Using Video to Develop Students’ Descriptive Writing at English
Language Education Study Program, Khairun University
Asrul M. Syawal, Roswita M. Aboe, and Saiful Latif
Faculty of Teacher Training and Education, Universitas Khairun, Ternate Indonesia.
Keywords: Class action research, Descriptive writing, Media video.
Abstract: This paper elaborates, firstly: the student’s ability in writing descriptive paragraph by using video as media
and secondly: whether the type of the media motivates students in writing. The research applied Class
Action Research focusing on the purposes to know the use of video as media and its impact on students
writing ability. This research was conducted at the fourth semester students of English Education Study
Program, academic year 2015/2016 with 30 students of class A as a sample of the research. The sample is
taken by administered convenient sample in which the result of the study will not use as information to
generalize students’ ability in writing. Two cycles applied in this research. The data were collected from
observation sheet, writing test, interview and questionnaire. From the data collected, it was revealed that the
average score of students writing test in cycle I was 5.33, whereas from cycle II test, students obtained the
average score of 7.94. Their writing skill improves significantly at 2.61 points. Thus video can be used as an
effective medium to improve students writing ability and motivate them in developing their ideas in writing
descriptive texts.
1 INTRODUCTION
Along with the development of information and
technology, learning media is increasingly renowned
in quality and use. At the university level, the
learning process requires more media mastery skills
or often called gadgets. Variety of media ranges
from audio, visual and internet. Media has become
an increasingly sophisticated classroom learning
tool.
English learning media that are often used are
audio media, as well as visuals and a combination of
both, audio visual. In learning that requires listening
skills, audio media plays a greater role. Because the
media can train students to hear. But often the audio
visual media is used to display illustrations that are
more interesting and sounding. Visual media was
introduced, in addition to original and moving
images, such as videos, films, there were also static
image media (static pictures) and illustrated images
(illustration pictures). In vocabulary learning, visual
(video) and image media proved effective in
improving vocabulary mastery. Students 'mastery of
listening skills and vocabulary besides helping to
harmonize speaking skills can also help train
students' writing skills. Mastery of language skills is
very integrated between one another.
Visual media in the form of film images and
illustrations have proven effective for vocabulary
learning, as well as speaking. In the research that has
been done by the researcher, the illustration media is
very effective to be applied. However, for writing
skills some image media have been used to measure
student writing skills. The level of success and
rating scale vary greatly. By using the same
illustration media as the previous research, namely
speaking, the researcher tried to apply illustration
media to teach writing by looking at the
effectiveness of the use of the media in this research.
The obstacles found in this study are:
1. Selection of the type of video (film)
2. Vocabulary Mastery
3. The level of mastery of descriptive writing
168
Syawal, A., Aboe, R. and Latif, S.
Using Video to Develop Students’ Descriptive Writing at English Education Study Program, Khairun University.
DOI: 10.5220/0008898801680172
In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 168-172
ISBN: 978-989-758-439-8
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
Selection of the type of image (film) must be
adjusted to the level of students’ understanding.
Basically, all types of videos (films) can be utilized
properly, but the ability to organize ideas and put
them in writing is quite difficult. The process of
writing also requires mastery of vocabulary which is
not an easy tasks especially in descriptive writing.
2 LITERATURE REVIEW
2.1 Instructional Media
Media or medium can be defined as an intermediary
or introduction to communication from the sender to
the recipient (Heinich, et. al., 2002; Ibrahim, 1997;
Ibrahim, et. al., 2000 in Santyasa, 2007). In the
learning process, the uses of learning media are:
1. Clarify the presentation of the message so that it
is not too verbalistic (in the form of mere written or
oral words)
2. Overcoming the limitations of space, time, and
sense power
3. The use of varied media can overcome the
passivity of students.
2.2 Computer Media
The development of computer and information
technology (ICT) is also increasingly developing the
forms and variations of learning media. According
to Thompson (in Elida and Nugroho, 2003)
computers that are used in learning can provide
benefits, such as increase learning motivation.
Students will enjoy the work of the computer
because it presents a challenge beside the computer
displaying a combination of inter text, images,
motion animation, and sound simultaneously.
2.3 Media Video
Video is the most interesting type of media
compared to other types of media. In addition to the
form of audio visual, videos make it easier for
students to learn languages, especially listening or
speaking. Even though it is used for listening, video
with an image display can be used directly for other
language learning skills, namely writing. Students
can develop ideas by watching video shows and
arranging them in paragraph forms according to the
storyline that is displayed. Video according to
Canning-Wilson (1998) is the most appropriate and
very accurate means or media in delivering
messages. Video puts forward motoric aspects
according to the type of message, becomes an
effective entertainment and learning media for
language learning.
