THE USE OF VIDEO AS MEDIA IN TEACHING

WRITING PROCEDURE TEXT

(FOR THE TENTH GRADE STUDENTS
AT MADRASAH ALIYAH MANBAUL HUDA
KALITEKUK DEMAK IN THE ACADEMIC
YEAR 2012/2013)

A Final Project

Presented in Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree
In English Language Education

AINI MUSAWABAH
182080056

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

COLLEGE OF LANGUAGES
SULTAN AGUNG ISLAMIC UNIVERSITY
SEMARANG
2012
 PAGE OF APPROVAL

A Sarjana Pendidikan Final Project on

THE USE OF VIDEO AS MEDIA IN TEACHING

WRITING PROCEDURE TEXT
(FOR THE TENTH GRADE STUDENTS AT
MADRASAH ALIYAH MANBAUL HUDA
KALITEKUK DEMAK IN THE ACADEMIC
YEAR 2012/2013)

Prepared and Presented by

Aini musawabah
182080056

Approved by

Hartono , S.S., M.Pd Semarang,September2012

First Advisor

Prof.Dr. Warsono, M.A Semarang,September.2012

Second Advisor
 PAGE OF VALIDATION
A Sarjana Pendidikan Final Project on

THE USE OF VIDEO AS MEDIA IN TEACHING WRITING

PROCEDURE TEXT

(FOR THE TENTH GRADE STUDENTS AT MADRASAH

ALIYAH MANBAUL HUDA KALITEKUK DEMAK)

Prepared and presented by

Aini Musawabah
18.208.0056

Defended before the board of examiners

On September, 19th 2012
And Declared Acceptable

Board of Examiners

Chairman : Hartono, S.S., M.Pd

Secretary : Prof. Dr. Warsono, M.A

Members : Kurniawan Yudhi N. S.Pd. M.Pd

Semarang,...

Dean College of Language UNISSULA

Drs. Widiyanto, M.Si.,Ph.D

 STATEMENT OF WORKS ORIGINALITY

Hereby, I honestly declare that the undergraduate final project I wrote does not

contain the works or part of the works of other people, except those which were

cited in the quotations and references, as a scientific paper should. If my statement

is not valid in the future, I absolutely agree to accept an academic sanction in the

form of revocation of my paper and my degree obtained from the paper.

Semarang ... September 2012

The writer

Aini Musawabah
NIM:182080056
 MOTTO

We only pray to you ( Allah) and to you ask for help ( Al Fatikhah:5)

Life is Choice

DEDICATION

My final project is dedicated with love and gratitude to:

My beloved parents (Father H. Ali Rofii and Mother
Hj. Sahlatun).

My beloved brothers (Saiful Qorib, Taufik Azizi,
And Multazam Khusni).

My Nephew Febby Fitriyani, Naura Maulidia Fatma,
and Muhamad Rafa Fawwaz Nabhani.

And my Lovely, Agus Cahyo Adi Bintoro,Thank a
lot, you always support my.

My best friend The Pokers ( Titis, Isti, Mila, Dike,
Endru, Ana, Fitri, Leli and Asa), Thanks a lot, you
are my inspiration.

My Friends in English Education Community 2008.
 ABSTRACT

Musawabah, Aini. 2012. The use of video as media in teaching writing procedure
text (An experimental study of tenth Grade Students in MA Manbaul Huda
Kalitekuk Demak in the Academic year of 2012/2013). English Language
Education Study Program. Bachelor Degree, Sultan Agung Islamic
University Semarang. Advisor I: Hartono,SS, M.Pd. Advisor II: Prof Dr.
Warsono, M.A.
In this final project, the writer wanted to know how well the tenth grade
students of MA Manbaul Huda Kalitekuk Demak master the language skills,
especially the ability in writing procedure text. The objective of the study was to
find out the extent to which the achievement of the students taught using video as
media in writing a procedure text was significantly different from those taught
without video.
To achieve the objective, the writer conducted an experimental research.
The research design used quasi experimental design. The population of the study
was the fifth grade students of MA Manbaul Huda Kalitekuk Demak. The total
number was 37 students, class A as the Experimental Group and class B as the
control group. In conducting this experimental research, the writer used three steps:
pre-test, treatment, and post-test. In the pre-test, the result of the study showed that
the means of the experimental group was 67,13 and that of thecontrol group was
61,18. In the post-test, the mean score of the experimental group was 77,26,
whereas the control group was 69,86.
The result of the analysis showed that there was a significant difference. It
was supported by the significant difference in the result of post test between control
and experimental group. Based on the statistical analysis, it can be seen that sig (2
tailed) 0.000<0,05. It is concluded that Hi was accepted. So, video is an effective
media for improving the students writing of procedure text.

Keyword: Writing, Video, Media

 INTISARI
Musawabah, Aini. 2012. The use of video as media in teaching writing procedure
text ( An Exerimental study of Tenth Students in Ma Ma Manbaul Huda
Kalitekuk Demak in the academic Year of 2012/2013). Program Studi
Pendidikan Bahasa Inggris Sarjana Pendidikan, Universitas Islam Sultan
Agung Semarang. Pembibing I: Hartono, SS, M.Pd. Pembibing II: Prof.
Dr. Warsono, M.A.
Dalam tugas akhir ini, penulis ingin mengetahui seberapa baik siswa kelas
sepuluh MA Manbaul Huda Kalitekuk Demak menguasai keterampilan bahasa,
terutama kemampuan dalam menulis teks prosedur. Tujuan dari studi ini adalah
untuk mengetahui sejauh mana pencapain siswa diajarkan menggunakn video
sebagai media dalam menulis teks prosedur secara signifikan berbeda dari yang
diajarkan tanpa menggunakan video.
Untuk mencapai tujuan tersebut, penulis melakukan penelitian
experimental. Desain penelitian yang digunakan adalah quasi experimental
design. Populasi penelitian ini adalah siswa kelas sepuluh Ma Manbaul Huda
Kalitekuk Demak . jumlah adalah 37 siswa, kelas A sebagai kelas experimen dan
kelas B sebagai kelas Control. Dalam melakukan penelitian experimen, penulis
menggunakan 3 langkah:pre-test, treatment, dan post-test. Pada uji pre-test, hasil
penelitian menunjukan bahwa skor rata-rata dari kelompok experimental adalah
67,13 dan kelompok control 61,18. Dalam post-test, skor rata-rata kelompok
experiment 77,26, sedangkan kelompok control adalah 69,86.
Hasil dari analisis data menyebutkan bahwa ada perbedaan yang
signifikan. Ini didukung dengan perbedaan hasil post-test antara kelompok
Control dan kelompok experiment. Berdasarkan analisis statistik, dapat dilihat
bahwa sig (2 tailed) 0.000< 0.05. ini dapat disimpulkan bahwa H1 diterima. ini
berarti bahwa video adalah media yang efektif untuk digunakan siswa dalam
menulis text prosedur.

Kata Kunci: Menulis, Video, Media

 ACKNOWLEDGEMENTS

Assalamualaikum wr. Wb

Alhamdulillahi robilalamin, thanks to God for blessing and giving favor

to the writer. Therefore, the writer could finish this paper work completely. On

this occasion, the writer would like to express her sincere gratitude and

appreciation for the valuable assistance given by many persons in completing this

final project, she would to say thanks to:

1. Drs. Widiyanto, M.Si.,Ph.D as the Dean of College Languages of Unissula

Semarang.

2. Prof. Dr. Warsono, M.A as the Head of English Education Department of

College Languages of Sultan Agung and also as the second advisor who

had given me guidence, helpful correction and invaluable advices as well

as suggestion.

3. Hartono S.S.,M.Pd as the first advisor who had given guidence, give

helpful correction and invaluable advice as well as suggestion.

4. Haris Maruf, S.Pd as the Secretary of English Education Department of

College of Languages of Sultan Agung.

5. All lecturers of English Department who had given their knowledge for

her to make this thesis.

