Facilitating arinafarda

FACILITATING STUDENTS’ UNDERSTANDING ON
DESCRIPTIVE WRITING USING MUSIC VIDEO
(An Experimental Research with the Eighth Grade Students of MTs NU 01
Cepiring Kendal in the Academic Year of 2010/2011)
A Final Project
Submitted in Partial Fulfilment of the Requirement
For Gaining the Degree of Bachelor of Education
In English Language Education
By:
ARINA FARDANI
Student Number: 073411036
ENGLISH LANGUAGE TEACHING DEPARTMENT
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011

ABSTRACT
Title : Facilitating Students’ Understanding on Descriptive
Writing Using Music Video (An Experimental
Research with the Eight Grade Students of MTs NU 01
Cepiring Kendal in the Academic Year of 2010-2011)
Writer : Arina Fardani
Student Number : 073411036
The thesis discusses the use of music video in teaching descriptive text.
The background of the study is that in the teaching learning, teacher uses
conventional method in teaching descriptive text. In this case, students feel
saturated with this monotonous situation. They need a new method or medium in
learning English, especially Descriptive text. The study is aimed at responding the
following questions: (1) how is the comparison of the students’ score between
students who were taught by music video and those who were not in MTs NU 01
Cepiring Kendal?, (2) what are the results of experimental class and control class
in MTs NU 01 Cepiring Kendal?, (3) what are the advantages of music video in
descriptive writing learning which taught in MTs NU 01 Cepiring Kendal?. The
topic is discussed through experimental research in MTs NU 01 Cepiring Kendal.
The data are gathered through documentation, test and observation. All data then
are analyzed using the quantitative approach which used some formula to find the
normality, homogeneity, test of average and hypothesis test.
The study shows that: (1) there is a comparison of the students’ score
between students who were taught with music video and those who were not in
MTs NU 01 Cepiring Kendal. It can be showed with the significant difference of
the average score of the experimental and control class in pre-test and post-test.
The average score for the experimental class was 72.97 for the pre test and 79.0
for the post test. While the average score for the control class was 70.66 for the
pre test and 75.09 for the post test, (2) the result of the calculation using the t-test
showed that t count = 2.24 and ttable for α = 5% was 1,67. It means that t count was
higher than t table {2.24>1,67}. It can be conclude that there is a significant
difference in the student writing score of the eight year students of MTs NU 01
Cepiring Kendal in academic year of 2010/2011 between students who taught
writing a descriptive text by using music video and those who taught by using a
conventional learning, (3) based on the result, the researcher finds the advantages
of using music video in the teaching descriptive text, those are: through music
video, students can describe clearer, because music video facilitating students
with the real descriptions of people, place, environment and situations. It made
students’ writing more complete because they can describe all of the things in the
video. Using music video as teaching medium also made students interested.
Music video, for them, was so new that they were so excited in the teaching
learning process.

ACKNOWLEDGMENT
‫ِيم‬‫ح‬َ‫ّر‬‫ال‬ ِ‫ن‬‫ْم‬‫ح‬َ‫ّر‬‫ال‬ ِ‫هلل‬ِ‫ْم‬‫س‬‫ب‬
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish the final project. Without Him, I couldn’t stay patient and in control in
writing this final project from the first page to the last page.
Second, Shalawat and Salam always dedicated to our beloved prophet
Muhammad SAW, the last prophet and the prophet who had brought us from the
darkness to the brightness.
I realize that I cannot complete this final project without the help of others. Many
people have helped me during the writing this final project and it would be
impossible to mention of all them. I wish, however, to give my sincerest gratitude
and appreciation to all persons until this thesis can be completely finished.
Facilitating Students’ Understanding on Descriptive Writing Using Music Video
(An Experimental Research with Eight Grade Students of MTs NU 01 Cepiring
Kendal in the Academic Year of 2010/2011) is a thesis for readers who want to
know the use of Music Video in facilitating students’ understanding in writing
descriptive text. Therefore, I would like to extend my appreciation to all of them,
especially to:
1. Dr. Suja’i, M.A. as the Dean of Tarbiyah Faculty
2. Siti Tarwiyah, M.Hum. as the Head of English Department
3. Daviq Rizal, M.Pd. as the first thesis advisor and Drs. H. Abdul Wahib,
M.Ag. as the second thesis advisor who both had the responsibility for
their patience in providing careful guidance, helpful corrections, very good
advice as well as suggestion and encouragement during the consultation.
There is no single word that I can say except, ―Thank you very much for
guiding me as good as my parent. You are a nice lecturer.‖
4. All lectures in English Department of Tarbiyah Faculty for valuable
knowledge, and advice during the years of my study.

5. Afif Abdullah, S.Pd., as the Headmaster of MTs NU 01 Cepiring Kendal,
thanks for the permission to do the research in the school which he lead.
And Irwan Rudiyono, S.Pd., as the Englsih Teacher who has given the
good guidance to do the research.
6. My lovely parent, Romadhon Soffan, BA and Hanik Wiqoyati. Dad, I
hope you rest in peace in the heaven. You are one of the reasons I still
stand strongly in this world. Mom, thanks for all your pray, support, your
deepest love to me and all that you did for me and my life. Everyone
knows that you are the best mom in the world. My brothers, M. Azka
Maulida and M. Aqil Luthfan, thanks for your pray.
7. My lovely and unforgettable friends, Ana Rosyidatullaiiliyah, Atin
Mawaddah Ilmiyati, Lina Hasnawati, Lulu Ekadini, Eva Risliana Dewi,
Kholisatul Umami, Ema Ulfiah and Muhammad Mufti Haris. Thanks for
your existence when I need you, for your immeasurable support, pray and
help, and thanks for this memorable and unforgettable friendship. I will
always keep in my mind.
8. My friends at English Department of Tarbiyah Faculty State Institute for
Islamic Studies Walisongo Semarang, especially TBI B ’07, who can not
mention one by one, thanks for giving me a lot of assistance and
motivation. Thanks a lot for cooperation.
Semarang, Nopember 2011
The writer,
Arina Fardani
Student Number 073411036

