the effect of using a self development video …
TRANSCRIPT
THE EFFECT OF USING A SELF DEVELOPMENT VIDEO
MATERIALS TOWARD STUDENTS’ WRITING ABILITY
( A Pre-Experimental Research
in Eleventh Grade of SMA Negeri 7 Selayar)
A THESIS
Submitted in Partial Fulfillment on the Requirements for the
Degree of Education in English Education Department
Faculty of Teacher Training and Education of
Makassar Muhammadiyah University
BY
SILVA LIANI
10535 6475 15
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Silva Liani
NIM : 10535 6475 15
Program : English Education Department
TITLE : The Effect Of Using A Self Development Video Materials Toward
Students’ Writing Ability
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, September 2019
Yang membuat perjanjian
Silva Liani
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Silva Liani
NIM : 10535 6475 15
Program : English Education Department
TITLE : The Effect Of Using A Self Development Video Materials Toward
Students’ Writing Ability
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan
menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3
maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, September 2019
Yang membuat perjanjian
Silva Liani
ABTRACT
SILVA. 2019. The Effect of Using A Self Development Video Materials Toward Students’ Writing Ability at the eleventh grade of SMA Negeri 7 Selayar ( an experimental research ) supervised by Dr. Muh. Arief Paturusi, M.Pd. and Wildhan Burhanuddin, S.Pd., M.Hum. The research aimed at finding out the significance of using a self development video materials in teaching writing. A self development video materials means the researcher designed the material into a video form. The material designed was a report text. The scope in this research was focus to analyze students’ writing ability in terms of content and organization. The data of the research were collected by using test. The test divided into pre-test and post-test. Based on the result of pre-test and post-test, it was found that the ttest was 6.580 by applying 0.05 level of significance with 29 degree of freedom (df = 30 – 1 = 29, the researcher got ttable value 1.699. It shows that a self development video materials has significant effect toward students’ writing report text in term of content and organization.
Key Words : A Self development video materials, Writing ability, content and organization, report text.
ABSTRAK
Silva Liani. 2019. Efek menggunakan pengembangan materi dalam bentuk video terhadap kemampuan menulis siswa kelas sebelas SMA Negeri 7 Selayar (Pnelitian experiment) yang dibimbing oleh Dr. Muh. Arief Paturusi, M.Pd. and Wildhan Burhanuddin, S.Pd., M.Hum. Tujuan penelitian ini adalah untuk menemukan signifikansi dari penggunaan video sebagai hasil pengembangan materi dalam mengajar writing. Pengembangan video materi sendiri berarti bahwa peneliti mendesain materi ke dalam bentuk video. Materi yang didesain dalam penelitian ini adalah report text. Batasan tujuan dari penelitian ini adalah focus untuk menganalisis kemampuan siswa menulis report text terkait content (isi) dan organization (struktur). Data penelitian diperoleh melalui tes yang terbagi menjadi pre test and post test. Berdasarkan hasil dari pre test and post test, ditemukan thitung 6.580 dengan menggunakan 0.05 sebagai level signifikan dengan degree of freedom 29 (df = 30 – 1 = 29, maka dipeoleh ttabel 1.699. ini menunjukkan bahwa pengembangan materi dalam bentuk video yang dilakukan sendiri oleh peneliti memiliki efek yang sigifikan terhadap kemampuan menulis report text siswa terkait content (isi) dan organization (struktur).
Kata Kunci: Pengembangan materi dalam bentuk video sendiri, Kemampuan
menulis, Content (isi) dan Organization (Struktur), Report Text (teks laporan)
ACKNOWLEDGEMENT
حِيْمِ اللهِ بسِْــــــــــــــــــمِ حْمَنِ الرَّ حِيْمِ الرَّ الرَّ
In the name of Allah, The Most Gracious, The Most Merciful
First,let uspraise our praise be to Allah SWT who has blessed and
empowered me to accomplish this thesis and Shalawat and Salam are addressed to
the final chosen religious messenger, the Prophet Muhammad SAW as his
followers in this world.
As the researcher, I want to express my gratitude, respect, and appreciation
to the following people who have supported me and made this thesis possible.
1. The first to my beloved parents, Andi Nurdin and Lina Wati who support
me until today and encourage me when I feel down in every situation.
Hopefully, one day I could be like themselves.
2. Big appreciation for rector of Muhammadiyah Makassar University, Prof.
Dr. Abd.Rahman Rahim, S.E., M.M, his guidance as a leader is helpful.
3. Erwin Akib, M.Pd., Ph.D, the Dean of Teachers Training and Education
Faculty, Muhammadiyah University of Makassar for his motivation and
academic advisor to the researcher during this research.
4. Dr. M. Arief Paturusi, M.Pd. as the researcher’s academic advisor as and
consultant I, and Wildhan Burhanuddin, S.Pd.,M.hum. as the consultant II
who has provided continues directions, guidance, correction and
motivation in the accomplishment of this thesis.
5. The researcher thanks to the Head of English Education Department,
Ummi Khaerati Syam, S.Pd., M.Pd, also for all lecturers and staffs of
English Education Department for giving the knowledge, support and
guidance during this research.
6. The researcher also appreciate to Ummi Khaerati Syam, S.Pd., M.Pd,
Sujariati, S.Pd., M.Pd, Dr. Saiful, M.Pd. and Wildhan Burhanuddin, S.Pd.,
M.Hum. as her proposal examiners who have given beneficial knowledge
and experience.
7. The deepest thanks to our Brother, Ayyub Baharuddin, S.Pd who has
given guidance, suggestion, and information for all the English Education
students, include the researcher.
8. Thank to Drs. Sidi as the headmaster of SMAN 7 who has given her the
chance to conduct this research at the school.
9. Thank you for the English teacher of XI IPA, Drs. Suardi who has let and
given guidance in the class.
10. Big appreciation for all of my beloved students of class XI IPA SMAN 7
Selayar in helping the researcher to finish her research.
11. Thank you for all the researcher’s friends at English Education
Department, and a big family of Greatness Class 2015.
12. The last to the owner of PATTAYA THAI TEA, who gives me chance to
work in his own. I am grateful to be able to work while studying and for
all members of PATTAYA THAI TEA, specially my work partner since
October 2018 kak Ulfa.
Finally, I hope this thesis could be used as an alternative reference in
conducting research with the same field. However, I realize that this thesis is still
far from being perfect. Therefore, any criticism, ideas and suggestions for the
improvement of this thesis are greatly appreciated.
Makassar,September 2019
Silva Liani
LIST OF CONTENT
PAGE TITLE ......................................................................................................... i
LEMBAR PENGESAHAN .................................................................................. ii
APPROVAL SHEET ........................................................................................... iii
COUNSELING SHEET 1 ................................................................................... iv
COUNSELING SHEET 2 ..................................................................................... v
SURAT PERNYATAAN ..................................................................................... vi
SURAT PERJANJIAN ....................................................................................... vii
ABSTRACT ........................................................................................................ viii
ABSTRAK ............................................................................................................ ix
ACKNOWLEDGEMENT ..................................................................................... x
LIST OF CONTENT .......................................................................................... xii
LIST PICTURES ............................................................................................... xiv
LIST OF FIGURES ............................................................................................. xv
LIST OF TABLE .............................................................................................. xvi
LIST OF GRAPHICS ....................................................................................... xvii
LIST OF APPENDICES ................................................................................. xviii
CHAPTER I INTRODUCTION
A. Background .................................................................................................. 1
B. Research Problem......................................................................................... 5
C. Objectives of the Research ........................................................................... 5
D. Significances of the Research ..................................................................... 5
E. Scope of the Research .................................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings ............................................................ 7
B. Some Pertinent Ideas .................................................................................... 9
1. General Concept Of Writing .................................................................... 9
2. Report Text ............................................................................................. 15
3. Self Development Video ........................................................................ 17
2. Materials ................................................................................................. 24
C. Conceptual Framework ............................................................................. 27
D. Hypothesis ................................................................................................. 27
CHAPTER III RESEARCH METHOD
A. Research Design ......................................................................................... 29
B. Population and Sample ............................................................................ 30
C. Research Variable ...................................................................................... 31
D. Research Instrument ................................................................................... 31
E. Technique of Data Collection .................................................................... 31
F. Technique of Data Analysis ....................................................................... 34
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ...................................................................................................... 39
B. Discussion .................................................................................................. 50
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 56
B. Suggestion .................................................................................................. 56
BIBLIOGRAPHY ................................................................................................ 58
APPENDICES ...................................................................................................... 61
CURRICULUM VITAE .................................................................................... 122
LIST OF PICTURE
Picture 2.1 Initial display of the video ................................................................... 18
Picture 2.2 Explains about the items will be explain in the video ......................... 19
Picture 2.3 Show the example of report text “cactus” ........................................ 20
Picture 2.4 Question to measure student comprehension....................................... 20
Picture 2.5 Example of report text “cat” ............................................................... 21
Picture 2.6 Explanation about language feature in report text “cat” ..................... 21
Picture 2.7 Question based on report text entitled “cat” ....................................... 22
Picture 2.8 Example of report text “earthquake” .................................................. 22
Picture 2.9 Explanation about structure in report text “earthquake” .................... 23
Picture 2.10 Question based on report text entitled “earthquake” ........................ 24
Picture 2.11 The last view of the third video ......................................................... 24
LIST OF FIGURE
Figure 2.1. Conceptual Framework ........................................................................ 27
Figure 3.1. Research Design .................................................................................. 30
LIST OF TABLE
Table 3.1. Scoring Rubric For Content ................................................................. 34
Table 3.2. Scoring Rubric For Organization ........................................................ 35
Table 3.3 Criteria For The hypothesis Testing ...................................................... 38
Table 4.1.The Score Percentage of Students’ Writing Report Text
in Term of Content (Pre Test) ............................................................... 40
Table 4.2 The score Percentage of Students’ Writing Report Text
in Term of Content (Post Test)............................................................. 42
Table 4.3 The Mean Score of The Students’Writing Report Text
(Content) ............................................................................................... 43
Table 4.4 The Score Percentage of Students’ Writing Report Text
in Term of Organization (Pre Test) ....................................................... 45
Table 4.5 The Score Percentage of Students’ Writing Report Text
in Term of Organization (Post Test) .................................................... 47
Table 4.6 The Mean Score for The Students’ Writing Report text
(organization) ...................................................................................... 49
Table 4.7 The T-Test of Students’ Achievement ................................................... 49
LIST OF GRAPHIC
Graphic 4.1 The Score Percentage of Students’ Writing Report Text
In Term of Content ( Pre Test) .......................................................... 41
Graphic 4.2 The Score Percentage of Students’ Writing Report Text
In Term of Content ( Post Test) ........................................................ 43
Graphic 4.3 The Score Percentage of Students’ Writing Report Text
In Term of Organization ( Pre Test) .................................................. 46
Graphic 4.4 The Score Percentage of Students’ Writing Report Text
In Term of Organization ( Post Test) ................................................ 48
LIST OF APPENDICES
Appendix 1 Lesson Plan ........................................................................................ 61
Appendix 2 Pre-test Worksheet ............................................................................. 93
Appendix 3 Post-test Worksheet ............................................................................ 95
Appendix 4 Frames of the video ............................................................................ 97
Appendix 5 Findings in Chapter IV ..................................................................... 102
Appendix 6 Research Documentation .................................................................. 119
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CHAPTER 1
INTRODUCTION
A. Background
Nowadays English becomes an important part of every aspect of social
life. Therefore, English as an in termational language is prosecuted to teach in
Indonesian school. English is taught in Indonesian as a foreign language. The
output in learning English is students able to master four skills of it. Those are
listening, speaking, reading, and writing.
Writing is a skill of language that put after listening, speaking and reading.
Altought writing put in the last part, it has as importance as another skill in
language. In writing, all language skills must be fully consentrated in order to
produce writing which maximally fulfill the writing rules. Rijaasdam (2004) states
that writing is a very complex activity because many processes occur at the same
time : decisions on infromation, meaning construction, language information,
editing the product and contrast monitoring of the process. In the same line,
Suwandi (2016) states that writing process consists of four stages namely
planning, drafting, revising, and editing. Therefore, the writer have to pay
attention toward the aspects of writing. Those are content, form, vocabulary,
grammar and mechanics.