6. Drs. H. Muh Isa Ansori, M.Ag the Head master of MA Manbaul Huda

Kalitekuk Demak
7. Teachers all of MA Manbaul Huda Kalitekuk Demak, especially Ms. Risty

Wahyumingtiyas, S.Pd

8. All people who cannot be mentioned one by one and who helped me

during conducting this study. May Allah always bless them all.

Finally the writer realized that this final project is still far from being perfect,

However, the writer strongly hopes that this thesis will useful for the reader.

Wassalamualaikum Wr.Wb.

Semarang, August 2012

The writer

Aini Musawabah
182080056
 TABLE OF CONTENT

TITLE PAGE .................................................................................................

PAGE OF APPROVAL .................................................................................. i

PAGE OF VALIDATION .............................................................................. ii

STATEMENT OF WORKS ORIGINALITY ................................................ iii

MOTTO AND DEDICATION........................................................................ iv

ABSTRACT ................................................................................................... v

INTISARI ....................................................................................................... vi

ACKNOWLEDGEMENTS ............................................................................ vii

TABLE OF CONTENT .................................................................................. viii

LIST OF TABLE ............................................................................................ xi

CHAPTER I: INTRODUCTION

1.1 Background of the Study ........................................................................... 1

1.2 Reason for Choosing the Topic ............................................................. 3

1.3 Statement of the Problem .......................................................................... 4

1.4 Objective of the study .............................................................................. 4

1.5 Hypothesis ................................................................................................ 5

1.6 Limitation of the Problems ....................................................................... 5

1.7 Significance of the Study .......................................................................... 6

1.8 Definition of Key Term ............................................................................. 6

1.9 Organization of the Research ................................................................... 7

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Video ................................................................................................ 8

2.1.1 Definition of Video ............................................................................... 8

2.1.2 Teaching English by using a Video ....................................................... 8

2.1.3 Criteria of good Video .......................................................................... 10

2.1.4 Advantages of Education through Video ............................................... 11

2.2 Media ................................................................................................ 12

2.2.1 The Use of Media in Teaching ............................................................ 12

2.2.2 Definition of Media and Benefit of Media .......................................... 13

2.2.3 Function of Video as Media ................................................................ 14

2.2.4 Contribution of Videos in Teaching Writing ....................................... 15

2.3 Teaching Writing ................................................................................ 16

2.3.1 Definition of Writing .......................................................................... 16

2.3.2 Function and Purpose of Writing ........................................................ 19

2.3.2 The Importance of Writing .................................................................. 17

2.3.3 Process of Writing .............................................................................. 21

2.3.4 General Theory of Procedure Text ...................................................... 23

2.4.1 Teaching Writing Procedure Text ....................................................... 24

2.5 Grammatical feature of written Procedure Text ................................... 28

CHAPTER III: RESEARCH METHOD

3.1 Research Design .................................................................................. 29

3.2 Subject of the Study............................................................................. 30

3.2.1 Population .......................................................................................... 30

3.2.2 Sample ............................................................................................... 31

3.3 Variables of the Study .......................................................................... 32

3.4 Instrument of the Study ........................................................................ 32

3.5 Method of Collecting Data .................................................................. 33

3.6 Procedure of Collecting Data ............................................................... 33

3.7 The Criteria of the Test ........................................................................... .35

3.7.1 Validity .................................................................................................. .35

3.7.2 Reliability .............................................................................................. .36

3.8 Method of Analyzing Data ...................................................................... .36

CHAPTER IV: ANALYSIS AND DISCUSSION

4.1 The Description of School ..................................................................... 41

4.2 Analysis of Result ................................................................................. 41

4.2.1 Analysis of Pre-test ................................................................................ 41

4.2.2 Validity ................................................................................................. 44

4.2.3 Reliability .............................................................................................. 45

4.2.4 Analysis of the Treatment ..................................................................... 47

4.2.5 Analysis Post Test ................................................................................ 49

4.3 Discussion of result finding .................................................................... 53

4.3.1 The Finding of the Test .......................................................................... 53

4.3.2 The Effect of the Treatment .................................................................. 55

CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusion ......................................................................................... 55

5.2 Suggestion .......................................................................................... 51

BIBLIOGRAPHY ......................................................................................... 53

APPENDICES............................................................................................... 56
 LIST OF TABLES

Table

3.1 Number of tenth grade students. 32

3.2 Sample of the Study 33

3.3 The Criteria Scoring Data....38

3.4 The Scoring of the Students 39

3.5 The Level of Achievement. 40

4.1 The Level of the Achievement... 43

4.2 One-Sample Kolmogorov-Smirnov Test Pre Test .44

4.3 Group Statistics Pre test. 44

4.4 Independent Samples Test Pre test .45

4.5 The Result of Reliability of the Raters ...46

4.6 The Activities on the Experimental Group .49

4.7 The Level of the Achievement post Test ...51

4.8 One Sample Kolmogorov Smirnov Test Post test .51

4.9 Group Statistics ..52

4.10 Independent Samples Test 53

 CHAPTER I
INTRODUCTION

An introduction is the first point in everything we want to do. In this final

project, the first chapter is Introduction, which contains Background of the Study,

Reason for choosing the Topic, Limitations of the Problems, Statements of the

Problems, Objectives of the Study, Significance of the Study, Definition of key

terms, and Organization of the Research.

1.1. Background of the Study

English as a foreign language for Indonesian should be taught to the

students of each level of schools. Students are expected to be able to communicate

in English well. Communicate means comprehending and expressing information,

thoughts, and feeling. The communication skills are the ability to produce and

apply oral and written text that is realized in four-language skills. Those are

listening speaking, reading and writing.

Language has a central role in students intellectual, social, and emotional

development and it supports the success in learning all subjects. The language

learning is expected to help the students to know themselves, their culture and

other cultures. Besides language learning also helps students to express their
ideas, and to participate in their society. Since English is an international

language, it is important to teach English in Indonesia.

Learning English is a very crucial thing since it becomes an international

means of communication. Communication is very important to our life. Now, we

can use electronic instrument such as telephone, radio and television to

communicate. We can also communicate by writing texts such as letter, telegraph

and fax. Actually, video becomes popular in education as a medium in teaching

learning process. Videos provide a ready-made context for the presentation of new

vocabulary, structure, and function. Actually it can be a medium for improving

four primary skills to learn English especially in writing skill. Writing has an

important role in learning English so that students should master it.

Furthermore, the Indonesian government always makes effort to improve

the quality of education, for example, they have changed the curriculum and

improved the quality of teachers and other components involved in education

process. Exactly, Indonesian government has improved the previous curriculum

into School-Based Curriculum (KTSP). Through this curriculum, the students will

face the new material that needs more knowledge and their understanding in

writing text types/ genres. In junior high school, the kinds of genres taught consist

of five text types: descriptive, narrative, recount, procedure and report. So,

students have to master the components of the text for developing their ideas to

make the text especially in writing aspect which is suitable with the correct

structure.
 Learning English, leaning language in general, involves mastery of four

skills listening, writing, reading and speaking. However, writing skill is more

complex and difficult to teach, requiring mastery not only of grammatical and

theory devices but also of conceptual and judgement. Because of the difficulties of

writing, some efforts have been done to solve the problems. The main objective is

to make the writing become easier to learn for the students.

The writer is very interested in studying how to improve the students

ability in writing procedure text by using video as media because as one of the

visual aids, video can represent situation, which would be impossible to create in

any other way. Video can help students associate what they hear and watch with

their real life experience.

Because of the difficulties faced by most of the students in learning

English, especially writing, the writer will focus on THE USE OF VIDEO AS

MEDIA IN TEACHING WRITING PROCEDURE TEXT FOR THE TENTH

GRADE STUDENTS AT MADRASAH ALIYAH MANBAUL HUDA

KALITEKUK DEMAK IN THE ACADEMIC YEAR 2012/2013.

1.2. Reason for Choosing the Topic

As the writer mentioned above, using video as a device in improving

writing could be effective. The writer has found that the use of procedure text in

students handbook monotonously may make the students bored. It also makes

teaching and learning process uncreative. So, the teachers must use appropriate
and attractive media to teach writing procedure text, in which video will help

them to create students imagination.

