creative thinking as it is concerned
with articulating underlying concepts and developing theories about why
particular patterns of behaviors, interactions or attitudes have emerged.
e. Reporting the outcomes
The final involves presenting an account of researcher for others.
2. Quantitative Data
The researcher analyzed the quantitative data from the tests (the pre-test
and post-test). The result of the test could answer the problem whether the use
of video could improve student’s achievement or not. It could be identified
from the difference between the pre-test and post-test.
The mean of the pre-test and the post-test could be calculated with the formulas
as follows:
xx y = y
N N
Where
x = means of pre-test scores
y = means of post-test scores
N = the number of student
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Introduction
In this part the researcher explains the research findings and discussion of
the findings. This research is aimed at finding out whether the use of Short Videos
improves the students’ writing skill and to identify what happens to the class
situation when Short Videos is implemented in improving students’ writing skill.
Furthermore, the research describes the teaching learning situation when Short
Videos is implemented in writing class. The research was carried out at SMP
Islam Diponegoro Surakarta, especially VIII D class.
The situation before the research was identified in pre-research stage. This
was aimed at finding out the problems during the teaching learning process in
writing and to find out the current students’ writing skill. Furthermore, the pre–
research activity was carried out to identify students’ problems in writing skill,
problems in the classroom situation, and the causes of those problems (viewed
from teacher’s aspect, learners’ aspect, and class condition’s aspect). As the
problems were identified, the researcher could decide what kind of solution would
be used. To reach this purpose, researcher interviewed the English teacher,
observed the students’ writing class, gave questionnaire, and pre-test as well. The
schedule of the research can be seen in the table 4.1
Table 4.1 The schedule of the Research
No Process Data Activities
1. Interview July, 14th 2011 Identifying teacher’s and students’
problem in teaching writing.
2. Observation July, 14th 2011 Identifying the problems during
teaching learning process.
3. Giving the first
questionnaire
July, 22nd
2011
Identifying students’ problems in
writing.
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4. Pre-test July, 25th 2011 Identifying students’ writing skill.
5. Cycle1:
1st meeting
2nd meeting
3rd meeting
July, 29th 2011
August, 5th
2011
August, 8th
Vocabulary and Language Use
Prior Activity:
1. Presenting vocabulary by using
video
2. Explain the simple present tense
Main Activity :
Individual : 1. Write vocabularies that
they hear
2. make a sentences using
present tense based video
Mechanics
Prior Activity:
1. Review the last video
2. Explain the descriptive text
Main Activity:
1. Individual: answer the question from
the teacher use correct spelling and
punctuation.
2. Groups : make outline using correct
sentences based on the video.
Content
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4th meeting
Post-test 1
2011
August, 12th
2011
August, 15th
2011
Prior Activity:
1. Review the video
2. Exercise
Main Activity:
Groups : make descriptive text that
relevant with topic
Organization
Prior Activity: review the same video to
the last lesson
Main Activity: write a descriptive text.
Measuring the students writing skill
after the action in cycle 1
6. Cycle 2:
1st meeting September,
21st 2011
Vocabulary and Language Use
Prior Activity:
1. Presenting vocabulary by using
video
2. Explain the simple present tense
Main Activity :
Individual : 1. Write vocabularies that
they hear
2. make a sentences using
present tense based video
Organization
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2nd meeting
3rd meeting
Post-test 2
September,
23rd 2011
September,28th
2011
September,30th
2011
Prior Activity:
Review the video
Main Activity :
Groups : make descriptive text that
relevant with topic
Organization
Prior Activity: review the same video to
the last lesson
Main Activity: write a descriptive text.
Measuring the students writing skill
after the action in cycle 2
7. Giving the last
Questionnaires
September,
30th 2011
Knowing the students’ opinion about
the action.
B. Research Finding
1. Identifying the Problem
The researcher conducted pre-research to know the condition of English
teaching learning in the class VIII D of SMP Islam Diponegoro Surakarta
before the action done. In this pre-research the researcher found some
problems of writing skill. The students had the problems in writing a text
because they learnt without using a good treatment. They were just asked to
write composition based on the topic.
