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id
THESIS
By:
NUNUN INDRASARI
NIM K2206027
ENGLISH DEPARTMENT
SURAKARTA
2010
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ABSTRACT
This research aims to find out whether short videos can improve students’
writing skill and how far the short videos can improve students’ writing skill at
the eighth grade students of SMP Negeri 2 Temanggung. It is also aimed to find
out the strengths and weakness of using short videos in the writing class.
The approach used in this research is a classroom action research. The
action research was conducted in two cycles, in which in the first cycle there were
4 meetings and in the second cycle there were 3 meetings. Every cycle consisted
of four steps; planning, implementing, evaluation, and reflection. In collecting the
data, the researcher used observation, questionnaires, interviews, field notes,
photographs, and tests. The tests were conducted before the action (pre-test) and
after the action (post-test). The researcher analyzed the mean score of each test to
find out the improvements of students’ writing skill after the action was
conducted.
The result of the research shows that there are positive improvements in
either students’ writing skill or the class situation during the teaching learning
process. It can be seen from the result of the test which is improved, from the
comparison between the pre-test conducted before the action and the post-test
conducted after the action. The mean scores of the test result are 68.22 for the pre-
test, 75.58 for the post-test in cycle 1, and 78.31 for the post-test in cycle 2. By
watching the videos, the students get the stimulus about certain topics so that they
can easily construct and generate the ideas into a narrative story based on the
video given. They can also arrange better paragraphs based on the generic
structure of narrative text. From the t-test computation in the students’ test score,
it is showed that the improvement of the students writing skill by using short
videos is significant. The t-test computation between the pre-test and the post-test
2 was 8.77. Meanwhile, the t table (tt) for 34 students is 2.04. Since (to)2 is higher
than tt, it means that there is a significant difference between the score in the pre-
test and post-test 2.
Some strengths of using short videos in teaching writing which could
improve the students’ attitude towards writing in the writing class situation during
the teaching learning process were: the students were more motivated in joining
the writing class, the videos present the attractive moving pictures and sounds so
that they got feeling of relax before they wrote their story, they paid much
attention when the videos were played, they were also more confident when they
were asked to write individually. However, a weakness of using short videos in
writing class was a few students still got difficulties in finding appropriate words
with the correct spelling.
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This thesis has been approved to be examined by the board of the Thesis
On :
By :
Consultant I Consultant II
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This thesis has been examined by the board of the Thesis Examiners
on 2010
Board of Examiners:
1. Chairman : Drs. Muh. Asrori, M.Pd.
NIP. 19601015 198702 1 001
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MOTTO
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DEDICATION
time.
me cheers in my life.
better person.
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ACKNOWLEDGEMENT
Praise be to Allah the Almighty who has given His blessing so that the
writer can finally finish this thesis as a partial fulfillment in achieving the
The writer realizes that this thesis could not be achieved without the help
and assistance from others. Therefore, in this occasion the writer would give her
appreciation to the individuals and institutions who have given their help during
the process of writing so that this thesis is finally finished. She would like to
2. Drs. Suparno, M.Pd, the Head of the Art and Language Education
Department.
4. Dr. Abdul Asib, M.Pd, as the writer’s first consultant for his guidance
and advice.
5. Teguh Sarosa, S.S., M.Hum, as the writer’s second consultant for his
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7. Bening Angga Dita, SS, the English Teacher of class VIII F for his
9. Her beloved Mom and Dad for their caring, love, and sincerity; her
elder sister and younger brother for this cheers and beautiful life; her
special person for accompanying her to understand the real life and
10. Her lovely friends in the English Dept’06. Thanks for accompanying
11. Her dearest friends in Marching Band UNS who have given fun
memories in her life and made her stronger. Thank you very much for
12. Her beloved friends in kost Barokah 1 who always accompany her in
13. The last, thank you very much for every one who has ever played role
Nunun Indrasari
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TABLE OF CONTENT
LEGALIZATION .................................................................................................. iv
MOTTO ...................................................................................................................v
1. Writing Skill...............................................................................................10
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5. The Aspects and Micro Skills of Writing .. Error! Bookmark not defined.
D. Rationale .......................................................................................................38
E. Hypothesis .....................................................................................................40
G. Instruments ....................................................................................................50
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A. Introduction ...................................................................................................55
C. Discussion .....................................................................................................75
A. Conclusion.....................................................................................................80
B. Implication.....................................................................................................82
C. Suggestion .....................................................................................................83
BIBLIOGRAPHY ..................................................................................................85
APPENDICES .......................................................................................................88
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LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
means of communication. Thus, it has been taught to the students since they were
(1992: 23-24) states the reasons of starting to learn a foreign language earlier.