On the other hand, the writer has realized that it is difficult for the students to

produce procedure texts. They are sometimes confused about the application of

generic structure and language features in procedure text. Some students may

have no idea to develop their writing. As a result, they have little enthusiasm and

motivation in joining writing class.

Finally the writer has chosen video as alternative media in teaching

procedure text because they are easy to find in the students daily life. They are

also designed attractively. Moreover, videos have so many interesting, colourful,

and several kinds of applications. They are suitable media in teaching writing

procedure text.

By using video as a media, it is expected that the students interest in

learning English increase. Then, they get motivation in teaching and learning

process. As a result they are expected to learn the material and improve their

writing of procedure text in more enjoyable way.

1.3. Statement of the Problem

The problem of this study can be formulated as follows:

Is there a difference in the ability of writing procedure text between the

students who were taught procedure text by using video as media and the students

who were taught procedure text without using video as media for the tenth grade
students of MA MANBAUL HUDA KALITEKUK DEMAK in the academic

year 2012/2013?

1.4. Objective of the Study

To find out whether there is a difference in the ability of writing procedure

text between the students who were taught procedure text by using video as media

and the students who were taught procedure text without using video, for tenth

grade students of MA MANBAUL HUDA KALITEKUK Demak in the academic

year 2012/2013.

1.5. Hypothesis

The hypotheses of this study were:

Ho : There is no a difference in the ability of writing procedure text

between the students who were taught procedure text by using video as media and

the students who were taught procedure text without using video as media for the

tenth grade students of MA MANBAUL HUDA KALITEKUK DEMAK in the

academic year 2012/2013?

Hi : There is a difference in the ability of writing procedure text

between the students who were taught procedure text by using video as media and

the students who were taught procedure text without using video as media for the

tenth grade students of MA MANBAUL HUDA KALITEKUK DEMAK in the

academic year 2012/2013

1.6. Limitation of the Problems

The writer limits the scope of this study so that the problem will not be

wide and the study will be effective. In this final project, the writer just focuses on

the study of using video. The writer wants to observe whether students improve

significantly on their ability on writing on the procedure text.

1.7. Significance of the Study

The writer hopes that the result of the research will be useful to provide

input for:

1. The writer

This study is important for the writer because by doing the research, the writer

has a beneficial experience, especially in teaching to write procedure text using

video.

2. The students

The result of this study can hopefully motivate the students to improve their

competence in learning procedure text.

3. The teacher

Teacher can anticipate the problems when they teach writing using video. They

can improve their teaching process and the teachers of English will be more

creative in teaching.
1.8. Definition of Key Term

To avoid misunderstanding, some definitions of key terms are given

bellow:

1. Video

The elements of television, as in a program or script, pertaining to the

transmission or reception of the image (distinguished from audio)

2. Media

According to Locates and Atkinson (1984: 3), media is one of factors that can

help the teacher and students convey teaching materials. So media can be

important the efficiency of process and quality of teaching and learning. From

this statement it can be described that media are kinds of things which function

to help the teacher in conveying the lesson.

3. Writing

According to Ron, White, 1987: X, Writing is a discovery process; it involves

discovering ideas, discovering how to organize them and discovering that you

want to put ever to your reader.

4. Procedure text

According to English Revolution, 2009: 36, Procedure text is a kind of genres

that is used to describe how something is accomplished through sequence of

actions or steps.

1.9. Organization of the Research

The writer divided the final project into three Chapters:

 Chapter I is Introduction which contains Background of the Study, Reason

for the Topic, Limitations of the Problems, Statements of the Problems,

Objectives of the Study, significance of the Study, and Definition of key terms.

Chapter II, the Review of Related Literature of the Definition of Video,

Media, Teaching Writing, and General of Procedure text.

Chapter III, the Methods of the Research, which consists of Research

Design, Subject of the Study, Variables of the Study, Instrument of the Study,

Method of Collecting Data, Procedure of Collecting Data, The criteria of the Test,

Method of Analyzing Data.

Chapter IV, Description of the School, Analysis of Result, and Discussion

of the Research Finding.

Chapter V, Conclusion and Suggestion.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this Chapter the writer will discuss Video, Media, Teaching Writing,

and General Theory of Procedure Text.

2.1 Video

2.1.1 Definition of Video

Video is one of the audiovisual media that can be used in language

teaching. It means that video can also be used in teaching writing to explore

students mind. When using video in the classroom to teach procedure text for

the students, the easiest means of presentation is using the video player and

videocassettes.

Citied from www.dictionary.reference.com acessed on may 12th, 2012

video is the technology of ellectronically capturing, recording, processing,

storing, transmiting, and reconstructing a sequence of still images representing

scenes in motion. So that video is one of media that engange the students since it

provides so many interesting audio visual aspects.

2.1.2 Teaching English by Using a Video

The technology brings many influences in many aspects, it used to convey

a message teaching. For example songs and videos. They play an important part in

teaching and learning foreign language, as the employ real- life situations with
real-life expression and other particularities. The main difference between songs

and videos is that in the latter, there is another sense involved: that of seeing.

However, simply watching TV does not account for too good a means to teach

English, because its all there, the pictures, the characters, the script, leaving very

little left for our imagination.

There are plenty of ideas to use when trying to teach English with the help

of videos, one suggestion might be to turn off the sound and ask students to make

up a dialogue from a scene theyve just watched. Another idea would be to simply

let just a part of the class watch a video, then have them describe to the others

what theyve seen understood.

The teacher can also freeze certain moments of the video, by watching and

pausing at very exciting moments, then ask students to predict what may happen

next.

The main functions of using video during the English classes are that of

motivating and helping students to understand this language, but still, there are

some rules to follow in order to get good result:

a. First of all, the movie part or video should not be longer than 30 minutes, in

order to help them understand properly what is about and what their tasks are.

b. Secondly, it is advisable to make a correct prediction of the time students might

take to perform the tasks.

c. Thirdly, one should also mind the context in which the video is used, the video

should be part of the whole lesson management, and essential element is to

 have a clear aim for using the video and also to be able to understand students

need like: vocabulary explanations, guessing words from context or from using

gestures and facial expressions.

htttp://www.buzzle.com/articles/use-of-video-in-teaching-english.html

2.1.3 Criteria of good Video

Adiwinarta, 1988, 13 stated that there are many criteria of good video.

They are :

a. Educated

b. It means that a video can give an education to the student.

c. Interesting

d. It means that a video is fun, interesting, and create the students mood.

e. Useful

It means that a video is really useful and makes the students easy to

understand the procedure text. The teaching process will be more interesting so

that the students are motivated to learn the material given by the teacher. By using

media, the teacher can attract the students attention to the material given by

him/her. From the explanation above, it is expected that by using media in

teaching and learning process, students will be motivated in learning the material

give.
2.1.4 Advantages of Education Through Video:

According to Hugo (1986:24) in teaching learning through video, there are

many some advantages that the reason why the writer choose this technique in

teaching procedure text. They are:

a. The IQ of children will definitely increase by teaching through video

b. The confidence level of students will increase.

c. The students will learn to interact well and raise doubts, when they see

everything in visual form.

d. In the traditional form of teaching, a set of teachers will only be available for

teaching id done through video conferencing; the experts in various fields will

come for teaching so that the students will learn so many new things about the

subject.

e. There is no need for students to move from place to place to study in different

places, because everything can be made available for them at their places itself.

f. As the education is done in the visual manner, all the subjects can be taught by

showing video clips along with lecture in the form of audio, describing the

subject. The graphics and animation will enhance the presentation.

g. Since the children are motivated well, children get the analytical mind and they

like to do research on everything they see.

h. There is a chance for developing the talents of students such as communication

skill, presentation skill and questioning skill, the children will do all these in a
 competitive way. If one child shows interest in improving the skills, other

children in the class will also be interested to come up.

i. The children may continue relationship with the research afterwards by way of

email, chatting, or ever phone to clear the doubts in the subject.

j. The education in remote places are made possible through video conferencing,

where the teachers are not available now and due to that reason many students

might have discontinued their studies.

k. Since the students will also appear in video camera while interacting, they will

become more bold and knowledgeable when they raise questions to the

teachers.