2.4 Motivation to Learn
Learning is a process of changing behavior through
interaction with the environment (Oemar Hamalik,
2001 p. 27-28). In teaching and learning activities,
motivation can be said to be the driving force within
a student to lead to learning activities and guarantee
the continuity of learning activities, so that the goals
desired by the subject of learning can be achieved.
Motivation can be either inner encouragement or
intrinsic motivation (Sardiman, 1988, in Language
Discourse) or extrinsic motivation which is an active
and functioning impulse due to external stimuli.
2.5 Writing
Writing is the process of reconstructing sentences
into meaningful arrangements. According to Cohen
& Riel (1989), writing is a process of
communication, how to express observation,
information, thoughts or ideas with other people.
Writing, which was suggested by Brine (1979), is
transforming our thinking into written language.
2.6 Descriptive Text
Descriptive essays describe the appearance, smell,
taste, feeling and sound of something. Descriptions
can also explain moods such as happiness, solitude
or fear. Descriptive is used to describe people,
places, days, times or seasons. Not only that,
descriptive essays also describe more from the
outside of people, such as character and character
(Wishon, 1980: 379). Descriptive essay is a type of
writing that provides an explanation and describes a
person in relation to everything related to the inside
and outside, exposes a place, a city, country or
region and describes something, both objects,
existence, type and shape.
2.7 Descriptive Writing Aspects
Descriptive writing involved the aspects of Content,
Organizations, Vocabulary mastery, Language Use
and Good grammar (Mechanic) (Brown, 2007). In
this study, researchers administered assessment
rubric of descriptive writing adapted from Brown
(2007) covering aspects of content, organization
(vocabulary), language usage (grammar), and
grammar (mechanic). Each assessment score is:
Using Video to Develop Students’ Descriptive Writing at English Education Study Program, Khairun University
169
No Nama C O G V M Total Score
1 G M L O 3 3 2 3 2 26.5 6.63
2 DP 3 3 2 3 2 26.5 6.63
3SAB 23232 23.55.88
4 VF 3 2 2 3 3 26 6.50
5 MM 2 3 2 2 2 22 5.50
6RAR 33233 287.00
7NDA 33333 307.50
8 IS 3 3 2 3 2 26.5 6.63
9 RF 3 2 2 3 2 24.5 6.13
10 IRO 3 3 2 3 2 26.5 6.63
11 ELJ 2 2 1 1 2 16.5 4.13
12 R 2 2 2 2 2 20 5.00
13 FHA 2 2 2 2 2 20 5.00
14LRLR 22222 205.00
15AH 22222 205.00
16SPP 22222 205.00
17 SHR 2 2 2 1 2 18.5 4.63
18JS 22222 205.00
19YB 22222 205.00
20 RU 2 1 1 2 1 14.5 3.63
21AJ 22222 205.00
22ND 22122 184.50
23 IST 2 2 2 2 1 18.5 4.63
24IP 22222 205.00
25HS 22222 205.00
26 SHR 2 2 1 2 2 18 4.50
27 RM 2 1 1 2 1 14.5 3.63
28MH 33222 256.25
29 AM 2 1 1 2 1 14.5 3.63
Total Score 618 154.50
STUDENTS PRE TEST SCORE (PER ITEM)
content (30%) because it weighs more than the other
four aspects, organization (20%), grammar (20%),
vocabulary (15%), and mechanic (15%).
3 METHOD
This type of research is action research (class action
research). Subjects in this Classroom Action
Research are class A of fourth semester students
who are selected using convenient sampling. The
results of the study do not make a generalization but
only to determine the ability of students in the
specific class as the subject of research. Research
procedure consisted of
1). Early Reflection
2). Observation to identify problems in class.
Implementation of Classroom Action Research
applied in two cycles
a). Cycle I:
• Planning for cycle I action
• Stage of implementation of actions
• Observation stage
• Reflection stage
b). Cycle II:
• Stage II cycle action planning
• Stage of implementation of actions
• Observation Phase
• Reflection Stage
4 FINDINGS AND DISCUSSIONS
4.1 Findings
After conducting the PTK stage I procedure and the
steps, it can be illustrated that:
4.1.1 Results from the Cycle I Writing Test
The test results in this pre-test showed that from 29
respondents, there were 3 respondents who scored
3.63, as many as 5 people scored between 4.13-4.50,
12 received a score between 5.00 - 5.80 and 7
participants obtained a value between 6.13 - 6.63,
and 2 participants get a value between 7.00-7.50.
The minimum completeness value is 5.00 The
results of the pre test score can be seen in the
following table:
Table 1: Students’ Pretest Score.
3
5
12
7
2
0
2
4
6
8
10
12
14
3.63 4.13‐ 4.63 5.00‐ 5.88 6.13‐ 6.50 7.00‐ 7.50
StudentsPreTestScore
AmountofStudents
Table 2: Students’ Pretest Score per Item.