The researcher also gave questionnaire for the students to find the
students’ problem in learning English. The researcher gave the questionnaire
for the students before the teaching learning process on Friday, July 22nd
2011. Based on the result of the questionnaire, it shows that most of the
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students have problem in writing. It also shows some problems and reason
that influence their writing skill. The result of the questionnaire is shown in
the table below:
Table 4.2. The Result of the questionnaire
No Pernyataan Ya Tidak1. Menurut saya Bahasa Inggris adalah pelajaran yang
menarik dan menyenangkan.55.55% 44.45%
2. Pelajaran Bahasa Inggris adalah pelajaran yangpenting dan menarik.
29.62% 70.38%
3. Apakah kamu menyukai pelajaran listening(mendengarkan)
66.67% 33.33%
Apakah kamu menyukai pelajaran speaking (berbicara) 55.55% 44.45%Apakah kamu menyukai pelajaran reading (membaca) 74.07% 25.93%Apakah kamu menyukai pelajaran writing (menulis) 48.14% 51.86%
4. Saya selalu aktif saat pelajaran menulis BahasaInggris.
25.92% 74.08%
5. Sering mengalami kesulitan dalam menentukan ide
pokok dalam membuat text Bahasa Inggris.
81.48% 18.52%
6. Sering mengalami kesulitan mengembangkan idedalam membuat paragraph menggunakan BahasaInggris.
85.18% 14.82%
7 . Sulit memahami dan menerjemahkan kata-kata dalammenulis text Bahasa Inggris.
70.07% 25.93%
8. Sulit memahami dan menerapkan grammar dalammenulis text Bahasa Inggris.
88.89% 11.11%
9. Metode yang digunakan guru saat mengajar writingkurang menarik dan kurang sesuai.
52.77% 47.22%
10. Tehnik yang digunakan guru dalam mengajar writingbahasa Inggris kurang bervariasi.
85.19% 14.81%
11. Cara guru menyampaikan materi kurang jelas dan sulitdipahami.
70.38% 29.62%
12. Guru jarang menggunakan media pembelajaran yangmenarik.
66.67% 33.33%
13. Saya sering tidak memperhatikan guru saat gurumenyampaikan meteri pelajaran.
66.67% 33.33%
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14. Saya sering melakukan kegiatan diluar contextpembelajaran saat pelajaran writing berlangsung.
51.86% 48.14%
15. Saya sering tidak melakukan instruksi atau perintah
yang diberikan oleh guru saat pelajaran writing.
51.85% 48.15%
16. Saya selalu bertanya pada guru jika saya mengalamikesulitan saat pelajaran writing.
85.19% 14.81%
17. Saya sering menulis text Bahasa Inggris diluar jampelajaran.
19.44% 80.55%
18. Saat pelajaran writing berlangsung saya cenderungpasif.
44.44% 55.55%
19. Kondisi kelas saat pelajaran berlangsung kurangnyaman.
50% 50%
Based on the pre-research that has already conducted by the researcher,
it can be concluded that the students of VIII D have problem in writing. After
the conducted the pre-research and found the biggest problem of students is
writing, and then the researcher gave pre-test for the students in order to find
the writing basic skill of the students. The pre-test was conducted on Monday,
July, 25th 2011. In scoring of the students’ writing skill, the teacher and the
researcher gave the score for each student and the combined it. Based on the
result of the pre-test, the mean score of the students is 58.44 and it shows that
the students’ writing skill is low. The pre-test fulfilled five aspects of writing;
content, organization, vocabulary, language use and mechanics.
Based on the pre-research and pre-test, the researcher had assumption
that the writing skill of the eighth grade students in SMP Islam Diponegoro
was still low. To overcome the problems, the researcher implemented video
to improve students’ writing skill in teaching learning process.
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2. Implementing the Action
a. Cycle 1
1) Planning
After finding the problems from the pre-research, pre-test,
interview, and questionnaire, the researcher were sharing idea with the
collaborator (English teacher) to decide the topic or material would be
taught. And then the researcher made a lesson plan to teach writing class in
cycle 1. She prepared material from some exercise book and internet. She
prepared a lesson plan for four meetings at once. She chose a video about
animal can be easily understood by the students. The title of the video used
in the cycle 1 was “Salsa”. First meeting was reception stage that was
vocabulary and grammar; because she implemented the vocabulary that
they learn and gave some theory about the use of grammar. Second
meeting was mechanics; this meeting was production use of correct
spelling and punctuation. Third meeting was content; it was reception
stage, in this meeting the students learned to understand the content that
relevant to assigned topic. Fourth meeting was organization; researcher
place this category in last meeting of the cycle because according the
theory, organization was all of writing skill, the students could express
their idea with clearly.
The researcher also prepared such as students’ worksheeet, laptop,
LCD, camera to take picture of teching and learning prosess. And the last,
the researcher decided the topic of the post test that was used to know
whether the students’ writing improvement or not after teaching learning
process was done by the researcher.