2.2 MEDIA

2.2.3 The Use of Media in Teaching

The development of teaching media is important for the teacher to improve

the way in teaching. It is necessary for the teacher to use the method,

demonstration or method by using teaching media, Media broadly conceived any

materials that establish condition which is able for the learners to acquire

knowledge, skill an attitude.

Arsyad (2006: 4) says that teaching media are means that are used to

convey teaching messages. Another definition of teaching media is conveyed by

National Education Association (in Arsyad, 2006:5), which says that media are

forms of communication either printed or audio visual and the tools. From the

two definitions above, the writer concludes that teaching media are the means
that are used by the teacher to convey the teaching material to the students. It

can be printed or audio visual and the tools.

2.2.4 Definition of Media and Benefit of Media

Media is one of the factors that can help the teacher and in conveying

teaching material to the students. Media can improve the efficiency of process

and the quality of teaching and learning in the classroom or other of the similar

place. Many teachers use the media to support students activity in the teaching

English since using the media make the material can be easily accepted by all of

the students in class

According to Locates and Atkinson (1984: 3), media is any tools, methods, and

techniques used to make the communication and interaction between the teacher

and the students become more effective in teaching-learning process.

Teacher considers the benefit of using the media in supporting their English

teaching-learning process. Here some benefit of using media according to

Sudjana and Rivai (2005: 2):

a. The teaching activities will attract the students attention more, so that they

will arouse the student motivation to learn

b. The subject will be clearly understood

c. The teaching method will be more varied so that the students will not get

easily bored

d. The students will be more active in learning

 On the other hand, Miarso (2005: 458) says the benefits of using media as

teaching aid are as follows:

a. Media give a variant against our brain so that it can be optimal in working

b. Media can overcome the limited experience of the students

c. Media enable the students to interact with the surroundings

d. Media create a different perception of each students

e. Media raise the students desire and interest

f. Media raise the students motivation and stir them up to learn something

g. Media raise the students to be themselves

More than the explanation mentioned above, we can say that media help the

teacher who cannot demonstrate the material by himself, so that he/she needs to

support them in teaching-learning process.

2.2.5 Function of Video as Teaching Media

Video is one kind of media that can help the teachers draw the students

interest and arise their motivation to learn. If the students are motivated, they

will participate actively and will learn hard during teaching and learning process.

Thus the teacher used videos to help the students interest and motivation. The

video as interested and informed us about everything that is unknown. It can

represent a sound and picture of a real object and event.

Video may be used as teaching media in a classroom. It depends on the

characteristics of video that is interesting and it informs us about something. By

presenting video, it will encourage and give students interest in many kinds of

information.

It becomes clear now the video contributes to the teaching and learning

process at school. Video can stimulate creative expression. They can help the

students to arrange information in sequential form and organize the knowledge

derived.

2.2.6 Contribution of Videos in Teaching Writing

Harmer (2007:112) states that writing is used as an aide-memoire or

practice tool to help students practice and work with language they have been

studying. From the quotation, the writer can conclude that writing is a means of

recording what teacher wants to store in the form of written language. It is done

to the mere fact that students remembrance is limited.

Writing is one of the four language skills, which has its own characteristics, in

writing we use symbol to express our ideas and feeling. Writing is difficult skill

because writers must balance multiple aspect such content, organization,

purpose, vocabulary, punctuation, spelling, and mechanics such asapitalization.

The ability to write has become an indispensable skill in our global literacy

community. To be good at writing, the students should practice to write and

improving vocabulary. They should also enlarge their knowledge in grammar,

structure, tenses, etc. to produce good writing, we must take note of type writing,

purpose of writing and we must know how process the writing.

 The use of video in teaching writing is actually meant to help students to

catch and express their ideas easily.

2.3 Teaching Writing

2.3.2 Definition of Writing

Hyland, (2004: 10) states that writing is a practice based on expectations:

the readers chances of interpreting the writers purpose are increased if the writer

takes the trouble to anticipate what the reader might be expecting based on

previous text her or she has read of the same kind.

Writing is a difficult skill because writers must balance multiple aspects such as

content, organization, purpose, vocabulary, punctuation, spelling, and mechanic

such as capitalization. Writing is especially difficult for nonnative speakers

because they are expected to create written product that demonstrate the mastery

of all elements above in a new language.

Basically, writing is not simply drawing a range of orthographic symbols, but

actually it involves a complex process where we have to use certain grammatical

rules in organization in facts. When we write, we do not only have to keep our

purposed of writing in our mind, but we also have to think about how to organize

them in the composition. Therefore, we can say that the process of writing

requires an active thought.

Brown (2001: 335) states that the upshot of the compositional nature of writing

has produced writing pedagogy the focuses students on how to generate ideas,

how to organize them coherently, how to use discourse markers and rhetorical
conventions to put them cohesively into a written text, how to revise for clearer

meaning. How to edit text for appropriate grammar, and how to produce a final

project.

From the ideas above, the writer may conclude that writing is a system of human

intercommunication by means of visible conventional markings. That is by

putting down character or a series of character or conventional markings. That is

by putting down character or a series of character or conventional graphics on

material with a pencil, according to the rules of a language. The definition reflects

the major areas of learning involved in the writing process.

In another way, people who wish to be able to write have to gain some

learning. The must learn to write, for example they learn to write a composition.

But, before we are able to create a piece of composition we should be able to

produce the smallest elements of it namely paragraph.

Writing helps us to understand ourselves, our ideas and our feeling fully

and accurately. Certainly, we often verbalize our thoughts, which can be helpful

and often necessary, but writing gives us the addition of allowing us to see those

thoughts materialized on paper. Although it is difficult skill to be developed, it is

very important to be taught.

2.3.3 The Importance of Writing

In general, academic writing English is more formal than spoken English.

First, because the writer does not know the readers personally; the writer must

write words and sentences that are clear for a variety of reader. Second, the
audience for written English usually is not immediately present; the writer is

unable to see what the reader does not understand ( i.e. by looking at the facial

expression or by having the listener interrupt with a question ). Therefore, the

writer must explain ideas and opinions in more details. Third because the writer

cannot guess the audiences attitude toward the ideas or opinions in the written

material. Many experts stated about the importance of writing.

a. Writing is basic skill, one of that reason in necessary for success in the world

as well as in college regardless of the field of the study to wish to purpose (

White, 1986:60)

b. Jeremy Harmer (2004:3) states that in the context of education, it is also with

remembering that almost exams, whether they are testing foreign languages

ability in order to measures their knowledge.

c. The importance of writing is also stated by J.B Heaton (1979:9) and attempt

should be made to determine the type of writing task with whom students are

confronted every day, such task will probably be associated with the writing

requirements imposed by the other subject being studied at school, if the

medium of instruction is English short articles, instruction and account of

experiments will probably from the main body of writing, the concern of

students following a profession or in business will be chiefly with report

writing and letter writing, while at college or university level the students will

usually be required to write ( technical report) report and papers

d. Type of writing
 Writing is used to refer to process of formulating though ideas of feeling and

expressing them in written language is such away that can be communicated to

the intended audience.

According to Finnochiaro (1974: 85) the type of writing system alphabet,

which exist in the native language, is an important factor in the determining the

case of speech with the students learn to write.

According to Finnochiaro (1974 : 86), writing falls to types, these are :

a. Practical of factual writing

This type of writing deals with fact, we can find it in the writing of letters,

summaries or descriptive of how to do something.

b. Creative or imaginative writing

This type of writing usually exists in literature. The example of imaginative

writing is novels, short stories, romance, etc.

2.3.4 Function and Purpose of Writing

Writing is discovery process. It involves ideas, discovering how to

organize them, and discovering what it is that we want to put our reader (White,

1987). There are many definition about writing most of the linguists have their

own definition about it. It depends on their sight. The writer presents some of

them. The following are some of the definition concerning with writing.

a. Writing is discovery process. It involves discovering how to organize them,

and discovering what it is that we want to put our reader. ( White, 1987 )
b. Writing is a form of thinking for a particular occasion (D Angelos, 1980).