First, teaching English for children is aimed to increase the total number of years
spent learning the language. Second, the indisputable fact that young child has a
greater facility for understanding and imitating what they hear than adolescent.
in 2006, teaching and learning English in high school should be based on the
stress of four language skills, those are listening, speaking, reading and writing. It
is expected that students can use these skills to prepare them in the higher
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education level and even in the field of work that demands them to understand
English in communication.
each language skill, including writing skill. Writing will help students master the
are afraid and shy to express their ideas in speaking but they can tell what they
want to say by writing it down on a paper before speaking. Then, the students
themselves or possibly the reader will understand it. While, there are still some
English teachers who haven’t given attention to this case completely. However,
English writing, as a basic language skill for students, should get close attention.
learner’s course of study. This opinion is strengthened by Raimes who gave the
reasons for teaching writing: “We frequently have to communicate with each
Reid also states that writing itself is a form of learning, and that writing processes
and rhetorical context for writing are crucial (1993:49). So, it is obvious that
ability. Through writing, the students become involved with the new language,
trying to express their ideas and use eyes, hand, brain constantly as a unique way
to reinforce learning.
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accepted as being the last language skill to be acquired both for native speaker of
skills.
class VIII F SMP N 2 Temanggung. Based on the observation, the researcher got
the data of the students’ problem. The students had a problem in writing a text
because they learnt writing without using a good approach and treatment. They
were just asked to write a composition based on the topic that had been prepared
in the text book. Sometimes, the students didn’t understand a certain instruction of
a text for example the generic structure of the text, purposes and the language
feature of the text. Organization of the text, generating ideas, language use,
content of writing, and vocabulary still become the difficulties faced by the
students.
Some factors that cause the students to have low proficiency in writing are
the students themselves rarely write in English and the teachers don’t facilitate
spent little or no time teaching the students how to write. They expected their
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students to plan and compose their assignments outside of class. It means the
students have a little practice in writing at school. However, the students tend to
do writing only if they have been asked by their teachers. Even, when the teachers
have asked their students to make a composition outside of class, they don’t do
the students only got a certain mark of their writing without knowing the strengths
and the weaknesses of their compositions so that they don’t know how to improve
indicated by the responses of the students when they have been asked to write a
composition.
Based on the questionnaires which had been filled in by the eighth grade
students of SMP Negeri 2 Temanggung, the researcher finds out some problems
greatly disliked English writing, 64% said neutral, and only 8.8% students
2. There were 55.6% students who still found it difficult to generate ideas into
composition. Only 8.8% students agreed that generating ideas was easy. The
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students still needed very long time in composing paragraphs. The rest
English class, especially English writing, still occurred in the eighth grade
students in SMP Negeri 2 Temanggung. They also feel that English writing is a
difficult lesson.
teachers also influence the students’ achievements of writing. When the teachers
motivate the students to think critically and creatively in facing the learning
very beneficial for English teachers to develop their teaching learning process in
such a way by helping students improve their writing skill. Here, the teachers are
need to improve their writing skill. In KTSP, the teachers are recommended to use
the teaching methods in which the students can use the language skills in
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being facilitators are guiding and assisting the students to take a part in teaching
learning process.
There are many various techniques that can be used by the teachers to help
the students in organizing the ideas and lessen their boredom in writing. The
teaching learning process can be facilitated by some teaching media. Media are
very important in teaching learning process. They help the teacher as a means of
communication to convey the message more concretely and also motivate the
students in learning English. One of the media that can be used in teaching
English writing is video. The use of video in a classroom can guide the students’
present language in a lively way. Thus, it can increase the interest and motivation
sequence used in class makes students more ready to communicate in the target
language.
Starting from the problems arising in teaching English writing and the
Texts by Using Short Videos”. This teaching learning uses integrated teaching
with focuses on teaching writing. The researcher wants to investigate whether the
teaching model by using video can achieve the goal of teaching writing better.
The researcher in conducting the action put the target on the eighth grade students
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In avoiding deviation from the topic, the researcher focuses the study on
Temanggung by using short videos. The writing skill that is observed in this
research is limited in generating ideas and organization of the text. The text type
C. Problems Statement
Based on the background above, the problems that come up in this study
1. Can short videos improve writing skill of narrative texts at the eighth
3. What are the strengths and the weaknesses of using short videos in
teaching writing?
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1. To find out whether or not short videos can improve students’ writing
skill.
2. To find out how far videos can improve students’ writing skill.
3. To find out the strengths and the weaknesses of using short videos in
teaching writing.
for the teachers, the students, and the researcher. The following are the significant
Through this study, it is expected that the teacher will get more
importance of writing, both in the study at school and in the real life. It
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Finally, it is expected that the students can improve their writing skill.
learning process.
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CHAPTER II
A. Review on Writing
1. Writing Skill
as an essential component not only for their academic practice but also later in
their professional life. Writing can be defined in various ways. There are some
Byrne (1997:1) says that on one level, writing can be said to be the act
symbols here include letters or combinations of letters that relate to the sound
people make when they speak. The symbols have to be arranged, according to
writing is more than the production of graphic symbols. He also states that
in a way that speech is not. While Enre (1988:13) defines that writing is a
understood.
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communication which takes place between the writer and the reader via the
thoughts and feeling into words and puts those words onto paper. Olson also
states that writing is more than that; however, those thoughts on paper must
is an act of putting the thoughts and feeling into a set of signs or symbols and
elaboration or development.
