THE EFFECT OF USING AUTHENTIC MATERIAL (PHOTOS AND
VIDEO) TOWARD STUDENTS’ DESCRIPTIVE WRITING ACHIEVEMENT AT CLASS X OF FILIAL
SMAN 1
LUBUK ALUNG
JOURNAL
by
Erike Wulandari
NIM: 09.10.010.745.081
ARTS AND LANGUAGES DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
COLLEGE OF TEACHER TRAINING AND EDUCATION
DHARMA BAKTI LUBUK ALUNG
Wisuda Periode XXXV November 2013
PERSETUJUAN
PEMBIMBING
THE EFFECT OF USING AUTHENTIC MATERIAL (PHOTOS AND
VIDEO) TOWARD STUDENTS’ DESCRIPTIVE WRITING ACHIEVEMENT AT CLASS X OF FILIAL
SMAN 1
LUBUK ALUNG
Erike Wulandari
Artikel
ini disusun berdasarkan skripsi Erike Wulandari untuk persyaratan wisuda
periode XXXV November 2013 dan telah diperiksa / disetujui oleh kedua
pembimbing
Lubuk
Alung, 9 November 2013
Pembimbing I Pembimbing
II
Drs.
Jufri,
M.Pd Tatie
Suhartie, S. Pd
Abstrak
Wulandari, Erike. 2013. “The Effect
of Using Authentic Material (Photos and Video) toward
Students’ Descriptive Writing Achievement at Class X of filial SMAN 1 Lubuk Alung”. Tesis. Prodi Pendidikan Bahas Inggris STKIP YDB
Lubuk Alung
Tujuan penulisan ini yaitu (1)
untuk menemukan keberhasilan prestasi menulis deskripsi siswa dengan
menggunakan bahan Autentik di dalam pembelajaran bahasa Inggris kelas X di
filial SMAN 1 Lubuk Alung (foto dan vidio), (2) untuk menemukan peningkatan
menulis siswa tanpa menggunakan bahan autentik
(foto dan video), 3)untuk menemukan apakah ada perbedaan yang signifikan
atau tidak dalam peningkatan menulis deskripsi siswa antara menggunakan bahan
autentik dan yang tidak menggunakan bahan autentik kelas X di filial SMAN 1
Lubuk Alung.
Populasi dari penelitian ini yaitu kelas X di filial SMAN 1 Lubuk Alung. Penelitian
ini menggunakan 2 kelas sebagai sampel yaitu kelas eksperimen dan kelas
kontrol. Kelas eksperimen yaitu kelas X.3 dan kelas kontrol yaitu kelas X.2.
Tes menulis berdasarkan bahan autentik (foto dan video) adalah instrument yang
digunakan untuk menganalisa data. Objek penilaiannya yaitu melalui test awal
untuk mengukur kemampuan, dan post tes untuk melihat perbedaan kemampuan
menulis siswa setelah menerapkan perlakuan.
Penelitian ini menggunakan rumus Sudjana untuk
menganalisa data.Data tersebut menunjukan bahwa rata-rata kelas eksperimen
post-test yaitu 48, 52 dengan standar deviasi 12, 72. Sedangkan rata-rata untuk
kelas kontrol post-test yaitu 40,27 dengan standar deviasi 54,11. Langkah terakhir yaitu uji t post test , uji t (3,83) lebih
besar daripada t table (1,69). Itu berarti bahwa terdapat efek yang signifikan
dalam peningkatan keberhasilan menulis siswa.
Dari data di atas, dapat disimpulkan bahwa siswa di
kelas eksperimen memiliki peningkatan yang lebih tinggi setelah mereka di
ajarkan menggunakan bahan autentik (foto dan video). Data menunjukkan bahwa
bahan authentic (foto dan video) sangat efektif digunakan untuk meningkatkan
keberhasilan prestasi menulis siswa.
Abstract
Wulandari,
Erike. 2013. “The Effect of Using
Authentic Material (Photos and Video) toward Students’
Descriptive Writing Achievement at Class X of filial SMAN 1 Lubuk Alung”. Thesis. English
Education Study Program College of Teacher Training and Education
Dharma Bakti Lubuk Alung.