Teaching writing is not easy. The process of writing makes it
complex. There is no doubt if students still think that writing is the most
difficult skill of foreign language to master. In this case teacher needs to be
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creative in teaching, include the media will be apply. According to
Ghaedsharafu and Bagheri (2012) saidthat media can classification became three :
visual, audio, and audio visual. In visual there are line, picture and symbol. In
audio there is radio, and in audio visual there is a video.
Video is an audio visual media because can watch picture and hear a
sound. A content of video has a big influence in teaching process. It because
student feel more realistic and make learning will be more fun. According to
Deakin (2014:5) audio and video material can be used to deepen learning
resources by explaining, concepts, observing social group, and acting. There are
lot benefit of video as media in teaching, especially in writing ability. The teacher
can allow students to practice writing a report text based on the video instruction.
The other benefit of video is avalaible use for all skills in language. Students may
improve their listening by hear the audio, improve their speaking by retelling the
content of video, improve their reading by read the text that provide in the video,
and they can improve their writing by write down what are the content in the
video. In other words, a video can integrated in four skills of language.
Meanwhile, in this research the researcher only focus on writing.
Learning writing skill by using video is a variety and innovative learning
system to be developed the students writing skill. It gives a nice effect in attract
the English language. In this case, the writer has an idea to give treatment the
student by using video as a result of material design in syllabus based on k13.
According to Ashaver and Igyuve (2013:44) audio visual may present information
trough the sense of hearing as in audio resource, sight as in visual resource or
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through a combination of sense. Thus, we can concluded thatteaching using video
for students could give them much information and they more enthusiast.
In processed of self development video material there are some application
needed by the researcher to make the result of material design. The main
application used namely kinemaster. Kinemaster is one of many applications
which has function as a video maker or video editor. The researcher chose the
application because it provides some tools which appropriate with the concept of
video will be design. The other reason wasbecause kinemaster easy to use and
available in android. Besides the application there werealso supporting tool in
process of making the video. In this case, the important tool isEnglish syllabus of
senior high school for grade X.
There are some preceding studies that related with the present study. The
first study which related to the present topic was coming from Yukselir and
Komur (2017) in their investigation entitled Using Online Videos to Improve
Speaking Abilities of EFL Learners. The researchers were conducted their
research by took participants at Osaniye Korkut Ata University. They were 20
students which have low level in speaking. 10 of them were asked to watch the
online videos and complete the exercises which relevant with the video. They
were called as a treatment group. The online videos are taken from youtube, BBC,
VOA, and TED with completted by subtitle.
The second is Rulia and Alhafiz (2014) in their investigation entitled
Teaching A Recount Text by Using A Mr. Bean Video to Junior High School
Students. The way to get the result by the researcher mostly similar in teaching
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process as general. There was teaching preparation, consists about the content of
video selected by the researcher. After that there were teachig process which
consists of pre-teaching activities, whislt-teaching activities and the last is post
teaching activities. During the teaching process students more enthusiatic and
fully attention because the video is funny and interesting. In collecting the data,
the researcer used three different contens of Mr. Bean video and asked the student
to choose one of it in writing recount text.
The third is Gokturk(2016) in his research entitled examining the
effectiveness of digital video recordings on oral performance. Something unique
from this study was about the participant took by the researcher. The participants
were not coming from English department. They were from Computer
Department, Mining and Electronic Engineering, In termational Relations and
Business Administration. All of the participants had been learning English as a
foreign language for approximately 8 years. In determine the result the researcher
gave pre test and postest. The researcher provides eight videos assignments to
complete by the students by using video recordings.
The reason to conduct the research was lies on the researcher experience
in how to make the time more effective in teaching and students feel pleasant
during the teaching and learning process. Another reason was the design of
material into a video will be useful for students. The students get easy to learn the
material independently outside of teaching and learning process by using their
mobile phone. The researcher in this research try to facilitate students by design
the material, as a demand of K13 in which the students have to learn
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independently and teacher only a facilitator. Based on explanations above, the
researcher interested in conducting aresearch, entitled ”Improving Students
Writing Ability Through Self Development Video Material”
B. Research Problem
Based on the background above , the problem of this study as follows:
Does self development video material improve students’ writing ability in
term of organization and content ?
C. Objective of the research
Based on the research problem, the study is intended:
To know if there isimprovement on students writing ability using a self
development video material.
D. Significance of the research
1. Teachers
The finding of this research expected able to use by the teacher as an
effective media in teaching report text. The researcher expectation, this
research can give contribution to create teaching and learning process
better and more efficient.
2. Other researchers
The result of this study can be used as reference and researcher also
expected to give consideration and postulate to conduct further research.
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E. Scope of the research
The researcher conducted a research at the eleventh grade Senior High School
by using a self development video materials as a media in teaching writing. The
video was about report text as a result of material design based on syllabus. In this
study, the researcher focus to asses students writing ability in report text in term
of organization and content.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous of Related Research
There are some research findings about the using of video in teaching
which is related to the present research :
The first is Alvarado (2017) in his research entitledteaching English using
video materials : design and delivery of a practical course.a practical course
meant for listening, speaking, reading and writing. The researcher stated that
teaching using a video is an integrative process in which several skills are
introduced simultaneously, andpractice in one skills can reinforce other skills. The
researcher formulates the aim of his research is to offer tools to the TEFL teacher
in order to design new course material by using video. In collecting the data the
researcher has different way for every skills. In writing, the researcher asked the
students reporting the facts mention in the video they had watched.
The second is Lin (2015) in his investigation entitled English learners’
Incidental vocabulary acquisition in the video-based CALL program. It was a
comparison study of different English proficiency groups. Therefore the
researcher classified the participants into three groups before conducted the
research. The first group namely RHLH group in which participants have high
reading and listening English proficiency, the second group namely RHLL in
which participants have high reading and low listeningEnglish proficiency and the
last group namely RLLH group in which participants have low reading and high
7
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listening English proficiency. The researcher done his investigation by eight
periods for data collection in which using a video clips from 2006 CNN news
archieve. It was divided into practice sessions, vocabulary follow –up tests,
vocabulary pre and post test.
The thirdis Maryam (2014) in her research entitled Improving Students
Writing Report Text by Using English News Video” The research used a
classroom action research toward the participants or subject. The subjects here
were the ninth grade students of MTsMambaulUlumJenggawah, which consist of
22 students who become the subjects. The researcher concluded that the
implementation of English news video as a media of teaching report could
increase students writing report text. The other result is student teaching and
learning process were active in developing their ideas and knowledge by watching
the video given.
The similarities between those previous related research and the present
research is the using of video in teaching. Moreover, the differencesbetween the
previous and the present research is lies on the video will be apply. The present
topic would like to make a video based on written material in syllabus which
based on K13. It means the video will be original by the researcher referring to the
material learn in Senior High School general.
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B. Some Pertinent Ideas
1. General Concept of Writing
a. Definition of Writing
Writing is one of the essential skills in English which should
becomprehended by students. Writing skill is a language skill that needs a really
significant attention to be taught by the teacher. Some experts have proposed their
ideas about the definitions of writing. Firstly, According to Alamargot and
Changuoy (2001:1), writing is a complex task that needs a coordinated
implementation of a large set of mental activities. Writers have to clearly
delimitate the nature, the goal, and the communicative function of the text.
Secondly, Nunan (2003:88), explains that writing is the physical act of
committing words or ideas to some medium whether it is hieroglyphics inked onto
parchment or an e-mail message typed into a computer.
Elbow (1980) in his book stated that writing is like two skills in which
they are so different which usually conflict each other. Skills meant are creating
and criticizing. In other words, writing calls on the ability to create words and
ideas out of yourself, but it also calls on the ability to criticize them in order to
decide which ones to use
Based on the previous explanations, the writer concludes that writing is a
form of communication in human life. It is a unique combination of thought and
activity in which everyone can express their feeling in written form. In addition,
writing is really effective to use because it will make people easily to talk with the
other people by ignoring their sentiment. People can use the more polite languages
10
to deliver their desirable or undesirable felling with someone by using a good
order of sentence or paragraph, correct grammar, idiom and spelling. At least,
writing is an extraordinary activity that can make a link of life in every periods of
humans‟ life. It also the vehicle for communication and a skill mandated in all
aspects of life.
b. Aspects of Writing
In order to write well, there are several aspects which should be considered
by students. First, from Harris (1979:68), he proposes aspects of writing, namely
grammar, form, vocabulary, mechanic, and style. The following aspects can be
explained as follows:
1. Grammar
Grammar is employment of grammatical form and syntactic pattern. It
means that sentence is another aspect that should be considered.
2. Organization
Form means the organization of the content. We should clarify our idea
and make it clear. So, the reader can deduce some organization well. Organization
means there is a communication between the reader and the writer.
3. Content
Content is the presentation of information for a purpose to audience
through t channel in a form. Content can be delivered via many different media
including the in termet, cinema, television, radio, smartphones, audio CDs, books,
11
e-books magazines, and live events, such as speeches conferences, and stage
performances.
4. Vocabulary
Vocabulary is the important aspect in teaching a language. Vocabulary
refers to the selection of words which are suitable with the content. It begins with
the assumption that writer wants to express the ideas as clearly and directly as
he/she can. As a general rule, clarity should be his/her prime objective.
5. Mechanic
Mechanic refers to the use of conventional graphic of the language, the
step of arranging letters, words, paragraphs, by using knowledge of structure and
some others related to one another. We have to pay attention to the use of the
punctuation and applying of the word of sentences.
6. Style
Style means the choice of structure and lexical items to give a particular
tone to the writing. It should be noted that the choice of lexical item to be used in
writing must be accordance with the readers.
c. Process of Writing
Writing for students in Indonesia mostly like translation activity in
which they produce writing by translate from the source language to the target
language. It because English still as a foreign language. The process done by
students do not fulfill the writing process in the reality. The fact, Writing is a very
complex activity which proved through the process of writing. According to
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Birnie (2014: 2) says that there are six stages that use in the writing process, they
are:
1. Prewriting. This stage involves thinking about the writing ahead, perhaps
choosing or narrowing a topic; selecting a point of view, approach, or
framework for presenting the subject; and even thinking about details,
anecdotes, or images that will develop the subject. Activities that frequently
occur during this stage are reading selections that contribute to the writer’s
grasp of the subject; viewing films, DVDs, or pictures that deal with the topic;
jot listing, clustering, or mapping ideas; and talking to other people about the
ideas.
2. Planning. The planning stage, while still “prewriting” in the sense that it
usually occurs before the actual writing, involves recording a plan for the
finished piece. The plan may be as formal as an outline or as informal as a list,
a diagram, or a map to guide the writing.
3. Drafting. In the drafting stage, the writer creates a flow of thought,
connecting ideas into phrases or sentences on paper and perhaps, if the plan
works, moving directly to paragraphs or even chapters. The writer is not
preoccupied with correctness at this point; it is more important to get the ideas
down on paper than to maintain adherence to the plan or to be concerned with
mechanical aspects of writing such as spelling, punctuation, or capitalization.
4. Revising. By revising, the writer makes the piece better. Depending on the
condition of the draft, this stage may require anything from Band-Aids
(refining word choice, amplifying a detail or two, or combining sentences) to
13
major surgery (reordering chunks of writing, filling gaps left by the drafting,
or deleting whole sections).
5. Editing. By editing, the author (or editor) makes the writing mechanically
correct. In this stage, attention turns to the details of variety in sentence length
and structure and the conventions of language: spelling, punctuation,
capitalization, and standard usage.
6. Sharing. In this stage, the writing reaches its intended audience. If the
composition fulfills its purpose, this stage concludes the process.
d. Purpose of Writing
In writing something certainly there are some goal that to get
bysomeone.
According to McMahan, et al. (1996: 8) mentions the purposes of writing as
follows:
1. To express the writers’ feeling
The writer wants to express his feeling and thought through the written form, as in
a diary or a love letter. It is what is so called as expressive writing.