Further he states that one of the most important task, as writer was to master

the principles of writing thinking that would help him to achieve the goals.

c. Writing is strategies, procedure and decision-making employed by writer as

they writ. Through writing, we can express our ideas or feeling to convey a

piece of importation to other. Especially to the reader (Longman,2002:592)

According to Hugo in Tarigan (1986:24), the purpose of writing is:

a. Assignment

The writer actually does not have the purpose of writing about just

completing the assignment to him.

b. Altruistic

The writer intends to ascertain the readers throughout the writing in order that

they can serve the live in the easy, simple and enjoyable way.

c. Information

In making writing the writer intends to give information to the reader.

d. Self Expression

The writer introduces and expresses what really he fells or thinks to reader.

e. Creative

The writer wants to perform artistic norm by himself.

f. Problem solving

The writer wants to explain and analyze the problem in his mind so that the

reader understands about it.

2.3.5 Process of Writing

Writing is produced in many different forms because it is used for a

wide variety of purposes. The form of written works depends on their interest.

Jeremy Harmer (2004:2) explains the process of writing, as follows:

a. Planning

Planning is the first step in writing. It is very important. Experienced writers

plans what they are going to write. Before starting to write or type, they

decide what it is they are going to say in their paper. For some writers this

may involve making detailed note. For another a few jotted words may be

enough.

b. Drafting

The second step is drafting, they can refer to the First go at next is often

done on the assumption that will be amended later. As the writing process

proceeds into editing, a number of drafting may be produced on the way to

the final version. We can write everything we want in accordance with the

topic.

c. Editing

Once writers have produced a draft then, usually, read through what they

have written to see where t works and where it doesnt perhaps the order of
 the information is not clear. Perhaps the way of writing is ambiguous of

confusing.

d. Final version

Once the writers have edited their draft, making the change they consider to

be necessary, they produce their final version. This may look considerably

different from both the original plan and the first draft, because things have

changed in editing process. In the step we omit some important things also

some time we add some necessary one. In the process e should pay attention

on the text as whole.

e. the analysis of writing

According to Ramelan ( 1994:9) writing is very important as a part of man

culture because it can be used to [reserve thought idea also speech sounds

Writing enables people to send as much message as possible. By writing

can express that happens in his mind, so that the readers will know about it.

Writing can be said as a means of writers purpose based on his experience.

He can write what he wants to say if only he has acquired some past

experience.

According Jeremy Harmer (1987:37) there are some components of

successful writing. They are:

a. Mastering the mechanics of letter formation

b. Mastering and obeying conventions of spelling and punctuation

c. Using the grammatical system to convey ones intended meaning

d. Organizing content at the level of the paragraph and the complete text. To

reflect or given new information or topic comment structure.

e. Polishing and revising ones initial efforts.

f. Selecting and appropriated style for ones audience.

Since the components of writing are very complex, the English learner

may emphasize on grammatical ruler, Richard (1990:106) says that correct

sentences is an essential component of writing and grammatical skill receive

considerable emphasize.

2.4 General Theory of Procedure Text

Writing which is one of actionable competences in the 2004 curriculum

is presented in genre which the students of junior high school should have a

good control. The students are expected to able to write well organized pieces

of writing, acceptable at junior high school, in English as their first foreign

language. Procedure text-writing enables people to send the message of how

do something.

According to Miller (2004:3) procedure or instruction is one of the most

common and one of the most important uses of technical writing. There are

step by step explanations of how to do things. Assembling something, operate

something, repair something, or routine maintenance of something, but for

something seemingly so easy and intuitive.

 According to Mark Anderson and Kathy Anderson (2003:50) procedure

writing is instruction written to describe how something is done through

series of sequence steps procedure text includes recipe from books, repair

manual, and general how to book, giving direction orally is also the form a

procedure text.

2.4.1 Teaching Writing Procedure Text

In modern era, writing skill is required. It can be seen that writing

development is very quick. Nowadays, magazines, newspaper, books are

developed; these are proven that writing is very important.

English writing skill for students is one of curricular objectives; the

objectives are students should have the ability to read books written in English,

students should have to write English and the last objective that students should

have the ability to speak in English.

Most of teachers probably agree about recognizing at least the following

general component of writing.

a. Content is the substance of the writing, the ideas expressed.

b. Form is the organization of the content.

c. Grammar is the employment of grammatical form and syntactic patterns.

d. Styles the choice of structure and lexical items to give a particular tone a

flavor of writing.

e. Mechanic in the use of graphic convention of the language.

 The focus this thesis is one of the most important of all uses of technical

written procedure and understanding written procedure.

Procedure text is the social function is to describe how something is

accomplished through a sequence of actions or steps.

Procedure text has three general characteristic, they are:

a. Objective of the Communicative Text

To describe how something is accomplished through a sequenced of action or

step.

b. Structure of the Text

Goal, Aim, or Title

Procedure tells about some steps in doing something in sequence. For

example, procedure used to describe some steps in cooking meal, operating the

phone, and it uses as in consuming some product.

According to Mark Anderson (2003:54). As one of the main part of the

procedure text, this part could be the title of the text.

Material

Materials are the most important things in procedure text. It will be

processed thorough some required steps to get the final result. Before the

sequence or steps are done, it should be known the materials needed.

It is to find out the appropriate way in processing the material, for example,

procedure in cooking meal; the first that should be prepared is materials. After
the material is known, it is processed with appropriate way through a sequence

of steps or action. Then we can enjoy the meals. Another example is how to

operate the cellular phone. It does not process the material, but we should follow

the required instructions through some step. The most important thing is not

material, but step. In operating the cellular phone, we should follow the steps

one by one in sequence because it is electronic and it is breakable. Not all

procedure texts need material. It is depend on the object of the action.

According to Mark Anderson (2003:54). As one of main part of the

procedure text, this part of the procedure text, this part could be a list, a

paragraph, and this part be left out in some procedures.

Steps

After knowing the objective and material, we have to do some steps in order

to get the result. Step means stage towards achieving something. In procedure,

steps take an important role because it is the last process of finishing. Choosing

the paper materials and steps after knowing the objective is the best way to

achieve the best result.

c. Linguistic Characteristic

d. Imperative verb

e. Action verb, e.g. turn, put, do not mix, etc

f. Connectives to arrange the action, e.g. then, while, etc

g. Adverbial to tell the time, place, the accurate way, e.g. for five minute, two

centimeter from the top

 The contractions in a procedure usually begin with command such as mix,

lift, or add. The sentences are mostly short and sometimes include information

on how the action is to be done, for example gently mix, carefully lift and slowly

add.

In the study of language, the commands in procedure text verb. The words

are verb.

Verbs are action or doing words

Verb sometimes used in a procedure

Fold Pour Squeeze

Measure Fill Turn

Place Remove Place

Cut Tie Join

Drill Rub Overlap

Glue Nail Hold

Adverb tell how the action is done

Adverb tell how the action is done

Quickly Sufficiently
Carefully Slowly
Gently Accurately
 We must plan introduction to the procedure carefully, so the students can

understand the procedure text. Make sure it does any of the following that apply

to the particular procedure.

We must indicate the specific task or procedure to be explained as well as

the scope of coverage and indicate the audience seed in term of knowledge and

background to understand the procedure.

By using the four language features above, it makes the students easy to

understand and do the steps because they get clear explanation and guidance.

2.5 Grammatical feature of written Procedure Text

In term grammatical feature, describe Lexicogrammatical feature, which

are frequently understood in procedure text, are the following:

Focus on generalized human agents.

E.g. you, she/he, voter etc

Use mainly temporal conjunctions ( numbering to indicate sequence)

E.g. first, then, when, etc

Use of simple past tense (lay something imperative)

Use of mainly materials process.

In this research, the researcher chooses recipe as the topic which is given to

the students. There are many words can be used by the students related to the

topic. E.g. boil, put in, mix, stir, crack heat.

 CHAPTER III

RESEARCH METHOD

In this chapter, the writer presents the research method. This chapter

contains Research Design, Subject of the Study, Variables of the Study,

Instrument of the Study, Method of Collecting Data, Procedure of Collecting

Data, The criteria of the Test, Method of Analyzing Data.

