Documenti di Didattica
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A Final Project
AINI MUSAWABAH
182080056
Aini musawabah
182080056
Approved by
Aini Musawabah
18.208.0056
Board of Examiners
Semarang,...
Hereby, I honestly declare that the undergraduate final project I wrote does not
contain the works or part of the works of other people, except those which were
is not valid in the future, I absolutely agree to accept an academic sanction in the
Aini Musawabah
NIM:182080056
MOTTO
We only pray to you ( Allah) and to you ask for help ( Al Fatikhah:5)
Life is Choice
DEDICATION
Musawabah, Aini. 2012. The use of video as media in teaching writing procedure
text (An experimental study of tenth Grade Students in MA Manbaul Huda
Kalitekuk Demak in the Academic year of 2012/2013). English Language
Education Study Program. Bachelor Degree, Sultan Agung Islamic
University Semarang. Advisor I: Hartono,SS, M.Pd. Advisor II: Prof Dr.
Warsono, M.A.
In this final project, the writer wanted to know how well the tenth grade
students of MA Manbaul Huda Kalitekuk Demak master the language skills,
especially the ability in writing procedure text. The objective of the study was to
find out the extent to which the achievement of the students taught using video as
media in writing a procedure text was significantly different from those taught
without video.
To achieve the objective, the writer conducted an experimental research.
The research design used quasi experimental design. The population of the study
was the fifth grade students of MA Manbaul Huda Kalitekuk Demak. The total
number was 37 students, class A as the Experimental Group and class B as the
control group. In conducting this experimental research, the writer used three steps:
pre-test, treatment, and post-test. In the pre-test, the result of the study showed that
the means of the experimental group was 67,13 and that of thecontrol group was
61,18. In the post-test, the mean score of the experimental group was 77,26,
whereas the control group was 69,86.
The result of the analysis showed that there was a significant difference. It
was supported by the significant difference in the result of post test between control
and experimental group. Based on the statistical analysis, it can be seen that sig (2
tailed) 0.000<0,05. It is concluded that Hi was accepted. So, video is an effective
media for improving the students writing of procedure text.
Assalamualaikum wr. Wb
to the writer. Therefore, the writer could finish this paper work completely. On
this occasion, the writer would like to express her sincere gratitude and
appreciation for the valuable assistance given by many persons in completing this
Semarang.
College Languages of Sultan Agung and also as the second advisor who
as suggestion.
3. Hartono S.S.,M.Pd as the first advisor who had given guidence, give
5. All lecturers of English Department who had given their knowledge for
6. Drs. H. Muh Isa Ansori, M.Ag the Head master of MA Manbaul Huda
Kalitekuk Demak
7. Teachers all of MA Manbaul Huda Kalitekuk Demak, especially Ms. Risty
Wahyumingtiyas, S.Pd
8. All people who cannot be mentioned one by one and who helped me
during conducting this study. May Allah always bless them all.
Finally the writer realized that this final project is still far from being perfect,
However, the writer strongly hopes that this thesis will useful for the reader.
Wassalamualaikum Wr.Wb.
Aini Musawabah
182080056
TABLE OF CONTENT
ABSTRACT ................................................................................................... v
INTISARI ....................................................................................................... vi
CHAPTER I: INTRODUCTION
BIBLIOGRAPHY ......................................................................................... 53
APPENDICES............................................................................................... 56
LIST OF TABLES
Table
project, the first chapter is Introduction, which contains Background of the Study,
Reason for choosing the Topic, Limitations of the Problems, Statements of the
thoughts, and feeling. The communication skills are the ability to produce and
apply oral and written text that is realized in four-language skills. Those are
development and it supports the success in learning all subjects. The language
learning is expected to help the students to know themselves, their culture and
other cultures. Besides language learning also helps students to express their
ideas, and to participate in their society. Since English is an international
learning process. Videos provide a ready-made context for the presentation of new
four primary skills to learn English especially in writing skill. Writing has an
the quality of education, for example, they have changed the curriculum and
into School-Based Curriculum (KTSP). Through this curriculum, the students will
face the new material that needs more knowledge and their understanding in
writing text types/ genres. In junior high school, the kinds of genres taught consist
of five text types: descriptive, narrative, recount, procedure and report. So,
students have to master the components of the text for developing their ideas to
make the text especially in writing aspect which is suitable with the correct
structure.