2. To entertain the readers
The writer intends to entertain the reader through written form, and he usually
uses authentic materials. It is called as literary writing.
3. inform the readers
It is used to give information or explain something to the readers. It is a kind of
informative writing.
14
4. To persuade the readers
The writer wants to persuade or convince the readers about his opinion or concept
or idea. It is called as persuasive writing.
In addition, Byrne (1997: 2) in his book “Teaching Writing Skill” states
about the purpose of writing: “it is helpful to keep in mind some of the many uses
we are likely to make of writing”. On a personal level, people use writing to make
a note of something, for example shopping list, diaries, etc., and use to keep
records of things to be remembered. Writing is also used to send messages in the
forms of letters and many kinds of writing to deliver the messages from one to
others. Therefore writing not only arranging word in sentences or paragraph,
relation sentences with other into paragraph in a text, but it is also there is relation
with grammatical and lexical knowledge.
e. Types of Writing
Brereton (1978) states that there are four types of writing. They are :
1. Narration
A narrative tells a story, a series of connected incidents or an action. In
narrative, the incidents that make up the story are usually told in one order in
which they would really happen. In writing a narrative text, it is best to relate
events chronologically. The general outline for stories should be as follows (1)
before the events, (2) the event, and (3) after the event.
15
2. Description
A descriptive text gives sense impressions about feeling, sound, taste, and
lock of things. It helps the reader to imagine what the writer talks about. Through
their imagination to visualize a scene or a person or to understand a sensation or
an emotion. In Longman Dictionary of Contemporary English, the word
descriptive defined as describing ho a language is used. While a descriptive text
refers to a text which say what a person or thing like with the purpose is to
describe and reveal a particular person, place or things.
3. Argumentation
For argument, we must discover a tone that uses fact when it is relevant.
We insect opinion modestly and reasonable. Allows time and spaces the doubts,
and builds a segment argument by paragraph steps that the reader can follow.
4. Comparison and Contrast
Comparison and contrast is a kind of essay developed by comparison
emphasizes and similarities or likeness between people, places or abstraction.
2. Report text
a. General Concept of Report Text
There are many kinds of text that can be taught in classroom, for example :
narrative text, procedure text, descriptive text, and report text. In this paper, the
writer chose report text that implemented using video as a result of material
design
16
Some experts explain definition of report text. According to Barker
(2000:23) report text is a piece of writing which aims to describe something in a
general way. Often it is non-chronological and written in the present tense. This
theory implies that report text refers to kind of text that describes the information
by explaining the general information which is used to report the information.
Furthermore, it is kind of text which is written in chronological order and
constructed in present tense.
Then, Mustafa and Sundayana (2006:125) explains that report text is to
describe the way things are related to history, science, geography, natural
resources, man-made and environment phenomenon. It is explained that report
text must include important information that is considered to write as a report
form. Something that is considered to be important to report is in a text.
The conclusion by the researcher, report text is a text that contains
information that describe something in reality, from sources like ; natural, man-
made, and social phenomena in our environment. In writing a report text, the
writer must describe the subject in correct information as it is observed.
b. Generic Structure of Report Text
The generic structures of report text are :
1. Title, a title states a subject to be discussed,
2. General identification or classification of subject, this part as a introduction to
the main discussion,
3. (series of ) descriptions , the phenomena in whole paragraph involved.
17
Based on the topic opinions above, the writer concluded that generic
structure of report text consist of two main points, they are; General
Classification, and Description. General Classification is to state classification of
general aspect of thing like ; animal, public place, plant, etc. Then, Description is
to describe a thing that will be discussed in detail part per part, customs or deed is
for living creature and usage for materials.
c. Language Features of Report Text
- Use of general nouns,
For example : hunting dogs, rather than particular nouns, our dog
- Use of relating verbs to describe features,
For example : Molecules are tiny particles
- Some use of action verbs when describing behavior
For example : Emus cannot fly
- Use of time signal present tense to indicate usualness,
For example : Tropical cyclones always begin over the sea
- Use of technical terms,
For example : Isobars are lines drawn on a weather map
3. Self Development Video Material
In process of making the material design into a video there is an
application
which really has a big role, namely kinemaster. Kinemaster is a video editor for
android smartphones. This is the most popular application to make the video. It
18
has so many features. You can see more than 1.000 features on this kinemaster.
Kinemaster is free to use, but a watermark is added to videos and premium assets
and some tools are not available .with the purchase of a monthly or annual
subscription to kinemaster premium, the watermark is removed, all the editing
tools are unlocked, and all items in the kinemaster may be downloaded.
This application released on 2013rd. Kinemaster is launched by a famous
company in Seoul, South Korea, namely Next Streaming. It has several branches
throughout the world, such as in the United States, Spain, China and Taiwan.
Winarso (2018) in his article gives a review about the kinemaster. He
states that kinemaster is very easy application for android or iOs users.
Kinemaster completed by professional features which are very fantastic to apply
in making a video.
Beside an application, in process of material design into a video there is
also namely a supporting media. This media called a syllabus. In this case, the
researcher specially uses English syllabus for grade XI.
Below are some pictures of self development video material
Picture 2.1. Initial display
19
Picture 2.2. Explains about the items will be explain in the video
20
Picture 2.3 Show example of report text “cactus”
Picture 2.4 Question to measure student comprehension
21
Picture 2.5 Example of Report text “cat”
Picture 2.6 Explanation about language fearure in report text “cat”
22
Picture 2.7 Question based on report text entitled “cat”
Picture 2.8 Example of report text “earthquake”
23
Picture 2.9 Explanation about structure in report text “earthquake”
24
Picture 2.10 Explanation about the language feature in report text “earthquake”
Picture 2.11 The last view of the third video
4. Materials
The material will be applied is report text. According to syllabus, in senior
high school students are learn some themes of report text. Such as report text
about plant, animal, and natural event. Therefore the researcher determined that
there will be tree videos for treatment. The first video contains about report text
explanations start from definition until the language features. It will be consists of
an example which is the theme will be about plant. The second and the third video
are consist of another example of report text but in different theme which is
completed more explanations how to write a report text well. Below are the
example of report text will be consisted in the first, the second, and the third video
4.1. Report text themed plant (The first video)
CACTUS
25
A cactus in latin namely cactaceae is a plant that has adapted to very dry
conditions. Cacti originated in North and South America.
Cactus roots spread out close to the surface of the ground, absorbing
rainwater quickly before it dries up, or evaporates. The water is stored in the stem
of the plant. The outside of the cactus is thick and waxy , which keeps the water
from escaping. In other plants water is lost through the holes, or pores, in the
leaves, but cactus have very few pores, helping keep water in. the cactus often has
spines to protect it from animal.
4.2 Reporttext themed animal ( The second video)
CAT
Cats are the most popular pet and can be found everywhere on the earth.
They have a Latin name Felis Catus Silvertis. They have become tame animals
and humans were functioned them as pets since 6000 BC. In ancient times, the
Egyptians used them as an animal to hunt the rats.
When they were born, they are blind and deaf. Then, they opened the eyes
when they have aged between eight to ten days. Furthermore, their sexual
hormones are active at the age of ten to fifteen months. On average, they have a
weight ranging from two point five kg to seven kg. Meanwhile, the length of them
is varies, but mostly they can grow from fifteen to thirty cm. Cats are lazy animals
where they just spend time at home to sleep
Cats are omnivore because we are very often seeing them eat fish, meat,
rice, and even vegetables. Nevertheless, many people also refer them as a
carnivore. They have small teeth and claws that are not harmful to humans. But,
26
you have to be careful because a cat bite can cause rabies and their claws are so
painful.
4.3. Report text themed natural events (The third video)
EARTHQUAKE
Earthquake is a sudden shaking of the earth’s surface that often causes a lot of
damage. It is the result of a sudden release of stored energy in the Earth’s crust
that creates seismic waves. Earthquakes may happen naturally or as a result of
human activities. Smaller earthquakes can also be caused by volcanic activity,
landslides, mine blasts, and nuclear experiments.
At the Earth’s surface, earthquakes can be seen from the shaking or
displacement of the ground. Sometimes, they cause tsunamis, which may lead to
loss of life and damage of property. There are two types of earthquake that occurs
naturally, they are tectonic and volcanic earthquakes. Tectonic earthquakes are
earthquakes that are caused by tectonic plates getting stuck and putting a strain on
the ground. The strain becomes so great that rocks give way by breaking and
sliding along fault planes.
Volcanic earthquakes are earthquakes which are caused by the movement
of magma in volcanoes. In volcanic regions earthquakes may be caused both by
tectonic faults and by the movement of magma in volcanoes. Such earthquakes
can be an early warning of volcanic eruptions
The size of an earthquake is usually reported using the Richter scale or a
related Moment scale. Earthquakes which are 3 on the Richter scale or lower are
27
hard to notice. Whereas, those which are 7 on the Richter scale causes serious
damage over large areas
C. Conceptual Framework
Figure 2.1. Conceptual Framework
D. Hypothesis
Hypothesis of this study are :
a. Ho ( Null hypothesis ) : There is no significant effect of using self
development video material in teaching report text
b. Ha ( alternative hypothesis ) : There is a significant effect of using self
development video material in teaching report text
INPUT
Self Development Video Material
PROCESS
Pre-Experimental Design
OUTPUT
Improvement of students’ writing ability
28
CHAPTER III
RESEARCH METHOD
A. Research Design
The researcher applied pre-experimental method, with one group pre-test
and post-test design. It investigated students’ writing report text in term of content
and organization using a self development video materials.
The researcher conducted pre-test, treatment and post test for insvetigating
the result of using a self development video materials toward student’s writing
ability. The pre-test is conducted to get initial data of students writing ability.
Furthemore, treatments were conduct in order to get significant result in the end of
research. During the treatment, the group have to write a report text which has
some themes able to choose. There were report text about plant, animal or are
natural events. The last was post-test which conducted to examine the result of
material design into video toward students’ writing ability. The following was the
spesific description in conduct the research by the researcher :
First, the researcher designed the material into a video form based on
written material from syllabus in K13. The researcher used some interest features
that provide in the application as a video maker. The second,selected the class at
the eleventh grade in Senior High School in Selayar, but before that, there was a
an interview toward the teacher to find information about student’s ability in
writing. So, it can represent the population on the average ability on writing. The
third, gave treatment by using a self developmentvideo materials in teaching
29
29
writing a report text. The last procedure, the group was given a posttest to
determine the result.
Figure 3.1 Research Design
Notes :
01 :Pre-Test
X : Treatment
02 : Post-Test
Source: Sugiyono (2015:111)
B. Population and Sample
1. Population
The population of this research was the eleventh grade students of SMA 7
Selayar in academic year 2019/2020. The number of population 94 students
consist of three classes.
2. Sample
Sample is a part of population. In this case, the data will be obtained from
01
PRE TEST
X
TREATMENT
02
POST TEST
30
population by using purposive sampling technique in one class. The total of
sample in this research consist of 30 students.
C. Research Variable
There were two variables using in conduct the research,. There was a self
development video materials as an independent variable and students writing
ability as the dependent variable
D. Research Instrument
In collecting the data, the researcher used writing test as the instrument of
the study. The test used to measure students’ ability in writing report text. It was
done twice, before and after treatment (pre-test and post-test). Then, the
researcher set up analytic scoring rubric which included the criteria like as (1)
content and (2) organization. The complete form of writing scoring can be seen in
the table 3.2. scoring rubric.
E. Technique of Data Collection
There were some steps to collect the data by the researcher :
1. Pre-test
Pretest was given in the beginning of this research. The researcher
gavean instruction before write a report text.Students finished the pre test
around 60 minutes.
31
2. Treatment
The treatment conducted by using video as result of material
design. There are tree videos provided by the researcher. The first video
contains the detail explanation of report text which completed an example
of report text. It has duration 9 minutes and 33 seconds. The theme of
example was about a plant. Below are some frames contained inthe first
video
a. The first frame introduces about the items of report text.
b. The second frame of video shows the explanation about report text.
Those are about definition, purpose, generic structure, and language
features in report text. The explanation is completted a text which
help studentscomprehend the materials.
c. The third frame shows the example of report text which has theme,
plant.
d. The fourth frameof video shows the sturure of thereport text example.