To conclude, writing skill is the ability to put the thoughts and feeling
into a set of signs or symbols and put them onto paper which can be
a. Pre-writing
or, if the topic has been assigned, in thinking about the topic and deciding
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active, with discussion of the topic area to make sure everyone has
encourage them before they write their sentences in the first draft. In this
stage the teacher can use some media to brainstorm the learners about a
topic in order to integrate the ideas which will be drafted to their writing.
By this way, students would get motivation to write because they feel that
b. Writing
Writing is the stage where 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
c. Rewriting
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critical look at their writing in order to be sure that the written product, the
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,
punctuations. The students check their final text for some mistakes they
have made.
ideas before they start writing. In pre writing stage, the students are required to
find out what topic that they would write down so that they have something to
say through paper. Ruggiero (1981:24-28) states about three techniques for
Osborn. The theory was that one idea would stimulate another, and those
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b. Imaginary-Dialogue Approach
would get the stimulus from what they watch in the video. They get a
follows:
The writer wants to express his feeling and thought through the written
writing.
The writer intends to entertain the reader through written form, and he
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The writer wants to persuade or convince the readers about his opinion or
about the purpose of writing: “it is helpful to keep in mind some of the many
uses we are likely to make of writing”. On a personal level, people use writing
to make a note of something, for example shopping list, diaries, etc., and used
messages in the forms of letters, memos, and many kinds of writing to deliver
a. Handwriting
The writing should be easily read by the readers. The neatness and
b. Spelling
c. Punctuation
written material.
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d. Sentence construction
f. Text cohesion
The appropriate use of linking words and phrases so that the organization
g. Register / style
In addition, there are some micro skills involved in writing. The writer
needs to:
rules.
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text.
Menulis” states about the good writing: “tulisan yang baik ialah tulisan yang
dapat berkomunikasi secara efektif dengan pembaca kepada siapa tulisan itu
ditujukan.”
Enre (1988:9-11) also states the criteria for good writing as follow:
a. Meaningful
to someone and can give the evidences about what it’s said.
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b. Clear
It can be said as a clear writing if the intended reader can read in constant
speed and catch the meaning. Clear writing shouldn’t have been simple,
c. Coherent
d. Economic
If the main purpose of the writer is giving information, s/he should avoid
pleonasm. In a good writing, the words used are appropriate, and the
sentences are clear, concise, emphatic, and correct. So, it doesn't waste the
e. Cohesive
paragraphs.
the mother tongue and in a foreign language. There are three heading
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a. Psychological Problems
they are doing and whether they should change their approach. There
b. Linguistics Problems
c. Cognitive Problems
form of the language and certain structures, which are less used in
speech, should be mastered and learned. The way to organize the ideas
in writing.
8. Teaching Writing
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little portion and even tends to be slighted. In fact, writing has some important
purposes as follows:
oral practice alone, feel more secure if they are allowed to read
relaxed.
psychological need.
alone.
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class.
students should put content and fluency first and no worry about
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especially since the free writings often revolve around subjects that
the students are interested in, and those subjects then become the
students organize their ideas well in their first language, they still
syntax.
piece of writing and the audience for it. Student writers are
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the class, who not only read the piece but actually do something
make comments.
given topic in a restricted time and hand in the composition for the
they explore a topic through writing, showing the teacher and each
other their drafts, and using what they write to read over, think
about, and move them on to new ideas. Teachers who use the
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 drafts. They find that then the writing process
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express their ideas, generate the ideas fluently and organize them into
good composition.
and MTs. The expected learning outcomes outlined for the students of
the seventh, eighth, and ninth grade on the writing skill are as follows:
1) Seventh grade: the students are able to (1) write simple functional
2) Eighth grade: the students are able to (1) write among others texts
announcement.
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3) Ninth grade: students are able to (1) write texts in the form of
based approach. The use of genre approach in solving the problem in students’
of text, defined in terms of its social purposes; also the level of context dealing
classifies the text into eleven types, they are; description, recount, narration,
and review. However in this study, the text will be focused on the narrative
text.
Narrative text is a text which says the past activities or event which
The generic structure of narrative text are orientation; stating the topic
story about the past activities or events which has the chronological of
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conflicts and resolutions; resolution; stating the problem solving, and coda;
text are:
character.
S + V2 … or S + to be (was/were)...
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act of putting the thoughts and feeling into a set of signs or symbols and
Writing skill is the ability to put the thoughts and feeling into a set of
signs or symbols and put them onto paper which can be understood by the
reader.
a. Reasoning
b. Communication
functions of written texts according to form and purpose. They should also
c. Organization
The students should convey links and connections between events. They
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d. Convention
details details
reader
sentences
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ending
paragraph paragraphs
structure
presentation presentation
(www.durham.edu.on.ca)
B. Review on Video
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“Media berarti perantara atau pengantar pesan dari pengirim pesan kepada
that the students will be more interested in taking part in the lesson.
b. Kinds of Media
They can be used for helping the teacher convey the materials easier to the
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be classified into four kinds; those are printed media, audio-visual media,
1) Traditional Media
diagram)
c.) Audio
out)
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2) Technology Media
teachers motivate the students by bringing a slice of real life into the
learning:
process.
auditory learners.
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learning process.
scenes in motion.
player. This video player is connected with TV monitor, so that the content
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b. Characteristics of Video
movement.
physically in class.
j.) Can display the animation with sound which shows an event or
process.
