THE EFFECT OF USING VIDEO TOWARD STUDENTS’ WRITING

OF PROCEDURAL TEXTS AT SMAS TRI BAKHTI PEKANBARU

A THESIS

Intended to fulfill one of the Requirements for the Award of Sarjana

Degree in English Language Education Study Program of Universitas

Islam Riau

PUTRI SHAVIRA RAMADHANI

166310706

ENGLISH LANGUAGE EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS ISLAM RIAU
PEKANBARU
2021
 TABLE OF CONTENTS

TABLE OF CONTENT ...................................................................................... i

LIST OF TABLES ............................................................................................. v

LIST OF FIGURES .......................................................................................... vi

LIST OF APPENDICES .................................................................................. vii

ABSTRACT ..................................................................................................... vii

CHAPTER I INRODUCTION .......................................................................... 1

1.1 Background of the Research .................................................... 1

1.2 Setting of the Problem ............................................................. 4

1.3 Limitation of the Problem ....................................................... 5

1.4 Formulation of the Problem..................................................... 6

1.5 Objective of the Research........................................................ 6

1.6 Significance of the Research ................................................... 6

1.7 Definition of the Key Terms .................................................... 7

CHAPTER II RIVIEW OF RELATED LITERATURE……………………...8

2.1 Relevance Theories ................................................................. 8

2.1.1 The Definition of Writing ......................................... 8

2.1.1.1 The Aspects of Writing Ability ............................ 10

2.1.1.2 The Process of Writing Ability ............................ 10

2.1.2 The Definition of Procedure Text ............................ 11

2.1.2.1 Generic Structure of Procedure Text ................... 12

2.1.2.2 The Purpose of Procedure Text ............................ 13

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 2.1.2.3 Types of Procedure Text ...................................... 13

2.1.2.4 Language Features of Procedure Text .................. 14

2.1.3 The Definition of Video .......................................... 16

2.1.3.1 The Advantages of Using Video in Teaching

Writing ............................................................................ 17

2.1.3.2 The Disadvantages of Using Video in Teaching

Writing ........................................................................... .18

2.1.3.3 Teaching Procedure Text by Using Video ............ 19

2.2 Relevance Studies ................................................................. 21

2.3 Conceptual Framework ......................................................... 24

2.4 Hypothesis ............................................................................ 26

CHAPTER III RESEARCH METHODOLOGY ........................................... 27

3.1 Research Design .................................................................... 28

3.2 Location and Time of the Research ........................................ 28

3.3. Population and Sample of the Research ................................ 28

3.3.1 Population of the Research ...................................... 28

3.3.2 Sample of the Research ........................................... 29

3.4 Instrument of the Research .................................................... 30

3.4.1 Variable X (Using Video) ....................................... 32

3.4.2 Variable Y (Writing Ability) ................................... 32

3.4.3 Validity of the Instrument ....................................... 32

3.4.4 Reliability of the Instrument .................................... 32

3.5 Data Collection Technique .................................................... 32

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 3.5.1 Pre-Test .................................................................. 33

3.5.2 Post-Test ................................................................. 33

3.6 Data Analysis Technique ....................................................... 33

3.6.1 Standard Deviation .................................................. 34

3.6.2 Normality Test ........................................................ 34

3.6.3 T-test....................................................................... 35

3.6.4 Hyphotesis Testing .................................................. 35

3.6.5 The Effect Size ........................................................ 36

3.7 Classification of Student’s Score ........................................... 36

CHAPTER IV RESEARCH FINDING .......................................................... 41

4.1 Data Presentation................................................................... 41

4.1.1 Pre-test .................................................................... 41

4.1.2 Treatment ................................................................ 44

4.1.3 Post-test .................................................................. 45

4.1.4 The Increasing Student’s Mean Score of Pre-test and

Post-test ........................................................................... 48

4.1.5 The Aspects of Writing Achieved by Students ......... 49

4.1.6 Descriptive Statistic ................................................ 51

4.2 Data Interpretation ................................................................. 51

4.3 Hypothesis Testing ................................................................ 52

CHAPTER V CONCLUSION AND SUGGESTION ..................................... 54

5.1 Conclusion ........................................................................... 54

5.2 Suggestion ............................................................................. 54

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 5.2.1 For the Students ...................................................... 54

5.2.2 For the Teachers ...................................................... 55

5.2.3 For the Next Researcher .......................................... 55

REFERENCES ................................................................................................ 56

APPENDICES .................................................................................................. 59

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LIST OF TABLES

Table 3.1 Research Design ............................................................................... 28

Table 3.3.1 Population of the Research ........................................................... 29

Table 3.3.2 Sample of the Research ................................................................. 30

Table 3.4 Instrument of the Research ............................................................. 30

Table 3.6.5 The Level of Effect Size ............................................................... 36

Table 3.7 Classification of Student’s Score ..................................................... 37

Table 4.1.1 Students Score of Writing at Pre-test from the Rater ................ 42

Table 4.1.3 Students’ Score of Writing at Post-test from the Rater............... 46

Table 4.1.6 Descriptive Statistic of Pre-test and Post-test ............................. 51

Table 4.3 Output SPSS of Research ............................................................... 52

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LIST OF FIGURES

Figure 2.3 Conceptual Framework ................................................................. 25

Figure 4.1.4 The Increasing Students Mean Score of Pre-test and Post-test . 48

Figure 4.1.5 The Aspects of Writing Achieved by Students (Pre-test) ........... 49

Figure 4.1.5.1 The Aspects of Writing Achieved by Students (Post-test)....... 50

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 vii

LIST OF APPENDICES

Appendix I Syllabus ......................................................................................... 60

Appendix II Lesson Plan.................................................................................. 65

Appendix III Pre-Test ...................................................................................... 80

Appendix IV Post-Test ..................................................................................... 81

Appendix V Students Score of Writing at Pre-test from the Rater ............... 82

Appendix VI Students’ Score of Writing at Post-test from the rater ........... 84

Appendix VII Transcript of Pre-Test.............................................................. 86

Appendix VIII Transcript of Post-Test ........................................................... 87

Appendix IX Procedure Text Writing -Pre-Test ............................................ 92

Appendix X Procedure Text Writing - Post- Test .......................................... 95

Appendix XI Documentations ....................................................................... 105

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 viii

ABSTRACT

Putri Shavira Ramadhani. 2021. The Effect of Using Video Toward Students’
Writing of Procedural Texts at SMAS Tri Bakhti Pekanbaru. Thesis,
Pekanbaru: English Study Program, Faculty of Teacher Training and
Education, University of Islam Riau.

Keywords: Video, Writing, Procedural Text

Writing is the important skill. Writing also can express who we are, feelings to
entertain or share fun things to others even after our life time. It makes our
knowledge, our personal, our work for the future visible to others. Writing is one
challenging subject for the students, because it needs more time, special task,
preparations, and some technique to improve this skill. This caused by lack of
vocabularies, ideas, and tenses. Then, this research using a video as a media while
teaching writing of procedural text. However, this research is design to know if
there is any significant effect of using video toward students’ writing of procedural
texts.