It consisted of general classification and description.
e. The fifth frame shows the language features in the example of report
text. It consists of general noun, relating or linking verbs, action
verbs, present tense, and technical terms
f. The sixth frame shows some questions to measure student
comprehension toward the video.
The second video contains the example of report text which
completed explanations about generic structure and language features
32
used in the example. The theme of example will be an animal theme. It has
duration 5 minutes and 24 seconds. The last video also contains the
example of report text but in different theme. It will be about natural event
as a one kind of report text.It has duration 4 minutes and 22 seconds.
Every video were applied in different meeting. It based on the steps of
treatment..
The treatment conducted in four times, which is outside from the
pre test and post test. The first meeting explainedclearly about the report
text by using video. The second meeting will be the review of explanation
in the first meeting. The researcher gave the students an example of report
text and they analyzed the structure and language features used in the
example given. The third until the fourth meeting showed the example of
report text in a video with different themes in the previous meeting. Every
video completed a worksheet that should done by the students.
3. Post-test
The test given in order to know students achievement after they taught
by using a self developmentvideo materials.In this test, students asked to
write a report text based on the three tasteless choices pictures which are
relevant with the previous materials given.
33
F. Technique of Data Analysis
In completing the data, the next step of this research was analysis the data,
which function to determine the result of the research. In which, the researcher
focus to analysis whether there was a significant difference between students
ability in writing report text before and after give the treatment. To describe the
students ability in writing report text, the researcher employed the formula as
follows:
1. Scoring The Students’ percentage writing of Pre-test and Post-test
P = x 100%
(Gay, 2006)
The following is a reference in giving a score :
Table 3.1. Scoring Rubric for Content
Score Classification Performance Description
85-100 Very Good Knowledgeable. Substantive. Through
development of thesis .relevant to assigned
topic
75-84 Good Some knowledge of subject. Adequate
range. Limited development of thesis.
Mostly relevant to the topic, but lacks detail
65-74 Fair Limited knowledge of subject. Little
substance. Inadequate development of topic.
55-64 Poor Does not show knowledge of subject. Non-
34
substantive. Not pertinent. Or not enough to
evaluate.
≤55 Very Poor All knowledge are errors.
Glencoe (2000: 175)
Table 3.2 Scoring rubric for organization
Score Classification Indicators of report text organization
85-100 Very Good 1. the ideas are-well organized in spatial
order
2. The ideas of general classification are
cohesion
3. The ideas of description are coherent
75-84 Good 1. the ideas are adequate organized in spatial
order
2. The ideas of general classification are
adequate cohesion
3. The ideas of description are adequate
coherent
65-74 Fair 1. the ideas are generally organized
2. Few ideas of general classification are a
break out cohesion
3. The ideas of description are generally
coherent
35
55-64 Poor 1. The ideas are almost loosely organized
2. The ideas of general classification are
inadequate cohesion
3. The ideas of organization are inadequate
coherent.
≤55 Very Poor 1. The organization are loosely organized
2. The ideas of general classification and
description are confuse and disconnected.
2. Calculating The Mean Score
The calculating of the students’ writing skill by using the following
formula:
= ∑
Where:
X = Mean score
∑ = The sum of all score
N = The number of students
3. To know how improvement of the score in literal comprehension
The improvment of the students’ score in main idea and supporting
details.
P = x100
36
Where:
P = Percentage of the students
X1 = The mean score of pre-test
X2 = The mean score post-test
4. Finding out the significant different between the pre-test and post-test
Formula:
t = ∑ ∑
Where:
T = The significance
D = The mean of the different
= The sum of all score
N = The total number of score
5. Testing hypothesis
After got the students’ significance scores (value of t) it was
compared with the value of t-table. When it was found that the value of t-
test was equal or greater than the value of t-table, it means that Null
Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was
accepted because there is significance difference between pre-test and
post-test and after taught writing by using a self development video
materials. The criteria for the hypothesis testing as follows:
37
Table 3.3. Criteria for the hypothesis testing
Testing
Hypothesis
H0 H1
t-test >t-table Rejected Accepted
t-test <t-table Accepted Rejected
(Sugiyono, 2014:317)
38
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presented the result of the data. The researcher obtained two
kinds of data; score of pre-test and post-test.
A. The Findings
After conducting the research, the researcher obtained two kinds of data;
the score of pre-test and the score of post-test. Pre-test was given before the
treatment and post-test was given after the treatment. The results presented as
follows:
1. The Improvement of Students’ Writing Ability On Report Text In
Term Content
The findings will present the result of score percentage of students’ writing
ability on report text in term of content and comparing the score percentage
between pre-test and post-test.
a. Pre-test
In the pres-test, the researcher presented the result of the
percentage of students’ values in writing report texts in content terms
before using a self development video materials as a media in teaching.
This study involved 30 students and was conducted at the eleventh
grade students of SMAN 7 Selayar.
39
39
Table 4.1. The Score Percentage of Students’ Writing Report Text in Term of
Content
No. Classification Score
Pre-Test
Frequency %
1 Very Good 85-100 0 0%
2 Good 75-84 6 20%
3 Fair 65-73 9 30%
4 Poor 55-64 13 43%
5 Very Poor ≤55 2 7%
Total 30 100%
Table 4.1. shows from 30 students who followed the pre-test there were
only 8 students (20%) got good score. Meanwhile 9 students (30%) got fair, 13
students (43%) got poor score and the balance were 2 students (7%) got very poor
score. It means that the students score and percentages in pre-test were still low
because half of students got poor score.
To see clearly the students score the percentage of content in writing
report text, the graphic will be shown the pre-test result.
40
Graphic 4.1 The Score Percentage of Students’ Writing Report Text in Term
of Content
Graphic 4.1 indicates the score percentage of students’ writing ability on
report text in term of content were too low. Before using a self development video
materials as a media in teaching., some of students felt difficult to write the report
text. It was show by the graphic that there were 13 students from 30 students got
poor score and in fact there were 2 students got very poor score.
b. Post-Test Results
In the post-test, the researcher presented the results of the percentage
of student scores in writing report text in content terms after using a self
development video material as a media in teaching. This study involved 30
students and was conducted at the eleventh grade of students of SMA
Negeri 7 Selayar
0
69
13
20
20
30
43
7
0 0 0 0 0
Very Good Good Fair Poor Very Poor
Pre Test
F %
41
Table 4.2 The score Percentage of Students’ Writing Report Text in Term
of Content
No. Classification Score
Post-Test
Frequency %
1 Very Good 85-100 16 53%
2 Good 75-84 9 30%
3 Fair 65-73 4 14%
4 Poor 55-64 1 3%
5 Very Poor ≤55 0 0%
Total 30 100%
Table 4.2 shows that from 30 students who followed the post-test; 16
students (53%) students got very good score, 9 students got good score, 4 students
got fair score. Meanwhile, there still was a student (3%) got poor score.
Based on the data in pre-test, it means that the score and the percentages in
post test was better and higher. It because in the post test there were 16 students
got very good score from 30 students, while in the pre test were not. The other
result was in post test no found students in very poor score.
Too see clearly the students’ score percentage of content in report text, the
graphic will be shown the post-test result :
42
Graphic. 4.2. The score Percentage of Students’ Writing Report Text in
Term of the Content
In post-test result, graphic 4.2 indicates the score percentage of students’
writing ability on report text in term of content were better and higher than in the
pre-test. After using a self development video materials in treatments, the
students’ ability in writing report text was better than the pre-test. It was shown by
the score of percentage of students was averages very good (57.69%).
1.1 The Students’ Mean Score in Writing Report Text in Term of
Content
Table 4.3 The Mean Score of The Students’ Report Text
Indicator Pre-Test Post-Test Improvement
Content 66.36 79.43 20 %
16
9
41 0
53
30
24
3
Very Good Good Fair Poor Very Poor
Post Test
f %
43
Table 4.3 The Mean Score of The Students’ Writing Report Text in term
of Content. The students’ score improved after using a self development video
materials as media in teaching and learning process. It was proved by comparing
students’ score in pre-test and post-test.
The students for content in pre-test was 63,86 score and the score of
students in post-test was 74,93 and the percentage of improvement between pre-
test and post-test was 20%. So, the use of a self development video materials was
improving the students’ writing report text in term of content.
2. The Improvement Of students’ Writing Ability On Writing Text In
Term of Organization
The findings will presented the result of score percentage of students’
writing ability o writing text in term of organization and comparing the score
percentage between pre-test and post-test.
a. Pre-test Result
In pre-test, the researcher presented the result of students; score
percentage in writing report text term of language use before using a self
development video materials as media in teaching. This research involved
30 students and conducted at the eleventh grade students of SMA Negeri 7
Selayar.
44
Table 4.4 The Score Percentage of Students’ Writing Report Text In Term of
Organization
No. Classification Score
Pre Test
Frequency %
1 Very Good 85-100 0 0%
2 Good 75-84 5 17%
3 Fair 65-74 9 30%
4 Poor 55-64 3 10%
5 Very Poor ≤55 13 43%
Total 30 100%
Table 4.4. shows from 30 students who followed the pre-test there
was on 5 students (17%) got good score. The balance were 9 students (30%) got
fair score, 3 students (10%) got poor score and 13 students (43%) got very poor
score. It means that the students score and percentages in pre-test were still low
because half of students got poor and ever very poor score.
To see clearly the students score the percentage of content in writing
report text, the graphic will be shown the pre-test result.
45
Graphic. 4.3 The Score Percentage of Students’ Writing Report Text in Term
of Organization
Graphic 4.3 indicates the score percentage of students; writing ability on
report text in term of organization were very poor . before using a self
development video materials, some of students felt difficult to write the report
text, especially in mastering the well organized of report text. It was about 3
students got poor score and 13 student gor very poor score from 30 students.
b. Post-test Result
In post-test, the researcher presented the result of students’ score
percentage in writing report text in term of organization after used a self
development video materials. This research involved 30 students and
conducted at the eleventh grade students of SMA Negeri 7 Selayar.
0
5
9
3
13
0
17
30
10
43
0 0 0 0
Very Good Good Fair Poor Very Poor
Pre Test
f %
46
Table 4.5 The Score Percentage of Students’ Writing on Report Text in Term
of Organization
No. Classification Score
Post-Test
Frequency %
1 Very Good 85-100 21 70%
2 Good 75-84 8 27%
3 Fair 65-74 0 0%
4 Poor 55-64 0 0%
5 Very Poor ≤55 1 3%
Total 30 100%
Table 4.5 shows that from 30 students who followed the post-test; 21
students (70%) students got very good score and 8 students (27%) got good
score. The balance was a student (3%). got very.
It means that the score and the percentages in post test was better and
higher than in pre-test, because in the post test there were 21 students got very
good score from 30 students. Meanwhile, in pre test there was no find students
got very good score.
For more clear, the graphic 4.4 will present the result of students’ score
percentages in post test after using a self development video materials in writing
report text.
47
Graphic 4.4 The Score Percentage of Students’ Writing Report text in Term
of Organization
In post-test result, graphic 4.4 indicates the score percentage of students’
writing ability on report text in term of organization were better and higher than
the pre test. After using a self development video materials in treatments, the
students’ ability in writing report text better than pre test especially in mastering
the organization of report text . it was shown by the score percentage of students
was very good.
21
8
0 0 1
70
23
0 03
0 0 0 0
very good Good Fair Poor Very Poor
Post Test
f %
48
2.1 The Students’ Mean Score in Writing Report Text in Term of
Organization
Table 4.6 The Mean Score for The Students’ Writing Report text
Indicator Pre-test Post-test Improvement
Organization 58.83 75 28%
Table 4.6 the students’ ability in writing report text in term of
organization. The students’ score improved after using a self development video
materials as a media in teaching. It was proved by comparing students’ score in
pre test and post test.
The score of students for organization in pre test was 58.83 and post test th
75 and the percentage of improvement between pre test and post test was 28%.
