IKIP

SILIWANGI

TEACHING WRITING RECOUNT TEXT USING VIDEO

TO THE EIGHTH GRADE STUDENTS
OF ONE JUNIOR HIGH SCHOOL IN BANDUNG

By:

Yeni Komariah
Student's ID: 19220337

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE EDUCATION
IKIP SILIWANGI
BANDUNG
2023
IKIP
SILIWANGI

OUTLINE OF THE
PRESENTATION
Background of the Research

Objectives of the Research

Research Methodology

Results

01
Conclusion
IKIP
SILIWANGI BACKGROUND OF THE
RESEARCH
Based on the observation, the researcher found that most of the
students in class VIII C could not achieve the basic competencies of
writing skills, it was reflected in the many mistakes the students
made regarding punctuation, grammatical errors, word choice, and
cspelling correctly.

According to Utami (2012) writing ability is the most difficult ability to

master compared to other language skills. It is not surprising that
there are not so many people who can write well.

According to Fauzia & Novita (2020) videos used in the teaching and
learning process have many benefits for students.

02
 IKIP
SILIWANGI

OBJECTIVES OF THE RESEARCH

To describe the implementation of

1 teaching Hipotesis
writing Operasional
recount text using
video to the eighth-grade students of
one junior high school in Bandung.

To identify students’ difficulties in

2 learning writing recount texts using

video to the eighth-grade students of
one junior high school in Bandung.

To find the effectiveness of using video

3 in learning writing recount texts to the

eighth-grade students of one junior high
school in Bandung.
03
 IKIP
SILIWANGI Research Method
Mixed Method
RESEARCH
METHODOLOGY Research Design
Exploratory Sequential

Population & Sample

The population of this study were VIII C
grade students at Pasirjambu PIB Junior
High School in the academic year
2022/2023. The sample of this study
consisted of 23 students.

Research Instrument
Lesson Plan, Reflective Teaching,
Test (Pretest and Postest 04
 IKIP
SILIWANGI RESULTS
1. The Implementation of Teaching Writing Recount Text Using Video

1. Preliminary Activities 2. Core activities

1. The researcher said greetings, prayed, 1. The researcher recalled the recount text
checked students' attendance. material that had been taught by the
2. The researcher conveyed the learning English teacher.
objectives to the students.. 2. The researcher gave a pretest to determine
the students' initial writing ability, then
presented the material Lorem
in the form
ipsum ofsitaamet,
dolor
3. Closing Activities 1. The researcher and video. consectetur adipiscing elit.
students summarized 3. The researcher instructed the students to
Suspendisse molestie massa
the recount text material; take notes on important things.
2. The researcher asked 4. The researcher gave acaodioposttest
euismod, sit amet
to
determine the rutrum sapien
students' dignissim.
learning
about students'
difficulties during the outcomes. 05
teaching and learning
process.
 IKIP
SILIWANGI
RESULTS
2. Students’ Difficulties Faced by the Students When Learning
Writing Recount Texts Using Video

Difficulty in Spelling Difficulty in Determining

Language Structure (Grammar)

Limitations of
Vocabulary

06
IKIP
SILIWANGI RESULTS
3. The Effectiveness of Using Video in Learning Writing Recount Texts
Normality Test

The pre-test mean = 57.39, a minimum = 48, a maximum = 78.

The post-test mean= 82.13, a minimum = 68, a maximum = 90.
The results of the "Pretest" normality test were less than 0.05, indicating that they were not
normally distributed. The results of the "Posttest" normality test were higher than the generally
used significance level (usually 0.05), indicating that they were not normally distributed.

Wilcoxon Signed Ranks Test

By looking at the negative Z value (-4.200) and the statement "Based on negative 07
ranks," it could be concluded that the average ranking for the posttest was higher
than the pretest.
IKIP
SILIWANGI CONCLUSION
Based on the research results from teaching activities, the researcher drew the conclusion that there
are three stages in teaching recount text writing using videos. First, in the introductory stage, the
researcher greeted, prayed, checked students attendance, and conveyed learning objectives. Second, in
the core stage, the researcher reminded the students of the recount text material, gave a pretest to
assess the students' initial writing ability, presented the material in the form of a video, and then
instructed the students to note important points. The researcher also gave a post-test to determine the
students' learning outcomes. Third, in the closing stage, at this stage, the researcher and students
summarized the recount text material and revealed the difficulties students encountered during the
teaching and learning process. T
Based on the interview results, the students faced challenges in English writing skills, students
struggled with spelling, language structure, and limited vocabulary.
The results of the analysis of the students showed that the pretest data, with a mean score of 57.39 and
a range from 48 to 78, showed an abnormal distribution based on the normality test, as the p-value
was less than the commonly used significance level of 0.05. Similarly, the posttest data, with a mean
score of 82.13 and a range from 68 to 90, also showed an abnormal distribution as the p-value from the
normality test exceeded the commonly used significance level of 0.05. Furthermore, considering the
negative Z-score value (-4.200) and the statement "Based on negative ratings," it can be concluded
that the mean rating for the Posttest is higher than the Pretest. Although the pretest and posttest data
did not follow a normal distribution, the analysis showed a significant increase in the mean score from
pretest to posttest. This implies that some changes between the two assessments have had a
significant positive impact on the observed results. 10
THANK
YOU
By Yeni Komariah