The purpose of the research are (1) to find out the effect
of students’ descriptive writing achievement by using Authentic Material
(photos and video) at Class X of filial SMAN 1 Lubuk Alung, (2) to find out
students’ descriptive writing Achievement without any using Authentic material,
(3) to find out whether there is any
significant effect or not in using authentic material toward students ‘descriptive
writing achievement between students is taught by and without any using
authentic material at Class X of filial SMAN 1 Lubuk Alung .
The population of the research was class X of filial
SMAN 1 Lubuk Alung. The research took two classes as the sample. The classes were
class X.2 and X.3. They were divided into experimental class (X.3) and control
class (X.2). Writing test as the instrument was used to collect the data. The
objective of conducting the pre-test was to measure the writing achievement and
post test was to see the difference of the students’ descriptive writing
achievement after doing the treatment.
The research was used a formula of Sudjana to
analyze data. The data shown that the mean of post test experimental class is
48, 52 with standard deviation 12, 72 while the mean of control class is 40, 27
with standard deviation 54, 11. Finally t-test of post-test (3, 83) is higher
than t-table (1.69). It meant that there is any significant effect of using
authentic material (photos and video) toward students’ descriptive writing
achievement at class X of filial SMAN 1 Lubuk Alung.
From the data above, it could be concluded that the
students in experimental were higher writing achievement than control class.
The data proven that was effective to use Authentic Material toward Students’
descriptive writing achievement at class X of filial SMAN 1 Lubuk Alung.
THE EFFECT OF USING AUTHENTIC MATERIAL (PHOTOS AND
VIDEO) TOWARD STUDENTS’ DESCRIPTIVE WRITING ACHIEVEMENT AT
CLASS X OF FILIAL SMAN 1 LUBUK ALUNG
Erike
Wulandari1,Drs.Jufri, M.Pd.2, Tatie Suhartie, S.Pd.3
ARTS
AND LANGUAGES DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
COLLEGE OF TEACHER TRAINING AND EDUCATION DHARMA
BAKTI LUBUK ALUNG
E-mail: erikewulandari01@gmail.com
Abstract
Wulandari, Erike. 2013. “The Effect of Using Authentic Material (Photos and Video) toward
Students’ Descriptive Writing Achievement at Class X of filial SMAN 1 Lubuk Alung”. Thesis. English
Education Study Program College of Teacher Training and Education Dharma
Bakti Lubuk Alung.
The purpose of the research are (1) to find out the effect
of students’ descriptive writing achievement by using Authentic Material
(photos and video) at Class X of filial SMAN 1 Lubuk Alung, (2) to find out
students’ descriptive writing Achievement without any using Authentic material,
(3) to find out whether there is any
significant effect or not in using authentic material toward students ‘descriptive
writing achievement between students is taught by and without any using
authentic material at Class X of filial SMAN 1 Lubuk Alung .
The population of the research was class X of filial
SMAN 1 Lubuk Alung. The research took two classes as the sample. The classes were
class X.2 and X.3. They were divided into experimental class (X.3) and control
class (X.2). Writing test as the instrument was used to collect the data. The
objective of conducting the pre-test was to measure the writing achievement and
post test was to see the difference of the students’ descriptive writing
achievement after doing the treatment.
The research was used a formula of Sudjana to
analyze data. The data shown that the mean of post test experimental class is
48, 52 with standard deviation 12, 72 while the mean of control class is 40, 27
with standard deviation 54, 11. Finally t-test of post-test (3, 83) is higher
than t-table (1.69). It meant that there is any significant effect of using
authentic material (photos and video) toward students’ descriptive writing
achievement at class X of filial SMAN 1 Lubuk Alung.
From the data above, it could be concluded that the students in
experimental were higher writing achievement than control class. The data
proven that was
1 Student of English Language Education
Department College of Teacher’s Training and Education Dharma Bakti Lubuk Alung Graduated period XXXV November 2013.
2 1st Advisor is PBS
STKIP YDB Lubuk Alung Lecturer.
effective to use Authentic Material toward Students’ descriptive writing
achievement at class X of filial SMAN 1 Lubuk Alung.