So, the use of a self development video materials was improving students’ writing
report text in term of organization
2.2 Test of Significance Testing and Hyphothesis
In order to know whether or not the mean score was different from two
test (pre test and post test), the researcher used the t-table. The table 4.7 shows the
result of the t-test calculation
Table 4.7 The T-Test of Students’ Achievement
Variable t-test t-table
Using a self development video materials 6.580 1.699
Table 4.7 indicates that the values of the t-test was higher than the value of
the t-table. It was indicated that there was a significant difference between the
49
result of the students’ pre test and post test by using a self development video
materials as media in teaching.
c. Hypothesis Testing
The researcher used t-test analysis for the level of significance
(p)=0.05 and with the degree of freedom (df)= 29 and the t-table was
1.699 Meanwhile, the value of t-test 6.580 It means that the value of t-test
was higher than t-table. So there is an improvement of students’ writing
ability on report text in content and organization by using a self
development video materials. It means that the null hypothesis (H0) was
rejected and the alternative hypothesis (H1) was accepted.
B. DISCUSSION
The description of data collected from the students’ writing report text
ability in term (content and organization) as explain in the previous section
showed that the students’ writing ability was achieved. It was supported by mean
score and the total score, also the percentage of the improvement of the students’
pre-test and post-test result. Based on the finding above, the using a self
development video materials made students had mean score was higher before and
after the treatment done.
Based on the findings of the students’ score, the mean score of writing
report text in term of (content) pre-test was 66.36. Meanwhile, after the treatment
done, the mean score of post-test was 79.43 after. The total of improvement was
50
13.07 (20%). The mean score of the students’ writing ability in term of
(organization) pre-test was 58.83. It shows the achievement of students’ before
treatment and the mean score of post-test was 75. The improvement was 16.17
(28%).
From the result of calculation, it is obtained the value of the t-test both
content and organization calculation was 6.580 with the degree of freedom (df) is
29 (obtained from N-1) = (30-1=29). The researcher used the degree of
significance of 0.05 the value of degree of significance was 1.699. If the test
compared with value of the degrees of significance, the result was 6.580 >1.699.
Since t-test score obtained from the result of calculating, the alternative
hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.
1) If the result of t-test is higher than t-table (t-test>t-table), the null
hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It
means that there is a significance difference between variable X1 and
variable X2.
2) If the result of t-test is lower than t-table (t-test<t-table), the null
hypothesis (H0) is accepted and alternative hypothesis (H1) is rejected. It
means that there is no significance difference between variable X1 and
variable X2.
Based on the result of the data analysis, it is proven that the students’
improvement in writing report text in term (content and organization) taught by
using a self development video materials. It means that the effectiveness of a self
development video materials in teaching writing can achieve. Another reason
51
based on the students’ responses, because most of students found that learning
English could be more fun by learning using a video which were completed an
interest sound effect and transition every frames. When the researcher compared
with previous research finding from The Maryam (2014) in her research entitled
Improving Students Writing Report Text by Using English News Video. She
concludes that, using English News Video is effective way to to improve students’
writing skill. The experimental class showed significant improvement after they
learnt using the media given. The students problem in writing report text
especially the language us was solved and the writing scores were significantly
improved.
1. The achievement of the students’ writing report text in term of
content
One of the important things in writing is the content. A content in
writing have to relevant with the topic. The teacher needs many examples
to show the content with the different topic discussion. The use of a self
development video materials as a media was helping to show some
contents with different topic in report text.
The table 4.1 indicated that the students’ pronunciation in post-test
is greater than pre-test (79.43>66.36). The process that could be explained
from pre-test to post-test and giving of treatment as follows:
At the first meeting when the researcher gave a pre-test for the
students, there were some findings that researcher could find, they were:
52
a. Most of students still confused to make the topic and content relate
each other.
b. Some of students’ write a report text which is the content mostly
similar with the descriptive text. For example, the title of pre test
was “FRUITS” but some students make a content with descriptive
characteristic.
Therefore, most of them were done the pre-test based on their basic
comprehension. As a result, the mean score of the students’ writing ability
in pre-test was still low. After the researcher gave treatment by tusing a
self development video materials, the findings were:
a. Most of students wrote the content with the relevant topic.
b. Some of students’ writing completed the content with the
technical terms in write a report text.
The explanation above indicates that, the effect of a self
development video materials can achieve the students’ writing ability in
term of content. It because the students have prepared their idea before the
post test done. In this case, the media given totally help students to build
their idea because students’ had watched too many examples of content. In
relation to this point, Nurhabi (2016) states that teaching is about give too
many examples to provoke students’ ideas. By looking to the examples,
students get easy to comprehend the general concept in materials given.
Moreover, the examples given were in a video form. Thus, students get
easy to repeat the examples given in their home.
53
2. The achievement of the students’ writing report text in term of
organization
Organization is one of writing aspects that help the readers easy to get the
point in our writing. Every text has their organization or usually called
generic structure. For example, narrative text begun from orientation,
complication, resolution and re-orientation. Meanwhile for report text,
there are title, general classification and the last is description.
The use of a self development video materials toward students’
writing ability in report text term of organization was increased. The table
4.6 indicated that the students’ writing report text in term of organization
showed that post test was greater than pre-test (58.83>75). The process
that could be explained from pre-test to post-test and the giving of
treatment as follows:
At the first meeting when the researcher gave a pre-test for the
students, there were some findings that researcher could find, they were:
a. Some students’ only wrote general identification of the topic
without any descriptions.
b. Some students’ confuse to start their writing based on the topic
given
c. Some students wrote the general identification which were
resemble of descriptive text characteristics, or the result were too
subjective.
54
Example: Banana is my favorite food. It has sweet taste.
Meanwhile, the instruction in pre test there were “write
down a report text based on the picture above entitled “FRUITS”
Therefore, most of them were getting fair to very poor score. As a
result, the mean score of the students’ in pre-test was 58.83. After the
researcher gave treatment by using a self development video materials
then gave a post test, the findings were:
a. Students already recognize what have to write first in report text,
because they were already got the organization using in report
text.
b. Students were creatively to describe the topic in well-organized.
The explanation above indicate that, the use of a self development
video materials can improve the students’ writing report text in term of
organization. It is make the students’ increased and can make the students
be active in the classroom. In relation to this point, Lestari (2017) found
that students in teaching and learning process more active. Moreover, they
did not feel worry to ask something misunderstand for them.
55
CHAPTER V
CONCLUSION AND SUGGESSION
A. Conclusion
Based on the result of data analysis and the discussion of the result in the
previous chapter, the researcher concludes that:
1. The students’ writing skills for report text in term of content and
organization English of the Eleventh Grade at SMA Negeri 7 Selayar can be
achieved after using a self development video materials as a media in
teaching writing. It is shown by the significant difference between the post-
test and the pre-test. The mean score of post-test in accuracy (content and
organization) is higher than pre-test.
2. The students’ comprehension in writing report text of the Eleventh Grade
at SMA Negeri 7 Selayar can be achieved after using a self development
video materials as a media in teaching writing. It is shown by the significant
difference between the post-test and the pre-test. The mean score of post-test
in comprehension is higher than pre-test.
B. Suggestion
The successful teaching does not depend on the lesson program only, but
more important is how the teacher presents the lesson and uses various media to
manage the class more comfortable and regarding to the teaching writing by using a
56
56
self development video materials, the researcher gave some suggestion for the teacher
and students.
The teacher should be more creative to enrich their teaching media and
material. Due to K13, teacher have to facilitate students to be independent in learning.
Teaching using video is an effective way. The materials are presented in an
enjoyable, relaxed and understandable way. That’s why; it is suggested for the
teacher to use a self development video materials in teaching English.
The students are hoped to be more active and creative in enriching their ideas
in do a writing. They have to comprehend the general concept of the main material
clearly before do a writing. Thus, they should ask the teacher if there is something
misunderstand.
57
BIBLIOGRAPHY
Alvarado, J. 2017. Teaching English Using Video Materials : Design and Delivery of
a Practical Course. Retrieved on December 14, 2018 from https://eric.ed.gov/.
Ashaver, D. & Igyuve S. 2013. The Use of Audio-Visual Materials in the Teaching
and Learning Processes in Colleges of Education in Benue State-Nigeria.
Retrieved on December 12, 2018 from http://iosrjournals.org/Vol-1
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education.
Retrieved on December 21, 2018 from http:/ /www. Modares .ac.ir
Barker. 2000. Literacy Connections. New York.
Brereton, J. 1978. A Plan for Writing.(2nd Ed).New York : Holt, Rinehart & Winston.
Gay, L. R. (2006). Educational Research, Competencies for Analysis and
Application. Eight Edition. Columbus, Ohio: Merrill Pretice Hall, Pearson
Education Inc.
Maryam. 2014. Improving Students’ Writing Report Text by Using English New
Video. East Java :Muhammadiyah University of Jember
McMahan. 1996. Literature and The Writing process 4th Edition. New Jersey :
Prentice Hall Inc.
Byrne. 1997. Teaching Writing Skill. Retrieved on January 09, 2019 from
https://www/academia.edu.
Birnie. 2014. A Teacher’s Guide to Organizational Strategies for Thinking and
Writing. Retrieved on January 04, 2019 from https://eric.ed.gov/
Brown, H. 2007. Teaching by Principles : An Interactive Approach to Language
Pedagogy (2nd ed.). Retrieved on December 25, 2018, from
https://octovany.files.wordpress.com
Deakin. 2014. Using Audio and Video for Educational Purposes: Models 1- 4.
Retrieved on december 12, 2018 from www.deakin ed.au.assests.
58
Elbow. 1980. Writing With Power. New York : Oxford University.
Ghaedsharafu, Maliheh & Bagheri, Mohammad Sadegh. 2012. Effects of Audiovisual,
Audio, and Visual Presentations on EFL Learners’ Writing Skill. Retrieved on
December 12, 2018 fromhttp://www.ccsenet.org/journal
Glencoe. 2000. Rubrics for Assessing Student Writing, Listening and Speaking. New
York.
Gokturk, N. 2016. Examining The Effectiveness Of Digital Video Recordings On
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http:/eric.ed.
Gutche, M., Rijlaarsdam, G., & Braaksma, M. 2017. Focus and Language Versus
Content in the Pre-task: Effects of Guided Peer-video Model Observations on
Task Performance. Retrieved on December 14, 2018 from
https://journals.sagepub.com
Harris. 1979. Testing English as Second Language. Retrieved on January 04, 2019
fromhttps://eric.ed.gov/.
Lestari, T. 2017. The Effectivenes of Teachimg Writing Using Video Toward
Students Writing Ability.Tulungagung : State Islamic Institute Studies (IAIN).
Lin, L. 2017. English Learners’ Incidental Vocabulary Acquisition in the Video-
based CALL Program. Retrieved on December 14, 2018 from
https://www/asian-efl-journal.com/.
Nunan. 2003. Practical English Language Teaching. Singapore :McGraw Hill
Company.
Nurhabi, A. 2016 Teaching style. Retrieved on September 17, 2019 from
wordpress.com.
Rijalsdam, G. 2004. Effective Learning and Teaching of Writing- a Handbook of
Writing in Education Second Education. Retrieved on December 12, 2018
fromhttp://perpus.stkipkusumanegara.ac. Rulia, N. & Al-Hafizh, M. 2014. Teaching A Recount Text by Using A Mr. Bean
Video to Junior High School Students. Rerieved December 14, 2018 from
ejournal.unp.ac.id.
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Sugiyono. 2018. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung.
Alfabeta.
Suwandi. 2016. Coherence and Cohesion : An analysis of the Final Project Abstracts
of Undergraduates Students of PGRI Semarang. Retrieved on December 12,
2018 from ejournal.upi.edu
Winarso. 2018. Review KineMaster Application. Retrieved on January 19, 2018 from
https://dailysocial.id/ .
Yükselir, C & Komur, S. 2017. Using Online Videos to Improve Speaking Abilities of
EFL Learners. Retrieved on December 12, 2018 from https:// dwww.
google.com.https://eric.ed.gov/.