TABLE OF CONTENT
Page
Title..................................................................................................................... i
Thesis Statement................................................................................................. ii
Ratification Note................................................................................................. iii
Abstract............................................................................................................... vi
Acknowledgement.............................................................................................. vii
Table of Content................................................................................................. ix
The List of Tables................................................................................................ xi
The List of Appendices....................................................................................... xii
Chapter I : Introduction......................................................................... 1
A. Research Background..................................................... 1
B. Questions of the Research............................................... 4
C. Objectives and Benefits of the Research......................... 4
Chapter II : Review of Related Literatures.............................................. 6
A. Previous Research........................................................... 6
B. Theoretical Framework................................................... 7
1. Concepts of Writing................................................. 7
2. Concepts of Genre................................................... 14
3. Concepts of Descriptive Text.................................. 19
4. Media in Teaching and Learning…………………. 22
5. Teaching Descriptive Writing Using Music Video 23
C. Hypothesis..................................................................... 29
Chapter III : Method of Investigation...................................................... 30
A. Research Design............................................................. 30
B. Research Setting............................................................ 34
C. Population and Sample................................................... 34
D. Variables and Indicators................................................. 35
E. Data Collection Technique............................................. 37
F. Data Analysis Technique................................................ 39

Chapter IV : Research Findings and Disscussion..................................... 45
A. Description of the Result of the Research...................... 45
B. Data Analysis and Hypothesis Test................................ 49
C. Disscussion of the Research Findings............................ 55
D. Observation Result Demonstrated by Students in the
Class…………………………………………………... 56
E. Limitation of the Research.............................................. 58
Chapter V : Conclusions and Suggestions............................................... 59
A. Conclusions..................................................................... 59
B. Suggestions..................................................................... 60
Bibliography
Appendices
Curriculum Vitae

THE LIST OF TABLES
Table 1 Variables and Indicators of the Research, 34
Table 2 Check List of Observation, 36
Table 3 The Explanation of the Writing Criteria, 38
Table 4 The Lowest and the Highest Score of the Element of Writing, 44
Table 5 Frequency Distribution of the Pre-Test Score of the Experimental
Class, 44
Table 6 Frequency Distribution of the Pre-Test Score of the Control Class,
45
Table 7 Frequency Distribution of the Post-Test Score of the Experimental
Class, 46
Table 8 Frequency Distribution of the Post-Test Score of the Control Class,
46
Table 9 The Average Score of Pre-Test and Post-Test of the Experimental
and Control Class, 47
Table 10 Score of Pre-Test of the Experimental Class and Control Class, 48
Table 11 The Normality Test of Pre-Test of Experimental and Control Class,
48
Table 12 The Homogeneity Test of Pre-Test of Experimental and Control
Class, 50
Table 13 The Average Similarity Test of Pre-Test of Experimental and
Control Class, 50
Table 14 The Normality Test of Post-Test of Experimental and Control Class,
51
Table 15 The Homogeneity Test of Post-Test of Experimental and Control
Class, 51
Table 16 The Score of Post-Test of Experimental and Control Class, 52
Table 17 Computation of t-Test, 53
Table 18 Observation Result

THE LIST OF APPENDICES
Appendix 1 The List of VIII C Students (Experimental Class), 1
Appendix 2 The List of VIII D Students (Control Class), 2
Appendix 3 The Score of Pre-Test of the Experimental Class, 3
Appendix 4 The Score of Pre-Test of the Control Class, 4
Appendix 5 The Score of Post-Test of the Experimental Class, 5
Appendix 6 The Score of Post-Test of the Control Class, 6
Appendix 7 Scores of Pre-Test, 7
Appendix 8 Scores of Post-Test, 8
Appendix 9 The Normality Test of Pre-Test of Experimental Class, 9
Appendix 10 The Normality Test of Pre-Test of Control Class, 10
Appendix 11 The Levene’s Test for Equality of Variances Data of Pre-Test
between Experimental and Control Class, 11
Appendix 12 The Test Average of Similarity of Pre-Test Score of the
Experimental and Control Class, 12
Appendix 13 The Normality Test of Post-Test of Experimental Class, 13
Appendix 14 The Normality Test of Post-Test of Control Class, 14
Appendix 15 The Levene’s Test for Equality of Variances Data of Post-Test
between Experimental and Control Class, 15
Appendix 16 The Test Average of Difference of Post-Test Score of the
Experimental and Control Class, 16
Appendix 17 Lesson Plan for Experimental Class (1st
meeting), 17
Appendix 18 Lesson Plan for Experimental Class (2nd
meeting), 21
Appendix 19 Lesson Plan for Control Class (1st
meeting), 25
Appendix 20 Lesson Plan for Control Class (2nd
meeting), 29
Appendix 21 Worksheet for Test of Free-Writing Descriptive Text, 33
Appendix 22 Example of Students’ Writing, 34 - 41