Learning English, leaning language in general, involves mastery of four
skills listening, writing, reading and speaking. However, writing skill is more
complex and difficult to teach, requiring mastery not only of grammatical and
theory devices but also of conceptual and judgement. Because of the difficulties of
writing, some efforts have been done to solve the problems. The main objective is
ability in writing procedure text by using video as media because as one of the
visual aids, video can represent situation, which would be impossible to create in
any other way. Video can help students associate what they hear and watch with
English, especially writing, the writer will focus on THE USE OF VIDEO AS
writing could be effective. The writer has found that the use of procedure text in
students handbook monotonously may make the students bored. It also makes
teaching and learning process uncreative. So, the teachers must use appropriate
and attractive media to teach writing procedure text, in which video will help
On the other hand, the writer has realized that it is difficult for the students to
produce procedure texts. They are sometimes confused about the application of
generic structure and language features in procedure text. Some students may
have no idea to develop their writing. As a result, they have little enthusiasm and
procedure text because they are easy to find in the students daily life. They are
and several kinds of applications. They are suitable media in teaching writing
procedure text.
learning English increase. Then, they get motivation in teaching and learning
process. As a result they are expected to learn the material and improve their
students who were taught procedure text by using video as media and the students
who were taught procedure text without using video as media for the tenth grade
students of MA MANBAUL HUDA KALITEKUK DEMAK in the academic
year 2012/2013?
text between the students who were taught procedure text by using video as media
and the students who were taught procedure text without using video, for tenth
year 2012/2013.
1.5. Hypothesis
between the students who were taught procedure text by using video as media and
the students who were taught procedure text without using video as media for the
between the students who were taught procedure text by using video as media and
the students who were taught procedure text without using video as media for the
The writer limits the scope of this study so that the problem will not be
wide and the study will be effective. In this final project, the writer just focuses on
the study of using video. The writer wants to observe whether students improve
The writer hopes that the result of the research will be useful to provide
input for:
1. The writer
This study is important for the writer because by doing the research, the writer
video.
2. The students
The result of this study can hopefully motivate the students to improve their
3. The teacher
Teacher can anticipate the problems when they teach writing using video. They
can improve their teaching process and the teachers of English will be more
creative in teaching.
1.8. Definition of Key Term
bellow:
1. Video
2. Media
According to Locates and Atkinson (1984: 3), media is one of factors that can
help the teacher and students convey teaching materials. So media can be
important the efficiency of process and quality of teaching and learning. From
this statement it can be described that media are kinds of things which function
3. Writing
discovering ideas, discovering how to organize them and discovering that you
4. Procedure text
actions or steps.
Objectives of the Study, significance of the Study, and Definition of key terms.
Design, Subject of the Study, Variables of the Study, Instrument of the Study,
Method of Collecting Data, Procedure of Collecting Data, The criteria of the Test,
In this Chapter the writer will discuss Video, Media, Teaching Writing,
2.1 Video
teaching. It means that video can also be used in teaching writing to explore
students mind. When using video in the classroom to teach procedure text for
the students, the easiest means of presentation is using the video player and
videocassettes.
scenes in motion. So that video is one of media that engange the students since it
a message teaching. For example songs and videos. They play an important part in
teaching and learning foreign language, as the employ real- life situations with
real-life expression and other particularities. The main difference between songs
and videos is that in the latter, there is another sense involved: that of seeing.
However, simply watching TV does not account for too good a means to teach
English, because its all there, the pictures, the characters, the script, leaving very
There are plenty of ideas to use when trying to teach English with the help
of videos, one suggestion might be to turn off the sound and ask students to make
up a dialogue from a scene theyve just watched. Another idea would be to simply
let just a part of the class watch a video, then have them describe to the others
The teacher can also freeze certain moments of the video, by watching and
pausing at very exciting moments, then ask students to predict what may happen
next.