This research used a quantitative approach. The data were collected through a
SPSS V25. That consist of five indicators of Classification of Students’ Score;
content, organization, vocabulary, language use, and mechanics. 30 students were
selected as a sample of this study. The instrument used in this research was a written
test and the classification of students’ score on pre-test and post-test.

The result revealed that XI IPS students at SMAS Tri Bakhti Pekanbaru have
positive perspectives by taught using video toward students’ writing of procedural
texts. Based on the calculation the mean score of pre-test was 63,67 and mean score
of post-test was 76,00. Based on the data of SPSS of the research, it can be seen
that sig Tcalculate in Equality of Variances is 0,615. It can be summarized that Ho is
accepted because 0,615 > 0,05. In brief, it means the variance population identic.
On the other hand, from the data can be seen that t calculate obtained -3.763 will be
compare to ttable, df= 58. It can be concluded that ttable is higher than tcalculate. In
other word, it can be read -3.763 <58. Based on the score, the researcher concluded
that Ho is rejected and Ha is accepted means that significant effect of using video
through students writing of procedural text of XI grade at SMAS Tri Bakhti
Pekanbaru.

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 CHAPTER I

INTRODUCTION

1.1 Background of The Problem

English is one of international languages used by many people in the world.

Language is used as a communication in society. People use language to convey

their message, feeling, opinion, thought,and information to each other. Language is

used both in oral and written communication. By learning English people can

communicative with others people around the world. Recently, English is the

essential language for people and has a special position as the subject that offers a

chance for advancement in students professional life and also uses to access the

information between teacher, student, and book. Thats why English is one of the

important study that student to be mastered both oral and written ability.

In studying English, there are four skills. They are;

reading, speaking, listening, and writing. Writing is one of skills beside reading,

listening, and speaking that should be taught to the students. There are two

productive and receptive skills. The productive skills are; writing and speaking,

while the receptive skills are; reading and listening. One of the productive skills is

writing. Writing is one of basic skill. That is why writing is very important to

teaching and learning in English in order to communicate their ideas and feeling

with others in written form. In line with this statement, Raimes(1983) states that

writing is a skill in which express the ideas, feelings, and thoughts arranged in

words, sentences paragraphs using eyes, brain and hand.

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However, writing is an effective way to express feeling to entertain or share

fun things to others. For example: give someone idea’s when someone do not have

an idea to do something. Writing skills help the learners gain independence,

comprehensibility, fluency and creativity in writing.

Writing is difficult subject for the students. It is often considered as a

complicated learning because it need some techniques and preparations. The

students also need time and special task to improve this ability. This is caused by

lack of vocabularies , idea,and tenses. Beside that, they have some troubles to

express their idea chronologically, make a mistake in grammatical, confused when

start to write because they did not understand materials, difficulties in writing

English text because they have lack of ideas , and the last is they feel bored when

teaching and learning process, because, the teacher teaches without using media or

just explain the material. This is supported by Rass (2010), explains that writing is

a difficult skill for native speaker and nonnative speaker alike, because the

researchers must balance multiple issues such as content, organization, audience,

vocabulary, purpose, spelling, and mechanics such capitalization. In this case,

teacher should mastering and be creative in teaching writing cause teachers has big

influence for their students in order to make students interested in learning process.

For example: the teacher make a creative media to get students attention.

In learning to write or compose, there are four kinds (genres) of the text

should be learned during three years of learning English, they are ; Narrative,

Descriptive, Recount, and Procedure texts. In this research were focused on the

discussing procedure text while the generic structure procudure text consist; goal,
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material, and step.

Procedure text is one of many short text that must be mastered by students

in learning English. Students have to be able to write procedure text in their English

classroom. Procedure text is designed to describe a step of procedure, action, doing

something, or making something for the example cook something. In teaching

procedure text, the researcher hope the students can be able to organize paragraph,

using correct grammar or sentence structure, correct word choice or vocabulary,

and use the appropiate punctuation and capitalization.

To achieve students’ writing ability in procedure text, teacher must provide

interesting media in teaching and learning process. Video is a media that can be

helpfully in teaching procedure text. As stated by Harmer (2001:92) “One of the

techniques to teach writing is by using video.” So video can keep students

consentration when learning the materials.

Video is one of media that can help in teaching learning process, especially

writing procedure text. Video is media that can be used and related each other in

accordance with the sequence of event. So the main function of this video is

students will know the event based on time sequence. Students will be very

interested in using video and they will be better to explore their idea when writing

a procedure text after watching video of procedure text.

Video is needed to use in teaching process because video helps the teacher

to deliver teaching materials in an attractive and interesting way, so the students

will not feel bored easily during the lesson. By using video students can get more

inspiration for writing procedural text. Moreover, the reason choosing video as
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media for this research according to Lance (2007) in Junianti (2017) state that

video can attest a compelling educational experience. Students are easier to

understand and memorizing the information from the video. It is supported by

Harmer (2003) in Junianti (2017) that video can help the students to think what

they will put or write after watching the video. Because they are not only listen to

the sound but they may recognize it through the gestures of each character in the

videos.

Finally, based on the reason above the researcher would like to conduct a

research about The Effect of Using Video Toward Students’ Writing of

Procedural text.

1.2 Setting of the Problems

Based on my experience in teaching training (PPL) in SMAS Tri Bakhti

Pekanbaru, there are some problems that students have on writing procedure text:

the students do not know how to use present tense in writing procedure text, the

students have low interest in learning writing especially in English since they rarely

write much, students have limited vocabulary, does not understand the material,

students have difficulties in expressing and developing their idea into written text.

According to Karani (2008) , there are some general problems encountered

by the students when they are ordered to write a procedure text, There are problems

in content, organizing, words, and grammar. First is content. It means that the

students cannot produce an effective text because they cannot construct the main

idea and supporting detail into a paragraph. Second is organizing. In organizing,

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the students cannot organize paragraph into a good text. Third is vocabulary.

Sometimes, the students lack of vocabulary for constructing a good paragraph, so

the students cannot convey their ideas and opinions smoothly. Fourth is grammar.

A good text describes a sentence structure correctly, and the paragraph has a good

order of the words in sentence sequence. In other word, the students face many

problems in writing procedure text. Their problems focus on the writing

procedures, and they are usually lack of vocabulary especially present tense to start

writing procedure text.

Considering the students’ problems, the teacher should resolve those

problems. One of the ways to solve the problems is developing the ability of writing

which are faced by students is using an interesting media to teach writing procedure

text. Teaching English for Senior High School needs appropriate media in order

that they do not feel bored and they become active in the classroom. To increase

the students’ interest and motivation in learning writing, the teachers are expected

to create a teaching media. The media is by using video.

1.3 Limitation of the Problems

Based on setting of the problem above, the research limitation of the

research was:

1. The students are afraid of making some sentences. It is because the students

have limited English Vocabularies for make a good paragraph. Then they

do not know what should they put in written text.

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2. The students cannot produce an effective text because they cannot construct

main idea and supporting detail into paragraph. So, they cannot organize

paragraph into a good text.

1.4 Formulation of the Problem

Based on problems which have been identifed above, the research problem

is formulated as follow:

Is there any significant effect of using video toward students writing of

procedural text?