CHAPTER I
INTRODUCTION
A. Research Background
Every human beings in this world need language to communicate with
others. Through language people can express their willing and feelings of
something. Language is primary a means of communicating thoughts from one
person to another. People can communicate and share their thought and ideas
with others through language too. Actually, not only human beings that can
communicate between ones and others. But animals also can communicate with
their species and even with human beings. But, their languages differ with the
human beings’. Animals use signs to communicate with others. Human’s
language is more complex than that signs.1
Nowadays, English is widely spoken in all over the world. Long time
ago, English was only used in the business. But now, English is taught at all
levels of education in Indonesia. It means that English is very important thing
that must be mastered well by all people. Mastering English, in peoples’ opinion,
is not an easy thing. In English, there are 4 skills that must be mastered. That are
listening, speaking, reading and writing. In the peoples’ opinion, the most
difficult skill in English is writing skill.
As the first language in Indonesia, English has been given a special
attention. We can see that English is not only taught at University, Senior high
school and Junior high school, but now it is also taught at Elementary school.
Teachers play an important role in making students better in mastering English.
In this case, teacher should create or establish situation to enable learning to
occur in a fun and interesting environment. To achieve the expected situation,
they should give the students more activities using a new media that can attract
their attention to participate in the lesson actively.
1
Claude W.Faulkner, Writing Good Sentences, (New York:Charles Scribner’s Sons,
1950),p.1

Learning to write is not same as learning to speak. Some students
thought that writing is more difficult than speaking. Of course, in writing
students should transfer their ideas and thought in a piece of paper. In the process
of writing, students need to feel safe from attacks, emotionally and physically.
According to Dorret, writing involves self-expansion and creativity, and since
writing is a way for students to reveal their inner writing can be taken very
personally. It means that every students have their own creativity in making their
paper full of inks. This creativity can raise up if the writing class situation is
supporting, and the way teachers ask and teach them also same, so it can make
students easier to transfer their ideas in a piece of paper.2
One of the most
difficult aspects of teaching a writing class is getting students motivated and
excited about writing. One reason students maybe hesitant to write is that they
don’t have a valid reason to write. Students who really care about their grades
will complete the writing assignment. For those students’ who are not motivated
by assignments, there has to be another payoff. Students need an additional
motivation to want to write.
In this case, in order to make students motivated to write, teachers
have a big role in choosing the correct and appropriate media in teaching writing.
Media can be the key for learners to arouse their motivation when following the
writing class. One of the simple but important media in writing is pen and paper.
As Allah states in the Qur’an, surah Al-Qalam: 1-5 :


2
Teryne Dorret, Breaking the Writing Barrier : Activities for Adolescent, (Vermont, USA
: Pro Lingua Associates Publisher, 2001)

1.“Nun. By the pen and what they write”,2. “By the grace of your Lord, you are
not made”, 3.”An unfailing recompense awaits you”, 4. “surely you have a
Sublime Character”, 5. “you shall (before long) see-as they will see-which of
you is mad.” 3
According to the verse above, Allah states that ―pen‖ is one of the
tools to write. From that simple tool we can start to share our ideas and thought
in a piece of paper.
Beside the tools that we used, the media in teaching writing are also
support their wants or motivation in writing. Especially in writing descriptive
text, teachers not only use a conventional method or media, but also should use a
new and interesting media to teach their students. One of the media that can be
used is music video. This research is based on the phenomena that students have
difficulties in writing descriptive text. Teachers only explain what the generic
structures and the method of how to write descriptive text, not directly practice to
make it. So, students just know the theory of descriptive text, but in the other
hand, they disable to make it.
Actually, sometimes there are teachers who asked their students to
practice writing descriptive text, but they do not use interesting media, so
students get bored in the teaching learning process. Even, teachers do not use
media that can be a tool for students to describe. Students only depend on their
imagination in describing the object, of course, it is not enough to get the idea of
descriptions.
Through using interesting media, such as music video, it can be
wonderful media in facilitating students’ understanding in descriptive writing
learning. Through this too, students can get a clear description of the object.
Because music video is 3D (three dimension) media. It has movements,
environments, objects and also clear descriptions. It is expected that descriptive
writing learning using music video can make students easy to describe the object
and attract their motivation in writing.
3
Mahmud Y. Zayid, The Meaning of the Quran: an English Translation, (Lebanon: Dar
Alchoura, 1980), p.425.

To facilitate students’ understanding on descriptive writing, the
researcher conducted an experimental research under the title ―Facilitating
Students’ Understanding on Descriptive Writing Using Music Video (An
Experimental Research with the Eighth Grade Students of MTs NU 01 Cepiring
Kendal in the Academic Year of 2010/2011)‖.
B. Questions of the Research
This study is aimed to answer the following questions :
1. How is the comparison of the students’ score between students who were
taught with music video and those who were not in MTs NU 01 Cepiring
Kendal?
2. What are the results of experimental class and control class in MTs NU 01
Cepiring Kendal?
3. What are the advantages of music video in descriptive writing learning which
taught in MTs NU 01 Cepiring Kendal?
C. Objectives and Benefits of The Research
Considering the problems above, the study is oriented toward the following aims:
1. To identify the comparison of the students’ score between students who were
taught with music video and those who were not in MTs NU 01 Cepiring
Kendal.
2. To identify the results of experimental class and control class in MTs NU 01
Cepiring Kendal.
3. To identify the advantages of music video in descriptive writing learning
which taught in MTs NU 01 Cepiring Kendal.
The benefits of the study can be stated as follows;
1. For the writer.
By conducting this research, hopefully the writer will get some
experiences and knowledge directly how to implement teaching

descriptive writing using music video. This research can be an evaluation
for the writer who frequently used monotonous media and technique in
teaching writing in the classroom.
2. For the teacher
By doing this research, it is as motivation to improve skills in choosing
appropriate and variation learning strategy and the writer hopes the teacher
can use music video as an alternative medium in teaching descriptive. So,
the students will get better achievement.
3. For the student
The use of music video as an alternative medium in teaching descriptive
text, the writer hopes the students will improve their writing skill in
describing someone or something. Music video can make student
interested and more enthusiastic in learning especially learning writing.
4. For the school
This study can be starting point to develop the teaching media which
applies in the school.