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for language reinforcement and skill practice and as the main component
as follow:
5) giving feedback
can increase motivation of the students. Children and adults feel their
than any other teaching medium. Second, video can be used as a mean of
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1) Drama: this broad category embraces most video, TV, and film
kinds, but could include song and musical numbers from TV light
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uses cartoon film materials with scripted dialogue as the teaching aid. Cartoon
film is suitable for the young learners in junior high school. It contains simple
visualization of this video is also interesting for the young learners so that they
process.
written or audio text, and as a tool for analyzing learners’ error (Cooper,
videos.
b. Sound on/vision off: students guess the setting, actions, characters, etc.
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1.) With sound on, pausing at strategic points in the plot or action,
viewing.
2.) Students view and listen to the sequence then have to list the things
what has happened or what will happen in each case and then fit the
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
control and viewing comprehension. The students are expected to get the main
idea and understand the whole story by active viewing and listening to the
video.
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language learning are that they are relatively short to be understood easily by
the students, and most contain a wealth of cultural material which can be
exploited with little preparation. They also make the class livelier.
D. Rationale
students. But in fact, writing competence is considered the last language skill
more concerned at acquiring the other skills. The teachers tend to give the
ability since writing is considered as a learning activity which spends much time
students how to write. It means the students have a little practice in writing at
school. That is why the students at school have the difficulties in acquiring this
language skill. They have some problems when they are asked to write a
composition. The problems which the researcher found in her research were the
The students spend too long time in writing a story because they still confused
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how they should start their writing. Sometimes the students stuck in a point and
couldn’t continue their writing. They also seemed to be bored in writing lesson.
To solve the problem teachers can use some media in teaching English
writing to help them in delivering the materials more easily. One of the media that
can be used in teaching English writing is video. The teachers can find a valuable
classroom. In writing class, video can give a stimulus for the students about
something, so that they have a matter to say in their writing. 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
atmosphere in the classroom. Students are more motivated in learning because the
animation or moving pictures than reading the text. Therefore, when they enter the
class they will not feel any pressure and will enjoy in writing learning process.
watching the videos, the learners are guided in selecting the topic, so the learners
get the ideas about what they are going to write. The main achievement is that the
E. Hypothesis
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the use of videos in language teaching can improve writing skill of the eighth
CHAPTER III
RESEARCH METHODOLOGY
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The method used in this study is classroom action research. There are
some definitions of action research proposed by experts. Carr and Kemmis (1982)
rationality and justice of their own practices, their understanding of this practices
professional experience which link practice and the analysis of practice into a
in order to come to some decisions about what the teacher’s future practice should
be.
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improvement in practice.
While Kemmis and McTaggart (1988) in Nunan (1992:17) argue that the
changing things.
better improvement.
improving their writing skill. The researcher collaborates with the teacher in
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implementation of the action research. She discusses with the teacher about the
topic, the homework, exercises and the test items. The teacher watches and
observes the teaching learning process. The practical action the researcher used is
2 Temanggung is one of the favorite schools and one of the International Standard
also near some public areas, such as bank, police station, and any other offices.
This school consists of three grades in which each grade consists of six
and also parking area. Each classroom is completed with some facilities which are
and chairs which are fit with the number of the students, a teacher’s desk and
chair, a clock, LCD and screen, sound system, and good air circulation and
lighting.
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There are so many two-storey buildings which are built to overcome the
needs of classrooms and any other rooms to remember that the width of school
area is narrow.
classroom at the eighth grade students in the academic year of 2009/2010. This
KTSP of SMP which is aimed to help the students able to communicate in written
a text correctly. The study is started from the beginning of February 2010.
The subjects of this study are the eighth grade students of SMP Negeri 2
located in the back yard of SMP Negeri 2 Temanggung, precisely in the north side
of yard. There are 34 students consisting 14 boys and 20 girls in class of 8-F.
lighting and complete facilities. In this classroom there are LCD and sound
system which is set permanently. There is also LCD screen to present the picture
from the LCD. The facilities are set as well as possible so it can be used easily.
Besides that, there are white board and blackboard in front of the class.
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But, because this classroom looks out upon the yard, sometimes the
The model of action research used in this research is the model developed
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In this classroom action research, each procedure takes some steps that
form one cycle. The procedures of action research in this research are as follows:
The problems are identified first before planning the action. In this
step, the researcher identifies the problems occurring in the class. The
problems refer to the factors causing the students difficult to improve their
writing skill. To identify the problem, the researcher observes the teaching
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a. Planning
applied).
5) Preparing a test.
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b. Action
1) Giving pretest
c. Observation
d. Reflection
phase. From this, self reflection can be done. And from the tests, the
3. Doing Evaluation
find out the positive result and weaknesses during the action. To ensure
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researcher gives the students pre-test and post-test. Pre-test is held at the
implementing the action and post-test is held at the end of every cycle to
measure the improvement of students’ writing skills after the action. After
giving the test, the researcher analyzes the result of the test by scoring it.