1.5 Objective of the Research

In relation to the research problems formulated above, the objective of the

research are as follow:

To know any significant effect of of using video toward students writing of

procedural text.

1.6 Significance of the Research

This research has some valuables contribution as follows:

1. For the Teacher

To help the teacher developing teaching and learning process with using

video on writing procedural text.

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2. For the Students

To helps the students easy to understand the material in wiring of procedural

text

3. For the Researcher

To thelp the researcher complese her research

1.7 Definition of Key Terms

To avoid misunderstanding, the researcher make 3 terms considered in need

for clarification:

1. Effect : Means Change Caused by something (Manser in Karmila 2013:6)

in this research, the effect is defined as result of using video toward students

writing of procedural text

2. Video : is type of magnetic tape used for recording moving pictures and

sound (oxford dictionary). In this research, it means the researcher using

video as media in using video toward students writing of proceddural text

3. Procedure Text : According to Derewinka (2004) procedure text is a text

in giving instruction to make something, in games rules, in recipes, manual

steps, directions of destination. Completely done through video.

4. Writing : According to Harmer (2001) writing is a form of

communication to deliver through or express feeling through written form.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Relevance Theories

2.1.1 The Definition of Writing

Writing is one of productive skills in which the students can express their

feeling , thought or their ideas. According to Harmer (2004), writing is one of four

skills that encourage students to focus on accurate language use, because by writing

it may well provoke language development as they resolve problems which the

writing puts into their minds. And he also added his opinion about writing that

Harmer (2004 : 86) “writing is a process that what writers write is often heavily

influenced by constraints of genres, then these elements have to present in learning

activities.”.

According to Brown (2001: 336) “Writing is two-step process. First , you

figure out your meaning, then you put it into language.” Another expert Richard

and Willy (2002) in Fitriani (2014) say that writing is the most difficult skill to

master by second language learners, because it concludes highly complex skills.

Heaton J.B (1995) also stated that writing skills are complex and somethimes

difficult to teach, requiring mastery not only of grammatical and rhetotical devices

but also of conceptual and judgmental elements.

In summary, the writing is a process of conveying the idea, feeling in a form

of written text, and writing is the important skill that must be mastered and pay

carefully by the students and the teachers.

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2.1.1.1 The Aspects of Writing

In writing we have to know about the aspects of writing to make easier in

writing. Writing is not just written an idea in the brain but also have a technique

how to do it. Someone who wants to write have do consider the aspects of writing

like Jacobs L. Holly (1981) in Fitriani (2014) suggested that there are five aspects

of writing that must be taken carefully, namely:

1. Content : The writers have an ability to think creatively to develop their

idea

2. Organization : The writer have good in expressing the idea, clearly, or

supported well relationship between logica;, sequenzing and paragraph.

3. Vocabulary : The writers have a lot of words and idioms to convoy

intended information attitudes and feelings. While writing, writers have to

observe the words choice and terms that use in each sentence. Each word

also must be arranged as well as possible to avoid the ambiguity.

4. Language use : The writers can apply the basic agreement between

sentence, numbers, article, pronouns and preposition, tenses, and functions.

5. Mechanincs : The writers are able to write in a good spelling,

capitalization, punctuation and paragraph.

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2.1.1.2 The Process of Writing

Writing process is a stage that writer goes thrpugh in order to produce

something in its final form and suggested that the process has four main elements.

According to Harmer (2004) the process of writing are:

1. Planning

Experienced writers plan what they are going to write, the writer should

think about three main issues. Firstly, the writer have to consider the purpose of

their writing, because th is will influence not only the type of the text they wish

to produce, but also the information they use and the language that they choose to

include. Secondly, about the audience, the writer should think about the audience

that will read their writing in how their writing laid out , the language use and how

the paraghraph are structured . because its not only influence the shape of writing

but also choose the text was informal or formal. Thirdly, the writers have to think

the content structure of their writing. In order, to sequence the facts, preserved

ideas, or how best arguments which they have decided to include. This stage called

pre-writing.

2. Drafting

We can see to the first version of a piece of writing as a draft. While

drafting, the writers develop their idea that the writer produce in planning into

sentences as a guide.
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3. Editing

While making a good writing, its hard to arrange the good paragraph and

almost impossible to make it for the first try. The first try is called first draft. We

can editing the information that not clear enough. The writer often helped by editors

who comment and make suggestion. Then, the writer can revise and improve the

draft based of the ideas, punctuation, words, grammar and the detail needed that

makes appropiate revision.

4. Final version (Final draft)

After the writer finish discussed with editors and already edited the draft,

the writer making changes they consider to necessary to produce the best version

of the piece. This may look considerably different from both the original plan and

the first draft. Because things have changed in the editing process. And now the

writer is ready to send the written text to its intended audience.

2.1.2 The Definition of Procedure Text

Procedure Text is an instructional text that describes how to make

something or how to do something in several steps or phrases. According to Oshima

(2007:95) “In a procedure text, you explain how to make or do something, so

process paragraphs are also called how-to paragraphs. To explain how to do

something clearly, break the process down into a series of steps and explain each

step”.
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According to Richard & Schmidt (2010) in Kemala (2018) said procedure

text is a written or spoken language. Procedure text have some characteristics; has

distinctive structure and has particular communicative purpose or function and

usually can be understood in relation to the context , includes of several sentences.

It means, procedure text is what we can hear, or say in spoken language, and the

text in written language has structure and function. According to Anderson &

Kathy (2003) in Lestiyaningsih (2017) procedure text is a text that gives us

instruction, or doing something, or make something. The aim of procedure text

itself to explain how something can be done with structural instruction e.g, receip

instruction manual, direction, rules of game, achieve a goal solution. It is supported

by Walter (2015), state that procedure text is a rules, instruction and procedures

aim to make sure something that performed in order to achieve successful result.

Usually a series of sequenced steps.

So it can be concluded that procesure text is a text that explains or instructs

something in order to know how it can be done through a series of sequenced steps.

2.1.2.1 Generic Structure of Procedure Text

Every type of text needs a generic structure to organize and show the

different from other text. The generic structure of procedure text according to

Knapp and Watkins(2005) in Prihatna (2015), they stated that procedure text is

concerned with telling someone how to do something. For this reason, procedure

text generally organize with title (goal), materials/ equipment, and steps.
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Moreover, according to Walter (2015) the generic of procedure text as

follows:

a. Goal – a statement of what is to be achieved.

Example: How to make a sponge cake.

b. Materials. Equipment needed, listed in order.

Example: Eggs, flour.

c. Sequenced steps to achieve the goal.

Example: Cream the sugar and butter.

d. Often diagrams or illustration

2.1.2.2 The Purpose of Procedure Text

The purpose of procedure text is to describe how something is made through

a sequence of steps.

2.1.2.3 Types of Procedure Text

There are different procedural text for different purposes by Walter (2015):

1. Texts that explain how something works or how to use instruction/

operation manuals, for example, how to use the video, the computer, the

photocopier
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2. Texts that instruct how to do a particular activity, for example, recipes,

rules for games, science experiments, road safety rules.

