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.

http://iteslj.org/Articles/Canning-Video


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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.


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.


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,

http://ahmadzahrowi.wordpress.com/2009/03/16/descriptive-text/


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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

32












32













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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


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


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.


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.


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.


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.


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.


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


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.


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.


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.

A THESIS IMPROVING STUDENTS ˇ WRITING …/A-Thesis...Laras Pratama Apriliawati X2207036 Submitted...

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