CHAPTER II
REVIEW OF RELATED LITERATURES
A. Previous Research
Many researchers have conducted the research about writing skills.
Related to this study, the writer chooses some literatures about previous
researches which are relevant to the teaching of descriptive writing.
1. Thesis under the title The Use of PC Game “Polly Pride Pet Detective” as
Media of Teaching English Vocabulary Items of Descriptive Text by
Tristanto. In his research, he was using PC Game to teach vocabulary items of
Descriptive text because this game was very educative and interactive. The
researcher was using a Classroom Action Research to run his research. He
took 30 seventh year students of SMPN 1 Pegandon as sample. He was using
quantitative measurement. The result was that PC Game was effective to
improve the students’ vocabulary.
The differences between his research and the writer’s are on the media and the
language skill. He used the PC Game ―Polly Pride Pet Detective‖ as a media
in teaching descriptive text, while the writer uses the music videos as media.
But, in his research, he only concerns in teaching English vocabulary, while
the writer concerns on the writing descriptive text. And the similarity is, both
of he and the writer concern on researching descriptive text.4
2. The title is The Effectiveness of Using Pictures in Writing Descriptive Text by
Nur Fitriani SW. Objective of this study is to examine to what extent pictures
as teaching aids can be implied effectively. She was using pictures as media to
teach writing descriptive text. She was taking 2 classes of 8th
grade students of
4
Tristanto, 2201407113, The Use of PC Game “Polly Pride Pet Detective” as Media of
Teaching English Vocabulary Items of Descriptive Text, (Semarang: English Department, Faculty
of Arts and Languages, UNNES, 2009), Unpublished thesis

SMPN 26 Semarang as experimental and control class. The result is that
picture can be an effective media to teach writing descriptive text.5
The difference between her research and the writer’s is on the use of
media. Nur Fitriani used picture to teach descriptive writing, while the writer
uses music video in conducting her research. And for the similarity is on
choosing descriptive text as the material to be researched.
B. Theoretical Framework
1. Concepts of Writing
Writing is a way to produce language and express idea, feeling and
opinion. Then, in the process of writing, what people write is often heavily
influenced by the constraints of genre. Teaching sometimes means instructing,
explaining, or telling; however, very little can be ―taught‖ in this way.
Teaching is waiting, yet there is also time for action. Every teacher has their
own way and style in teaching their students. Every each of language skill
(listening, speaking, reading and writing) also has its own characteristics in
way of teaching.6
When a teacher taught a different skill of language he/she
also must use the appropriate method in order to his/her explanation accepted
by their students. This appropriate media can also support the rise of new
learning atmosphere in the class.
Fundamentally, writing is learned, rather than taught, and the teacher’s
best methods are flexibility and support. This means responding to the specific
instructional context, particularly the age, first language and experience of the
students, their writing purposes, and their target language writing
communities, and providing extensive encouragement in the form of
meaningful context, peer involvement, prior texts, useful feedback and
5
Nur Fitiriani SW, 2201407217, The Effectiveness of Using Pictures in Writing
Descriptive Text, (Semarang : English Department, Faculty of Arts and Languages, UNNES,
2008), Unpublished Thesis
6
Earl V. Pullias and James D. Young, A Teacher is Many Things, (America: Faucet,
2000), p.14

guidance in the writing process.7
This means that teachers have a strong
responsibility to make students engage in the writing learning process.
Teacher involvement is needed in making their students understanding about
the material given.
Becoming a good writer is not easy for some people. There are some
steps that must be done in order to be a good writer. We can not deny that
sometimes people write a note about something, shopping list as example, but
they do not realize that they are writing. This process of writing seems to be
the stages a writer goes through in order to produce something in its final
written form. When writing something, writers also should think about the
content of what they will write and thinking their writing is classified into
what type. The media of writing are diverse, people commonly used pen and
paper or sometimes using computer, etc. Things that differ the good writers
and poor writers are on its process.8
We can ensure that good writers always
think carefully every steps that they will pass. So, their writing will look so
different than the poor one.
Good writers always think and plan what they are going to write. This
is their first step of writing. Sometimes it called with pre-writing process. In
this step, the writers have to think about three man issues. First, they have to
consider about the purpose of writing. This purpose, of course, will influence
the text type, the language they use and also the information contained in the
writing. Secondly, good writers tend to consider the audience. Because those
are the people who want to read their writing. They do not want that the
readers will be confused of their writing, if they do not notice of what they
have written. And the last, writers should consider the content structure of the
writing, that is how best to sequence the facts, ideas, or arguments which they
have decided to include. This step called planning. Next step is drafting. This
is the step where the writers start to write after planning what they are going to
7
Ken Hyland, Teaching and Researching Writing, (Britain: Pearson Education Limited,
2002), p.78
8
Jeremy Harmer, How to Teach Writing, (England: Longman, 2007), p. 3