3. Texts that deal with human behavior, for example, how to cook, how to

live hapily, how to succeed.

2.1.2.4 Language Features of Procedure Text

The generic structure of procedure text also called as constructing a

procedure text. The word of constructing is come from construct, which has a

meaning “build something, to put or fit something together, to form together. These

things have same meaning. According to Walter (2015) , mentions that language

feature of procedure text are :

1. Written the imperative, i.e. sift the flour or 2nd person i.e. first you put..

2. In chronological order, i.e. First, next

3. Use of nubmers, alphabet or bullet points and colour to signal order

4. Use of adverbs and adjectives for precision – i.e measure carefully.

It is supported by Barwick.J (1999), he is explained some language feature

of procedure text in his book as follows:

1. Noun

group or noun are used in the listed material or equipment.

Example: nuts, bolts,, screwdriver, or wood.

2. Action verbs starts most sentences.

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Example: link, take, put.

3. Conjunction are used to show chronological order.

Example: then, after, when, before, while.

4. Short statements or commands are used.

Example: pick them up.

5. Adjectives add details relating to size, shape, color, and amount.\

Example: place the red cup there.

6. Words related to direction and specific location are found.

Example: left, Jamison street, north.

7. There is little use of personal pronouns, because the person who

following the instruction may be referred to in a general way as one or you

or may no be referred to.

8. Present tense are generally used.

9. Emphasis is often given to important information by underlining it or

writing in bold.

10. Adverbs, preposition, and adverbial phrases add detailed information

about how, where, and when.

11. Clear, simple. Precise but detailed language is used.

12. Vocabulary from technical to everyday language according to the target

audience.
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2.1.3 Definition of Video

Video is one of many media that can be used in teaching English. By using

video, teacher will guide the students with a new way in teaching learning process.

Video itself can be categorized as audio visual that can be found in many platfrom

in internet beside Television, such as YouTube and video.com.

According to Bal-Gazegin (2014), video is a media that convey message in

an audio-visual environment, using audio-visual materials in classroom has been

emphasized by numerous researcher because styles of visual presentation are useful

to the language learner, especially to develop understanding, but how video can be

used as a tool depends on the creativity of the teacher who is expected to integrate

it properly with the right objectives and goals at the right time.

Related to the learning activity, Aminah (2018) state, video can motivate

and stimulate students to write. In addition the use of video can be a good

alternative , can stimulate oral and written communication between the students.

Dupuy (2001) in Aminah (2018) also state that, video can be used to motivate

students to learn essential writing skill. Whereas Harmer(2003) in

Lestiyaningsih(2017) states video can enhance simulations, not only because it can

provide feedback when students can watch themselves and evaluate their

performance, but also the presence of video help students feel more realistic.

It can be conclude, video can make students more easily to get information,

feel enjoy at the same time because can watch the story, see pictures and listening

audio. It make the students are able to develop their ideas and inspiration for

writing. So, the teaching and learning process can be more enjoyful in interesting
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way.

2.1.3.1 The Advantages of Using Video in Teaching Writing

In teaching and learning process a teacher must provide such as fun media

for the students. Video is a media that easy to get and interesting because it can

show some pictures, background, and has sound. Bal-gazegin (2014:455) said in

his research “the use of video can enhance learning specific fixed expression and

when students are presented with visual aids such as video clips, they enjoy it and

find it motivating.”

Harmer (2001) in his book explains there are 4 reasons why can be used in

language learning as follows:

1. Seeing Language in Use

The students not only hear the language, but they can see the process itself,

and thus interpret the text more deeply.

2. Cross Cultural Awareness

Uniqly the video let the students to see the situation of the people through

the video. For example: what kinds of food in other countries, what they wear, how

American’s speak, or typical British body language.

3. The Power of Creation

The students that used video camera themselves are given potential to creat

something memorable and enjoyable as long as the task given can provoke

creativity and communicative uses of the language, with students finding them
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doing new thing in English.

4. Motivational

Video can increase most of students interest when they have a chance to see

language in use as well as hear it, and when this is added with interesting tasks.

Furthermore, Cruse (2007) mentions six benefits of using video as follows:

1. Reinforce reading and lecture material

2. Aids in the development of a common base of knowledge among

students.

3. Enhances student comprehension and discussion.

4. Provides greater accommodation of diverse learning styles.

5. Increases student motivation and enthusiasm

6. Promotes teacher effectiveness.

2.1.3.2 The Disadvantages of Using Video In Teaching Writing

When teacher want to use video in their classroom, they should be aware

with some problem that mau occur. There are some disadvantages of using video

according to Crane (2014 ) :

1. Needing a person with instructional design skills and knowledge of video

software package.

2. Requiring more time for initial preparation.

3. Having less interaction with users, with no real-time activity tailored to

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learning needs.

4. Potentially not forging a personal connection with patrons

5. Creating fewer opportunities to assess students’ learning and respond

their question.

In addition, Riddle (2003) in Mustikawati.A (2013) states that there are

also the disadvantages of using video. The disadvantages of using audio-visual

media are the concern of the using of equipment.

1. Students may not see it as a real learning. Students sometimes are

frustrated with the ‘stop-start’ nature of lesson, and with a very big class not

everyone may be able to see the screen.

2. The teacher may have to prepare their own materials and tasks. Riddle

also suggested not overusing video type of lesson.

2.1.3.3 Teaching Procedure Text Writing by Using Video

Teacher usually use interesting media to support the process of teaching

and learning. The teacher should think the appropiate and the effective media for

the students’ that will be applied in teaching and learning process. In this research,

the researcher will choose video as the media to teach procedure text. According to

Harmer (2006) in Hadijah (2016) states that video can provide essential additional

benefits to students’ learning experiences, enrich students’ language used, increase

their cross-cultural understanding, develop their creativity and their motivation to

learn. Overall, teacher should enrich themselves with good understanding of

 20

deploying technology in this era by using video in classroom. Then, Berk (2009)

states that there are several procedures of using video clip in teac hing:

1. Pick a particular clip to represent the main content of the video

When video is playing, the students do not always have to watch the

entire video section, they also can select some important section. Then

the teacher asks the students to discuss with the others in the classroom.

2. Prepare guidelines for students’ activities and discussion questions on

what they have to see, hear, look for.

Generally, when the video is presented in class, there are no specific

instruction that given by teacher on what students should do or learn

after watching the video. This should be well organized by teachers to

guide students in achieving learning process.

3. Introduce the video briefly

Giving information to the students about what they have to watch is the

important action to activate their prior knowledge and help them in the

process of understanding the information

4. Play the video

When the video is presented, teachers have to guide the students to

focus on what they watch.

5. Stop the video at any part to highlight a point or replay it for practice.

It will be effective to guide the students to understand what that they are

learn.
 21

6. Set a time for reflection what they have watched

This activity is very useful for gathering information related to students

understanding of what they are watching. In addition, it can facilitate

students to practice their communicative competence, especially in

conveying information directly.

7. Design an active learning activity

This last point is the most influential, teaching and learning process will

not run effectively if the teachers do not prepare what students and

teacher what to do during the process. In this section, teacher’s ability

to carry out the right techniques are needed.