In scoring the data of writing skill, the researcher uses rubric evaluation of
writing. The researcher also needs help from one who is regarded to have
techniques is used to find out the situation of the teaching learning process when
the techniques is applied and the students’ responses and feeling toward learning
using the technique. Observational techniques used in this research are research
techniques used in this research are in the form of writing tests, interviews, and
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essentially introspective, that is, they invite personal and individual accounts of
Burns adds there are two roles of observation, namely non-participant and
hand, participant observation involves entering the research context and observing
oneself as well as others in that context. The researcher became a member of the
context and participates in its culture and activities. In this research, the researcher
uses participant observation to get the data. The researcher enters the class as
teacher.
G. Instruments
There are five instruments used in this research to collect the data: notes
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which have surfaced in the classroom. Diaries and journals contain more
3. Open-ended questionnaires
are quite free to answer the question. In this research, they are used to
know the students’ felling, perception and opinions to the English teaching
4. Photographs
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language classroom task and activities where visual aids are an invaluable
activities happen in the class as it can give real description about the
5. Writing tests
individuals. The researcher conducts tests consisting of post test 1 and post
test 2. Post test 1 is done after the first cycle ends and the post test 2 is
held in the end of the second cycle. The tests are used to measure students’
After collecting the data, the next step of the study is analyzing the data.
1. Qualitative
are:
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2. Quantitative
is used to find the students’ mean score. The data from the test are
analyzed in order to prove whether or not teaching writing using video can
compared to the students’ mean score of the post test 2 to know whether
x=
åx
N
y=
åy
N
In which:
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CHAPTER IV
A. Introduction
The research was conducted with the collaboration of the English teacher
classroom and the English teacher was the observer and facilitator who observed
the teaching learning process from the beginning until the end of the research. The
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B. Research Findings
before the action was done. In this pre-observation she found some problems
of writing skill. The students had the problems in writing a text because they
learnt writing without using a good approach and treatment. They were just
asked to write a composition based on the topic that had been prepared in the
instruction of a text for example the generic structure of the text, purposes and
about English writing in their class. Based on the questionnaires which had
been filled in by the eighth grade students of SMP Negeri 2 Temanggung, the
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students much disliked English writing, 64% said neutral, and only 8.8%
5. There were 55.6% students who still found it difficult to generate ideas
into composition. Only 8.8% students agreed that generating ideas was
6. There was no student who agreed that writing a composition needs a short
After finding the problems faced by the students in English class, the
researcher conducted a pre-test. The pre-test was done before doing the
teaching learning process. The test was done in order to know the writing skill
of the students. The mean of the students’ scores in the pre-test was 68.22.
it can be identified that the writing skill of the eighth grade students in SMP
writing skill. The target of this research was the improvement of students’
writing skill which concerns more on the generating ideas and organization of
text.
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a. Cycle 1
1.) Planning
cycle 1. She prepared materials from internet and relevant books. She
planned four meetings in cycle 1. She prepared a lesson plan for four
meetings at once. The researcher chose materials which are suitable for the
students. She chose a video cartoon which can be easily understood by the
students. The title of the video used in the cycle 1 was “The Postman Pat
and Surprise Present”. The duration of this video was about 12 minutes.
2.) Action
using videos. There were four meetings in this cycle. She prepared a
February 17th 2010. She entered the class of VIII F. As soon as the
researcher entered the class, she greeted the students and checked the
students’ attendance list. She didn’t introduce herself because she had
done it in the pre-test. She started the teaching with some pre-
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Cinderella, etc. She asked orally to the students about the characters,
films. She introduced the cartoon film which would be played in the
next activities. Most of them didn’t know yet about the film. Not so
long, 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 comprehend the whole
part of the story. It was caused by the noise out of the class so they
couldn’t listen clearly. So, the researcher played it once again by the
From the second playing, the students could get the message of the
video. Next, the researcher guided the students about the generic
past tense related to the story in the video as much as possible. The
researcher taught about past tense then asked the students to start their
task with their own group. The researcher went around the class to
guide the students and help them solve the difficulties they faced. In
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the end of the class, the researcher asked the students to submit their
second meeting. In this meeting, the lesson begins with reviewing the
last meeting. The researcher also explained about past tense because in
the last lesson most of the students still made some mistakes in writing
examples of past tense sentences. There were some students who made
white board. She also explained about passive voice in brief. The
students paid attention to the researcher when she was explaining the
grammar. Then, she told the students about the same video. She played
that video from the beginning until the end. The students were still
researcher repeated the last lesson about the characters of the story and
the generic structure of the story. Then, she explained about the time
conjunctions. Next, the researcher asked the students to sit with their
own groups. In this meeting, she asked the students to make a short
usual, she went around the class to guide the students in making their
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task. Most of the students asked her about the vocabularies and
sometimes about the way of the story. Since the time was up, the
researcher asked the students to submit their work and said goodbye.
2010. The researcher entered to the class and opened her teaching by
greeting the students. The researcher played the same video to the
narrative text. Some students followed actively but the others were
passive. Next, the researcher asked the students to work in their own
group as what they had done in last meeting. At this time, the
structure. 1st group wrote the orientation, 2nd group wrote the
complication, 3rd group wrote the resolution, et cetera. After the bell
rang, the researcher asked them to submit their work and ended the
teaching learning.