The main functions of using video during the English classes are that of
motivating and helping students to understand this language, but still, there are
a. First of all, the movie part or video should not be longer than 30 minutes, in
order to help them understand properly what is about and what their tasks are.
c. Thirdly, one should also mind the context in which the video is used, the video
need like: vocabulary explanations, guessing words from context or from using
htttp://www.buzzle.com/articles/use-of-video-in-teaching-english.html
Adiwinarta, 1988, 13 stated that there are many criteria of good video.
They are :
a. Educated
c. Interesting
d. It means that a video is fun, interesting, and create the students mood.
e. Useful
It means that a video is really useful and makes the students easy to
understand the procedure text. The teaching process will be more interesting so
that the students are motivated to learn the material given by the teacher. By using
media, the teacher can attract the students attention to the material given by
teaching and learning process, students will be motivated in learning the material
give.
2.1.4 Advantages of Education Through Video:
many some advantages that the reason why the writer choose this technique in
c. The students will learn to interact well and raise doubts, when they see
d. In the traditional form of teaching, a set of teachers will only be available for
teaching id done through video conferencing; the experts in various fields will
come for teaching so that the students will learn so many new things about the
subject.
e. There is no need for students to move from place to place to study in different
places, because everything can be made available for them at their places itself.
f. As the education is done in the visual manner, all the subjects can be taught by
showing video clips along with lecture in the form of audio, describing the
g. Since the children are motivated well, children get the analytical mind and they
skill, presentation skill and questioning skill, the children will do all these in a
competitive way. If one child shows interest in improving the skills, other
i. The children may continue relationship with the research afterwards by way of
j. The education in remote places are made possible through video conferencing,
where the teachers are not available now and due to that reason many students
k. Since the students will also appear in video camera while interacting, they will
become more bold and knowledgeable when they raise questions to the
teachers.
2.2 MEDIA
the way in teaching. It is necessary for the teacher to use the method,
materials that establish condition which is able for the learners to acquire
Arsyad (2006: 4) says that teaching media are means that are used to
National Education Association (in Arsyad, 2006:5), which says that media are
forms of communication either printed or audio visual and the tools. From the
two definitions above, the writer concludes that teaching media are the means
that are used by the teacher to convey the teaching material to the students. It
Media is one of the factors that can help the teacher and in conveying
teaching material to the students. Media can improve the efficiency of process
and the quality of teaching and learning in the classroom or other of the similar
place. Many teachers use the media to support students activity in the teaching
English since using the media make the material can be easily accepted by all of
According to Locates and Atkinson (1984: 3), media is any tools, methods, and
techniques used to make the communication and interaction between the teacher
Teacher considers the benefit of using the media in supporting their English
a. The teaching activities will attract the students attention more, so that they
c. The teaching method will be more varied so that the students will not get
easily bored
a. Media give a variant against our brain so that it can be optimal in working
f. Media raise the students motivation and stir them up to learn something
More than the explanation mentioned above, we can say that media help the
teacher who cannot demonstrate the material by himself, so that he/she needs to
Video is one kind of media that can help the teachers draw the students
interest and arise their motivation to learn. If the students are motivated, they
will participate actively and will learn hard during teaching and learning process.
Thus the teacher used videos to help the students interest and motivation. The
information.
It becomes clear now the video contributes to the teaching and learning
process at school. Video can stimulate creative expression. They can help the
derived.