60
APPENDIX 1
(Lesson Plan)
61
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA Negeri 7 Selayar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Materi pokok : Report Text
Alokasi waktu : 4 JP (4 x 40 menit)
A. Kompetensi Inti (KI)
1. Menghayati dan nmengamalkan ajaran agama yang dianutnya.
2. Menghayatidan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan social dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secaraman diri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
62
B. Indikator Pencapaian Kompetensi
No Kompetensi Dasar Indikator Pencapaian Kompetensi
1 1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
intenasional yang
diwujudkan dalam
semangat belajar.
1.1.1 Menulis learning log yang mengungkapkan
rasa syukur atas kesempatan dapat belajar
bahasa Inggris
2 2.2. Menunjukkan
perilaku tanggung jawab,
peduli, kerjasama, dan
cinta damai, dalam
melaksanakan
komunikasi fungsional
2.2.1.Bertanggungjawab atas tindakan
anggotanya saat menjadi pemimpin
kelompok.
2.2.2. Mengakuiketikamembuatkesalahan.
2.2.3.Tidak menyalahkan orang lain atas
tindakannya sendiri.
2.2.4 Melakukan hal-hal yang dikatakan akan
dikerjakan tanpa diingatkan orang lain.
3.9. Menganalisis
struktur teks dan unsur
kebahasaan untuk
melaksanakan fungsi
sosial teks ilmiahfaktual
(factual report)dengan
menyatakan dan
menanyakan tentang teks
ilmiah faktual tentang
3.9.1 Menentukan tujuan komunikatif teks.
3.9.2 Mengidentifikasi struktur teks.
3.9.3 Mengidentifikasi unsure
Kebahasaan dalam teks
63
orang, binatang, benda,
gejala dan peristiwa alam
dan sosial, sederhana,
sesuai dengan konteks
pembelajaran di pelajaran
lain di Kelas XI.
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi tujuan komunikatif teks secara berkelompok berdasarkan
pertanyaan pengarah dari guru;
2. Mengidentifikasi struktur teks secara berkelompok berdasarkan pertanyaan
pengarah dari guru
3. Siswa dapat mengidentifikasi bagian masing-masing dari kalimat.
4. Memperhatikan dan menggunakan tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan benar.
64
D. Materi Pembelajaran :
1. Fungsi social :
- Mengamati alam
- Menulis paparan ilmiah mengenai benda, binatang, dan gejala/peristiwa
alam
2. Struktur teks :
- Klasifikasi Umum tentang binatang/ benda yang ditulis,
- Penggambaran mengenai bagian, sifat dan tingkah lakunya
Report text is a text which present information about something, as it is. It is as a
result of systemic observation and analyses
The purpose : Presenting information about something. They generally describe an
entire class of things, whether natural or made.
Language feature uses in report text
1. Using general nouns
For example : Hunting dogs. It called general, but if you say “my dog” it called
specific or include as a “descriptive text”
2. Using relating verbs or linking verbs.
For example : the dogs are black. are here has function as a linking verbs
3. Using action verbs.
Action verb means the subject in a report text that explained do an action.
For example : The cat climb the fence. Climb is an action verb.
4. Using present tense
Characteristics of present tense are :
a. using infinitive verb or commonly called V1
b. using time signal : usually, sometimes, often, etc.
5. Using technical terms
65
Technical terms refers to the topic written in report text.
For example you report about music, so there will be some terms about music.
Example of report text about thing “plant”
Cactus
Generic Structure Text
General classification
A cactus in latin namely cactaceae is a plant that has
adapted to very dry conditions. Cacti originated in
North and South America.
Description Cactus roots spread out close to the surface of the
ground, absorbing rainwater quickly before it dries up,
or evaporates. The water is stored in the stem of the
plant. The outside of the cactus is thick and waxy ,
which keeps the water from escaping. In other plants
water is lost through the holes, or pores, in the leaves,
but cactus have very few pores, helping keep water in.
the cactus often has spines to protect it from animal.
E. Metode Pembelajaran
Pendekatan : Scientific Approach
Model pembelajaran : Discovery Learning (pembelajaran Penemuan)
Metode : Ceramah, diskusi, penugasaan
F. Media Pembelajaran
- Video bahan ajar
66
- Proyektor
- Sound system
- Worksheet
- Laptop
G. Sumber Bahan Ajar
- Buku Bahasa Inggris “Stop Bullying Now” SMA/ MA/SMK/MAK/ Kelas XI
- Bersumber dari internet yang relevant dengan materi
H. Langkah-langkah Kegiatan Pembelajaran
Pertemuan Pertama
Kegiatan Mendeskripsikan Alokasi Waktu
Pendahuluan
Orientasi
Guru menyapa siswa dengan
mengucapakan salam dan
menanyakan kabar.
Guru mengajak siswa untuk berdoa.
Guru mengecek kehadiran siswa .
Apersepsi
Mengaitkan materi/tema/kegiatan
yang akan dilakukan dengan
pengalaman peserta didik dengan
materi/tema/kegiatan sebelumnya
Mengingatkan kembali materi
prasyarat dengan bertanya
Mengajukan pertanyaan yang ada
keterkaitannya dengan pelajaran yang
10 menit
67
akan dilakukan
Motivasi
Memberikan gambaran tentang
manfaat mempelajati pelajaran yang
akan dipelajari
Pemberian acuan
Memberitahukan materi pelajaran
yang akan dibahas pada pertemuan
saat itu
Menjelaskan mekanisme pelaksanaan
pengalaman belajar sesuai dengan
langkah-langkah pembelajaran.
Kegiatan Inti
Mengamati
Guru menayangkan video yang
berkaitan dengan materi
Menanya
Guru menanyakan pemahaman peserta
didik mengenai video yang
ditayangkan
Siswa diberi kesempatan untuk
menyampaikan kesulitan dalam
memahami materi yang ditayangkan
melalui video
Siswa menanyakan lebih lanjut
mengenai materi yang ditayangkan
60 menit
68
Mengumpulkan Informasi
Siswa menulis inti-inti materi yang
ditemukan dalam video
Siswa menjawab frame terakhir
dalam video yang terdiri dari 4
pertanyaan
Mengasosiasi.
Siswa mendiskusikan secara
berpasangan hasil jawaban yang
diperoleh berdasarkan 4 pertanyaan
dari video yang ditayangkan
Mengkomunikasikan
Siswa mengumpulkan jawaban yang
diperoleh
Penutup
Guru meminta satu orang siswa untuk
menyimpulkan hasil kegiatan
pembelajaran
Guru menyampaikan materi yang
akan dipelajari untuk pertemuan
selanjutnya
Guru mengucapkan terima kasih atas
partisipasi siswa selama
pembelajaran berlangsung
10 menit
Pertemuan Kedua
69
Kegiatan Mendeskripsikan Alokasi Waktu
Pendahuluan
Orientasi
Guru menyapa siswa dengan
mengucapakan salam dan
menanyakan kabar.
Guru mengajak siswa untuk berdoa.
Guru mengecek kehadiran siswa .
Apersepsi
Mengaitkan materi/tema/kegiatan
yang akan dilakukan dengan
pengalaman peserta didik dengan
materi/tema/kegiatan sebelumnya
Mengingatkan kembali materi
prasyarat dengan bertanya
Mengajukan pertanyaan yang ada
keterkaitannya dengan pelajaran yang
akan dilakukan
Motivasi
Memberikan gambaran tentang
manfaat mempelajati pelajaran yang
akan dipelajari
Pemberian acuan
Memberitahukan materi pelajaran
yang akan dibahas pada pertemuan
saat itu
Memberitahukan tentang kompetensi
10 menit
70
inti, kompetensi dasar, indikator, dan
KKM pada pertemuan yang
berlangsung
Pembagian kelompok belajar
Menjelaskan mekanisme pelaksanaan
pengalaman belajar sesuai dengan
langkah-langkah pembelajaran.
Kegiatan Inti
Mengamati
Guru menayangkan kembali contoh
report text dengan tema “Cactus”
yang terdapat dalam video
Siswa mengamati structure yang
digunakan dan language feature
yang berlaku unuk report text
Menanya
Guru menanyakan pemahaman peserta
didik mengenai contoh report text
yang ditayangkan
Mengumpulkan Informasi
Siswa menambah catatan mengenai
language feature yang digunakan
dalam report text
Mengasosiasi
Siswa menulis report text secara
60 menit
71
sederhana berdasarkan 3 pilihan
gambar dalam video yang ingin
dibuatkan report text. Recount
Textdengan menggunakan pola
kalimat Simple Past Tenseyang telah
dipelajari.
Mengkomunikasikan
Siswa memperlihatkan hasil
tulisannya kepada guru dan juga
rekan sebangkunya
Antar siswa saling memberikan
masukan terhadap tulisannya
Penutup
Guru meminta satu orang siswa untuk
menyimpulkan hasil kegiatan
pembelajaran
Guru menyampaikan materi yang
akan dipelajari untuk pertemuan
selanjutnya
Guru mengucapkan terima kasih atas
partisipasi siswa selama
pembelajaran berlangsung
10 menit
I. Penilaian Hasil Pembelajaran
1. Jenis penilaian :Test tulis
2. Bentuk penilaian : Essay
3. Instrument penilaian
72
a. Answer the question below based on the video above
1. Definition of report text is. . . .
2. The difference between report text and descriptive is
3. Structure of report text are …… and …….
4. Report text uses ….. tense
b. Make a report text based on the picture that you’ve chosen.
Gambar b.1. Laptop Gambar b.2. television Gambar b.3. smartphone
Penilaian
Kriteria Score
Isi substantive, ide jelas, tata bahasa tepat, pemilihan kata yang tepat,
tidak ada error spelling
100
Isi cukup substantive, penjelasan kurang, tata bahasa kurang tepat,
pemilihan kata yang kurang tepat, ada beberapa error spelling namun
masih bisadipahami
75
Isi membingungkan, ide tidak jelas, tata bahasa tidak tepat, pemilihan
kata yang tidak tepat, terdapat banyak error spelling
50
RENCANA PELAKSANAAN PEMBELAJARAN
73
(RPP)
Nama satuan pendidikan : SMA Negeri 7 Selayar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Materi pokok : Report Text
Alokasi waktu : 2 JP (2 x 40 menit)
A. Kompetensi Inti (KI)
1. Menghayati dan nmengamalkan ajaran agama yang dianutnya.
2. Menghayatidan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan social dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secaraman diri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Indikator Pencapaian Kompetensi
74
No Kompetensi Dasar Indikator Pencapaian Kompetensi
1 1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
intenasional yang
diwujudkan dalam
semangat belajar.
1.1.1 Menulis learning log yang mengungkapkan
rasa syukur atas kesempatan dapat belajar
bahasa Inggris
2 2.2. Menunjukkan
perilaku tanggung jawab,
peduli, kerjasama, dan
cinta damai, dalam
melaksanakan
komunikasi fungsional
2.2.1.Bertanggungjawab atas tindakan
anggotanya saat menjadi pemimpin
kelompok.
2.2.2. Mengakuiketikamembuatkesalahan.
2.2.3.Tidak menyalahkan orang lain atas
tindakannya sendiri.
2.2.4 Melakukan hal-hal yang dikatakan akan
dikerjakan tanpa diingatkan orang lain.
3 3.9. Menganalisis
struktur teks dan unsur
kebahasaan untuk
melaksanakan fungsi
sosial teks ilmiahfaktual
(factual report)dengan
menyatakan dan
menanyakan tentang teks
ilmiah faktual tentang
orang, binatang, benda,
3.9.1 Menentukan tujuan komunikatif teks.
3.9.2 Mengidentifikasi struktur teks.
3.9.3Mengidentifikasi unsure kebahasaan dalam
teks
75
gejala dan peristiwa alam
dan sosial, sederhana,
sesuai dengan konteks
pembelajaran di pelajaran
lain di Kelas XI.