2010 for the fourth meeting. The researcher told that at this time they
would use the same video. They wanted to watch the other video. But
the researcher ensured them to watch the same video for having the
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different exercise from the last meeting. Then, she played the video for
the students and asked them to pay attention to it. They still paid
attention to the video from the beginning until the end. After they
watched the video, the researcher asked them to make a full narrative
text from orientation until resolution. They did their own work in their
researcher. As usual, the researcher went around the class and helped
the students who faced the difficulties in making their story. When the
bell rang, the researcher asked the students to submit their work.
Finally, she closed her teaching and announced that next week there
would be a post-test.
3.) Observation
In the first meeting, there were two students who didn’t attend
the class because they had to practice scout for a competition. The
the video was played, all of them paid close attention to the video. It
showed that the students had an interest to the video. But, when the
researcher divided them into groups, the students were very noisy. It
past form. They also still lack of vocabularies. It was indicated by their
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vocabularies.
responses were good. In this meeting, the students were more active.
They still paid attention to the video though it was already played in
the previous meeting. All of them seriously watched the video. When
condition was noisy. It seemed that they had already understood about
correctly. After the researcher divided them into groups, the class was
so noisy. Some of the students went here and there to find dictionary
and everything they needed. There were still some students who asked
In the third meeting the researcher still played the same video
for the students. Some of the students watched it lazily especially the
students who sat at the back. But no one made a noise in class.
were still noisy. Most of them worked in groups well. They discussed
didn’t take part actively and talked something else with the other
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friends. Because of the limited time, most of groups could not finish
their work, so the researcher asked them to submit after the break time
in teacher office.
watch the video. When the researcher asked them to make a full
asked to write not in their group anymore. But then they did their
exercise after the researcher asked them repeatedly. The students were
very noisy. They asked each other about their writing. Some students
still asked about the vocabulary to the researcher. When the bell rang,
4.) Reflection
process she did so far. She found the students’ progress in writing ability.
could be seen by comparing the result of the pre-test and post-test during
the implementation of the action. The mean score of the post-test result
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done at the end of the cycle one was 75.58. It was better than the mean
score of the pre-test which was done before the action, 68.22.
the class, they watched the video which can give them stimulus which
makes them relax and gives them topics to be discussed. By the teaching
generating the ideas. The students could write the longer story than before
But, in this cycle, the researcher still found some weaknesses of the
was indicated by the fact that almost all of their questions were about
They also still found it difficult to change the past forms of certain verbs,
especially the irregular verbs. Besides, some of them still got difficulties in
using the correct past form when they wrote sentences. The improvements
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b. Cycle 2
the students were still lack of vocabulary. The researcher also gave more
exercises about writing sentences with the correct grammar. In this cycle,
writing by using video. The narrative video chosen in this cycle was fable.
The title of the video was ‘Ant and the Dove’ with the duration was about
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this cycle were almost the same with the previous cycle. The difference of
students were still lack of vocabularies. A lesson plan was made by the
2.) Action
teaching writing using video, but with different theme. This cycle was
The fifth meeting was done on Friday, March 12th 2010. The
students and checking students’ attendance list. At the first time, the
researcher did some flashback about the narrative materials which have
The title of the video was “Ant and the Dove”. Its duration was about
4 minutes. The researcher played that video with her laptop. The
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students paid attention to the film when the video was played. The
researcher played the video twice. After the video ended, the students
made some noise and discussed about the video each other. Then the
and some vocabularies related with the video. After that, the researcher
exercises within their group. The exercises in this meeting were about
the vocabulary. They were asked to find out the meaning of certain
vocabulary and also the past form of that vocabulary. After that, each
before. When the bell was ringing, the researcher asked them to submit
their worksheet.
sixth meeting. First of all, the researcher greeted the students and
as possible she reviewed the last meeting about the story in the video.
The researcher invited the students to watch the video again. The video
was still the same with the video played in the fifth meetings. The
some students. The students were interested in that video and paid
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the researcher asked the students to be in their own group and gave
them their worksheet. In this meeting, each group were asked to make
a story of fable based on the video they watched. The researcher asked
March 18th 2010. As soon as she entered the class, the researcher
opened the class and reviewed the previous lesson. In this meeting, the
researcher still played the same video. The students still paid attention
to the video which was played. In this last meeting, the researcher
asked the students to write a story of fable based on the video they just
confident when they were asked to write individually. They did the
asked each other, open the Alfa link, and even asked to the researcher
story. After the time was over, the students submit their work and the
researcher and announced that in the next meeting there would be post
3.) Observation
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video of fable. They paid close attention to the video and sometimes
discussed with their friends beside them. The situation was conducive
because there was no noisy outside the class so that the students could
their exercises, not merely in writing a story but also the vocabulary.
video they watch. They looked enthusiastic when discussing with their
friends within their group. But, sometimes they told each other about
something else. So, the researcher went around the class to guide and
monitor them whether they were active in their own group or not. Most
of them were active when they were asked to do the exercises. But
story, most of them answered that they had understood the content of
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the video. In this last meeting, the students seemed confident when the
played the video in the beginning of the class, they did write a fable
about “Ant and the Dove” based on the video they watch. The
students were more enthusiastic in joining the class with the videos of
fables. The videos stimulated the students to make narrative easier because
they can imagine about the way of the story in video, then write it down in
a paper. They also had more confidence in writing individually after they
watched the videos. Without being asked many times by the researcher,
The students were more able to use past sentences correctly. It was shown
mistakes.
result. The mean score of the pre-test was 68.22, while the mean score of
the post-test in cycle 1 was 75.58 and the mean score of the post-test in
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Data sources After the action of cycle 1 After the action of cycle 2
2. Writing Skill
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· There were still few students who made some errors in using appropriate
words.