practice tool to help students practice and work with language they have been
studying. From the quotation, the writer can conclude that writing is a means of
recording what teacher wants to store in the form of written language. It is done
Writing is one of the four language skills, which has its own characteristics, in
writing we use symbol to express our ideas and feeling. Writing is difficult skill
The ability to write has become an indispensable skill in our global literacy
structure, tenses, etc. to produce good writing, we must take note of type writing,
the readers chances of interpreting the writers purpose are increased if the writer
takes the trouble to anticipate what the reader might be expecting based on
Writing is a difficult skill because writers must balance multiple aspects such as
because they are expected to create written product that demonstrate the mastery
rules in organization in facts. When we write, we do not only have to keep our
purposed of writing in our mind, but we also have to think about how to organize
them in the composition. Therefore, we can say that the process of writing
Brown (2001: 335) states that the upshot of the compositional nature of writing
has produced writing pedagogy the focuses students on how to generate ideas,
how to organize them coherently, how to use discourse markers and rhetorical
conventions to put them cohesively into a written text, how to revise for clearer
meaning. How to edit text for appropriate grammar, and how to produce a final
project.
From the ideas above, the writer may conclude that writing is a system of human
material with a pencil, according to the rules of a language. The definition reflects
In another way, people who wish to be able to write have to gain some
learning. The must learn to write, for example they learn to write a composition.
Writing helps us to understand ourselves, our ideas and our feeling fully
and accurately. Certainly, we often verbalize our thoughts, which can be helpful
and often necessary, but writing gives us the addition of allowing us to see those
First, because the writer does not know the readers personally; the writer must
write words and sentences that are clear for a variety of reader. Second, the
audience for written English usually is not immediately present; the writer is
unable to see what the reader does not understand ( i.e. by looking at the facial
writer must explain ideas and opinions in more details. Third because the writer
cannot guess the audiences attitude toward the ideas or opinions in the written
a. Writing is basic skill, one of that reason in necessary for success in the world
White, 1986:60)
b. Jeremy Harmer (2004:3) states that in the context of education, it is also with
remembering that almost exams, whether they are testing foreign languages
c. The importance of writing is also stated by J.B Heaton (1979:9) and attempt
should be made to determine the type of writing task with whom students are
confronted every day, such task will probably be associated with the writing
experiments will probably from the main body of writing, the concern of
writing and letter writing, while at college or university level the students will
d. Type of writing
Writing is used to refer to process of formulating though ideas of feeling and
which exist in the native language, is an important factor in the determining the
This type of writing deals with fact, we can find it in the writing of letters,
organize them, and discovering what it is that we want to put our reader (White,
1987). There are many definition about writing most of the linguists have their
own definition about it. It depends on their sight. The writer presents some of
them. The following are some of the definition concerning with writing.
and discovering what it is that we want to put our reader. ( White, 1987 )
b. Writing is a form of thinking for a particular occasion (D Angelos, 1980).
Further he states that one of the most important task, as writer was to master
the principles of writing thinking that would help him to achieve the goals.
they writ. Through writing, we can express our ideas or feeling to convey a
a. Assignment
The writer actually does not have the purpose of writing about just
b. Altruistic
The writer intends to ascertain the readers throughout the writing in order that
they can serve the live in the easy, simple and enjoyable way.
c. Information
d. Self Expression
The writer introduces and expresses what really he fells or thinks to reader.
e. Creative
f. Problem solving
The writer wants to explain and analyze the problem in his mind so that the
wide variety of purposes. The form of written works depends on their interest.
a. Planning
plans what they are going to write. Before starting to write or type, they
decide what it is they are going to say in their paper. For some writers this
may involve making detailed note. For another a few jotted words may be
enough.
b. Drafting
The second step is drafting, they can refer to the First go at next is often
done on the assumption that will be amended later. As the writing process
the final version. We can write everything we want in accordance with the
topic.
c. Editing
Once writers have produced a draft then, usually, read through what they
have written to see where t works and where it doesnt perhaps the order of
the information is not clear. Perhaps the way of writing is ambiguous of
confusing.
d. Final version
Once the writers have edited their draft, making the change they consider to
be necessary, they produce their final version. This may look considerably
different from both the original plan and the first draft, because things have
changed in editing process. In the step we omit some important things also
some time we add some necessary one. In the process e should pay attention
culture because it can be used to [reserve thought idea also speech sounds
can express that happens in his mind, so that the readers will know about it.