2) Action
In this cycle the researcher implemented in teaching technique
using video. There were four meetings in this cycle.
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a) The First Meeting
The researcher conducted the first meeting on Friday July, 29th
2011. She entered the class of VIII D and greeted the students “Hello
how are you today” and students answered “thank you I am fine and
you”. And then she checked the students’ attendance list. The
researcher started the lesson by giving guiding questions, about some
animal, such as elephant, cat, duck and dolphin. She asked orally to the
students about characters of each animal. Some students participated
actively in this brainstorming section. She introduced the video of
“Salsa is a one-horned-rhinoceros”. She prepared everything to play the
video using laptop connected with LCD and sound system. All of the
students paid attention to the video when it was being played. After
that, the researcher asked to the students about the video. Some students
didn’t know about video because they were noisy so they couldn’t listen
clearly. The researcher played it once again by the play-pause
technique. The students still paid attention to the video. From the
second playing, the students could get the vocabulary that they hear.
And then, the researcher taught about the simple present tense
especially the verb of being and having patterns, the researcher also
gave some examples of it in white board. The students paid attention to
the researcher when she was explaining the grammar. After that, the
researcher asked them to make a simple present tense especially the
verb of being and having patterns related vocabulary in the video as so
much as possible. The researcher went around the class to guide the
students and help them solve difficulties they faced. The researcher
asked one of students to write sentences in the blackboard. In the end of
the class, the researcher asked the students to submit their work and
closed the meeting and say “good bye see you next time” and students
answer “good bye see you next time”.
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b) The Second Meeting
On Friday, August 8th 2011, the researcher came for the second
meeting. She opened the lesson by greeting and checking attendance. In
this meeting, the lesson begins with reviewing the last meeting. The
researcher little explained about present tense. Then, she told the
students about the same video. She played that video from the
beginning until the end. The students were still interested in the same
video. After watching the video, the researcher taught generic structure
of the video. She also explained the use of language features in
descriptive text especially based on the video. In this meeting, she
asked the students to answer the question with individually, and then
made a group of 4 and outline using correct sentences based on the
video. Since the time was up, the researcher asked the students to
submit their work and then saying “good bye see you next week”.
c) The Third Meeting
On Friday, August 12th 2011, the researcher came for the third
meeting. She opened the lesson by greeting and checking attendance to
students. The researcher played the same video to the students. Then,
the researcher reviewed about the generic structure in video. The
researcher concerned more on the parts of descriptive text. The
researcher, asked the students to work in their own group as what they
had done in the last meeting. In this time, the researcher asked the
students to do exercise in making paragraph based on generic structure
of descriptive text. Each groups made all of generic structure, like
identification and description. The bell rang so the students prayed in
the mosque after that they continued the exercise. After that the
researcher asked one of the groups to write in the white board. Time
was over so the researcher asked the students to submit their work and
she close the meeting.
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d) The Fourth Meeting
On Friday, August 12nd 2011, the researcher came for the fourth
meeting. She opened the lesson by greeting and checking attendance.
The researcher also played the same video to students although they
wanted to watch different video. But the researcher explained although
same video but we did different exercise from first meeting until last
meeting. Then, the students paid attention to the video from the
beginning until the end. After they watched video, the researcher asked
them to write a descriptive text based generic structure with
individually. They worked in their own paper. The researcher went
around the class and helped the students who faced the difficulties to
write descriptive text. Bell rang, the researcher asked the students to
submit their work. After they had finished, the researcher told the
students that next week there will be a test and asked students to study.
Then, she closed the meeting.
3) Observation
a) The First Meeting
There were two students who did not attend the class because she
was sick. The students of VIII D participated actively in the researcher
class. When the video was playing, all of them paid attention to the
video. It showed that the students were interested in the video. But,
when the researcher gave a task for the students, at the first time they
very confused.
They still had difficulties in made sentences in present tense. It was
proved by their assignments which had several errors of present tense.
They also still had limited vocabularies. And they also had error in
grammar. It was indicated by their questions to the researcher. Almost
all of them were about vocabularies and grammar.
b) The Second Meeting
In this meeting the students were actively involved in teaching
learning process. The students were more active. They still paid
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attention to the video though it was already played in the previous
meeting. All of them seriously watched the video. When the researcher
guided the students about the generic structure, language feature and
question based on video. Most of the students wanted to answer it, so
the condition was noisy. After the researcher divided them into groups,
they class was very noisy. Some of them went here and there to open
the dictionary and everything they need. There were still who asked
vocabularies. There were some students were not participants during
discussion.
c) The Third Meeting
In the third meeting, there were four students who didn’t attend the
class because three of them sick and one student was permission. The
researcher still played the same video for the students. The students still
looked enthusiastically.