write.9
The amounts of planning they are thinking about will influence how
many paragraphs or writings will they produce. In this step also, the writers
required to describe all of their thought in a pieces of papers. After finishing
their writings, good writers reread what they have already written before
continuing to compose. Perhaps the order of information is not clear, the way
it is written is ambiguous or confusing, and overall structures of the writing,
such as individual words and grammatical accuracy.
In this step, the writer can add the needed information or even delete
unimportant words or sentences they have written. In reflecting and revising
their writing, the writers sometimes helped by editors who will give them
comments and suggestions. Having the writing is neatly arranged, the writers
produce the final version. This may look considerably different from both of
the original plan and the first draft, because things have changed in the editing
process. We might decide to represent these stages in the following way :
planning, drafting, editing, final draft. But, to be a good writer, if they just run
the process only in one way, they feel that their writing is not a sophisticated
writing. So, in this case, writers should re-plan, re-draft, and re-edit in order to
be better writing.10
Sometimes writers will find a bored situation in this step.
They should look their own writing start from the beginning until the end. If
the writers worry about this condition, just take a break for an hour or even
one day before continuing looking their own writing.
According to Meyers, another acts or process of writing includes six
steps. The first actions when we are going to write is exploring ideas. This
action lets your mind explore freely about the topic you will write. But, in
exploring ideas, the writers should focus on the explorations, including
something to write (subject), reason why you write (purpose), and also the
person who will read the writing (audience). Just try to find the subject those
are most interesting for the audiences. In choosing the subject, the writers
must know and care about this subject. This can make the writing more clearly
9
Jeremy Harmer, How to Teach Writing, p. 4
10
Jeremy Harmer, How to Teach Writing, p. 5

and the writer can explore the writing confidently in the paper. After
determining the subject, the writers should know the purpose of writing.
Usually, the writer’s purpose is to give information about the subject. When
exploring ideas, the writers think about the audiences too. The subject and the
purpose also depends on the audiences. The writers might need to explain a lot
to readers who is never heard of your subject, but just explain much less to
readers who knows the subject well.11
This process of writing maybe the
easier one before entering the next step. Writers just let their idea flows down
and write what is in their mind.
And the second action is pre-writing. After exploring the idea, it is
time to write the thought on paper. In this step don’t worry about grammar,
exact word choice, spelling or punctuation, because maybe there will be a
changing of mind and wording later. This process includes 3 ways,
brainstorming, clustering, and free-writing. You may use one way or more.
One way to capture the thought is by brainstorming, or listing thought as they
come to you. This brainstorming might happen for second or third time to
generate more ideas. Beside brainstorming, the writers also can use clustering
to generate ideas. This may looks like branches. Writing the subject in the
middle of the paper and then circle it. Then, just write related ideas and
connect then to the subject circled. To make the thought more complex,
writers can enlarge the branches wider. And the last way of pre-writing is free-
writing. In this way, the form of writing is like the spoken style. Ignoring the
sentences structure , spelling, logic and grammar is allowed. Let the words
and sentences flow naturally. This can make the ideas down fast from your
mind. If the writing in free-writing disorganized, it is understandable because
later, like brainstorming and clustering, writers can look at, expand on, change
or omit the words or sentences.12
The writers should not use all of the three
ways given above if they think it is unnecessary. They can choose one of the
11
Alan Meyers, Gateways to Academic Writing Effective Sentence, Paragraphs, and
Essays, (NY:Longman,2005), p. 3.
12
Essays, p. 6.

ways on pre-writing to expand the ideas. But if writers want to make larger
and more complete writing, they can use all these three ways in order to have
larger expanding idea.
After the writers do the three ways of pre-writing, now it is time to
start organizing the writing. Before organizing the writing, the writers should
think again about the purpose and the audience, then return to the pre-writing
step. Start to select and subtract the best ideas in brainstorming, clustering or
free-writing which have made before by underlining, highlighting or giving
circle on it. Then, rewrite the list and putting the related idea together. Add
those best ideas more complex with expanding the related ideas and focus
more specifically on the subject and add more details. After deciding the best
ideas, then make an outline about the ideas include some supporting details
under each choices. Ignore the parts or ideas which not have correlation with
the ideas chosen.13
In organizing the writing, they should pay attention on
each sentences or ideas that have written in the previous step. Losing one idea
can make their writing confusing because their writing is incomplete.
After the writers do some pre-writing, selecting the best ideas,
expanded them and arranged in some reasonable orders, now the writers can
begin the first draft. Just write fast to record the thoughts. Write just like speak
to the readers. The writers could say something aloud before write in order to
remember the point. New ideas will come up later, and the writer may
discover a better arrangement of new ideas. If an idea occurs that belongs
earlier in the draft, make a note about it in the margin, write it in the second
sheet of paper or if you use computer just click the mouse at the spot where
you want to insert it. If using the paper, try to use only one side of paper and
for other side used for space for new ideas. Or leave wide margins and double
space to make room for changes.14
In this step writer will find a lot of new
thoughts. This can make their writing more comprehensive. But the writers
13
Essays, p. 8
14
Essays, p. 9