He can write what he wants to say if only he has acquired some past
experience.
d. Organizing content at the level of the paragraph and the complete text. To
Since the components of writing are very complex, the English learner
considerable emphasize.
is presented in genre which the students of junior high school should have a
good control. The students are expected to able to write well organized pieces
do something.
common and one of the most important uses of technical writing. There are
series of sequence steps procedure text includes recipe from books, repair
manual, and general how to book, giving direction orally is also the form a
procedure text.
objectives are students should have the ability to read books written in English,
students should have to write English and the last objective that students should
d. Styles the choice of structure and lexical items to give a particular tone a
flavor of writing.
step.
example, procedure used to describe some steps in cooking meal, operating the
Material
processed thorough some required steps to get the final result. Before the
It is to find out the appropriate way in processing the material, for example,
procedure in cooking meal; the first that should be prepared is materials. After
the material is known, it is processed with appropriate way through a sequence
of steps or action. Then we can enjoy the meals. Another example is how to
operate the cellular phone. It does not process the material, but we should follow
the required instructions through some step. The most important thing is not
material, but step. In operating the cellular phone, we should follow the steps
procedure text, this part of the procedure text, this part could be a list, a
Steps
After knowing the objective and material, we have to do some steps in order
to get the result. Step means stage towards achieving something. In procedure,
steps take an important role because it is the last process of finishing. Choosing
the paper materials and steps after knowing the objective is the best way to
c. Linguistic Characteristic
d. Imperative verb
g. Adverbial to tell the time, place, the accurate way, e.g. for five minute, two
lift, or add. The sentences are mostly short and sometimes include information
on how the action is to be done, for example gently mix, carefully lift and slowly
add.
In the study of language, the commands in procedure text verb. The words
are verb.
understand the procedure text. Make sure it does any of the following that apply
the scope of coverage and indicate the audience seed in term of knowledge and
By using the four language features above, it makes the students easy to
understand and do the steps because they get clear explanation and guidance.
In this research, the researcher chooses recipe as the topic which is given to
the students. There are many words can be used by the students related to the
RESEARCH METHOD
In this chapter, the writer presents the research method. This chapter
the guidance to do the research sequentially. In this study, the writer used
change in the value of one variable (called the dependent variable) (Cohen
which were observed. Non- equivalent and control group did not use
Where:
X : Treatment
study. There are two steps that will be discussed. The first is to determine the
3.2.1 Population
all elements possessing one or more attributes of interest. Best (1981:8) states
common that are of interest to the researcher. The population may be all
Table 3.1
1 A 38
2 B 38
3 C 38
4 D 38
5 E 38
6 Total 190
3.2.2 Sample
representative (Saleh.2001:33)
population and good sample is the one that represent population from which it
sampling. The writer selected two classes of the students from the population
as the sample based on the teachers approval. In order to get the representative
sample, the sample should represent the true situation of the population. The
Table 3.2
Sample
X A 38 X B 38
Total of sample = 76
indication. This variable called (X) variable. In this research, the independent
The writer used writing test, in control group and experimental group
The writer asked students to write a procedure text based on studentst favorite
menu.
This study used test for collecting data. The test which was used was
writing test, the writing test was chosen because this test was easy to
processed, the writer used such writing test to measure the students writing
2. Taking two groups from the population as sample. They were classes X A
classes. Another reason is the students of this class are gathering from
students in different capability and ability. So there are clever students and
3. Conducting the experiment. Some steps were taken in this activity. They
are:
a. Pre-test
The pre test was administered before the treatment session. The students
were asked to write a procedure text with the topic based on their own
b. Treatment
The two groups were given different treatments. The experimental group is
the control group is taught by using text book. In this stage, four times
treatments will be given to students. In every treatment, the following are
3) The writer gave a piece of paper which contains of some related topics.
After giving the material the writer asked the students to make a procedure
text.
procedure text.
c. Post test
After different treatments were given, the students of both experiment and
control group were given a post test on writing test. The aim of his test is
treatments were given. As it is stated in the previous sections, the test was
a writing test. The students were asked to make a procedure text a favorite
menu.