2.2 Relevance Studies

Dea Aulia (2015), conducted a study regarding with quantitative method

with design Pre-Experimental research on the title The Effect of Using Video

Towards Students’ Writing Narrative Text of First Year at SMA YLPI Pekanbaru.

This research is carried out to find out wheter there is positive effect of video

towards students’ writing narrative text is effecctive or not for first year students at

SMA YLPI Pekanbaru. The sample of this research is one group which consist of

29 students. In this research consist of five meetings, include pre-test, treatment

and post-test. The instrument is used in this research is writing test. The result of

this research shows that Using Video Towards Students’ Writing Narrative Text in

post-test is bigger than pre-pretest. So, it can be conclude that the video is affective
 22

to improve students’ writing narrative text of first year students’ of SMA YLPI

Pekanbaru.

Meylia Azurah (2018) with entitled The Effect of Tutorial Video on

Students’ Writing of Procedure Texts (A Quasi-experimental Study at the Eighth

Grade Students of MTs Negeri 13 Jakarta in the Academic Year 2017/2018). Based

on the result of this research the post-test mean scores of the experimental class

was 79.13 while that of the control class was 74.20. Furthermore, the Cohen’s

formulation was used in order to know the effect size of tutorial video and the result

was 0.80. It proved that tutorial video gave moderate effect. It can be concluded

that there was a significant effect of tutorial video on students’ writing of procedure

texts at the eighth grade of students MTs Negeri 13 Jakarta in the academic year of

2017/2018.

Rina Lestiyaningsih (2017) with entitled The Effectiveness of Using Video

for Teaching Procedure Text Writing (An Experimental Research to the Eleventh

Grade Students of SMA N 1 Banyudono in the Academic Year of 2015/2016). The

results of the research show that; the students who were taught using video has

higher score in procedure text writing than the students who were taught by using

textbooks. Furthermore, the mean of students post-test for experimental class is

77.01 and for control class is 73.50. It shows that there was significant difference

between the students who were taught by using video and those were taught by

using textbooks. Based on the explanation above, the researcher concludes that

using video is effective to teach procedure text writing.

The three relevance studies above have some similarities and differences
 23

with this research. The first relevance study, the similarities are about method used

in this study was quantitative method with research design was pre-experimental

research, and using video. The differences between her research with this research,

her research focus on Narrative Text whereas this reserach focus on Procedure

Text. The second relevance study, the similarities her research with this research

are writing procedure text, and quantitative method. The difference between her

research with this research the research design was a quasi-experimental while this

research use pre-experimental research. The third relevance study have similarity

with second relevance study, the similarities her research with this research are

writing procedure text, and quantitative method. The difference between her

research with this research the research design was a quasi-experimental while this

research use pre-experimental research.

 24

2.3 Conceptual Framework

The title of this research is The Effect Of Using Video Toward Students’

Writing Of Procedural Text. In this research, the researcher uses one group pre-test

and post-test in order to know the students’ writing ability before and after

implemented the media. The researcher will use video as the treatment and post-

test of the research. This research focus on pre-experimental research to prove there

is any significant effect of using video toward students’ writing of procedural text

of second grade at SMAS Tri Bakhti Pekanbaru. Here the table of conceptual frame

work:
 25

Figure 2.3 Conceptual Framework

THE EFFECT OF USING VIDEO TOWARD STUDENTS’

WRITING OF PROCEDURAL TEXT

Pre-Experimental

One Group Pre-Test

Post-Test

Using Video in Learning Writing Procedure Text

Is There a Significant Effect of Using Video on Students’

Writing Procedure Text?

 26

2.4 Hypothesis

Hypothesis of this research as follows:

2.4.1 The Null Hypothesis

H0: There is no significant effect of video towards students’ writing

procedure text.

2.4.2 The Alternative Hypothesis

Ha: There is significant effect of video towards students’ writing procedure

text.
 27

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

According to Cresswell (2012:3) definition of “Research is a process of

steps used to collect and analyze information to increase our understanding of a

topic or issue”. Research design used in this research is pre-experimental design

with quantitative approach. According to Ary (2010) classified that pre-

experimental is provide little or no control group of extraneous variables, whereas

Aliaga and Gunderson (2002) in Lestiyaningsih.R (2017) state that quantitative

approach is explaining phenomena by collecting numerical data that are analyzed

by using mathematically based methods that known as statistics. Its supported by

Cresswell (2012) in quantitative research, the investigator relies on statistical

analysis (mathematical analysis) of the data, which is typically in numeric form.

So, what the researcher supposed to do in this research is collected numerical data

that use mathematically based method and the data have to be in numerical.

In this research, the researcher uses one group pre-test and post-test in order

to know the students’ writing ability before and after implemented the media. The

researcher will use video as the treatment of the research after conducting pre-test

and before conducting post-test. Here the pre-test and post-test design in forms :

27
 28

Table 3.1

Research Design

Pre-test Treatment Post-test

O1 X O2

O1 will be applied in order to know students’ mean score before giving the

treatment. Then, X represents as the treatment. O2 will be applied in order to

measure the student’s achievement after the treatment given. A pre-experimental

does not have control group. The influence of pre-experiment treatment can be seen

by seeing the mean score between the pre-test and post-test. In this research, the

researcher tries to investigate the effect of using video toward students’ writing of

procedural text for second grade students of SMAS Tri Bakhti Pekanbaru.

3.2 Location and Time of the research

This research was conducted on SMAS Tri Bakhti Pekanbaru in academic

year 2020/2021. The location on Tuanku Tambusai street , Kec.Payung Sekaki. The

time of the research was on February 2021.

3.3 Population and Sample of The Research

3.3.1 Population of The Research

As stated by Cresswell (2012:142) “a population is a group of individuals

who have the same characteristic”. In addition, the researcher also added according

to Winarno (2013) The population is related to data, not humans. If every human
 29

gives one data, then, the number or size of the population will be the same as the

number of humans.

The population of this research referred to the second-grade students of

SMAS Tri Bakhti Pekanbaru in academic year 2020/2021. Total numbers of

population were 90 students. They are divided into three classes; IPA 1, IPS 1, IPS

2. All of them given the same material in teaching and learning process by their

English teacher.

Table 3.3.1

Population of The Research

CLASS TOTAL OF THE STUDENTS

XI IPA 30 Students

XI IPS 1 30 Students

XI IPS 2 30 Students

TOTAL 90 Students

3.3.2 Sample of The Research

Sample is the selected subjects in the population which are chosen using

certain procedure. Cresswell (2012) state , sample is selected indivudual from the

population who are representative of that population, and sample can make

generalization to the population. Because this is a pre-experimental research, the

researcher will take only one class and choose the group that have similar ability
 30

among students. The sample of this research is XI IPS 1 at SMAS Tri Bakhti

Pekanbaru. There are 30 students as the sample of this research.

Table 3.3.2 Sample of The Research

Class Total of the students

XI IPS 1 30

3.4 Instrument of The Research

In this research, the researcher use writing test by using video. The test is

apply for pre-test, treatment, and post-test. And the researcher use Procedure Text

material. Creswell stated that “Instrument is a tool for measuring, observing, or

documenting quantitative data”.