also should notice every ideas that come up. Avoid the overlapping idea which
will make their writing does not relate each other.
Every writer has to revise his/her writing after finished writing the
first draft. Revising is among the most important steps of writing. After
completing the first draft, just put it away for a while. Because it is hard to
think about changing and correcting the work immediately after finished the
first draft. Better ideas may come to you the day after you have done the first
draft. You also will probably notice more things to change. Read the
paragraph carefully and study its organization, word choice, and details. In
this action the writers probably will find things to omit and think of some
things to add. The writers are expected to add ideas, remove ideas that do not
fit, rearrange sections, say sentences differently and substitute words. It is
automatically that the writing is messy, so the writers should make a clean
copy before going any further. The writers have to be sure about their writing.
They must revise in many times until they are satisfied or even proud what
they have produced. After the writers finished revising the paragraph, they can
begin the final copy. First of all, the writers should edit their work. Check it
carefully on the grammar, word choice, verb forms, punctuation and spelling.
Writers can edit their paragraph by the help of dictionary and other related
references. Read the paper more than once. This draft should be neat and
should represent your best effort. Secondly, writers should proofread their
writing. Proofreading means carefully examining the final copy again. Check
the corrections which have done. The writers can use tools to focus in reading,
in example using ruler under each line to focus the eyes.15
This is the last step
in making a good writing. After completing this step, writer should be sure
about their writing that this is the best writing. After all the steps are done,
writers may distribute their writing in order other people can read. For the
students who asked to write, it is the time where they can show their work to
their teacher.
15
Alan Meyers, Gateway to Academic Writing Effective Sentence, Paragraphs, and
Essays, p. 11

There are two types of natural writing system (alphabet and picture)
which exist in the native language, that is an important factor in determining
to easy of speech which students learn to write. Writing commonly consist of
two types. The type of writings which deals with fact called practical or
factual writing. They present information or ideas and aim to show, tell or
persuade the audience. We can find it in writing letter, advertisement or
summaries. And the second type is literary writing, which is the writing type
usually exists in literature, for example in novel, romance, science fiction, etc.
They are constructed to appeal to our emotions and imagination. They also
can make us laugh or cry, think about our own life or consider our beliefs.16
Every kinds of writing has their characteristic according to their purpose of
writing. It depends on the writer what writing they will make. And it also
depends on the reader what book they will read.
To make the writing well-organized, every writing must have the
characteristic of coherence, cohesion and unity. The paragraph has coherence
when the sentences are put in together so that the reader can understand the
ideas easily. Then, cohesion is when all the supporting sentences in the
paragraph connect to each other and support their topic sentence. In
connecting one sentence with others, writer can use cohesive devices.
Cohesive devices mean the method of connecting sentences to each other.
They are connectors, definite articles, personal pronouns and demonstrative
pronouns. The last is unity. Unity here means that all supporting sentences
should relate to topic sentence. If readers find one or more sentences which do
not belong to the paragraph, it can be called as irrelevant sentence.17
This
characteristic also shows the comparison between the poor writing and the
good one. The good writing must be including these three characteristics,
whether the poor one sometimes does not relate each other and even unable to
understand what the meaning is.
16
Mark Anderson and Kathy Anderson, Text Type in English 1-2, (Australia: Macmillan
Education, 1997), p. 1
17
Cynthia A. Boardman and Jia Frydenberg, Writing to Communicate 2: Paragraphs and
Essays, (United States of America: Pearson Education, 2008), p. 18

2. Concepts of Genre
Genre is a term for grouping texts together, representing how writers
typically use language to respond to recurring situations. For many people, it
is an intuitively attractive concepts that helps to organize the common-sense
labels we use to categorize text and situations in which they occur. The
concept of genre is based on the idea that members of a community usually
have little difficulty in recognizing similarities in the text they use frequently
and are able to draw on their repeated experiences with such texts to read,
understand, and perhaps write them relatively easily.18
Genre is a type of writing which members of discourse community
would instantly recognize for what it was. Genre has an important role in
teaching-learning process because it can produce the goal of communication
based on the function of language in social interaction. Genre-based teaching
is useful in the writing class. It is concerned with what learners do when they
write. Every teacher should understand the concept of each kinds of text. It
will make teachers can identify what text should students write and can make
the well-organized writing class. In this case, curriculum and activities will
take a part. It will determine what genre that appropriate with students’ need
and also determine the tasks appropriate with that skill. The concept of genre
enables teachers to look beyond content, composing processes, and textual
forms to see writing as an attempt to communicate with readers, to better
understand the ways that language patterns are used to accomplish coherent ad
purposeful prose. In writing something, people don’t just write, they write
something to achieve some purpose, that is ―writing is a way to get things
done‖. To get things done, to tell a story, request an overdraft, draft an essay,
describe a technical process, describe a particular person or thing, and so on,
teachers should direct students to use the appropriate genre for organizing the
text.19
18
Ken Hyland, Genre and Second Language Writing, (United States of America:
University of Michigan Press, 2004), p.4
19
Ken Hyland, Genre and Second Language Writing, p. 5

A number of advantages are often given for the use of genre-based
writing instruction. The main advantages are as follows. First, genre-based
teaching is explicit. It means that genre teaching makes clear what is to be
learned to facilitate the acquisition of writing skill. Perhaps the most important
advantages is that genre-based writing instruction seeks to offer writers an
explicit understanding of how target texts are structured and why they are
written in ways they are. Teachers in this case understand that every student
has different skill and knowledge. Clear and explicit genre descriptions are
required to bridge this gap. We know that learning to write involves an
acquiring an ability to exercise appropriate linguistic choices, both within and
beyond the sentence, and teachers can assist this by providing students with
examples of the language they need to create effective texts. This explicitness
gives teachers and learners something to shoot for, a ―visible pedagogy‖ that
makes clear what is to be learned rather than relying on hit or miss inductive
methods whereby learners are expected to acquire the genres they need from
the growing experience of repetition or the teacher’s note in margins of their
essays.20
Second key advantage is that genre-based teaching systematically
addresses texts and contexts. It means that genre teaching provides a coherent
framework for focusing on both language and context. To create a well-
formed and effective text, students need to know how such text are organized
and the lexico grammatical patterns that are typically used to express
meanings in the genre. In addition, however, they also need to know the social
purposes of the text type, the kinds of situation in which its use is appropriate,
who the probable the audience is, what readers are likely to know, and the
roles and the relationship of text users, the type of textual variation that are
typical and possible, how the genre is related to others in the target context,
and so on.21
20
21