3.7.1 Validity
measurement. In this study, the writer used content validity; this kind of
validity depends on a careful analysis of the language being tested and of the
3.7.2 Reliability
reliable test is consistent and dependable. If the researcher gives the same test
to the same students or matched students on two different occasions, the test
should yield similar result ( Brown: 20). In this study, writer used the rater
reliability. This kind of reliability uses two persons or raters to evaluate the
writing of each students. The first rater was the writer and the second rater was
First, the writer analyzed the students work. The purpose of this
analysis was to know whether their work fulfilled the procedure text criteria or
not. There are some elements and aspect to be analyses, such as: the social
quantitative information from each student. In this study, the writer used
scoring guidance taken from Oshima .The scores of the pre test and the post
test were obtained from five components of writing which consist of grammar,
criteria for each component based on Oshima (1999:316). The criteria are
mentioned below
Table 3.3
Score Criteria
25 Grammar
1. Imperative verb
2. Preposition
3. Connectives ( while, while, etc)
4. Articles
25 Style
Precise vocabulary
15 Content
1. The right steps in processing the material in making meals or
beverage
2. Arrangement the step in making meals of beverage
15 Organization
1. Ordering the objectives, material and steps
2. Arrangement the steps in making meals of beverage
20 Mechanic
1. Left and right margin
2. All needed capitals
3. Punctuation and spelling
100 Total score
The example of the procedure text of the student can see in the table below:
Table 3.4
Birthday Card
Ingredients:
Envelope
Several Crayons
Some Colored Paper
A scissors
A tube of glue
Steps:
1. Cut the glued envelope using scissor
2. Draw and interesting picture on the color paper
3. Color the picture on the card
4. Fold the paper into 2 the card
5. Glue the paper
6. Now our birthday card is ready
The score of the students is:
Grammar : 20
Style : 20
Content : 15
The range of each component score is 15-25. The students score get
from the sum of the total score of those five components added all of these
values. It makes to add the score in pre-test and post test results
Third, the writer wants to classify the student score to measure the
Table 3.5
The last, the writer compares the data from two groups, to see whether the
not. To analyze them, the writer used T-Test. Before applying T-Test, there are
requirements that must be complied, such as: the standard normality, and
homogeneity.
The standard normality is used to know whether the distribution of each
variable was normal or not. To identify the standard normality, the writer uses
After the data is normal, then, analysis is the homogeneity. It used to know
whether the control group and experimental group have same homogeneity. In
analyzing the homogeneity, the writer used Levenes Test for Equality of
Variances. There are criteria: If sig > 0.05. It means that the sample is
homogenous. If sig. < 0.05. It means that the sample is not homogenous.
The last, after the data are normal and homogenous, the writer applies
out the significant difference between two groups in pre test and post test.
There are the criteria of hypothesis: If sig <0.05. It means that Ho was rejected
H1 was accepted. If sig. >0.05. It means that Ho was accepted and H1 was
rejected.
CHAPTER IV
Demak, it is one of Islamic school in Demak. The school is located on Jl. Gajah-
into 5 classes for X grades, 5 classes for XI grades and 5 classes for XII grades,
the classes was very comfortable for students in teaching learning process. The
On the other hand, the students of MA Manbaul Huda have the same good
value in English. So, from the observation above the writer was concluded to
purpose of this test was to determine the extent of students skills in writing
procedure text. The writer used video as a media to help students in writing
procedure text. The students of two groups wrote a procedure text with their own
The data showed that the mean score of the experimental group 67.13 and
the control group was 61, 18. It means that the students achievement between
experimental group and the control group was slightly different before the
After getting the result, the writer tabulated the scores into the following
criteria.
Table 4.1
Excellent -
Control
Good -
Fair 10
Poor 28
Very Poor -
Excellent -
Experimental
Good -
Fair 13
Poor 25
Very Poor -
Based on the result of students achievement in both groups, most of the
students (28 students in the control group and 25 students in the experimental
group) had poor ability. Moreover, the level of achievement of writing mastery
was below average. It means that they need more treatment to helping them in
learning to write.