The researcher divided them into groups again. There were always
noisy. They discussed seriously to make paragraph of descriptive. Some
of them who still had difficulties in vocabulary and arrange the
sentences. There were some students who were attentive but some
others talked to their friend. The bell rang and the student went to
mosque to pray. After that the students entered their class to continue
again their task. Time was up, most of groups could not finish. So the
researcher asked them to submit their work on next meeting because
time was over and the students went home.
d) The Fourth Meeting
At the beginning of the class, almost all groups submitted their
homework. It proved that they learned English at home. When the
researcher asked them to make a descriptive text based on the video
individually, most of them did not agree. The students were very noisy.
The students started to make paragraph. The researcher moved around
to class to monitor the students’ to look their work. When the bell rang,
the students had finished their work.
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4) Reflection
After analyzing the observation result in cycle one, the researcher did
reflection in order to evaluate the teaching learning process in cycle 1. She
found the students’ improvement and also the problems that were still
unsolved in cycle 1. The observation results show some improvements
achieved by the students after doing action.
In cycle 1, the mean score of the students increased. The mean score
of the post-test result done at the end of the cycle 1 was 67.59. But in the
pre-test result that was done before action was 58.44. The passing grade of
English in SMP Islam Diponegoro was 62.00.
Besides the improvement in their product of writing in teaching
learning process in cycle 1, the students were also more interested in
writing. They were interested because in every meeting in the class, the
researcher gave video that could stimulate and make them relax. The
students also improved their skill in generating idea.
In this cycle, the researcher also found some problems of the students
in writing a descriptive text. They had difficulties in vocabulary mastery. It
was indicated by the fact that almost all students lacked in vocabulary. The
students still found difficult to make sentences using present tense
especially being and having verb. They were still confused to arrange
words into sentences. The improvement of students’ achievement and
learning process at the end of cycle1 can be seen in table 4.3.
Table 4.3 The Improvement of Students’ Achievement and Learning Process
at the End of Cycle 1
Kind of Data Scopes Before action After action
A. Qualitative
Data
(observation,
interviews,
questionnaires
)
1. Class
Situation
The students’
participation in
writing lesson was
low.
The students were
more enthusiastic
in joining writing
class when the
videos were
played.
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The students made
a noise
The students still
talked each other.
The students did
non academic
activities.
(drawing and
singing).
The students paid
attention to the
video
Students were
active and creative
to ask about lesson
but they did not
understand.
Some students
were still active
and creative to ask
but they
understood.
2.Writing skill Students had
difficulty to
explore their
ideas.
The students could
express their ideas
clearly.
Students had
difficulties in
organizing the
topic in a
descriptive text.
The students could
write more about
the topic of
descriptive texts.
Students had
difficulties in
producing
grammatically
correct sentences
Some the students
found it easier to
produce grammar
the correct
sentences.
Students had
difficulties in
choosing proper
words in wrting
Some the students
were right to
choose proper
words.
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Students had
difficulties in
using punctuation
and spelling.
Students could use
punctuation and
spelling correctly.
B. Quantitative
Data (Pre-Test
&Post-Test 1)
Writing Skill The mean score on
the aspect of
content in the pre-
test was 56.17
The mean score on
the aspect of
content in the post
test of cycle 1 was
70.49 It increased
14.32 from the
pre-test.
The mean score on
the aspect of
organization in the
pre- test was 59.25
The mean score on
the aspect of
organization in the
post test of cycle 1
was 70.37 It
increased 11.12
from the pre-test.
The mean score on
the aspect of
vocabulary in the
pre- test was 57.03
The mean score on
the aspect of
vocabulary in the
post test of cycle 1
was 61.29 It
increased 4.26
from the pre-test.
The mean score on
the aspect of
language use in
the pre- test was
54.67
The mean score on
the aspect of
language use in
the post test of
cycle 1 was 61.48
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It increased 6.81
from the pre-test.
The mean score on
the aspects of
mechanics in the
pre-test was 55.55
The mean score on
the aspect of
mechanics in the
post test 1 was
66.66. It
increased 11.11
from the pre test.
The mean score of
all aspects in the
pre-test was 58.44
The mean score of
all aspects in the
post test 1 was
67.59. It increased
9.15 from the pre-
test.