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi tujuan komunikatif teks secara berkelompok berdasarkan
pertanyaan pengarah dari guru;
2. Mengidentifikasi struktur teks secara berkelompok berdasarkan pertanyaan
pengarah dari guru
3. Siswa dapat mengidentifikasi bagian masing-masing dari kalimat.
4. Memperhatikan dan menggunakan tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan benar.
D. Materi Pembelajaran :
1. Fungsi social :
- Mengamati alam
- Menulis paparan ilmiah mengenai benda, binatang, dan gejala/peristiwa
alam
2. Struktur teks :
- Klasifikasi Umum tentang binatang/ benda yang ditulis,
- Penggambaran mengenai bagian, sifat dan tingkah lakunya
Report text is a text which present information about something, as it is. It is as a
result of systemic observation and analyses
76
The purpose : Presenting information about something. They generally describe an
entire class of things, whether natural or made.
Language feature uses in report text
1. Using general nouns
For example : Hunting dogs. It called general, but if you say “my dog” it called
specific or include as a “descriptive text”
2. Using relating verbs or linking verbs.
For example : the dogs are black. are here has function as a linking verbs
3. Using action verbs.
Action verb means the subject in a report text that explained do an action.
For example : The cat climb the fence. Climb is an action verb.
4. Using present tense
Characteristics of present tense are :
a. using infinitive verb or commonly called V1
b. using time signal : usually, sometimes, often, etc.
5. Using technical terms
Technical terms refers to the topic written in report text.
For example you report about music, so there will be some terms about music.
Example of report text about thing “animal”
CAT
Generic Structure Text
General classification
Cats are the most popular pet and can be found
everywhere on the earth. They have a Latin name Felis
Catus Silvertis. They have become tame animals and
humans were functioned them as pets since 6000 BC. In
77
ancient times, the Egyptians used them as an animal to
hunt the rats.
Description When they were born, they are blind and deaf. Then,
they opened the eyes when they have aged between
eight to ten days. Furthermore, their sexual hormones
are active at the age of ten to fifteen months. On
average, they have a weight ranging from two point five
kg to seven kg. Meanwhile, the length of them is varies,
but mostly they can grow from fifteen to thirty cm. Cats
are lazy animals where they just spend time at home to
sleep
Cats are omnivore because we are very often seeing
them eat fish, meat, rice, and even vegetables.
Nevertheless, many people also refer them as a
carnivore. They have small teeth and claws that are not
harmful to humans. But, you have to be careful because
a cat bite can cause rabies and their claws are so
painful.
E. Metode Pembelajaran
Pendekatan : Scientific Approach
Model pembelajaran : Discovery Learning (pembelajaran Penemuan)
Metode : Ceramah, diskusi, penugasaan
F. Media Pembelajaran
- Worksheet
- Lembaran contoh report text
78
G. Sumber Bahan Ajar
- Buku Bahasa Inggris “Stop Bullying Now” SMA/ MA/SMK/MAK/ Kelas XI
- Bersumber dari internet yang relevant dengan materi
H. Langkah-langkah Kegiatan Pembelajaran
Pertemuan ketiga
Kegiatan Mendeskripsikan Alokasi Waktu
Pendahuluan
Orientasi
Guru menyapa siswa dengan
mengucapakan salam dan
menanyakan kabar.
Guru mengajak siswa untuk berdoa.
Guru mengecek kehadiran siswa .
Apersepsi
Mengaitkan materi/tema/kegiatan
yang akan dilakukan dengan
pengalaman peserta didik dengan
materi/tema/kegiatan sebelumnya
Mengingatkan kembali materi
prasyarat dengan bertanya
Mengajukan pertanyaan yang ada
keterkaitannya dengan pelajaran yang
akan dilakukan
Motivasi
Memberikan gambaran tentang
manfaat mempelajati pelajaran yang
akan dipelajari
10 menit
79
Pemberian acuan
Memberitahukan materi pelajaran
yang akan dibahas pada pertemuan
saat itu
Memberitahukan tentang kompetensi
inti, kompetensi dasar, indikator, dan
KKM pada pertemuan yang
berlangsung
Pembagian kelompok belajar
Menjelaskan mekanisme pelaksanaan
pengalaman belajar sesuai dengan
langkah-langkah pembelajaran.
Kegiatan Inti
Mengamati
Guru memberikan contoh report text
dengan tema animal “cat” yang
berkaitan dengan materi
Siswa mengamati penggunaan
language feature dalam contoh
report text
Menanya
Guru menanyakan pemahaman peserta
didik mengenai materi yang sedang
diajarkan
Siswa diberi kesempatan untuk
menanyakan kesulitan dalam
menangkap material yang dijelaskan
60 menit
80
guru
Mengumpulkan Informasi
Siswa mencatat hal-hal penting dalam
menentukan generic structure dari
sebuah report text
Mengasosiasi
Siswa menentukan generic structure
dari contoh yang diberikan
Mengkomunikasikan
Siswa memperlihatkan hasil
identifikasinya kepada guru dan juga
rekan sebangkunya
Penutup
Guru meminta satu orang siswa untuk
menyimpulkan hasil kegiatan
pembelajaran
Guru menyampaikan materi yang
akan dipelajari untuk pertemuan
selanjutnya
Guru mengucapkan terima kasih atas
partisipasi siswa selama
pembelajaran berlangsung
10 menit
I. Penilaian Hasil Pembelajaran
1. Jenis penilaian :Test tulis
2. Bentuk penilaian : Essay
3. Instrument penilaian
81
a. Identify the generic structure of report text based on the video above !
b. Make a report text based on the picture that you’ve chosen.
Gambar b.1. The Cow Gambar b.2. The Goat Gambar b.3. The Mouse
J. Penilaian
Kriteria Score
Isi substantive, ide jelas, tata bahasa tepat, pemilihan kata yang tepat,
tidak ada error spelling
100
Isi cukup substantive, penjelasan kurang, tata bahasa kurang tepat,
pemilihan kata yang kurang tepat, ada beberapa error spelling namun
masih bisadipahami
75
Isi membingungkan, ide tidak jelas, tata bahasa tidak tepat, pemilihan
kata yang tidak tepat, terdapat banyak error spelling
50
82
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA Negeri 7 Selayar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Materi pokok : Report Text
Alokasi waktu : 2 JP (2 x 40 menit)
A. Kompetensi Inti (KI)
1. Menghayati dan nmengamalkan ajaran agama yang dianutnya.
2. Menghayatidan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan social dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secaraman diri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
83
B. Indikator Pencapaian Kompetensi
No Kompetensi Dasar Indikator Pencapaian Kompetensi
1 1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
intenasional yang
diwujudkan dalam
semangat belajar.
1.1.1 Menulis learning log yang mengungkapkan
rasa syukur atas kesempatan dapat belajar
bahasa Inggris
2 2.2. Menunjukkan
perilaku tanggung jawab,
peduli, kerjasama, dan
cinta damai, dalam
melaksanakan
komunikasi fungsional
2.2.1.Bertanggungjawab atas tindakan
anggotanya saat menjadi pemimpin
kelompok.
2.2.2. Mengakuiketikamembuatkesalahan.
2.2.3.Tidak menyalahkan orang lain atas
tindakannya sendiri.
2.2.4 Melakukan hal-hal yang dikatakan akan
dikerjakan tanpa diingatkan orang lain.
3 3.9. Menganalisis
struktur teks dan unsur
kebahasaan untuk
melaksanakan fungsi
sosial teks ilmiahfaktual
(factual report)dengan
menyatakan dan
menanyakan tentang teks
ilmiah faktual tentang
3.9.1 Menentukan tujuan komunikatif teks.
3.9.2 Mengidentifikasi struktur teks.
3.9.3Mengidentifikasi unsure kebahasaan dalam
teks
84
orang, binatang, benda,
gejala dan peristiwa alam
dan sosial, sederhana,
sesuai dengan konteks
pembelajaran di pelajaran
lain di Kelas XI.
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi tujuan komunikatif teks secara berkelompok berdasarkan
pertanyaan pengarah dari guru;
2. Mengidentifikasi struktur teks secara berkelompok berdasarkan pertanyaan
pengarah dari guru
3. Siswa dapat mengidentifikasi bagian masing-masing dari kalimat.
4. Memperhatikan dan menggunakan tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan benar.
D. Materi Pembelajaran :
1. Fungsi social :
- Mengamati alam
- Menulis paparan ilmiah mengenai benda, binatang, dan gejala/peristiwa
alam
2. Struktur teks :
- Klasifikasi Umum tentang binatang/ benda yang ditulis,
- Penggambaran mengenai bagian, sifat dan tingkah lakunya
Report text is a text which present information about something, as it is. It is as a
result of systemic observation and analyses
85
The purpose : Presenting information about something. They generally describe an
entire class of things, whether natural or made.
Language feature uses in report text
1. Using general nouns
For example : Hunting dogs. It called general, but if you say “my dog” it called
specific or include as a “descriptive text”
2. Using relating verbs or linking verbs.
For example : the dogs are black. are here has function as a linking verbs
3. Using action verbs.
Action verb means the subject in a report text that explained do an action.
For example : The cat climb the fence. Climb is an action verb.
4. Using present tense
Characteristics of present tense are :
a. using infinitive verb or commonly called V1
b. using time signal : usually, sometimes, often, etc.
5. Using technical terms
Technical terms refers to the topic written in report text.
For example you report about music, so there will be some terms about music.
Example of report text about natural event
EATHQUAKE
86
Generic Structure Text
General classification
Earthquake is a sudden shaking of the earth’s surface
that often causes a lot of damage. It is the result of a
sudden release of stored energy in the Earth’s crust that
creates seismic waves. Earthquakes may happen
naturally or as a result of human activities. Smaller
earthquakes can also be caused by volcanic activity,
landslides, mine blasts, and nuclear experiments.
Description At the Earth’s surface, earthquakes can be seen
from the shaking or displacement of the ground.
Sometimes, they cause tsunami which may lead to loss
of life and damage of property. There are two types of
earthquake that occurs naturally, they are tectonic and
volcanic earthquakes. Tectonic earthquakes are
earthquakes that are caused by tectonic plates getting
stuck and putting a strain on the ground. The strain
becomes so great that rocks give way by breaking and
sliding along fault planes.
Volcanic earthquakes are earthquakes which are
caused by the movement of magma in volcanoes. In
volcanic regions earthquakes may be caused both by
87
tectonic faults and by the movement of magma in
volcanoes. Such earthquakes can be an early warning of
volcanic eruptions
The size of an earthquake is usually reported
using the Richter scale or related Moment scale.
Earthquakes which are 3 on the Richter scale or lower
are hard to notice. Whereas, those which are 7 on the
Richter scale causes serious damage over large areas
E. Metode Pembelajaran
Pendekatan : Scientific Approach
Model pembelajaran : Discovery Learning (pembelajaran Penemuan)
Metode : Ceramah, diskusi, penugasaan
F. Media Pembelajaran
- Video bahan ajar
- Proyektor
- Sound system
- Worksheet
- Laptop
G. Sumber Bahan Ajar
- Buku Bahasa Inggris “Stop Bullying Now” SMA/ MA/SMK/MAK/ Kelas XI
- Bersumber dari internet yang relevant dengan materi
H. Langkah-langkah Kegiatan Pembelajaran
Pertemuan ke-empat
88
Kegiatan Mendeskripsikan Alokasi Waktu
Pendahuluan
Orientasi
Guru menyapa siswa dengan
mengucapakan salam dan
menanyakan kabar.
Guru mengajak siswa untuk berdoa.
Guru mengecek kehadiran siswa .
Apersepsi
Mengaitkan materi/tema/kegiatan
yang akan dilakukan dengan
pengalaman peserta didik dengan
materi/tema/kegiatan sebelumnya
Mengingatkan kembali materi
prasyarat dengan bertanya
Mengajukan pertanyaan yang ada
keterkaitannya dengan pelajaran yang
akan dilakukan
Motivasi
Memberikan gambaran tentang
manfaat mempelajati pelajaran yang
akan dipelajari
Pemberian acuan
Memberitahukan materi pelajaran
yang akan dibahas pada pertemuan
saat itu
Memberitahukan tentang kompetensi
10 menit
89
inti, kompetensi dasar, indikator, dan
KKM pada pertemuan yang
berlangsung
Pembagian kelompok belajar
Menjelaskan mekanisme pelaksanaan
pengalaman belajar sesuai dengan
langkah-langkah pembelajaran.