Table 3.4 Instrument of The Research

No. Meeting Topic Students’ Activity

1. Pre-Test Free Recipe Students write

1st meeting procedure text with

free topic that they

know by using their

own words.

2. Treatment - How to Make -The researcher give

2nd – 3rd meeting a Sandwich choosen topics on the

 31

left and show it

- How to Make infront of the class

a Cup of Tea -The students watch

the video that given

by researcher

-The researcher give

keywords to the

students’

-The students write

the keyword in their

book

- The students’ write

Procedure Text based

the video and using

their own words.

3. Post-Test How to Make a -The researcher

4th meeting Fried Rice present the video

infront of the students

-The students’ do

Post-Test
 32

3.4.1 Variable X (Using Video)

Variable X is independen variable. According to Cresswell(2012), an

independent variable is an attribute or characteristic that influences or affects an

outcome or dependent variable. Variable X of this research is using video

3.4.2 Variable Y (Writing Ability)

According to Cresswell (2012) state, a dependent variable is an attribute

or characteristic that is dependent on or influenced by the independent variable.

Variable Y of this research is writing ability.

3.4.3 Validity of The Instrument

Muijs (2004) state that validity is probably the single most important

aspect of the design of any measurement of the instrument educational research.

The researcher use writing test as an instrument.

3.4.4 Reliability of The Instrument

According to Muijs (2004) a second element that determines the quality

of our measurement instruments is reliability. The instrument must be acceptable to

understand and clear. Reliability of this research is help by SPSS v 25 program in

computer.

3.5 Data Collection Technique

In this research, the researcher use quantitative data and to collect the data

itself use pre-test and post-test. Which include three steps, they are:
 33

3.5.1 Pre-Test

Refer to Creswell (2012) a pre-test provides a measure on some attributes

or characteristics that the writer wants to assess for participants in an experiment

before the students receive a treatment. It is supported by Lodico et al (2006) a

pretest is a test given before the experimental treatment. The purpose of pre-test in

order to know the students writing procedure text. The researcher ask the students

to write procedure text based on the recipe that they know by using their own words.

3.5.2 Post-Test

According to Lodico et al (2006: 178) “a post-test is a test given after the

experimental treatment”. The purpose of post-test is to know whether students’

writing procedure text are increasing or not after giving treatment. The researcher

show them a video which is the tittle is How to Make Fried Rice. Then ask them to

write procedure text based on the video they have watched.

In this research only use one class only as the sample which is teach by

using video.

3.6 Data Analysis Technique

Data analysis is process of separation selectively and recheck the data

whether the data is good enough or not to prepare in next process. Refered to

Cresswell (2008) state the data analysis procedures will reflect the types of research

question and answering descriptive question.

 34

After collecting the data from pre-test, treatment, and post-test, the

researcher will analyze the data by comparing the average score (mean) of the

students’ pre-test,treatment, and post-test of writing procedure text. The researcher

use SPSS v 25 to calculating or input the data because the researcher use

quantitative method and easy to analyze data by using SPSS v23.

To find the mean score, the researcher have to sum all the students’

individual score and divide it with the number of participants of the study. The mean

score is used to find the difference score of students in pre-test and post-test.

3.6.1 Standard Deviation

Creswell (2012) states that standard deviation is the square root of the

variance. Standard deviation is a measure of variability indicating the average

amount that scores vary from the mean.

3.6.2 Normality Test

Normality test is used to determine whether the data is distributed normal

or not. The researcher use statistical calculation of normality test by One-Sample

Kolmogarov-Sminov test in SPSS v23. Here are the following steps:

1. Formulating the hypothesis of the normally test as follows:

H0: the distribution of the data is normal

Ha: The Distribution of the data is not normal

2. analyzing the distribution using One-Sample Kolmogarov-Sminov test in

SPSS v 25.

3. Comparing the asymp.sig with the level of significance.

 35

The criteria for the hypothesis: If the value of p<a (0,05) it means the data

is not normally distributed. If value of p= a (0,05) it means the data is normally

distributed.

3.6.3 T-test

After calculating mean score, standard deviation and the data was in

normal distribution and homogeny, then the researcher will analyze the data using

t-test analysis. According to Ary et al (2010) state that t-test means a statistical

procedure for testing hypothesis concerning the difference between two means. The

analysis of t-test is used to compare the mean score of two groups. In this research,

the mean score from the pre-test result and the mean score of post-test result from

the experimental group compared by using t-test analysis.

3.6.4 Hypothesis Testing

To test hypothesis, the researcher will look at the t-test result and

compared it with t-table. However, the level of significance (α) is at 0.05 degree. In

order to determine which hypothesis is rejected and another hypothesis is accepted,

the researcher referred to Creswell.J (2012:190), the rules is as follow:

1. If t-test > t-table, the null hypothesis is rejected. It means that the mean

score of post-test is higher than the mean of pe-test and the treatment by

using video is effective to teach writing procedure text.

 36

2. If t-test < t-table, the null hypothesis is accepted. It means the mean

score of post-test is lower than the mean of pre-test and the treatment by

uing video is not effective to teach writing procedure text.

3.6.5 The Effect Size

Creswell (2012) define that effect size is a means for identifying the

practical strength of the conclusions about group differences or about the

relationship among variables in a quantitative study.

Table 3.6.5 The Level of Effect Size

Value Level

0 – 20 weak effect

21 – 50 modest effect

51 – 100 moderate Effect

>1.00 strong effect

Taken from Cohen et al (2007:521)

3.7 Classification of Students’ Score

In determining the assessment or score, the researcher used writing rubric

or written rating scale which proposed by Weigle to assess the students’ writing

performance on procedure texts. There are five criteria to sum students’ writing

performance such as organization, developing ideas, vocabulary, grammar and

mechanic. The detail classification of students’ score show in the table 3.7
 37

Table 3.7 Classification of Students’ Score

CRITERIA SCORE

Substantive, relevant 30-27(excellent to

to assigned topic, etc. very good)

Mostly relevant to 26-22 (good to

topic, but lacks detail, average)

CONTENT etc.

Little substance, 21-17 (fair to good)

inadequate

development of topic,

etc.

Non-substantive, not 16-13 (very poor)

enough to evaluate,

etc.

Well-organized, 20-18 (excellent to

logical sequencing, very good)

etc.

Loosely organized but 17-14 (good to

main ideas stand out, average)

ORGANIZATION logical but incomplete

sequencing, etc.
 38

Lacks logical 13-10 (fair to good)

sequencing and

development

No organization or 9-7 (very poor)

not enough to

evaluate, etc.

Effective word, word 20-18 (excellent to

from mastery, etc. very good)

Occasional errors of 17-14 (good to

word, etc. average)

VOCABULARY Frequent errors of 13-10 (fair to good)

word, meaning

confused, etc.

Little knowledge of 9-7(very poor)

English vocabulary,

word form, or not

enough to evaluate,

etc.

Few errors of 25-22 (excellent to

agreement, tense, very good)

number, etc.