The last, the writer compared the data from two groups using t-test; there
were some requirements before applying t-test. Such as: the standard normality,
and homogeneity.
Table 4.2
One-Sample Kolmogorov-SmirnovTest
Control Experimental
N 38 38
Std.
4.19043 7.10223
Deviation
Table 4.3
Group Statistics
Score Experiment
38 67.1316 7.10223 1.15213
al
Table 4.4
Independent Samples Test
95% Confidence
Interval of the
Std.
Difference
Sig. Mean Error
(2- Differenc Differen
F Sig. T Df tailed) e ce Lower Upper
Score Equal
varianc
es 15.311 .000 4.446 74 .000 5.94737
1.3377 3.2818 8.6128
assume
3 9 5
d
Equal
varianc
es not 4.446 59.976 .000 5.94737
1.3377 3.2715 8.6232
assume
3 0 4
d
The table shows that the means of the control group was 61.18 and the
experimental group was 67.13. Its means that the means of two group who were
different of two group, Next, Levens Test for Equality of Variances column show
a that sig= 0.00<0.05, its means that Ho was rejected. So, there was a significant
different between two means score of the control and experimental group.
4.2.2 Validity
In this study, the writer used the content validity by which its validity was
estimated through the professional judgment of the test content or the elements of
the scoring analysis, so there was no statistic computation to count the validity.
There are five elements of the scoring analysis; they are the content, organization,
grammar, style, and mechanics. The writing test is said to be valid if the elements
4.2.3 Reliability
In this study, the writer applied rater reliability. There were two persons
who give the score, the writer and the English teacher. Since scoring writing is
subjective judgments, the use of two scores would avoid the subjectivity by one
person. This kind of reliability was concerned ob the consistency between the
raters in giving the score. Based on the pre test, below is computation.
Table 4.5
The result of Reliability of the Raters
Students Raters T T2
I II
C1 75 72 147 21609
C2 80 75 155 24025
C3 75 70 145 21025
C4 80 75 155 24025
C5 70 65 135 18225
C6 67 60 127 16129
C7 61 55 116 13456
C8 70 65 135 18225
C9 70 65 135 18225
N= 38 K= 2
= 0.511
estimation of raters reliability was 0.343 > 0.06. It meant that the test was
reliable.
The treatment was conducted on August, 3th. 6th. 8th. 10th 2012 for the
control class. The students were taught the procedure text with conventional
technique by using students; textbook as medium. For the experimental class the
treatment was conducted on August, 3th. 6th. 8th. 10th 2012. The students were
taught the procedure text by video as technique. The total number of data students
The first step in treatment was the writer give motivations to the students
understand the material that will be taught. This is important because in order the
learning situation, so that they can better focus on and enjoy the following
lessons. After that the writer explains about the material, that of procedure text,
including: Social function, generic structure, and lexica grammatical futures. The
writer also gives example how to write a procedure text the used video and
explain the schematic structure, so the students can be more understanding about
procedure text.
The next step after the students understand about procedure text, the writer
asked the students to make a procedure text, the writer gives a piece of paper
which contains of some topics, then the students the choose of one topic to make
showed the video and posted in front of the class room in order to assist the
students in writing procedure text. In this case, the writer continually guides and
After finished, the students and the writer discussed in together. At the end
of teaching learning activity, the writer gave summary to the students to the
students. To make easier, the writer made criteria for each activity:
Table 4.6
The Activities on the Experimental Group
The last activity was done in August, 13th 2012. There were 76 students
participating in this activity. They were divided into two groups, 38 students of
students of two groups write a procedure text a favorite menu, the post-test was
conducted to measure the students abilities after the treatment. The test contained
the same criteria in writing procedure text as in the pre-test. Besides, it was given
After the result of post-test are obtained, then the writer tabulated the scores into
Table 4.7
The Level of the Achievement
Excellent -
Control
Good 12
Fair 21
Poor 5
Very Poor -
Excellent 4
Experimental
Good 22
Fair 12
Poor -
Very Poor -
The last, the score of post - test the analysis using t-test. There were some
requirements before applying t- test, such as: the standard normality, and
homogeneity.