Based on the table above, the students’ mean score of pre-test in content
was 56.17. The students’ mean score in organization was 56.25. The students’
mean score in vocabulary was 57.03. And, the students’ mean score in language
use was 54.67. The last, the students’ mean score in mechanics was 55.55.
Another important consideration was about students’ scores viewed from
their skills in post-test 1. The students’ mean score in content was 70.49. The
students’ mean score in organization was 70.37. Furthermore, the students’ mean
score in vocabulary was 61.29. The students’ mean score in language use was
61.48. Finally, the students’ mean score in mechanics was 66.66. In more
complete data, the students’ skill can be seen in the table 4.3.
Based on the result of the post test cycle 1 in table 4.3, the researcher
found some problems that were solved, they are:
The students could express their idea.
The students could know in content of topic.
The students could use punctuation and spelling.
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The unsolved problems:
The students’ difficulties in using appropriate word. (vocabulary mastery)
The students’ difficulties in producing grammar.
b. Cycle 2
1) Revised Plan
To solve the unsolved problems in cycle 1, the researcher made a
revised plan in cycle 2 based on the observation and reflection from
teaching learning process in cycle 1. The plan covers the weaknesses on
both scopes that are writing skill and what happens in a class. The
researcher gave some materials vocabulary and explains about grammar in
cycle 2 because the students were still lack in the previous cycle. The
researcher planned to conduct three meetings which still using video in
writing lesson. The descriptive video chosen in cycle 2 was flora. The kind
of flora was My Aunt’s Titan Arum. The researcher prepared students’
worksheet. The materials used in cycle 2 were same with cycle 1.
2) Action
In second cycle, the researcher applied the revised plan. This
cycle was conducted in three meetings. The material was about flora the
title of video used in cycle 2 was “My Aunt’s Titan Arum”. The researcher
used same implemented in teaching technique using video.
a) The First Meeting
The first meeting was on Wednesday 21th September 2011. She
entered the class of VIII D with English teacher. The researcher greeted
the students “Hello how are you today” and students answered “thank
you I am fine and you”. And then she checked the students’ attendance
list. At the first time, the researcher did some flashback about
descriptive text. After that, the researcher introduces the My Aunt’s
Titan Arum flower. The researcher played that video with her laptop
that connects in LCD and sound system. The students paid attention.
The researcher played the video. After the video ended the researcher
asked student to mention the vocabulary that they hear and mention the
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meaning of it. Almost students answered and the answered was right.
The researcher also asked students to looked synonym of it. After that,
the teacher explained again about present tense especially in the verb of
being and having patterns. After that the researcher asked students to
make sentences based on video use positive, negative and interrogative
sentences. The exercises in this meeting were about the vocabulary that
related with present tense. The students were very silent to do it. The
bell was ringed so the students pray in mosque, so the exercise would
continue after that. After they pray, the students continued the exercise.
The researcher rounded their class to look their work. The researcher
asked one of them to write their work in black board, but only two
students do it the bell was rang so the researcher asked them to submit
their worksheet.
b) The Second Meeting
On Friday 23rd September 2011, the researcher conducted the
sixth meeting. As usual, the researcher came to the class and greeted
and don’t forget to checked the students’ attendance list as the opening
activities. For review, the researcher asked the video last meeting.
Then, the researcher invited the students to watch the video again. The
video was still same with the video previous. The students pay attention
to. Having finished, the researcher reviewed the generic structure and
language features. Then, the researcher asked the students to make a
group again and gave their worksheet. The worksheet in this meeting
was the students made a descriptive text based on the video that they
watched. Time was over, so the researcher asked them to submit their
work. The researcher also said students to bring dictionary in next
meeting; if the students didn’t bring it the researcher would give
negative point.
c) The Third Meeting
On Wednesday 28th September 2011, the researcher held the
Third Meeting. As usual, the researcher came to the class, greeted and
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checked the students’ attendance list as the opening activities. In this
meeting the researcher still played the video of My Aunt’s Titan Arum.
The students also still paid attention to the video. After the video ended,
the researcher asked students to write a descriptive text based on the
video they had been watched with individually. Although some students
complaint but they definite to do it. The researcher said the students can
open their dictionary but cannot borrow their friends. All the students
did their work use seriously and they were very silently. There were no
students asked to researcher. After the time was over, the students
submit their work. The bell rang; she announced that next meeting there
would be a test about flora. She closed the meeting by saying “Good
bye see you next week.