Third, genre based teaching is based on the writer needs. It means that
genre teaching ensures that course objectives and content are derived from
student needs. Genre also offer a principled way of determining the content
and organization of a writing course by basing instruction on the typical
patterns and choices available to students in the texts they will need to write.
As well as knowing how to use genre, writers also know when to use it, and in
many contexts, one genre will set up the successful conditions for the use of
another.22
Fourth advantage of genre-based writing teaching is that is provides
support for writers as they gradually develop control of a genre. It also gives
teachers a central role in scaffolding students learning and creativity. This
teaching emphasises on the interactive collaboration between teacher and
student, with the teacher taking an authoritative role to scaffold or support
learners as they move toward their potential level of performance and the
confidence to independently create the texts. This scaffolding is most evidence
at the early stages of learning a genre where the teacher intervenes to model
and discuss the text, deconstructing and analyzing their language and
structure. Language activities are selected to relate closely to the ways they are
used in specific kinds of text and help students to create meanings for
particular readers and contexts. This support is gradually reduced until the
learners have the knowledge and skill to perform independently.23
Fifth, genre-based teaching is empowering. This means that genre
teaching provides access to the patterns and possibilities of variation in valued
texts. The study of such target texts assists learners to manage the appropriate
linguistic and rhetorical tools to gain access to the powerful genres of
mainstream culture, revealing why writers make certain linguistic and
rhetorical choices and how to use these genre effectively. It provides the
22
23

means to reveal writing as relative to particular groups and contexts and help
students unpack the requirements of their target communities.24
Sixth, genre-based teaching facilitates critical understanding. It
provides the resources for students to understand and challenge valued
discourses. Genre teaching also has potential for aiding students to reflect on
and critique the ways that knowledge and information are organized and
constructed in written English texts. Genre perspectives stress the view that a
text is constructed in response to context and therefore only comprehensible
because of its relationship to a context, the ways it builds its meaning through
a specific set of linguistic choices. Understanding how texts are socially
constructed and ideologically shaped by dominant social groups reveals the
way that they work to represent some interests and perspectives and suppers
others.25
Seventh, genre-based teaching assists teacher development. It increases
teacher awareness of texts to confidently advise students on their writing.
Knowledge of genres has an important consciousness-raising potential for
teachers, with significant implications for both their understanding of writing
and their professional development. Teachers are not only looking at their
students writing but also they are in a better position to reflect on their own
writing. In a genre-based writing course, teachers are confronted with the need
to understand how language is used as a communicative resource. They have
to categorize the texts they asks their students to write, consider how this texts
are similar and different, identify the purposes, analyze the form of writing
and understand the context they are used in. Reflective teacher is therefore
also a more effective teacher. This person is who understands how text are
typically structured, understood, and used in better position, to provide more
informed feedback on writing and to make reasoned decisions about the
teaching practices and material to use.26
24
25
26

There are many kinds of genre which are taught to the students. This is
story genres, called as literary texts, which are constructed to appeal our
emotions and imagination. It involves narrative, news story, exemplum,
anecdote and recount. The other one is factual genres. The texts present
information or ideas and aim to show and tell or persuade the audience. It
involves procedure, explanation, report, discussion and exposition. Exposition
has two kinds, analytic exposition which its aim to persuade the reader or
listener that something is the case and hortatory exposition, which is to
persuade the reader or listener that something should or shouldn’t be the
case.27
Different genres deploy the resources for meaning, making through the
grammar in different ways. For example, recounts that retells an event, tends
to use simple past tense. Whereas, descriptive that tells about the descriptions
of place, person or something, tends to use simple present tense.
It should be noted that systematic linguists did not invent genres, their
stages and characteristic lexico-grammatical features. The genre were
described already out there in school and non-school environments. These
genres arouse in social interaction to fulfil humans’ social. All genres are
equally valuable. However, they are not all equally, valued, especially in
schools. When genre theory suggests that all students are taught the genres in
school, they are not suggesting that genre the only genres around, nor more
valuable than others genre used in the community.28
Every genre has characteristics such as objective, structure of the text
and linguistic characteristic. By the study kinds of genre the students are
expected to be able to communicate whether their spoken or written after they
graduate from the school.
27
28
Ken Hyland, Genre and Second Language Writing, p.6

