THE USE OF VIDEO TO IMPROVE STUDENTS’ WRITING OF PROCEDURAL TEXT

THE USE OF VIDEO TO IMPROVE STUDENTS’ WRITING OF PROCEDURAL TEXT

A RESEARCH PROPOSAL

This proposal is presented in fulfillment of the requirement

For the Seminar on Language Teaching Class

By:

Galih Kusuma Mahardika (1420302177)

FACULTY OF EDUCATION AND TEACHERS TRAINING

ENGLISH DEPARTMENT

TIDAR UNIVERSITY

2017

CHAPTER I

INTRODUCTION

This chapter provides a brief description of the whole contents of the research including background, research questions, aim of the research, clarification of key terms, and organization of paper.

1.1 Background of the Study

Writing is one of language skills that should be learnt by people. In this case, writing should be learnt by students especially by junior high school students. As what Applebee (1981) says, an attribute to explore school subjects is writing that can be a powerful process to discover meaning, not only to transcribe an idea but also to translate writer’s mind. From writing, we can share about our feelings, ideas and all of our thought. However, many people think that writing is the most difficult skill to master. As stated by Harmer (2001) writing needs hard work because it needs more time to think than other skills. To improve students’ ability in mastering English, writing skill should be done every time. Adawiyah (2008) says that it is too hard to have a good writing for the first time, because there are several steps that should be mastered. It is supported by Lestari (2010), to face students’ lack in writing skills, teachers not only teach grammar, vocabularies, spelling, theories of writing, but also teaches the practice of writing.

                However, there are some challenges and difficulties may be faced by students while learning writing skills. From those kinds of problem, teachers should find some ways out how to make students’ writing ability better than before. Some researchers use media as a technique to make that problem solved. Permono (2010) states that students can actually write by training their ability and quality. However, Permono says that students need interesting media to support themselves to make those quality and ability in writing to become better because media will make students interested in knowing well about the materials.

                Departing from this problem, this research investigates the use of video as a media to improve students’ writing of procedural text. As stated by Harmer (2001), one of the techniques to teach writing is by using video. Harmer says that students can get ideas in writing by watching video. Suhartini (2010) says on the research that film trailer can be effective in teaching writing narrative texts. Moreover, Nurmillah (2010) says that the use of fairy-tale movie is effective and can promote students’ motivations in learning writing skills. In relation with this research, Derewianka (2004) states that procedural text is an instructional text which tells us how something is accomplished through sequence of actions and steps. Procedural text is chosen as a test in this research because this kind of text is already familiar with people’s daily life.

                Therefore, this research is intended to improve students’ writing skill of procedural text by using video. One of junior high school in Bandung was selected to be researched. In addition, the research was conducted to identity students’ perception towards the use of video as a media to improve their ability to write procedural text.

1.2 Research Questions

In relation with the above phenomenon, there are several questions to be answered in this research, those are:

1.       Is the use of video significantly effective to improve students’ writing of procedural text?

2.       What is the students’ perception toward the use of video to improve their writing of procedural text?

1.3 Aims of the Research

In general, the purpose of the research is to investigate the improvement of students’ writing of procedural text by using video. Specifically, this research is aimed at:

1.       Finding out the effectiveness of using video to improve students’ writing of procedural text.

2.       Finding out students’ perception toward the use of video to improve their writing of procedural text.

1.4 Clarification of the Terms

Here they are some clarification of the terms about the title to make clarified the problem of this research:

1.       Video is the technique that was given to the students in the experimental group to see a difference between the control group and experimental group. In this research, the videos are documentary videos about how to make something.

2.       Writing is a medium of communication that represents language through the inscription of signs and symbols. In this research, the writing is in the written form that be made by control group and experimental group while given the treatment.

3.       Procedural Text is a text to describe how to make or doing something. In this research, the procedural text is about how to make banana split, how to make sandwich, etc.

1.5 Organization of the Paper

The organization of the paper is as follows:

Chapter I             Introduction

In this chapter, there are explanations about Background, Research Questions, Aims of the Research, and Organization of the Paper.

Chapter II            Review of Related Literature

This chapter consists of teaching writing, video, procedural text, teaching writing of procedural text using video and related study of the research. These theories will be taken from experts and writers with related literature that used in this research.