3) Observation
a) The First Meeting
There was one student who did not attend the class because she
was sick. The students of VIII D were more interested in the video of
Titan Arum because all of students VIII D were girls so they liked
flower. They paid attention when the video was played. The situation
was conducive. To solve the unsolved of cycle 1, the researcher gave
some exercise about vocabulary. She asked students to found the word
from the video and tried to translate in Indonesian language. After that
the students also changed the synonym of the word. The aims of it to
got more than vocabularies.
Besides that vocabulary mastery, the researcher also gave
exercise in grammar such as make sentences in present tense use
positive, negative and interrogative sentences. The students were also
enthusiastic to do the exercise.
b) The Second Meeting
In the second meeting in cycle 2, the students still paid attention
to the video. The researcher invited students to make groups in writing
lesson because they would do the exercise, especially make a
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descriptive text based on video of My Aunt’s Titan Arum. All of them
looked enthusiastic when discussing with their friends but one of
students still lazy because of she was sick. The researcher went around
the class to looked them whether they active in their own group or not.
All of them more active when they were do the exercise.
c) The Third Meeting
In the last meeting, the researcher asked students to write a
descriptive text based on video with individually. Some of them still
agree. Before the students write My Aunt’s Titan Arum researcher
played the video. After that, the researcher saw the students write a
paragraph descriptive about My Aunt’s Titan Arum. The condition in
the class was quite because the students open their dictionary. The
students had been understood with the lesson.
4) Reflection and Evaluation
In cycle 2, the researcher found some improvements compared with
actions in cycle 1. The improvements were seen from the scope of
students’ writing skill and class situation. The improvements could be seen
in table 4.4
Table 4.4 The Improvement of the Students’ Achievement and Learning
Process at the End of Cycle 2
Kind of Data Scope Before Action After Action 1 After Action 2A. Qualitative
Data1. Observatio
n of ClassSituation
The students’
participation in
writing lesson
was low.
The students
were more
enthusiastic in
joining writing
class when the
videos were
played.
Students were
more motivated to
write individually
after watching
videos.
The students
made a noise
The students
still talked
each other.
Students focused
on their task and
sometimes asked
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questions to the
researcher.
The students
did non
academic
activities.
(drawing and
singing).
The students
paid attention
to the video
Students
discussed about
the video in their
own group.
Students were
active and
creative to ask
about lesson
but they did
not understand.
Some students
were still
active and
creative to ask
but they
understood.
Almost all
students were
active and
creative to ask
question and they
understood.
2. WritingSkill
Students had
difficulty to
explore their
ideas.
Students could
express their
ideas clearly.
Students could
express their
detailed idea
clearly.
Students had
difficulties in
organizing the
topic in a
descriptive
text.
Students could
write more
about the topic
of descriptive
texts.
Students could
write more
detailed
development in
topic of
descriptive texts.
Students had
difficulties in
producing
grammatically
correct
sentences
Some students
found it easier
to produce
grammar the
correct
sentences.
Students could
easier to produce
grammar the
correct sentences
(make present
tense better than
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cycle1.)
Students had
difficulties in
choosing
proper words
in wrting
Some the
students were
right to choose
proper words.
Almost the
students were
right to choose
proper words but
any little students
confuse.
Students had
difficulties in
using
punctuation
and spelling.
Students could
use
punctuation
and spelling
correctly.
Students coulduse punctuationand spellingcorrectly.
B. Quan-
titative Data
(Pre-test,
Post test
Cycle1 &2)
Writing Skill The mean
score on the
aspect of
content in the
pre- test was
56.17
The mean
score on the
aspect of
content in the
post test of
cycle 1 was
70.49 It
increased
14.32 from the
pre-test.
The mean score
on the aspect of
content in the post
test of cycle 2
was 76.29 It
increased 5.8
from the post-test
1.
The mean
score on the
aspect of
organization in
the pre- test
was 59.25
The mean
score on the
aspect of
organization in
the post test of
cycle 1 was
70.37 It
increased
The mean score
on the aspect of
organization in
the post test of
cycle 2 was
71.25. It
increased 0.88
from the post-test
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11.12 from the
pre-test.
1.
The mean
score on the
aspect of
vocabulary in
the pre- test
was 57.03
The mean
score on the
aspect of
vocabulary in
the post test of
cycle 1 was
61.29 It
increased 4.26
from the pre-
test.
The mean score
on the aspect of
vocabulary in the
post test of cycle
2 was 64.81. It
increased 2.52
from the post-test
1.