From the observation done in this action, the findings can be concluded as
follows:
1. The positive improvement of students’ attitude towards writing during the
and confident to write individually after watching the videos; some students
discussed actively about the video in their own group; most students could
start their task better without wasting the time and involved in their group
actively; some students focused on their task and sometimes asked questions
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2. The improvement in students’ writing skill, such as; the students could write
a story with more detailed information; the students could make longer
their story better from the beginning, middle, and ending; the students could
finish their story until the end on time; the students could make some
opening sentences in various ways better; the students could make past
sentences better and were more careful in constructing past sentences; the
students could change the verb1 into verb2 in correct forms and were able to
narrative text well. Then, the computation of the level of significance of the
students’ writing skill. It was proved by the result of the t-test computation
C. Discussion
Overall, the result of the research showed that there were some
By doing more practices in writing using videos, the students’ writing skill
has improved. They could write a story with more detailed information based on
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the video; they produced longer paragraph with sufficient supporting details. The
students could get the ideas and inspirations to write a narrative text after they had
watched a video. The videos give them a stimulus so that they could have
according to the generic structure of a narrative text. The students could produce
resolution. They start their writing with opening sentences in various ways in the
beginning of the story, such as; “One day in the morning, Pat went to the post
office.”; “A long time ago in the jungle, lived a monkey and crocodile.”, etc.
They could use the word transition (time conjunction) to make their writing
systematic from beginning until the end of the story. The short videos could guide
the students to write the story in good order because they present the
systematically story line from the beginning, middle, and ending. The short videos
contain simple story so that they can be easily understood by the junior high
school students. By watching the short videos which contain simple stories, the
Besides, the students could apply the appropriate tense in their writing. In
this action researcher gave enough opportunity to write, the teaching learning
focused more on writing skill. Through this action, the students could have more
practices in writing narrative texts using videos. They could create a better writing
than before including in constructing the past sentences by using simple past
tense. Some videos present the narrator in past tense, so that it can help the
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students to use the appropriate tenses in their writing by actively viewing and
listening to the videos. By the action, the students could also be able to use
appropriate vocabulary. The students wrote correct spelling of the meant word in
their writing. The students could also change the verb1 into verb2 in correct
forms. It could be seen in the students’ worksheets in which the mistakes were
The class situation in learning activities before the action research was
described as some students were busy with themselves, especially the students at
the back. They did some other activities when starting their writing such as talking
The improvement of the class situation was the students were more
motivated and confident when they were asked to write individually by watching
the videos first. They did their writing without being asked many times and did
not complain anymore. By watching the videos, the students could spend shorter
time when they were asked to write and most of the students could finish their
writing on time. It is because the videos could help them by presenting certain
topic which can be written down. Besides, the positive improvement can be seen
in the activeness of the students during the teaching learning process. Some
students discussed actively about the video in their own group after they watched
the video. The students also asked questions to the researcher and their teacher in
joint construction session. In other words, the students’ attitude towards writing
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The results of the test also support the positive improvements; the mean
score of the post-test done in the end of cycle 1 was 75.58. It increased 7.36 points
from the mean score of pre-test which was conducted before the action. It could
be said that there was an 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 78.31. It was better than the result of the post-test 1, 75.58.
implementation of using short videos in the teaching learning process, there are
1. Short videos can improve students’ writing skill. Students learn about
narrative text easily and enjoyably. By using the narrative short videos, they
can easily know about social function and generic structure of narrative text.
Videos give them stimulus about certain topics so that they can easily
construct and generate the ideas into a narrative story based on the video
given. They can also arrange the better paragraphs based on the generic
2. Short videos can improve the students’ motivation. The videos provide
various materials that attract the students’ interest to join the lesson from the
beginning until the end of the lesson. Therefore, during teaching learning
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3. Short videos can improve the students’ self confidence in English class.
Especially in writing, the students are more confident when they are asked to
make a story after watching the videos because they can get some stimulus
4. Videos provide various materials which can attract the students’ interest.
There are so many videos with an attractive pictures and sounds. By playing
the attractive videos, the students will get interest and motivation in
story that is easy to follow. Cartoon story usually has a simple plot that can be
exploited for classroom use. By following the videos with this simple story
line from the beginning into the end, the students can get easily understand
about the organization of the text. On the other words, the use of short videos
in classroom can stimulate the students about simple story that can be
lesson.