Several errors of 21-18 (good to

agreement, tense, average)

 39

number, but meaning

LANGUAGE seldom obscured, etc.

USE Frequent errors of 17-11 (fair to good)

negation agreement,

tense,number,

meaning confused or

obscured, etc.

Dominated errors, 10-5 (very poor)

does not

communicate, or not

enough to evaluate,

etc.

Few errors of spelling 5 (excellent to very

punctuation, good)

capitalization, etc.

Occasional errors of 4 (good to average)

spelling punctuation,

MECHANICS capitalization, etc.

Frequent errors of 3 (fair to good)

spelling punctuation,

capitalization, etc.

Dominated by errors 2 (very poor)

of spelling
 40

punctuation,

capitalization, etc.

Taken From Hughes,A (2003)

 41

CHAPTER IV

RESEARCH FINDING

4.1 Data Presentation

This research was conducted to know the effect of using video

towards students writing ability for Grade XI at SMAS Tri Bakhti Pekanbaru in

academic year 2020/2021. A set of assessments to figure out the result of the

students writing ability.

4.1.1 Pre-Test

The pre-test carried out to analyze early background ability of the

students who were chosen as the sample. Pre-test was conducted on February, 2nd

2020 and it held to determine whether the significant effect of using Video Toward

Students’ Writing of Procedural Text. Teacher’s first offered an example of a recipe

procedure text to the students, and asked them about the generic structure and about

the language feature that used in the text. After that, the teacher asked them to write

free recipe that they know. The objective of this first meeting was to measure the

students writing ability.

a. Data Presentation

The sample of this research was XI IPS students which consist 30

students taught by Video. The researcher conducted the pre-test before

students got the treatment by using video. The purpose of pre-test is used

to measure students’ writing ability in procedure text before treatment

41
 42

given. Meanwhile, the post-test was conduct after the students got the

treatment. The data of pre-test showed as follows:

Table 4.1.1

Students Score of Writing at Pre-test from the Rater

Assessment of Writing
No Students Initial Score
C O V L M

1 Students 1 22 13 12 18 3 68

2 Students 2 15 7 8 7 3 40

3 Students 3 20 13 13 17 3 66

4 Students 4 23 15 16 17 3 74

5 Students 5 17 19 16 13 2 67

6 Students 6 22 15 13 4 3 67

7 Students 7 13 7 7 5 3 35

8 Students 8 21 13 13 17 2 67

9 Students 9 24 17 13 13 2 69

10 Students 10 13 7 7 5 2 34

11 Students 11 17 20 16 13 3 69

12 Students 12 21 16 13 11 2 63

13 Students 13 19 13 14 12 3 61

14 Students 14 22 16 15 17 3 73

15 Students 15 15 8 9 5 2 39

16 Students 16 25 15 15 12 3 70
 43

17 Students 17 23 17 17 16 2 75

18 Students 18 21 14 13 12 2 67

19 Students 19 21 14 13 12 2 62

20 Students 20 21 14 13 15 2 65

21 Students 21 23 18 17 16 3 77

22 Students 22 13 7 7 5 2 34

23 Students 23 24 18 18 17 3 80

24 Students 24 21 14 16 16 3 70

25 Students 25 22 14 15 15 3 69

26 Students 26 25 14 15 13 3 70

27 Students 27 26 16 17 14 4 77

28 Students 28 17 10 10 10 7 54

29 Students 29 24 19 14 15 3 75

30 Students 30 22 14 16 18 3 73

Highest 80

Lowest 34

Total 1910

Average 63,6667

Based on the data above, the sum score of pre-test that achieved by the

students was 1910 and the average score of pre-test was 63,6667 point. The lowest

score of pre-test was 34 and the highest score was 80. It means that there are still

many students who have a low understanding of how to write procedure text.
 44

4.1.2 Treatment

The treatment of using video toward students’ writing, the steps were;

1. Meeting 1

The first treatment was conducted on February, 9th 2021. The teacher

and the students met in classroom. Media is used was video, power point.

In early minutes the teacher was checking attendance list, giving motivation

about the material in pre-test activity last week was done. The first step, the

teacher giving stimulus to the students about the procedure text it was. Then

the teacher gave explanation about the definition, generic structure, and the

language use in procedure text. After the teacher gave simple explanation,

the students were guided to see the example of Procedure Text that shown

in front of class that given by teacher. The second step, the teacher played

the video of procedure text with the title was How to Make a Sandwich.

While the video was presented, the teacher not only let students to watch it,

but also ask them about the vocabularies that they do not know in order to

make students to be passive viewers. The third step, the teacher asking them

to remember the point of steps how to make a sandwich that they have

watched in written text, in order to know how well the students can learn

from the video that they watch. After that the teacher gave the conclusion

from the lesson and gave close greeting.

 45

2. Meeting 2

The second treatment was conducted on February, 16 th 2020. In third

meeting the teaching also does the same thing from the first met, the teacher

checking attendance list, giving motivation, and giving evaluation about the

last lesson that they have learned. In pre activity, the teacher showed a

picture of a cup, and asking the students to predict what lesson that teacher

will gave to them. After the students answered the question, the teacher tells

the truth answer. The title of the lesson of that day was How to Make a Cup

of Tea. Then, the teacher played the video with a technique partial viewing

& prediction, the teacher playing a video then stopped it and guiding the

students to predict what was the next steps will happen, and ask them to

focus on what they have watched. In Main-activity the teacher, played the

whole video, after watched the video the teacher gave the test to the students

in whiteboard, the test was filling the missing vocabularies. In post-test, the

teacher gave the conclusion of the lesson and gave close greeting.

4.1.3 Post-test

After treatment, the tests administrated in order to know the students’

achievements after following the learning-teaching process by using video. A

written test as the post-test was conducted on February, 23th 2020. The teacher

played the video and ask the students to focus on watched the video. After the

students watched the whole video, the teacher gave instruction to write the

procedure text with the Title How to Make Fried Rice, based on the video. The
 46

teacher asks the students to write the procedure text with their own word. After

distributing the test to the students, it was analyzed the result of their writing on

post-test to find out whether or not significant improvements made by students after

series of teaching English writing of procedural text by using video.

a. Data presentation of Post-test

Table 4.1.3

Students’ Score of Writing at Post-test from the rater.