3.1 Research Design

Research method is a way used in conducting a research. It becomes

the guidance to do the research sequentially. In this study, the writer used

experimental research method. Experimental research method is one kind of

research that is conducted to measure the effect of one variable on another

variable. At the simplest term, an experimental research involves making a

change in the value of one variable (called the dependent variable) (Cohen

and Manion, 1989:193)

The research design in this study is quasi experimental design (the

non-equivalent control group design). It is called quasi experimental design

because it does as not have the true experimental characteristics like

randomization. In this design there is a control group and experimental group

which were observed. Non- equivalent and control group did not use

randomization in choosing the sample. The design can be presented as:

 O1 X O2
(Experimental) (Cohen and Manion, 1989:199)
O3 O4
(Control)

Where:

O1 and O3 : Pre test

O2 and O4 : Post test

X : Treatment

3.2 Subject of the Study

Selection of subject is a very important step in conducting a research

study. There are two steps that will be discussed. The first is to determine the

population and the second is to determine the sample.

3.2.1 Population

Arikunto (1998:115) says that a population is a set (or collection) of

all elements possessing one or more attributes of interest. Best (1981:8) states

a population is any group of individuals that has one on more characteristic in

common that are of interest to the researcher. The population may be all

individuals or particulars type or a more restricted of that group. Population is

a very essential means of data collection in research.

The population of this study was the tenth grade students of MA

MANBAUL- HUDA Kalitekuk Demak in the academic year 2012 /2013 as

 the population. The school is located on Jl. Gajah-Geneng Ngaluran

Karanganyar Demak Km. 39.

Table 3.1

Number of the tenth grade students

No Class Number of Students

1 A 38

2 B 38

3 C 38

4 D 38

5 E 38

6 Total 190

3.2.2 Sample

Sample is a group of people, objects, or places from which the data

are collected. Sample is a part of the population which functions as its

representative (Saleh.2001:33)

In line with Saleh, Arikunto (2006:131) states that sample a part of

population and good sample is the one that represent population from which it

is selected. It is called sample research when a writer wants to generalize the

sample research result.

 In this study, the technique to take the sample was purposive

sampling. The writer selected two classes of the students from the population

as the sample based on the teachers approval. In order to get the representative

sample, the sample should represent the true situation of the population. The

writer chose class X A as experimental group and class X B as control group

Table 3.2

Sample of the study

Sample

Experimental group Control group

X A 38 X B 38

Total of sample = 76

3.3 Variables of the Study

Best (1981:59) states variables are conditions or characteristic that the

experimenter manipulates, control, or observes. The variables in this study

were the independent and dependent variables:

1. Independent variable is text the condition influencing the appearance of an

indication. This variable called (X) variable. In this research, the independent

variable was the use of video as media in teaching procedure.

2. Dependent variable or effect variable is an indication appearing because of

the implementation of an experiment. This variable is called (Y) variable. The

dependent variable in this research was the students achievement in test.

3.4 Instrument of the Study

According to Arikunto (2002:136) instruments is a tool used by a

researcher in collecting data in order to ease the data process.

According to Brown (2001: 232) A test is a method o measuring ones

ability or knowledge in a given area. A test of writing may consist of the

components such as its content, grammar, organization, style, and mechanics.

The test used to know the students ability, knowledge, knowledge, or

performance in writing procedure text.

The writer used writing test, in control group and experimental group

The writer asked students to write a procedure text based on studentst favorite

menu.

3.5 Method of Collecting Data

This study used test for collecting data. The test which was used was

writing test, the writing test was chosen because this test was easy to

processed, the writer used such writing test to measure the students writing

ability in order to obtain the empirical data, it is 100 maximums points.

3.6 Procedure of Collecting Data

The procedure of the study is as follows:

1. Choosing the population of the study. It was grade Tenth of MA

MANBAUL HUDA KALITEKUK Demak.

2. Taking two groups from the population as sample. They were classes X A

and X B of grade tenth of MA MANBAUL HUDA KALITKUK Demak.

For the population of sample I choose X A and X B. The reasons were

because the teacher of these classes was picked by the headmaster to be

my adviser in this school, so automatically the teacher asks me to take his

classes. Another reason is the students of this class are gathering from

students in different capability and ability. So there are clever students and

rather un clever students that will make my research reliability.

3. Conducting the experiment. Some steps were taken in this activity. They

are:

a. Pre-test

The pre test was administered before the treatment session. The students

were asked to write a procedure text with the topic based on their own

mind done in both groups, the experiment and control groups.

b. Treatment

The two groups were given different treatments. The experimental group is

taught by using video teaching technique to develop active writing, while

the control group is taught by using text book. In this stage, four times
 treatments will be given to students. In every treatment, the following are

treatments that will be given to students.

1) The writers explain about procedure text used video.

2) The writer gave example of procedure text used video.

3) The writer gave a piece of paper which contains of some related topics.

After giving the material the writer asked the students to make a procedure

text.

4) The writer checked the students; work by asking their difficulties in

procedure text.

5) The writer helped the students to solve their problems.

c. Post test

After different treatments were given, the students of both experiment and

control group were given a post test on writing test. The aim of his test is

to measure the students achievement of writing procedure text after

treatments were given. As it is stated in the previous sections, the test was

a writing test. The students were asked to make a procedure text a favorite

menu.

4. Collecting the answer of post test and then score it

5. Analyzing the data.

3.7 The Criteria of the Test

Heaton ( 1990:159-162) explains that there are three characteristic of a

good test: Validity, reliability, and practicality. This is the explanation of

validity and reliability

3.7.1 Validity

Heaton (1990:159-162) states that validity of the test is the extent to

which it measures what it is supposed to measure and nothing else. It is one of

the important variables in judging the adequacy of a measured of a

measurement. In this study, the writer used content validity; this kind of

validity depends on a careful analysis of the language being tested and of the

particular course objective Heaton (1990:160)

3.7.2 Reliability

The second characteristic of a good test or instrument is reliability. A

reliable test is consistent and dependable. If the researcher gives the same test

to the same students or matched students on two different occasions, the test

should yield similar result ( Brown: 20). In this study, writer used the rater

reliability. This kind of reliability uses two persons or raters to evaluate the

writing of each students. The first rater was the writer and the second rater was

an English teacher of Ma Manbaul Huda Demak.

3.8 Method of Analyzing Data

First, the writer analyzed the students work. The purpose of this

analysis was to know whether their work fulfilled the procedure text criteria or

not. There are some elements and aspect to be analyses, such as: the social

function, generic structure, and language feature.

Second, the writer scored the students work. It is a step to obtain

quantitative information from each student. In this study, the writer used

scoring guidance taken from Oshima .The scores of the pre test and the post

test were obtained from five components of writing which consist of grammar,

style, content, organization, mechanics, to make easier, the writer makes

criteria for each component based on Oshima (1999:316). The criteria are

mentioned below

Table 3.3

The Criteria Scoring Data

Score Criteria

25 Grammar
1. Imperative verb
2. Preposition
3. Connectives ( while, while, etc)
4. Articles
25 Style
Precise vocabulary

15 Content
1. The right steps in processing the material in making meals or
beverage
2. Arrangement the step in making meals of beverage
 15 Organization
1. Ordering the objectives, material and steps
2. Arrangement the steps in making meals of beverage
20 Mechanic
1. Left and right margin
2. All needed capitals
3. Punctuation and spelling
100 Total score

The example of the procedure text of the student can see in the table below:

Table 3.4

The scoring of the Students

How to make Birthday Card

Birthday Card
Ingredients:

Envelope

Several Crayons

Some Colored Paper

A scissors

A tube of glue

Steps:
1. Cut the glued envelope using scissor
2. Draw and interesting picture on the color paper
3. Color the picture on the card
4. Fold the paper into 2 the card
5. Glue the paper
6. Now our birthday card is ready
The score of the students is:
Grammar : 20
Style : 20
Content : 15
 The range of each component score is 15-25. The students score get

from the sum of the total score of those five components added all of these

values. It makes to add the score in pre-test and post test results

Third, the writer wants to classify the student score to measure the

level of student achievement. It is based on by Harris (1969; 134) which could

be interpreted with the following table:

Table 3.5

The Level of Achievement

Score Grade Level of Achievement

85-100 A. Excellent Outstanding

75-84 B. Good Above Average

65-74 C. Fair Average

50-64 D. Poor Below Average

20-49 E. Very Poor Insufficient

The last, the writer compares the data from two groups, to see whether the

difference of the students result of teaching procedure text between using

writing video technique and without writing video technique is significant or

not. To analyze them, the writer used T-Test. Before applying T-Test, there are

requirements that must be complied, such as: the standard normality, and

homogeneity.
The standard normality is used to know whether the distribution of each

variable was normal or not. To identify the standard normality, the writer uses

One-Sample Kolmogorof-Smirnov Test in SPSS program with the criterions of

hypothesis were: if sig score >0.05, it means that Ho is accepted and Hi is

rejected. If sig score <0.05, it means that Ho is rejected and Hi is accepted.

