| dc.description.abstract | One of the productive skills in learning a foreign language is writing. In
comparison to the skill of speaking, writing demands more skills since it lacks of
immediate feedback from the addressee as a kind of guide and feedback. Because of
lacking guide and feedback, a writer should anticipate the readers’ misinterpretation
on the written discourse and try to produce a text that, according to Grice in
Kooshafar et al. (2012), is clear, relevant, truthful, informative, interesting, and
memorable. In order to meet the efficacy of this communicative act, linguistic
accuracy, clear presentation, and organized ideas should be taken into consideration.
In addition, the teaching of writing in both EFL and ESL class possesses distant
obstacles in comparison to that of other skills. In fact, teaching writing has been
enormously difficult to EFL and ESL teachers. This is supported by Setyono (2002)
who argues that among the four language skills, writing is regarded to be the most
difficult one for students have to be able to communicate with their readers indirectly
and clearly by providing clear written information in good language which meets the
rules of grammar, vocabulary, organization, and mechanics.
In order to overcome such hurdles, more and more English teachers begin to
use various instructional media which, most commonly nowadays, are related to
multimedia and CALL. For the nature of multimedia and CALL enables teachers to
improve, develop, and even invent instructional media, a great number of
instructional media have been created these days.
Referring to the previous premises, the researcher conducted an experiment on
teaching writing by creating and displaying a particular video devised by Windows
Movie Maker (WMM). The research conducted was pre-experimental research: intact
group comparison. Descriptive text was chosen as the research topic on the
assumption that the experiment, as far as the researcher knew, has never been
conducted before. Consequently, choosing the simplest text genre from the applied
syllabus as the topic seemed to be an ideal thing to do.
Before conducting the treatment, a homogeneity test and cluster random
sampling were purposively done, taking X1 class as the experimental class and X2
class as the control one. In line with the teacher’s syllabus, the researcher selected
animal, famous people, and interesting place as the topics of the writing activity. In
the end of the treatment, there was one specific topic chosen as the topic of the post
test, which was famous people. The topic selection was owing to the premise that
every student usually had an idol inspiring them so that they would expectedly know
a lot to write about.
Considering the analysis on SPSS (Statistical Package for Social Science)
which generated the significance value of 0.000, it was statistically proven that the
use of video devised by WMM had a significant impact on the students’ descriptive
writing achievement. Moreover, the analysis indicated that there was significant
difference between the classes especially on the aspect of content, language use,
vocabulary, and organization. This significance was supported by the result of DRE
(Degree of Relative Effectiveness) analysis, which statistically indicated that the
overall score of experimental class was higher by 11.81% than that of control one. On
the basis of the writing aspects under study, DRE analysis generated the value of
23.25% on vocabulary, 21.64% on the language use, 9.24% on the content, and
7.32% on the organization. However, it did not happen on the aspect of mechanic.
The SPSS analysis indicated the significance value of 0.719, showing that that there
was insignificant difference on mechanic between the classes. The DRE analysis on
mechanic has also shown insignificant mean difference in that the experimental class
was subtly different by only 1.12% from the control class. | en_US |