Keyword:
Authentic Material, Descriptive Text, Students’ Descriptive Writing
Achievement.
I.
Introduction
Writing as one of
language skills is very crucial to learn by learners in the school nowadays. It
is a process combination of constructing
meaning words in using left hemisphere (logic) and right hemisphere (emotional)
of the students’ brain to material (a
paper and a pen, electronic) as a product texts (Linse, Caroline4, T; 98). First, the most important
invention in learners’ education is writing. It provides a relatively permanent
record of information, opinions, feelings, arguments, explanations, and theory. Second, writing allows us to
share our communication not only with our contemporaries, but also with future
generations. It permits people from the near and far-distance past to speak us.
In Indonesian school based
curriculum, writing is taught from elementary until university because one of
the Permen Diknas No. 41 tahun 20075
about the standard process in lesson plan; the students should learn
integrating each four skills such as listening, speaking, reading and writing.
For senior high school, writing is one of competent that should be possessed by
the learners. It was taught in each semester; starting from first semester until
six semesters. At semester two at class X, for example, writing has two basic
competences which are basic competence 12.1 and 12.2.
4 Linse, Caroline,
T.2005. Practical English Language
Teaching: Young Learners
2
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Nomor 41 Tahun 2007 tentang Standar Proses Untuk Satuan Pendidikan Dasar
Eventhough writing had been taught from elementary
school; writing as English subject was difficult for learners, because English
is foreign language for the students. Without realizing it, the students often
assumed that writing strategies from our native language will apply commonly.
The average mark of some students at classes X of filial SMAN 1 Lubuk Alung
2012/1013 were not enough yet of criteria standard passing grades 80.
Moreover,
many students were difficult in writing be caused of factor a teacher or
students itself. Firstly, the students were lack of vocabulary to write and put
their ideas, feelings and thoughts in writing; the students must know many
vocabulary lists. The problem causes
learner lack of increasing their memorize of vocabulary lists; for example, go in present tense the meaning ‘pergi’ when the students used in past
tense still use go; example, I go to
Aia Tajun Nyarai yesterday. However, a good writing was not equivalent to good
spelling and grammar. A text presupposes that the student knows both that
correct spelling was
expected and how to find the correct spelling of any word. It also presupposed that knowledge of a language grammar
and correct word usage were necessary conditions for good writing language
(left hemisphere brain).
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The teacher factors were
lack training created new material and technique making materials. Firstly, in
training teaching process in using material was not comfort for the learners
such as using text book from the library; where the students confuse to
indicate the material from the text. Secondly, technique making materials;
“Elephants, Dog and Mice” from Developing
English Competencies for Grade X page 154; the teacher in practice
teaching 2012/2013 tried to give them as material in narrative text to test, in
fact the learners did not understand about the text because it was not from
their reality. So, the teacher got the problem in preparation material when use
course book as non authentic material for the students.
Writing is a complex activity; it can be
a big burden for teachers to guide their students to become a good writer (Peha6; 2003). A lot of time needed to be
devoted for teaching students who could write poorly to become good writers as
well as to marking their writing. With teachers’ heavy load of teaching, this
big burden might make teaching writing became another problem to some teachers.
Thus, senior teachers might have to take responsibility over writing courses
instead of experienced teachers.
All
of these difficulties must be solved as soon as possible. The solution could be
solved by using Authentic Material. Richards7 (2001:252)
says about authentic materials are the
use in teaching of tests, photographs, video selections and other teaching resources
that were not specially prepared for pedagogical purposes.
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Morever Tailor
& Candy8
(2006: 17-18) says about authentic means have criteria. Firstly, conforming to fact and therefore worthy
of trust, reliance, or belief. Secondly, having a claimed and verifiable origin
or authorship; not counterfeit or copied then, coming from the real author, of
original or firsthand authority. After that, genuine not changed in any way.