The mean
score on the
aspect of
language use
in the pre- test
was 54.67
The mean
score on the
aspect of
language use
in the post test
of cycle 1 was
61.48 It
increased 6.81
from the pre-
test.
The mean score
on the aspect of
language use in
the post test of
cycle 2 was
65.77. It
increased 4.29
from the post-test
1.
The mean
score on the
aspects of
mechanics in
the pre-test
was 55.55
The mean
score on the
aspect of
mechanics in
the post test 1
was 66.66. It
increased
11.11 from the
The mean score
on the aspect in
the post test of
cycle 2 was
72.59. It
increased 5.93
from the post test
1.
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pre test.
The mean
score of all
aspects in the
pre-test was
58.44
The mean
score of all
aspects in the
post test 1 was
67.59. It
increased 9.15
from the pre-
test.
The mean score
all of aspects in
the post test 2 was
72.85. It
increased 5.26
from the post test
1.
Based on the result of the post test of cycle 2 in table 4.4, the researcher
found some problems that were solved, they are:
The students could express their idea.
The students knew in content of topic.
The students could use punctuation and spelling.
The students could make present tense sentences.
The unsolved problems:
The students have little confusion in vocabulary mastery.
From the result above the researcher states that by doing action until cycle
2, the researcher has been able to improve students’ vocabulary mastery and it has
been higher than the minimum requirement criterion (KKM) in that school that is
62.00, so she does not need to conduct cycle 3. The findings could answer the
problem statements as follows:
1. When the researcher used videos were: the improvements in students’ writing
skill, the students could write a description text with more detailed information;
the students could organize their description of thing better from beginning
until ending; the students could make present sentences better, used being and
having verb; the students were able to use a proper words better. In short the
students could write a descriptive text well.
2. The improvements of the class situation were, the students were motivated.
They enjoyed learning English. When they watched video, and after watching
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the students discussed actively about the video in their own group; some
students focused on their task. The students also asked questions to the
researcher and their teacher. In other words, the students’ attitude towards
teaching learning in writing class improved.
C. Discussion
The discussion of research findings could be summarized as follows:
1. The Improvement of Writing Skill.
The results of the test showed the positive improvement; the mean score of
the post-test done in the end of cycle 1 was 67.59. It increased 9.15 points from
the mean score of pre-test which was conducted before the action. It could be
said that there was improvement in students’ writing skill. The researcher also
conducted the post-test 2 at the end of the cycle 2. The result of the post-test 2
showed the improvement in students writing skill. The mean score of the post-
test 2 was 72.85. It was better than the result of the post-test cycle 1. It
increased 5.26 point from the cycle 1.
The use of video could help students to learn aspects of writing. The use of
videos gave students more detailed information when the students write. The
students could get the ideas and inspiration to write a descriptive text after they
had watched a video. The video gave the stimulus so that they could have
something to write in their paper. They could describe in a good organization
and paragraphing according to the generic structure of descriptive text. The
students could easily know about social function and generic structure of
descriptive text. The students could produce writing in a well organized text
consisting of identification and description. They could use being and having
verb. The short videos could guide the students to write the information in
good order. Videos provide various materials which can attract the students’
interest. Lado (1964: 1) stated that teaching through the ear and the eye,
usually associated with the use of motion pictures, slides, and films strips, as a
visual stimuli and the soundtrack of film, a record of tape with narration of the
voice and the teacher as the audio stimuli. So, the students can be interested
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with the lesson. And make students comfortable in the teaching learning
process.
There are so many videos with active pictures and sound. By playing the
attractive videos, the students will get interest and motivation involving
actively to the teaching learning process. According Cooper (1991: 11) there
are some techniques to be conducted in teaching writing with videos.
a. Sound off (silent viewing): This technique can be used either to stimulate
language activity about is seen on the screen or to focus on what is being
said, by a variety of guessing or prediction task.
b. Sound on: students guess the setting, actions, characters, etc. this can be
done by varieties of ways.
c. Pause/ free-frame control: to utilize with sound on/off and vision on/off
controls as above.
1) With sound on, pausing at strategic points in the plot or action, teacher
asks students question about the situation (what was happened/ what is
going to happen).
2) Pause at suitable moments of characters’ facial expression for
students to suggest thoughts, felling, etc.
d. Sound and vision on (viewing comprehension)
1) Students are given a cloze passage of the dialogue or of a description
of the scene to complete gaps while/ after viewing.