Assessment of Writing
No Students Initial Score
C O V L M

1 Students 1 26 19 14 15 4 78

2 Students 2 18 14 15 11 2 60

3 Students 3 26 17 18 21 3 85

4 Students 4 24 14 17 16 3 74

5 Students 5 17 16 15 11 2 61

6 Students 6 27 18 18 22 4 89

7 Students 7 25 15 15 12 3 70

8 Students 8 25 17 18 22 3 85

9 Students 9 27 18 18 17 5 85

10 Students 10 22 15 18 19 3 77

11 Students 11 29 20 20 22 4 95

12 Students 12 27 17 15 17 3 79

13 Students 13 20 17 18 17 3 75

14 Students 14 20 16 17 17 3 73
 47

15 Students 15 17 11 10 12 2 52

16 Students 16 28 20 19 21 4 92

17 Students 17 25 18 18 17 3 81

18 Students 18 25 16 16 18 2 77

19 Students 19 24 16 15 18 3 76

20 Students 20 19 13 15 16 3 66

21 Students 21 27 17 18 22 3 87

22 Students 22 22 14 15 15 3 69

23 Students 23 25 18 17 18 3 81

24 Students 24 26 18 18 20 3 85

25 Students 25 22 17 19 20 3 81

26 Students 26 27 14 18 18 3 80

27 Students 27 17 12 12 14 3 58

28 Students 28 20 19 19 17 3 78

29 Students 29 27 18 19 21 3 88

30 Students 30 15 13 10 13 2 53

Highest 95

Lowest 52

Total 2290

Average 76,00

Table 4.1.3 showed that there were 30 students who followed the written

test in post-test and pre-test, and it can be seen that the post-test score of students
 48

XI IPS is higher than pre-test score. The data shows the highest score is 95 and the

lowest score achieved by students is 52. The sum score is 2290 and the average that

achieved by students is 76,333 points. It can be concluded that there were so many

students was successful to do the test and there were 3 students got score under 60.

4.1.4 The increasing Students’ Mean Score of Pre-test and Post-test

Based on the calculation above, the researcher got the mean score of pre-

test and post-test. Furthermore, the increased of students can be seen in the diagram

below:

Pre Test Post Test Increase

76
63.67

12.33

Pre Test Post Test Increase

Figure 4.1.4 The Increasing Students Mean Score of Pre-test and Post-test

From figure 4.1.4, describe about the mean score of Pre-test was 63.67 and

mean score of Post-test was 76 points after the students were given the treatment

by using video. It can be summarized that there was a significant effect of using

video through students writing of procedural text for grade XI at SMAS Tri

Bhakti Pekanbaru
 49

4.1.5 The Aspects of Writing Achieved by Students

4%
19% 29%
Content
Organization
21% Vocabulary
27% Language Use
Mechanic

Figure 4.1.5 The Aspects of Writing was Achieved by Students (Pre-test)

Based on the pie graphic of Pre-test, it shows that there was 29% mastered

in Content, 27% mastered in Organization, 21% mastered in Vocabulary, 19%

mastered in Language Use, the last one 4% mastered in Mechanic.

 50

4%
23% 30%
Content
Organization
Vocabulary
22%
21% Language Use
Mechanic

Figure 4.1.5.1 The Aspects of Writing was Achieved by Students (Post-test)

In figure of 4.1.5.1 shows that students achieved was. 30% mastered in

Content, 21% mastered in Organization, 22% mastered in Vocabulary, 23%

mastered in Language Use, and 4% mastered in Mechanic.

From the data above, it can be concluded that students at SMAS Tri Bakhti

Pekanbaru were mastered in Writing in the end. It can be seen after treatment

students able to apply the aspects of Writing. In brief, the content of Post-test was

higher than Pre-test. The increase in Vocabulary was 1%, also at Language,

students got increase about 4% after given treatment by the researcher. For the

Mechanic, students got 4% in all tests.

 51

4.1.6 Descriptive Statistic

Table 4.1.6 Descriptive Statistic of Pre-test and Post-test

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre-Test Ekspriment 30 34 80 63.67 13.507

Post-Test Eksperiment 30 48 95 76.00 11.823

Valid N (listwise) 30

Table of 4.1.6 describe about 30 students and minimum score of Pre-test

was 34 and post-test was 48. The mean of Pre-test was 63.67 and Post-test was

76.00. The standard deviation of Pre-test was 13.507 and Post-test was 11.823.

Based on the explanation above, it can be concluded that the Pre-test and Post-test

scores have different scores. The Post-test score was better than Pre-test scores.

4.2 Data Interpretation

In this discussion was focused on the result of the research and the data

analysis which was the effect of using video through students writing ability. It

can be studied that by using video, the increase in the writing of the students was

taught. The highest score if pre-test was 80 and in the post-test were 95. The

lowest score in pre-test was 34 and in post-test was 52. The total score in pre-test

was 1910 and in post-test was 2290. The mean score in pre-test was 63,67 and in

post-test was 76,00. Moreover, by using video, it can make increases students

score in writing.
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4.3 Hypothesis Testing

After the researcher analyzed the students result, the researcher found out

the compare average between average score in pre-test and post-test by using

independent t-test. the compares average can be seen as follow:

Table 4.3 Output SPSS of Research

Independent Samples Test

Levene's Test

for Equality

of Variances t-test for Equality of Means

Std. 95% Confidence

Mean Error Interval of the

Sig. (2- Differenc Differ Difference

F Sig. t df tailed) e ence Lower Upper

Hasil Equal .255 .615 -3.763 58 .000 -12.333 3.277 -18.894 -5.773

Belajar variances

Siswa assumed

Equal -3.763 57.002 .000 -12.333 3.277 -18.896 -5.771

variances not

assumed

Based on output SPSS 25 version of the research, independent sample

T-test shows Levene’s test to know the same variance.

Ho= Variance Population Identic.

Ha= Variance Population not Identic.

If Sig Tcalculate > 0,05, Ho is accepted.

If Sig Tcalculate < 0,05, Ha is accepted.

 53

Based on the data of SPSS of the research, it can be seen that sig Tcalculate in

Equality of Variances is 0,615. It can be summarized that Ho is accepted because

0,615 > 0,05. In brief, it means the variance population identic.

On the other hand, from the data can be seen that t calculate obtained -3.763

will be compare to t table, df= 58. It can be concluded that t table is higher than

tcalculate. In other word, it can be read -3.763 <58. Based on the score, the

researcher concluded that Ho is rejected and Ha is accepted means that significant

effect of using video through students writing of procedural text of XI grade at

SMAS Tri Bakhti Pekanbaru.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

In this research there are two hypotheses presented, that is Ho (null

hypothesis) and Ha (alternative hypothesis). Based on the research finding in

chapter IV, the null hypothesis was rejected. Then, the researcher concluded the

mean score of Pre-test was 63,67 and mean score of Post-test was 76,00. It can be

summarized there is significant effect of using video on students writing of

procedural text of XI grade at SMAS Tri Bakhti Pekanbaru.

5.2 Suggestion

Based on the findings of this research, the researcher would like to give

some suggestions to futures action and more effectively in teaching and learning

process.

5.2.1 For the Student

The researcher was interest to use video in teaching writing process. This

approach can give opportunity for the students to be more active in learning English

and can help the students to improve their writing ability.

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5.2.2 For the Teachers

As the teacher, students need to be encouraged to improve their speaking

ability. Teaching English by using video, the learning process become interesting

that is given by the teacher. The teacher should be able to be creative and enjoyable

situation in learning process to help students express their ideas and automatically

can improve the students writing ability with interesting ways in teaching and

learning process. Teaching English by using video help students to able express

their ideas and write confidently.

5.2.3 For the Next Researcher

This thesis is hopefully providing meaningful reference for those who are

interested in concluding research. This thesis can be use in carrying out the next

researcher as references their writing, to add some theory and learn about teaching

by using video. The researcher hopes that the next researcher should be creative and

innovative. It will be good for the future researchers to conduct a thesis which

discuss the similar study with this research.

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