After the data is normal, then, analysis is the homogeneity. It used to know

whether the control group and experimental group have same homogeneity. In

analyzing the homogeneity, the writer used Levenes Test for Equality of

Variances. There are criteria: If sig > 0.05. It means that the sample is

homogenous. If sig. < 0.05. It means that the sample is not homogenous.

The last, after the data are normal and homogenous, the writer applies

independent-sample t-test in SPSS program. The purpose of T-test is used to find

out the significant difference between two groups in pre test and post test.

There are the criteria of hypothesis: If sig <0.05. It means that Ho was rejected

H1 was accepted. If sig. >0.05. It means that Ho was accepted and H1 was

rejected.
 CHAPTER IV

ANALYSIS AND DISCUSSION

In this Chapter, the writer discusses Description of the School, the

Analysis of Result, and the discussion.

4.1 The Description of the School

The writer was conducted the research in MA Manbaul Huda Kalitekuk

Demak, it is one of Islamic school in Demak. The school is located on Jl. Gajah-

Geneng Ngaluran Karanganyar Deamak, it has 15 classes which were distributed

into 5 classes for X grades, 5 classes for XI grades and 5 classes for XII grades,

the classes was very comfortable for students in teaching learning process. The

school has 25 teachers who were competent in their major.

On the other hand, the students of MA Manbaul Huda have the same good

value in English. So, from the observation above the writer was concluded to

conducting the research in that school.

4.2 Analysis of Result

4.2.1 Analysis of Pre-test

Pre-test was conducted in August 1st, 2012. There were 76 students

participating in this activity. They were divided in two groups, 38 students of XA

as the experimental group and 38 students of XB as the control group. The

purpose of this test was to determine the extent of students skills in writing

procedure text. The writer used video as a media to help students in writing
procedure text. The students of two groups wrote a procedure text with their own

mind. The time given was 60 minutes.

The data showed that the mean score of the experimental group 67.13 and

the control group was 61, 18. It means that the students achievement between

experimental group and the control group was slightly different before the

treatments were given.

After getting the result, the writer tabulated the scores into the following

criteria.

Table 4.1

The Level of the Achievement

Grade The number of

students

Excellent -
Control
Good -

Fair 10

Poor 28

Very Poor -

Excellent -
Experimental
Good -

Fair 13

Poor 25

Very Poor -
 Based on the result of students achievement in both groups, most of the

students (28 students in the control group and 25 students in the experimental

group) had poor ability. Moreover, the level of achievement of writing mastery

was below average. It means that they need more treatment to helping them in

learning to write.

The last, the writer compared the data from two groups using t-test; there

were some requirements before applying t-test. Such as: the standard normality,

and homogeneity.

a. The Standard Normality

Table 4.2

One-Sample Kolmogorov-SmirnovTest

Control Experimental

N 38 38

Normal Parametersa Mean 61.1842 67.1316

Std.
4.19043 7.10223
Deviation

Most Extreme Absolute .111 .148

Differences
Positive .111 .148

Negative -.092 -.104

Kolmogorov-Smirnov Z .686 .913

Asymp. Sig. (2-tailed) .735 .375

 The table show that K-S score of the control group was .686 with sig
0.735>0.05. K-S score of the experimental group was .913 with sig 0.375>0.05. It
means that data of two groups was normal.
b. T-Test

Table 4.3
Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Score Experiment
38 67.1316 7.10223 1.15213
al

Control 38 61.1842 4.19043 .67978

Table 4.4
Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Std.
Difference
Sig. Mean Error
(2- Differenc Differen
F Sig. T Df tailed) e ce Lower Upper
Score Equal
varianc
es 15.311 .000 4.446 74 .000 5.94737
1.3377 3.2818 8.6128
assume
3 9 5
d

Equal
varianc
es not 4.446 59.976 .000 5.94737
1.3377 3.2715 8.6232
assume
3 0 4
d

The table shows that the means of the control group was 61.18 and the

experimental group was 67.13. Its means that the means of two group who were

different of two group, Next, Levens Test for Equality of Variances column show

a that sig= 0.00<0.05, its means that Ho was rejected. So, there was a significant

different between two means score of the control and experimental group.

4.2.2 Validity

In this study, the writer used the content validity by which its validity was

estimated through the professional judgment of the test content or the elements of

the scoring analysis, so there was no statistic computation to count the validity.

There are five elements of the scoring analysis; they are the content, organization,

grammar, style, and mechanics. The writing test is said to be valid if the elements

of the scoring analyses are managed to cover the aspect of writing.

4.2.3 Reliability

In this study, the writer applied rater reliability. There were two persons
who give the score, the writer and the English teacher. Since scoring writing is
subjective judgments, the use of two scores would avoid the subjectivity by one
person. This kind of reliability was concerned ob the consistency between the
raters in giving the score. Based on the pre test, below is computation.

Table 4.5
The result of Reliability of the Raters

Students Raters T T2

I II

C1 75 72 147 21609

C2 80 75 155 24025

C3 75 70 145 21025

C4 80 75 155 24025

C5 70 65 135 18225

C6 67 60 127 16129

C7 61 55 116 13456

C8 70 65 135 18225

C9 70 65 135 18225

C10 60 55 115 13225

C11 75 60 135 18225

C12 65 70 135 18225

C13 61 55 116 13456

C14 63 60 123 15129

C15 60 55 115 13225

C16 70 65 135 18225

C17 70 65 135 18225

C18 70 65 135 18225

C19 63 68 131 17161

C20 61 60 121 14641

C21 68 60 128 16384

C22 80 75 155 24025

C23 60 55 115 13225

C24 65 60 125 15625

C25 58 50 108 11664

C26 59 55 114 12996

C27 60 55 115 13225

C28 70 65 135 18225

C29 60 55 115 13225

C30 70 65 135 18225

C31 60 55 115 13225

C32 80 75 155 24025

C33 64 60 124 15376

C34 65 60 125 15625

C35 58 55 113 12769

C36 75 70 145 21025

C37 57 50 107 11449

C38 60 70 130 623219

R 2475 2300 4775

R2 6125625 5290000 22800625

N= 38 K= 2

SR = 4475 SR2 = 22800625

ST = 4475 ST2 = 623219

Si = 4475 Si2 = 311751
 Se2 = Si2 (SR2)/n (ST2)/k + (Si)2/nk
(n-1)(k-1)

= 311751 616233 311609 + 6o4729

37
= 146797

Ss2 = (ST2)/k (Si)2/nk

(n-1)
= 311609 421285
37
= 300222

rxx = Ss2 Se2 = 153425

Ss2 300222

= 0.511

The average estimation of raters reliability is as follows:

rxx = Ss2 Se2 = 153425 = 0.343

Ss + (k-1) Se2
2
446071

The result of the reliability computation showed that the average

estimation of raters reliability was 0.343 > 0.06. It meant that the test was

reliable.

4.2.4 Analysis of the Treatment

The treatment was conducted on August, 3th. 6th. 8th. 10th 2012 for the

control class. The students were taught the procedure text with conventional
technique by using students; textbook as medium. For the experimental class the

treatment was conducted on August, 3th. 6th. 8th. 10th 2012. The students were

taught the procedure text by video as technique. The total number of data students

who followed this treatment was 38 students in experimental group.