According to Wahidi9 (2009;14) about descriptive text
are consist of generic structure of description and language feature of
description which generic structure of description divide to be two component;
identification and description, language feature of description are using
simple present tense; linking verbs; to bring writing to life; to engage a
reader’s attention; to create characters; to set a mood or create atmosphere;
focus on specific participants; sensory description-what is heard, smelt, felt,
tasted; aims to show rather than tell the reader what something/someone like;
relies on precisely chosen vocabulary with carefully chosen adjective and
adverbs; is focused and concentrates
only on the aspects that add something to the main purpose of the description;
strong development of the experience that ‘puts the reader there’ focuses on
key details, powerful verbs and precise nouns;
frequent use of epithets (adjective or adjective phrase) and classifier
in nominal groups.
7 Richards, Jack,C. 2002. Curriculum Development in Language Teaching.
8 Taylor,Ruth
& candy, Debbie.2006. Using Authentic
Materials in the Language Classroom a Webquest for Teachers.
9 Wahidi. Rachmat.
2009. Genre of the Text.
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II. METHODOLOGY
The research used the
experimental design. Gay and Airasian10 (2009: 240) say about experimental
research is the only type of research that can test hypotheses to establish
cause-effect relations. According to Arikunto11 (2010:9) experimental research is
a method to find relationship of cause and effect (causalities) from two
factors with elimination of disturbing factors.
Nasution12 (2011: 24) says that an
experimental research typically involves two groups, an experimental class and
control class. Experimental group and control group were two groups that taught
by different treatments. In addition, Sukardi13 (2011:179) states experiment
research is a productive method which answers hypothesis in cause-effect
relationship.
The research applied
two variables, the using of authentic material as independent variable (X), and
dependent variable is dependent variable toward students’ descriptive writing
achievement. Before doing treatment the research gave pre-test to both samples.
Pre test was given to
determine the students’ descriptive writing achievement before treatment. The
design of the research for control-group experiment could be figured out by the
formula (Yousda14
1993: 23)
Group
A
|
O
|
X
|
O
|
Group
B
|
O
|
O
|
10 Gay, LR, Mills, Geoffreye and Airasian, Peter.
2009. Educational Research competencies
for Analysis and
Application.
11
Arikunto,
Suharsimi.2010. Prosedur Penelitian Suatu
Pendekatan Praktik
12
Nasution,S. 2011. Metode Research
(Penelitian Ilmiah).
13 Sukardi.
2007.Metodologi Penelitian Pendidikan
Kompetensi dan Praktiknya.
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Where
A : experimental group
B : control group
X : teaching by authentic material
O : pre-test and post test.
According
to Sugiyono15
(2009: 61) the population is all of characteristic which have by subject or
object in the research. Furthermore Arikunto16 (2010: 173) says that a population
is asset (or collection) of all elements possessing one or more attributes of
interest. The next Sukardi17
(2011:53) concludes population is all members of well defined class of people,
events or objects in one place as structural to be final target of the end of
research.
According
to Yousda & Arifin18
(1993: 46) sample is the part taken from population with defined method. In
doing this research, the research needs two classes as the sample; the
experimental and control class. In order to get the samples, the random cluster
sampling technique was used in which the group was randomly selected.
In
addition, Arikunto19
(2010: 180) states cluster sampling randomly selects groups, not individuals.
Two classes were taken as the sample of the research. In this case, the problem
were limited to take two classes were randomly selected that were 41 students
as the sample.
15 Sugiyono.2009. Statitika untuk Penelitian.
16
Arikunto,
Suharsimi.2010. Prosedur Penelitian Suatu
Pendekatan Praktik.
17 Sukardi. 2007.Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya
18 Yousda,Ine, I,
Amirman & Arifin, Zainal.1993.Penelitian
dan Statistic Pendidikan. Jakarta: Bumi Aksara
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The
research had chosen two classes as the sample. The research took class X2 and
X3 as the sample, beside that the students in both of class had similar
knowledge of English since they were taught by the same teacher and material.
The research got the result that class X3 as an experimental group and class X2
as a control group.
The
data of the research that were the students’ score on pre-test and post-test.