Table 4.8
Control Experiment
N 38 38
Normal Parametersa Mean 69.8684 77.2632
Std. 5.63374
4.80812
Deviation
From the table above, the writer concluded that analysis of multivariate
normality showed sig (2-tailed) in experiment and control group is 0.165 and
0.238, so that 0.165 and 0.238 are higher than 0.05. It means that the data
b. T-test
After getting the result of the post test, the writer test the data t-test, the
table is:
Table 4.9
Group Statistics
Levene's Test
for Equality
of Variances T-test for Equality of Means
95%
Confidence
Sig. Std. Interval of the
(2- Mean Error Difference
taile Differ Differ
F Sig. T Df d) ence ence Lower Upper
Score Equa
l
varia
.054 .816 6.155 74 .000 7.394 1.201 5.0006 9.7887
nces
assu 74 50 98
med
Equa
l
varia
nces 6.155 72.21 .000 7.394 1.201 4.9997 9.7897
not 6 74 50 16
assu
med
The table shows that the mean of the control group was 69.86 and the
experimental group was higher than the control group. Next, Levens Test for
Equality of Variances column shows that sig = 0, 816> 0.05. It means that the
sample homogenous.
The sig of t-test for equality of means= 0.000<0.05, it means that the
Ho was rejected. So, there was a significant difference between two means
score of the control group and experimental group after the treatment, the
writer concluded that there was a strong indication that writing video as media
The students considered that learning written English was the most
difficult one compared to the order skills. Some of the students did not have a
feeling of need for written English, and they felt bored with monotonous
techniques in writing class. So, the teacher had to make the students follow the
lesson happily and avoid their opinion that writing is more difficult than the other
English skill. The teacher has to strive to find out and use the most appropriate
can be aroused.
The purpose analyzing the research result was proving the hypothesis
that writing the used video technique was effective to teach procedure text writing
In the pre test, the average scores of the experimental group were 67, 13
and 61, 18 for the control group respectively. After receiving the different
treatment, it means of the experimental group was higher than that of the control
group, The result of post test of experimental group that is counted statically 77,
26 was higher than control group 69, 86. The result of t-test showed that there was
a significant difference between students who were taught procedure text writing
using video technique and students who were taught procedure text writing
The writer concluded that the significant difference between the two
After the writer did the research, she concluded that there are some
1. Video as the media can help the students to write the procedure text, so the
students could think and could express their own ideas in writing procedure
text.
text can the students solve their problems in writing a text, and English teacher
can use this method to anticipate students boredom during writing class.
and enthusiastic in learning because they can express their own ideas,
writing using video is more effective than teaching without using video as
media.
CHAPTER V
5.1 Conclusion
The objective of the study was to find out whether there was a difference
in the ability of writing procedure text between the students who were taught
procedure text by using video as media and the students who were taught
procedure text without using video, for tenth grade students of MA MANBAUL
Base on the statistical analysis of the data, there was a difference in the
achievement between the students who were taught procedure text by using video
as media and the students who were taught procedure text without using video as
media. Although this research was a quasi- experimental research, there was a
strong indication that writing by using video was effective to improve the
5.2 Suggestion
Based on the conclusion above, the writer would like to offer some
a. The teachers should realize that the use of media such video can be helpful
b. The teacher should prepare the media well to make the teaching learning
success.
c. The teacher should be more creative in teaching English, so the students can
2. To the students
mastering text, and should try to write the procedure text correctly.
b. The students should also be given more clear explanation about other
students can apply those rules correctly both in oral and written ways.
BIBLIOGRAPHY
Cipta.
Heaton, J.B. (1990). Writing English Language Test. United States of America:
Longan Group UK Liited.
Online at http://www.buzzle.com/articles/use-video-inteaching-english.html
(accessed on 04/20/2012).
Oshima. 1999. Writing Academic English. New York: Pearson education, Inc.