Kegiatan Inti
Mengamati
Guru menayangkan contoh report
text dengan tema natutal events
“eartquake”
Siswa mengamati penggunaan
structure dalam contoh report text
Menanya
Siswa diberi kesempatan untuk
bertanya seputarb cntoh materi yang
ditayangkan
Mengumpulkan Informasi
Siswa mencatat contoh report text
yang ditayangkan dalam video
Mengasosiasi
Siswa mengidentifikasi language
feature yang ada dalam contoh report
text tersebut.
Siswa menemukan general noun,
60 menit
90
linking verb, action verb, penggunaan
simple present tense dan technical
terms yang ada pada teks
“earthquake”
Mengkomunikasikan
Siswa memperlihatkan hasil
identifikasinya kepada guru dan juga
rekan sebangkunya
Penutup
Guru meminta satu orang siswa untuk
menyimpulkan hasil kegiatan
pembelajaran
Guru menyampaikan kegiatan yang
akan dilaksanakan untuk pertemuan
selanjutnya
Guru mengucapkan terima kasih atas
partisipasi siswa selama
pembelajaran berlangsung
10 menit
I. Penilaian Hasil Pembelajaran
1. Jenis penilaian :Test tulis
2. Bentuk penilaian : Essay
3. Instrument penilaian
c. Identify the language feature use in report text entitled “earthquake”
J. Penilaian
Kriteria Score
Isi substantive, ide jelas, tata bahasa tepat, pemilihan kata yang tepat, 100
91
tidak ada error spelling
Isi cukup substantive, penjelasan kurang, tata bahasa kurang tepat,
pemilihan kata yang kurang tepat, ada beberapa error spelling namun
masih bisadipahami
75
Isi membingungkan, ide tidak jelas, tata bahasa tidak tepat, pemilihan
kata yang tidak tepat, terdapat banyak error spelling
50
92
APPENDIX 2
(PRE-TEST)
93
1. Make a report text base on the picture above entitled “ FRUITS “ !
94
APPENDIX 3
(Post-test)
95
POST TEST
1. Write down a simple report text based on the picture had selected above !
2. Determine the structure of report text on yours !
96
APPENDIX 4
(Frames of the video)
97
FRAMES OF THE VIDEO
Picture 1. First video “explanation about report text”
98
Picure 2. First video “example of report text entitled Cactus”
99
Picture 3. Second video “example of report text entitled Cat”
100
Picture 4. Third video “example of report text entitled earthquake”
101
APPENDIX 5
(Findings in Chapter IV)
SMA NEGERI 7 SELAYAR
Alamat :Kahu-kahu Kec. Bontoharu Kab. Kep. Selayar
Daftar Hadir kelas XI IPA Tahun Pel.2019/2020.1
102
No NIS
NAMA SISWA
PERTEMUAN
1 2 3 4 5 6
1 18245 Arman
2 18251 Andi Fajrianti
3 18252 Adelia Nur
4 18255 Andi Firda Januarti
5 18256 Aima Riana
6 18261 A. Salsa Inaya Fahira
7 18263 A. Surtika Putri
8 18264 Andi Umrah
9 18281 Jamaluddin
10 18269 Dwi Wulan Ningrawati
11 18273 Erik Daniel
12 18274 Ernawati
13 18275 Fani
14 18277 Fitrah Ramadhani
15 18286 Kiki Angraeni
16 18287 Kurniati
17 18297 Muh. Isning Nur
18 18289 Lisna Sapitri
19 18293 Muhammad Fikri
20 18284 Mulpi Gita Cahyani
21 18302 Nabila Esterfaniae
22 18303 Nurul Hidaya
23 18302 Nirta Sari
24 18307 Pandi
25 18315 Riskawati
103
SCORE OF PRE-TEST
No
Code Score
Total Content Organization
1 A-01 60 50 110
2 A-02 70 65 145
3 A-03 60 50 110
4 A-04 60 50 110
5 A-05 60 50 110
6 A-06 80 80 160
7 A-07 70 65 135
8 A-08 78 75 153
9 A-09 78 75 153
10 A-10 60 50 110
11 A-11 65 55 120
12 A-12 65 55 120
13 A-13 65 55 120
14 A-14 60 50 110
15 A-15 70 65 135
16 A-16 70 65 135
17 A-17 75 70 145
18 A-18 75 70 160
19 A-19 80 80 160
26 18318 Salwati
27 18321 Serlianti
28 18325 Surniati
29 18327 Tistayanti
30 18268 Dimas Wahyudi
104
20 A-20 50 30 80
21 A-21 70 65 135
22 A-22 70 65 135
23 A-23 80 80 160
24 A-24 60 50 110
25 A-25 60 50 110
26 A-26 60 50 110
27 A-27 70 70 145
28 A-28 60 50 110
29 A-29 60 50 110
30 A-30 50 30 110
Total 1.991 1.765 3.816
Average 66,36 58,83 127,2
105
SCORE OF POST TEST
No
Code Score
Total Content Organization
1 A-01 85 80 165
2 A-02 85 80 165
3 A-03 60 50 110
4 A-04 75 70 145
5 A-05 80 80 160
6 A-06 80 80 160
7 A-07 85 80 165
8 A-08 85 80 165
9 A-09 75 70 145
10 A-10 85 80 165
11 A-11 75 70 145
12 A-12 70 65 135
13 A-13 70 65 135
14 A-14 70 65 110
15 A-15 85 80 165
16 A-16 85 80 165
17 A-17 85 80 165
18 A-18 80 80 160
19 A-19 85 80 165
20 A-20 85 80 165
21 A-21 75 70 145
22 A-22 85 80 165
23 A-23 85 80 165
24 A-24 78 75 153
106
25 A-25 85 80 165
26 A-26 80 80 160
27 A-27 85 80 165
28 A-28 85 80 165
29 A-29 70 65 135
30 A-30 70 65 135
Total 2.383 2.250 5.499
Average 79,43 75 183,3
107
ANALYSIS OF PRE TEST AND POST TEST
No
Code Score of
Pre-Test
(X1)
Score of
Post
Test(X2)
D = (X2-
X1)
D2 = (X2-X1)2
1 A-01 55 82,5 27,5 756,25
2 A-02 72,5 82,5 10 100
3 A-03 55 55 0 0
4 A-04 55 72,5 17,5 306,25
5 A-05 55 80 25 625
6 A-06 80 80 0 0
7 A-07 67,5 82,5 15 225
8 A-08 76,5 82,5 6 36
9 A-09 76,5 72,5 -4 16
10 A-10 55 82,5 27,5 756,25
11 A-11 60 72,5 12,5 156,25
12 A-12 60 67,5 7,5 56,25
13 A-13 60 67,5 7,5 56,25
14 A-14 55 55 0 0
15 A-15 67,5 82,5 15 225
16 A-16 67,5 82,5 15 225
17 A-17 72,5 82,5 10 100
18 A-18 80 80 0 0
19 A-19 80 82,5 2,5 6,25
20 A-20 40 82,5 42,5 1.806,25
21 A-21 67,5 72,5 5 25
22 A-22 67,5 82,5 15 225
23 A-23 80 82,5 2,5 6,25
24 A-24 55 76,5 21,5 462,25
108
25 A-25 55 82,5 27,5 756,25
26 A-26 55 80 25 625
27 A-27 72,5 82,5 10 100
28 A-28 55 82,5 27,5 756,25
29 A-29 55 67,5 12,5 156,25
30 A-30 55 67,5 12,5 156,25
Total 1.908 2.222 396 8.721
Average 63,6 74,06 13,2 290,7
109
RATE PERCENTAGE OF STUDENTS’ SCORE
A. The Rate Percentage of Pre-Test Score
1. Content
No. Classification Score
Pre-Test
Fequency %
1 Very Good 85-100 0 0%
2 Good 75-84 6 20%
3 Fair 65-73 9 30%
4 Poor 55-64 13 43%
5 Very Poor ≤55 2 7%
Total 30 100%
Calculate the frequency and the rate percentage using this formula :
P = x 100%
For “Good” category
P = x 100%
P = 0,2 x 100%
P = 20%
For “Fair” category
P = x 100%
110
P = 0,3x 100%
P = 30%
For “Poor” Category
P = x 100%
P = 0,43 x 100%
P = 43%
For “Very Poor” category
P = x 100%
P = 0,06 x 100%
P = 6,66 %
P = 7 %
2. Organization
No. Classification Score
Pre Test
Fequency %
1 Very Good 85-100 0 0%
2 Good 75-84 5 17%
3 Fair 65-74 9 30%
4 Poor 55-64 3 10%
111
5 Very Poor ≤55 13 43%
Total 30 100%
Calculate the frequency and the rate percentage using this formula :
P = x 100%
For “Good” Category
P = x 100%
P = 0,16 x 100%
P =16,6 %
P = 17%
For “Fair” category
P = x 100%
P = 0,3 x 100%
P = 30%
For “Poor” category
P = x 100%
P = 0,1 x 100%
112
P = 10%
For “Very Poor” category
P = x 100%
P = x 100%
P = 0,43 x 100%
P = 43%
B. The Rate Percentage of Post-Test Score
1. Content
No. Classification Score
Post-Test
Fequency %
1 Very Good 85-100 16 53%
2 Good 75-84 9 30%
3 Fair 65-73 4 14%
4 Poor 55-64 1 3%
5 Very Poor ≤55 0 0%
Total 30 100%
113
Calculate the frequency and the rate percentage using this formula :
P = x 100%
For “Very Good” category
P = x 100%
P = 0,53 x 100%
P = 53%
For “Good” category
P = x 100%
P = 0,3 x 100 %
P = 30 %
For “Fair” category
P = x 100%
P = 0,13 x 100%
P = 13,33%
P = 14 %
114
For “Poor” category
P = x 100%
P = 0,03 x 100%
P = 3 %
2. Organization
No. Classification Score
Post-Test
Fequency %
1 Very Good 85-100 21 70%
2 Good 75-84 8 27%
3 Fair 65-74 0 0%
4 Poor 55-64 0 0%
5 Very Poor ≤55 1 3%
Total 30 100%
Calculate the frequency and the rate percentage using this formula :
P = x 100%
For “Very Good” category
P = x 100%
115
P = 0,7 x 100%
P = 70%
For “Good” Category
P = x 100%
P = 0,266x 100%
P = 26,66%
P = 27%
For “Very Poor” category
P = x 100%
P = 0,03 x 100%
P = 3%
116
MEAN SCORE AND THE IMPROVEMENT
A. Mean Score of The Pre-Test
1. Content
1 = ∑
1 =
1 = 66,36
2. Organization
1 = ∑
1 = .
1 = 58,83
B. Mean Score of The Post Test
1. Content
2 = ∑
2 = .
2 = 79,43
117
2. Organization
= ∑
2 = .
2 = 75
C. The improvement score
1. Content
P = x 100
P = , ,, x 100
P = ., x 100
P = x 100
P = 0,196 x 100
P = 19,69 %
P = 20%
2. Organization
118
P = x 100
P = 58,
58, x 100
P = ,58, x 100
P = 0,274 x 100
P = 27,48%
P = 28%
119
T-TEST VALUE AND DEGREE OF FREEDOM (df)
A. T-Test Value
t = ∑ ∑
t = ,∑ 8721 ∑
t = ,∑ .30
t = ,∑ 8721 . ,
t = ,. ,870
t = ,√ , t = ,, t = 6,590
120
B. Degree of Freedom (df)
df = N – 1
= 30 – 1
= 29
121
APPENDIX 6
( RESEARCH DOCUMENTATION )
122
Pre-test
123
Treatment
Post-test
124
CURRICULUM VITAE
Silva Liani was born in Selayar October 12th 1997
for the marriage of her parents Andi Nurdin and
Lina Wati. She is the first child in her family. She
has three sisters and no brother. She began her
elementary school at SDI Tanabau in 2003 and
graduated in 2009. She continued her study at SMP Negeri 1 Bontoharu
and graduated in 2012. After finishing her study in junior high school
level, she continued at SMA Negeri 1 Benteng and graduated in 2015.
Then she continued her study in Muhammadiyah University of Makassar
in 2015 as a student of English Department, Faculty of Teacher Training
and Education.