To analyze the students’ score in pre-test and post-test, the research used
t-test formula taken from (Sudjana20, 2005). In this case, t-test meant a statically
procedure used to determine whether both of groups were in the same ability or
not; t- test formulas developed which is presented as follow:
The
formula of t-test is as follows (Sudjana, 2005:239)
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III. DESCRIPTION OF
THE DATA, RESEARCH FINDINGS
AND DISCUSSION
A. Description of the Data
The data of this
research were the students’ descriptive writing achievement scores of photos
and video Lubuk Alung adventure places which obtained at the end of research
process. The test consists of ten photos
were chosen to be three photos and made one photo/video to be descriptive
writing. The experimental class was
treated by using authentic material (photos and video) but the control class
without treatment. The total samples of
the students were 41, where 19 students belonged to experimental class and 22
students belonged to control class.
B.
Research findings
1. Students’
descriptive writing achievement
The
data of this research were students’ score in pre-test and post-test.Before
doing the treatment, pre-test was given to both experimental and control class
to identify the students’ basic ability. After doing the pre-test, the research
taught writing to the students by using authentic material (photos and video) in
experimental class and by using conventional technique in control class for
sixs meetings. At the end of the meeting, the post-test gave to the students.
To get the result of
the post test from both of groups, the research did treatment for six meetings.
The post test consist 3 photos and each item had 5 aspects to score (O, M, G, C
and V). In scoring the descriptive writing achievement, the research score 4
for the high criteria and 1 for very low criteria. Thus, the highest possible
score of the test was 100 and the lowest one is 5.
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2. Hypothesis
testing
Hypothesis
testing is a process of making decision about the result of the research. To
test the hypothesis, the research use t test that is proposed by Sudjana
(2005). The analysis of t-formula describes that if the t-calculated is the
equal or less than the critical value t-table, the hypothesis is accepted.
While the calculated in this research is 3.83 and the level of significant is
0.05, t-table is 1.69. It meant that t-calculated is higher than t-table.
Therefore,
the students who are taught toward using authentic material can improve
descriptive writing achievement than conventional technique.
C. Discussion
From the analysis of
data of post-test in experiment class, the effect of using authentic material
(photos and video) toward students’ descriptive writing achievement was more
effectively. Using authentic material (photos and video) could improve
students’ descriptive writing achievement than conventional technique. Using
authentic material supports the students in writing; they would be motivated by
using authentic material (photos and video) that the descriptive writing
achievement can be improved. It was indicated by the result of t calculated
(3.83) is bigger than t table (1.69)
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IV.
CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion
Based on the result of
the research, it
was found that there was a significant different between pre-test and post-test
score using authentic material toward students’ descriptive writing achievement.
After using authentic material, post test score is increase significantly. The
analyzing data shown that t-calculated was higher than t-table (3.83 > 1.69}.
This indicated that hypothesis was accepted. The research discuss how using
authentic material to improve students’ descriptive writing achievement.
It can
conclude that the using
authentic material toward students’ descriptive writing achievement is bigger
than conventional technique. It can be interpreted that using authentic
material toward students’ descriptive writing achievement is useful.
B. Implication
This research implied that
using Authentic Material could be chosen to solve difficulties in writing. The
using authentic material can involve students’ descriptive writing achievement.
The students can be easier in writing. Besides that, authentic material could
add the motivation of the students.
C. Suggestion
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Finally,the research will like to suggest
to other researcher to continue what it has been researched to improve
students’ descriptive writing achievement. It also suggest to use authentic
material (photos and video) to make variation in applying its. The researcher hopes that this research
can be a good input for the next researcher to make this experimental research
perfectly.
NOTE: this article was written base on the writer with 1st advisor Drs. Jufri,
M.Pd and 2nd advisor Tatie Suhartie, S. Pd
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Arikunto,
Suharsimi.2010. Prosedur Penelitian Suatu
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H.2004.Lnguage Assessment Principles and
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Gay, LR, Mills,
Geoffreye and Airasian, Peter. 2009. Educational
Research competencies for Analysis and Application. Ohio: Pearson
Linse, Caroline,
T.2005. Practical English Language
Teaching: Young Learners. New York:
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2011. Metode Research (Penelitian
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Steva.2003.Writing across the Curriculum.
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Taylor,Ruth
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