The total score obtained is 154.50 divided by the
number of participants so that the average value is
obtained 5.33
4.1.2 Results of the Cycle II Writing Test
From the final post-test cycle II assessment, students
have been able to practice the ability to write
descriptive texts through video by composing
sentences according to the content, grammar,
vocabulary and use of punctuation. In the final
ICTL 2018 - The 1st International Conference on Teaching and Learning
170
No Nama C O G V M Total Score
1 G M L O 4 4 3 4 3 36.5 9.13
2DP 43344 34.58.63
3SAB 33334 31.57.88
4 VF 3 3 3 3 3 30 7.50
5MM 34434 35.58.88
6RAR 43344 369.00
7NDA 44344 389.50
8 IS 4 4 3 3 3 35 8.75
9 RF 4 4 3 4 4 38 9.50
10IRO 43343 34.58.63
11ELJ 33333 307.50
12 R 4 3 4 3 3 35 8.75
13 FHA 3 3 3 3 3 30 7.50
14 LRLR 4 4 3 3 3 35 8.75
15AH 33333 307.50
16 SPP 3 3 3 3 3 30 7.50
17SHR 33323 28.57.13
18JS 33332 28.57.13
19YB 33333 307.50
20RU 33333 307.50
21AJ 33233 287.00
22ND 33334 31.57.88
23 IST 3 3 3 3 3 30 7.50
24IP 33333 307.50
25HS 33333 307.50
26SHR 33223 26.56.63
27RM 33323 28.57.13
28MH 43333 338.25
29AM 33223 26.56.63
Total Score 920.5 230.13
STUDENTS POST TEST SCORE
2
16
7
4
0
2
4
6
8
10
12
14
16
18
6.63 7.00‐ 7.88 8.25‐ 8.88 9.00‐ 9.40
StudentsPostTestScore
Amountofstudents
assessment a comparison test was carried out, a
significant difference was found where the test in
cycle I obtained an average value of 5.33, while the
results of the writing test cycle II increased to 7.94.
The significance score reached was 2.61. The table
of evaluation scores for cycles I and II can be seen
below.
Table 3: Students’ Posttest Score.
The test results in this post-test showed that from 29
respondents, there were 2 respondents obtained 6.63,
16 people obtained 7.00-7.88, 7 respondents
obtained grades 8.25-8.88 and 4 respondents
received 9.00-9.40. Where the average value of
students is 7.94 and the minimum completeness
value in cycle II is 7.00 Post test score results per
item can be seen in the following table.
Table 4: Students’ Posttest Score.
The total score obtained is 230.13 divided by the
number of participants so that the average score is
7.94. There was a significant increase in scores in
the second cycle where students were able to write
descriptive texts through video playback.
4.1.3 Students Motivation
In addition to direct observation, the researcher
collects the results of a written questionnaire from
students to find out their motivation and abilities,
appearance and opinions about the media, and the
suitability / feasibility of media use. From the results
of filling out the assessment questionnaire about
motivation and ability as much as 80% of students
are motivated, appearances and opinions about the
media 83% of students rate well and the feasibility
of using the media as much as 89% of students give
a reasonable opinion to use.
4.2 Discussions
Based on observations, both through field notes
(observation), writing tests, and questionnaires, it
can be said that using video media proved effective,
can motivate students to write and can improve
students' writing skills, especially descriptive
writing. As according to Gagne and Briggs (1996),
video media are various types of components and
physical tools that can present messages in a student
environment that can stimulate student learning.
As an effective and most appropriate learning tool,
video according to Canning-Wilson (1998) is very
accurate in conveying messages. In addition to
promoting motoric aspects according to the type of
message, the appearance of films and illustrations in
the video can be entertainment as well as learning
media for language learning. Students learn to
imitate, follow or imitate and understand the
sequence of actions that must be mastered in a
learning material. In addition to practical activities
(procedure material), students can use memories to
develop ideas in their writing in the form of
descriptive.
By using videos, the students' ability to write
descriptive paragraphs increased from the two tests
held. In the final assessment a comparison test was
carried out, a significant difference was found where
the test in cycle I obtained an average value of 5.33,
while the results of the writing test cycle II increased
to 7.94. With a significance number of 2.61.
Using Video to Develop Students’ Descriptive Writing at English Education Study Program, Khairun University
171
5 CONCLUSIONS
The series of studies can be summarized as follows:
a. Video media improved the ability of students at
English education study program to write descriptive
text. Based on the aspects of descriptive paragraph
writing (content, organization, grammar, vocabulary
and bca marks) 29 students involved in this study
were able to write descriptive paragraphs with an
average score of 7.94 (at the final post test score)
from the significance number of 2.61 and
completeness standard minimum (KKM) which is
7.50.
b. Video media is proven to be able to motivate
student learning and is feasible to be used as a media
for learning writing by integrating in speaking and
listening. Student motivation increases, especially
developing the idea of writing and presenting what
has been observed in video shows.
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