Chapter III           Research Methodology

This part shows the methodology that was in this research. It consists of research design, variables, research hypothesis, population and sample of the research, research instrument, data collection process, research procedures, and data analysis.

Chapter IV          Research Findings and Discussions

In this chapter, the analysis of the finding of the study is elaborated. In addition, the discussion is also addressed towards the finding.

Chapter V            Conclusions and Suggestions

This chapter consists of conclusion of the study departing from the finding and discussions. Furthermore, suggestions are provided in this chapter.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1   Definition of Writing

Writing is a medium of human communication that represents language and emotion with signs and symbols. In most languages, writing is a complement to speech or spoken language. Writing is not a language, but a tool developed by human society. Within a language system, writing relies on many of the same structures as speech, such as vocabulary, grammar, and semantics, with the added dependency of a system of signs or symbols. The result of writing is called text, and the recipient of text is called a reader. Motivations for writing include publication, storytelling, correspondence and diary. Writing has been instrumental in keeping history, maintaining culture, dissemination of knowledge through the media and the formation of legal systems. As human societies emerged, the development of writing was driven by pragmatic exigencies such as exchanging information, maintaining financial accounts, codifying laws and recording history. Around the 4th millennium BCE, the complexity of trade and administration in Mesopotamia outgrew human memory, and writing became a more dependable method of recording and presenting transactions in a permanent form. In both ancient Egypt and Mesoamerica, writing may have evolved through calendric and a political necessity for recording historical and environmental events.

2.2   Definition of Video

Video is an electronic medium for the recording, copying, playback, broadcasting, and display of moving visual media. Video was first developed for mechanical television systems, which were quickly replaced by cathode ray tube (CRT) systems which were later replaced by flat panel displays of several types. Video systems vary in display resolution, aspect ratio, refresh rate, color capabilities and other qualities. Analog and video variants exist and video can be carried on a variety of media, including radio broadcast, tapes, DVDs, computer files and network streaming.

2.3   Definition of Procedural Text

Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.

The generic structures of procedure text are:

a.       Goal/aim (or title).

b.      Materials (not required for all procedural texts).

c.       Steps (the actions that must be taken).

2.4   Related Study of the Research

In the relation of this study, one of the effective or way to improve the students’ achievement in writing procedure text is video. Video is the audio-visual media featuring motion, it is popular in the community. The messages can be presented facts. The using of video can motivate, easy, and enjoy. Video motivate the students to interest, provides realistic listening practice, stimulate language use, and heightens students’ awareness of particular language points or other aspects of communication. They can be improved by the way in which the teachers introduce the video and the activities which the students carry out. In teaching writing by using video, students watch video about procedure text and see how procedure text is used in our daily life.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the design of research methodology applied in the present research. It covers research design, variables, research hypothesis, population and sample of the research, research instrument, data collection process, research procedures and data analysis.

3.1   Research Method

The content of this part is about research design and variable of this research that will be described below.

3.1.1          Research Design

The research method used in this research was quasi-experimental design.  It investigates  whether  video  could  help  a  teacher  to  improve  students’  writing procedural  text.  There  were  two  classes  taken  as  the  subject  groups  in  this  research. The first group was the experimental group, which was  given  the  treatment  of  the research,  while  the  second  group  was  the  control  group,  which  was  given  general method of teaching, i.e. picture in the textbook.

According to Hatch and Farhady (1982), there are two groups in the research as explained in nonequivalent-groups design; experimental and control group, both groups have the same level but it is used different method of teaching in the teaching learning process. Thus, this research focused on nonequivalent-groups design since both groups were not chosen randomly.

Both groups were given same test; pretest and posttest but they got different treatments. For the experimental group, the treatment was given is video technique, while for the control group was given general method of teaching. The aim of this research was to find out whether the students who were given the treatments as video could get higher score than using general method or conventional technique.

3.1.2          Variables

There are two variables which were investigated in this research. They are:

1.       Independent Variable. The independent variable is the variable which influences dependent variable (Coolidge, 2000). For this research, video technique was chosen as the independent variable because this technique is the major variable to be investigated. Besides that, it is selected, manipulated, and its impact will be measured by the researcher (Hatch and Farhady, 1982).