The first step in treatment was the writer give motivations to the students

understand the material that will be taught. This is important because in order the

students understand the material exactly to concentrate students attention on the

learning situation, so that they can better focus on and enjoy the following

lessons. After that the writer explains about the material, that of procedure text,

including: Social function, generic structure, and lexica grammatical futures. The

writer also gives example how to write a procedure text the used video and

explain the schematic structure, so the students can be more understanding about

procedure text.

The next step after the students understand about procedure text, the writer

asked the students to make a procedure text, the writer gives a piece of paper

which contains of some topics, then the students the choose of one topic to make

procedure text. To facilitate students in writing a procedure text, the writer

showed the video and posted in front of the class room in order to assist the

students in writing procedure text. In this case, the writer continually guides and

motivates the students in order the students can work properly.

After finished, the students and the writer discussed in together. At the end

of teaching learning activity, the writer gave summary to the students to the

students. To make easier, the writer made criteria for each activity:
 Table 4.6
The Activities on the Experimental Group

Treatments Day / Date Activities

1 August, 3th 2012 Giving Treatment (1) by using video as

media. (Video of the women cooking)

The students write procedure text they

choose of one procedure text in paper.

The writer checked the students; work by

asking their difficulties in procedure text.

The writer helped the students to solve

their problems.

2 August, 6th 2012 Giving treatment (2) Discuss the result of

previous meeting.

The students write procedure text they

choose of one procedure text in paper.

The writer checked the students; work by

asking their difficulties in procedure text.

The writer helped the students to solve

their problems.

3 August, 8th 2012 Giving a treatment (3) by using video as

media. (Video of person make a drink)

The students write procedure text they

choose of one procedure text in paper.

The writer checked the students; work by

asking their difficulties in procedure text.

The writer helped the students to solve

 their problems.

4 August, 10th 2012 Giving a Treatment (4)Review the lesson

about procedure text

The student write procedure text they

choose of one procedure text in the paper.

4.2.5 Analysis Post Test

The last activity was done in August, 13th 2012. There were 76 students

participating in this activity. They were divided into two groups, 38 students of

XA as the Experimental group and 38 students of XB as the control group; the

students of two groups write a procedure text a favorite menu, the post-test was

conducted to measure the students abilities after the treatment. The test contained

the same criteria in writing procedure text as in the pre-test. Besides, it was given

to the same experimental and control group.

After the result of post-test are obtained, then the writer tabulated the scores into

the following criteria.

Table 4.7
 The Level of the Achievement

Grade The number of

students

Excellent -
Control
Good 12

Fair 21

Poor 5

Very Poor -

Excellent 4
Experimental
Good 22

Fair 12

Poor -

Very Poor -

The last, the score of post - test the analysis using t-test. There were some

requirements before applying t- test, such as: the standard normality, and

homogeneity.

a. The standard Normality

Table 4.8

One-Sample Kolmogorov-Smirnov Test

Control Experiment

N 38 38
Normal Parametersa Mean 69.8684 77.2632

Std. 5.63374
4.80812
Deviation

Most Extreme Differences Absolute .167 .181

Positive .122 .181

Negative -.167 -.110

Kolmogorov-Smirnov Z 1.031 1.116

Asymp. Sig. (2-tailed) .238 .165

From the table above, the writer concluded that analysis of multivariate

normality showed sig (2-tailed) in experiment and control group is 0.165 and

0.238, so that 0.165 and 0.238 are higher than 0.05. It means that the data

distribution both in control group and experimental group normal.

b. T-test

After getting the result of the post test, the writer test the data t-test, the

table is:

Table 4.9

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Score 1 38 77.2632 4.80812 .77998

2 38 69.8684 5.63374 .91391

 Table 4.10

Independent Samples Test

Levene's Test
for Equality
of Variances T-test for Equality of Means

95%
Confidence
Sig. Std. Interval of the
(2- Mean Error Difference
taile Differ Differ
F Sig. T Df d) ence ence Lower Upper

Score Equa
l
varia
.054 .816 6.155 74 .000 7.394 1.201 5.0006 9.7887
nces
assu 74 50 98
med

Equa
l
varia
nces 6.155 72.21 .000 7.394 1.201 4.9997 9.7897
not 6 74 50 16
assu
med

The table shows that the mean of the control group was 69.86 and the

experimental group was 77.26. it means that the achievement of the

experimental group was higher than the control group. Next, Levens Test for

Equality of Variances column shows that sig = 0, 816> 0.05. It means that the

sample homogenous.
 The sig of t-test for equality of means= 0.000<0.05, it means that the

Ho was rejected. So, there was a significant difference between two means

score of the control group and experimental group after the treatment, the

writer concluded that there was a strong indication that writing video as media

was effective to writing procedure text.

4.3 Discussion of result finding

4.3.1 The Finding of the Test

The students considered that learning written English was the most

difficult one compared to the order skills. Some of the students did not have a

feeling of need for written English, and they felt bored with monotonous

techniques in writing class. So, the teacher had to make the students follow the

lesson happily and avoid their opinion that writing is more difficult than the other

English skill. The teacher has to strive to find out and use the most appropriate

method of teaching so that the students motivation in learning written English

can be aroused.

The purpose analyzing the research result was proving the hypothesis

that writing the used video technique was effective to teach procedure text writing

tenth grade students of MA MANBAUL HUDA KALITEKUK DEMAK in the

academic year of 2012/2013.

In the pre test, the average scores of the experimental group were 67, 13

and 61, 18 for the control group respectively. After receiving the different

treatment, it means of the experimental group was higher than that of the control
group, The result of post test of experimental group that is counted statically 77,

26 was higher than control group 69, 86. The result of t-test showed that there was

a significant difference between students who were taught procedure text writing

using video technique and students who were taught procedure text writing

without using video technique.

The writer concluded that the significant difference between the two

groups may be caused by different techniques in teaching writing procedure text.

Video technique is better than conventional technique.

4.3.2 The Effect of the Treatment

After the writer did the research, she concluded that there are some

effects of treatment. The followings are the effect of treatment:

1. Video as the media can help the students to write the procedure text, so the

students could think and could express their own ideas in writing procedure

text.

2. The strategy of using writing video technique in teaching writing procedure

text can the students solve their problems in writing a text, and English teacher

can use this method to anticipate students boredom during writing class.

3. The treatment can be a difference in teaching. Students will be more interested

and enthusiastic in learning because they can express their own ideas,

especially in learning English and writing procedure text.

4. Based on the analysis of the research findings that teaching procedure text

writing using video is more effective than teaching without using video as

media.
 CHAPTER V

CONCLUSION AND SUGGESTION

This Chapter is divided into two Chapter, Conclusion and Suggestion.

5.1 Conclusion

The objective of the study was to find out whether there was a difference

in the ability of writing procedure text between the students who were taught

procedure text by using video as media and the students who were taught

procedure text without using video, for tenth grade students of MA MANBAUL

HUDA KALITEKUK Demak in the academic year 2012/2013.

Base on the statistical analysis of the data, there was a difference in the

achievement between the students who were taught procedure text by using video

as media and the students who were taught procedure text without using video as

media. Although this research was a quasi- experimental research, there was a

strong indication that writing by using video was effective to improve the

students writing skill in procedure text.

5.2 Suggestion

Based on the conclusion above, the writer would like to offer some

suggestions. Among others are:

1. To teachers

a. The teachers should realize that the use of media such video can be helpful

in learning process, especially in procedure text since it make the students

more focused on imaginative in writing text.

b. The teacher should prepare the media well to make the teaching learning

success.

c. The teacher should be more creative in teaching English, so the students can

feel more interested in learning English.

2. To the students

a. The students should be more practice to improve their achievement in

mastering text, and should try to write the procedure text correctly.

b. The students should also be given more clear explanation about other

grammatical rules, such as spelling, sentence pattern, etc. so that the

students can apply those rules correctly both in oral and written ways.
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