2) Students view and listen to the sequence then have to list the things
they expect to hear, see, etc.
e. Jumbling sequences: students view each section of a sequence, presented
to them out of sequence.
f. Split viewing: some students see a sequence but do not hear it; others hear
but do not see. A variety of activities can then follow based on usual
information-gap procedures.
Video give students’ stimulus about certain topics so that can easily
construct and generate ideas into a descriptive text based on the video. So that
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video can be easily understood by the junior high school students in lesson of
writing.
2. The improvement of class situation
Before using short videos in the learning activities, the teacher found that
students were not interested and made a noise, they did non academic activities
such as drawing and singing. After implementing the use of short videos, the
researcher could reduce the difficulties; the teaching learning process was more
effective because the students were more motivated. Short video was able to
improve students’ motivation and interest toward English learning in the class
situation.
The video provided various materials that attracted the students’ interest to join
the lesson from the begining until the end of the lesson. Therefore, during
teaching learning process, they followed all of activities conducted in the class
well. Short videos could improve the students’ self confidence in English class.
Especially in writing, the students were more confident when they were asked
to make a descriptive text after watching the videos because they could get
some stimuli about a certain topic from the video they watched.
Stemplesky (1990:3) says that children and adults feel their interest quicken
when language is experienced in a lively way through television and video.
This combination of moving pictures and sound can present language more
comprehensively and realistically than any other teaching medium. Using
video in a class can become the best thing to do experience the sequence in real
life.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the discussion in the previous chapter, the findings of the results
show the positive improvements in the students’ writing skill and class situation.
The findings are as follows:
1. The improvement in students’ writing skill covers: the students are able to use
appropriate vocabulary better. They can write a descriptive text with both
detailed development topic and express idea clearly, and use correctly the
supporting aspects that are punctuation and spelling. The students can make
present tense sentences better. In short, the students can write a descriptive text
well. The mean score of pre-test is 58.44 while the mean score of the post-test
1 is 67.59 and then, in the post-test 2 is 72.85. So, the students’ achievement in
the post test has passed the minimum requirement criterion (KKM) of that
school that is 62.00.
2. The positive improvements of situation of the class during the teaching
learning process are indicated by: the students’ motivation in learning
increases; the students listen to the researcher and watch video enthusiastically;
the students involve in learning actively. Meanwhile, the researcher can guide
and facilitated the students intensively.
Other conclusions are the strength and weakness of the use of short videos
in teaching writing. The point of the strength is students like watching video. So if
the teacher modifies the learning using short videos, the students like the learning.
When the students like the learning, they learn the subject well, that is English.
The weakness of using short videos in writing class is the students still get
difficulties in finding appropriate words with the correct spelling.
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B. Implication
Based on the result’s observation which is aimed to improve the students’
writing skill using short videos, the researcher concludes that teaching writing
using short videos can improves the students’ writing skill. Practically, the uses of
short videos that implemented teaching technique which enable students to share
their opinion and feeling about certain topic in writing class. The videos help
students to generating ideas and organizing paragraph with easily. They can get
something to say in their paper by watching the video. The videos give them
stimulus about certain topic to brainstorm the students so that they can write with
detailed information as what is presented in the video. By using video such as
media, the students can easily to describe about the information which will be
written in a paper.
Using short videos in teaching writing also improves the students’ interest
toward the lesson. They can learn in the activity like watched video, joint
construction different with usually that they get, so that they can be interested.
With the suitable videos, goal, material and activity the students can learn
teaching writing well.
C. Suggestion
The writer would like to give some suggestions related to this research for
the students, the teachers, the other researchers and educational institution. The
suggestions are as follows:
1. For the students
The students should have high motivation from themselves. The motivation
and will which come from them will lead them to be successful in studying
English.
2. For the teachers
The teacher especially English Junior High School, teacher should be creative
in teaching. Teachers should give students impression by using media or
conduct learning activity. Teaching writing using videos can be a good choice
as a technique which can be implemented in writing class. The students are
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motivated in joining the class and are not easy to feel bored in teaching
learning process.
3. For the other researcher
This research is expected can become additional references for further
research conducted in the future. Since there are many media in teaching
especially English and classroom action research is most demanded research
in recent time. The researcher expects that the teacher and teacher candidate
are able to conduct classroom action research by their own, so that there will
be many media applied in teaching.
4. For the educational institution
The Educational Institution should provide facilities and media which can
support the teaching learning process. By using facilities and media in class,
teaching learning process can more effectively. It can also make the students’
interest and motivation in studying at school.