2.       Dependent Variable. The dependent variable is the variable that will be affected by independent variable (Coolidge, 2000). Students’ procedure text writing ability will be dependent variable.  This variable is observed and measured to determine the effect of the independent variable (Hatch and Farhady, 1982).

3.2   Research Hypothesis

In  this  research,  as  in  any  other  researches,  hypothesis  is  one  of  important aspects.  It  is  because of  its ability  to  predict  or  temporarily  answer  the  research problems.  According  to  Hatch  and  Farhady  (1982),  hypothesis  can  be  described  as the tentative statement about the outcome of the research. For this research, there are two hypothesis taken which are null hypothesis and alternative hypothesis.

Null hypothesis is when no significant difference between the posttest means of control and experimental group after applying the treatments. Whereas, the alternative hypothesis is when there is significant difference between the posttest mean of control and experimental group after applying the treatments.

3.3   Population and Sample

According to  Levine  and  Stephen  (2005),  population  is  all  members  of  a group  from  which  you  want  to  get  a  conclusion.  From  the  definition,  the  population of  this  research  was  the  whole  students  of  the  first  grade  in  one  SMPN  in  Sojokerto. The first grade of this SMPN consisted of 270 students, spread into 9 classes.

This grade was chosen as population because procedural text was taught in their second semester of teaching learning process. Because of the number of population was too large to be accessed, in this study, the writer took two classes as the sample. According to Coolidge (2000), sample is a smaller group of scores selected from the population of scores. The first class consisted of students of 7B which was chosen as experimental group. During the execution of the research, this class was given the treatment of video technique. The other class consisted of students of 7C was chosen as control group which did not receive any experimental treatments.

These groups were chosen by teacher’s value which explained that both groups are homogenous and the samples have not been given any treatments of video in writing procedural text yet. To anticipate the absence of some students during the study, the researcher only took 15 students from each class as the sample. Therefore, the total number of the sample was 30 students.

3.4   Data Collection

In  order  to  achieve  a  reliable  research,  data  collection  plays  a  very  important role and  to  achieve reliable  data  proper  instruments  were needed.  Fraenkel and Wallen (2007) described that instrumentation is the whole process of collecting data in a research. For this research, written test and interview were the instruments used.

The purpose of each instrument was different. Written test consisted of pretest and posttest that were given to both groups, experimental and control, in written form. The purpose was for answering the first research question.

Pretest was held in the first meeting. This test was given to both groups to get the data of the writing ability before conducting the treatments and the general method of teaching. In the other hand, the aim of posttest which was held in the last meeting was to examine if there was any significant difference between the results of the written test from both groups after one of the group using the treatments. Moreover, this test was held to find out if the use of video in teaching writing procedure text was effective or not.

Another instrument was interview which consisted of 6 questions. It was given to the group who got the treatment. This instrument was held to investigate the students’ perception about the treatment given, which is the use of video in teaching procedural text. The interview was given in the last meeting after the posttest.

3.5   Research Procedures

The steps of the research procedures were as follow.  The first was preparing the lesson plan.  The second was preparing the material. The third was trying out the instruments whether the  test  given  was  valid  or  reliable  for  the  chosen  students  named  pilot-test.  The fourth was giving the pretest to experimental and control group. The fifth was giving the  treatment  and  teaching  experimental  group  how  to  write  procedural  text  using video,  and  giving  general  method  of  teaching  to  the  control  group.  The  sixth  was giving  posttest  to  both  groups  to  get  result which  was  different  or  not.  The last was holding the instrument, interview to strength the result of the posttest.

3.6   Scoring Rubric

In this research, the data of pretest and posttest would be analyzed by scoring sheet because the test was form in written test document. The criteria of scoring sheet in this research were developed by Rose (2007). The aimed was to measure the result of pretest and posttest. The scoring sheet can be seen in the appendix B.

3.7   Data Analysis

In  this  case,  the  data  which  was  collected  by  using  the  instruments  would  be analyzed. The data that would be processed was conducted on the pretest and posttest scores. On the other words, there are three kinds of analyses was carried out. First is test instrument analysis to know the validity and reliability of the instrument. Second, pretest  and  posttest   analysis  were   used  to  measure  the  normality  distribution, homogeneity  of  variance  and  t-test.  Third, effect size calculation is to find out the effect of independent variable upon the dependent variable.