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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
CHAPTER V
A. Conclusion
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Based on the discussion in the previous chapter, the findings of the results
show the positive improvements in students’ writing skill and class situation. The
and confident to write individually after watching the videos; some students
discussed actively about the video in their own group; most students could
start their task better without wasting the time and involved in their group
actively; some students focused on their task and sometimes asked questions
4. The improvement in students’ writing skill, such as; the students could write
a story with more detailed information; the students could make longer
their story better from the beginning, middle, and ending; the students could
finish their story until the end on time; the students could make some
opening sentences in various ways better; the students could make past
sentences better and were more careful in constructing past sentences; the
students could change the verb1 into verb2 in correct forms and were able to
narrative text well. Then, the computation of the level of significance of the
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students’ writing skill. It was proved by the result of the t-test computation
teaching writing by using short videos can improve students’ writing skill. They
got easier in generating and organizing the ideas when they write. The videos that
they watched could give the students certain topics. They could write scene by
scene on the videos so that they would produce systematic writing from beginning
until the end. From the computation of level of significance in the students’ test
score, it can be concluded that the improvement of the students writing skill by
using short videos is significant. The result of the t-test shows that the value of the
t-test between the pre-test and the post-test 2 was 8.77. Meanwhile, the t table (tt)
for 34 students is 2.04. Since (to)2 is higher than tt, it means that there is a
short videos in teaching writing which can improve the students’ attitude towards
writing in the writing class situation during the teaching learning process. By
using the short videos in the writing class, the students were more motivated in
joining the writing class. The videos present attractive moving pictures and
sounds so that they got feeling of relax before they write their story. They paid
much attention when the videos were played. They were also more confident
when they were asked to write individually. However, there is still a weakness of
using short videos in writing class. Few students still got difficulties in finding
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writing skill and students’ attitude towards writing. Somehow, this teaching
writing technique is not the only thing that can improve the students’ writing skill.
It should be supported by the other things, such as the teacher’s role in the class,
the student’s activeness, etc. in order to achieve the maximum result of the
B. Implication
writing skill by using short videos, the researcher concludes that teaching writing
by using short videos can improves the students’ writing skill. Practically, the use
share their feeling and opinion about a certain topic. Especially in writing, videos
help the students in generating ideas and organizing paragraphs more easily. They
can get something to say in their paper by watching the video. The videos give
them stimulus about certain topics to brainstorm the students so that they can
write with detailed information as what is presented in the video. By using this
media, the students can easily imagine about a story which will be written down
in a paper. The students can also learn more by the guidance of their teacher.
Using short videos in teaching writing can also improves the students’
interest toward the lesson. Videos provide interesting moving pictures and sound
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the subject of the viewer. With the suitable videos, the students will be interested
in joining the lesson. In the classroom, the students were eager to join activities
and actively involved in teaching learning process. So, by using short videos in
C. Suggestion
The writer would like to give some suggestions related to this research for
1. To the Teachers
The English teacher, especially the teachers who teach in Junior High School,
students can involve actively in class. They can use various techniques in
teaching writing in order to maintain the students’ interest toward the lesson.
Teaching writing using video can be a good choice as a technique which can
be implemented in the writing class. By doing this, the students are motivated
in joining the class and are not easy to feel bored in teaching learning process.
2. To the Students
The students should have a will and high motivation from themselves first if
they want to learn English. The motivation and will which come from them
will lead them to be successful in studying English. Beside that, the students
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should also involve actively in English class and practice the English
The Education Institution should provide facilities and media which can
media in class, teaching learning process can run more effectively. It can also
students’ writing skill. It is expected for the other researcher that the result of
this study can be used as additional reference for further research conducted in
the future in order to create a better teaching learning process. They should
also do the research further to find out the weakness which still happened.
BIBLIOGRAPHY
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Brewster, Jean, Gail Ellis, and Denis Girard. 1992. The Primary English
Teacher’s Guide. London: Penguin Book.
Hadfield, Charles and Jill Hadfield. 1990. Writing Games. Harlow: Longman
Hamp-Lyons, Liz and Ben Heasley. 1987. Study Writing. London: Cambridge
University Press.
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Mills, Geoffrey E.2006. Action Research: A Guide for the Teacher Research. New
Jersey: Prentice Hall Inc.
McMahan, Elizabeth., Susan X Day, Robert Funk. 1996. Literature and the
Writing Process 4th Edition. New Jersey: Prentice Hall Inc.
Olson, Miles C., Daniel R. Kirby, Gale Douglas Hulme.1982. The Writing
Process. Boston: Allyn and Bacon Inc.
Reid, Joy M. 1993. Teaching ESL Writing. New Jersey: Prentice Hall.
Ruggiero, Vincent Ryan. 1981. The Art of Writing. California: Alfred Publishing
Co.Inc.
Stempleski, S and B. Tomalin. 1990. Video in Action. New York: Prentice Hall.
c
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______. 2006. Syllabus of 2006 Kurikulum Tingkat Satuan Pendidikan for SMP
and MTs
http://newterra.chemeketa.edu/faculty/jcheshir/teachers/teaching%20academic%
20writing.doc. on Thursday, January 21, 2010
http://mx.nthu.edu.tw/~katchen/profes sional/cartoons.htm
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