3. Concepts of Descriptive Text
Descriptive text is a text which say what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
Description is used in all forms of writing to create a vivid impression of a
person, place, object or event. Its purpose are to describe a special place and
explain why it is special, to describe the most important person in your life, to
describe the animal's habitat in your report. Descriptive writing is usually used
to help a writer develop an aspect of their work, in example, to create a
particular mood, atmosphere or describe a place so that the reader can create
vivid pictures of characters, places, objects etc.29
Writing a description is like creating a picture using words. When the
writers write a description, they should use words that relate to the sense of
sight, sound, touch, smell and taste. These are called sensory words. Sensory
words help the readers imagine what writers are describing. When writers
describe what a person looks like, writers write about the physical
characteristics such as height, weight, and hair colour.30
There are two keys to writing good description. The first key is to use
space order. Just as writers put the sentences in a time-order paragraph in a
certain order, they must also put the sentences in a description in a certain
order. Instead of using time order, however, writers will use space order. In
space order, writers might describe something from left to right. From
example, when describing a person, writers could start with the person’s head
and end with the person’s feet. Or when describing a room starting from right
to left or from left to right. The second key to writing a good description is to
use specific details. When describing something, writers will paint a picture
with words. The goal is to make the readers ―see‖ what the writers have
described. The way to do this is to use a lot of specific details. Specific means
exact, precise. The more specific writers can be, the better their readers can
29
W. Rotter / H. Bendl, Your Companion to English Texts: Comprehension - Analysis -
Appreciation - Production (Kollegstufe/Abitur/Universität), München: Manz 1978, p. 91 – 102.
(http://en.wikipedia.org/wiki/Text_types).
30
Karen Blanchard and Christine Root, Ready to Write, (USA: Longman, 2003), p. 69

see what they are describing. In example, writers better to write ―a lexus‖ than
write ―a nice car‖, because it is more specific.31
When writing a description, writers have to follow some steps. This
process of writing is expected in order to make a good description text. The
first thing that writers have to do is gathering materials. The best way to
gather material is to look, watch and pay attention on the subject described.
Writers should take a note about what they see and hear and even smell. They
have to record as much information as possible. This step is needed to write
the first draft. And the second step is arranging the materials. In arranging the
materials, the writers can start in two ways. First is write a topic sentence and
then select the materials to develop and support it, or in the opposite, the
writers can select and arrange the materials through additional brainstorming,
clustering, free-writing or perhaps an informal outline. Then, write the topic
sentence. The paragraph that will be written would probably contains of a
general description of the setting, including its location, and the time of the
scene, details that support the topic sentence, more specific details about the
scene that arranged in logical order, transitional sentences or phrases that
introduces the activities in the scene and the description of those activities.
After arranging the materials, the writers can start to write the first draft. Do
not think that this step is the final arrangement of the writing. In the process of
writing the draft, the writers maybe will find the new or additional details
about the subject. After the writers think that the first draft is finished written,
they can start to read again and revise the draft. In revising the draft, the
writers may need to wait until a few hours or even days. This can make writers
view it with a clear mind and probably with better judgement. In making
changes in the draft, the writers can make notes above the line or write it in
the margin. Then rewrite the paragraph. In writing description, the writers can
not just one time revising. Do it twice. This step expects the writers to return
to the paragraph and revise it again. This time is paying special attention to
31
Ann Hogue, First Step in Academic Writing, (USA: Longman, 1996), p. 72

specific details and strong word choice. Then edit and proofread your
description, checking for misspelled words.32
Like other texts, descriptive also has its own characteristics. This
structure of text consists of identification and description. Identification,
means identifying the phenomenon to be described. This part contains the
statements which describe the object to be described. These statements have to
be interesting to read and able to provoke the readers to be interested to read
the full descriptions. Second part is description, means describing the
phenomenon in parts, qualities, or/and characteristics. In describing the object,
the writer should use adjective to illustrate the object’s condition. Some
dominant features that usually used when writing a descriptive text such
follows : using simple present tense, using action verbs, using passive voice,
using noun phrase, using adverbial phrase, using technical terms, using
general and abstract noun, and using conjunction of time and cause-effect. As
mentioned above, in describing object, writers should use present tense. One
of the purposes of using present tense in any types of communicating activities
is to give descriptions. Whenever we mean to describe a particular object,
which about general facts of the object, then the use of present tense is
considered the most appropriate one. The use of present tense is very
dominant in describing facts, although in some cases, the uses of past tense is
also possible, such as to describe the conditions of the objects in past time.33
Here is the example of the descriptive text :
The Muse Live Concert
It is the Muse concert, live from Senayan.
Thousands of young people are now gathering to see the concert.
They are ready to listen to the music. Now, their eyes are on the empty
stage. A very big and bright lamp on the stage is on. It’s beautiful.
One by one the group members are walking to the stage. Matt
Bellamy is wearing a black t-shirt and black jeans. He has an oval face.
Christ is behind him. He is wearing a red polo shirt and blue jeans. And
Dominic is walking side by side with Christ. They are waving their hands
32
Essays, p. 63
33
Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit ANDI,
2007), p. 48

and smiling. Everybody is shouting and calling their names. This is
amazing.34
From example above, we can see that the first paragraph is the
identification of the text which identify the phenomenon will be described,
that is the Muse concert. The description of the text is on the second and the
last paragraph. Those paragraph gives the clearer information and describe the
parts, qualities and characteristics of the objects. As example in the sentence
―Matt Bellamy is wearing a black t-shirt and black jeans‖.
4. Media in Teaching and Learning
According to Gagne’ and Briggs in Azhar Arsyad, medium are device
used to deliver content of material which includes some of books, recorders,
videos, films, photos, graphs, pictures, televisions, and computers. In other
word, media is a component of sources of learning or vehicle that consists of
instructional material, which can motivate students to learn.35
Media is considered as instructional device since it is used to convey
messages in teaching-learning process. In teaching-learning foreign language,
media is classified into three types. The first is visual media. Visual media is
all media that is used in seeing. It is an image that conveys messages to the
students through photo, picture, chart, graph, which illustrate the real object
or situation.36
Then, audio media. It is a device that relates to our hearing. The
message delivered is expressed by using audible symbols. For example: radio,
tape recorder, or electronic transcription.37
The last, the combination from
both of the media above, that is audio-visual media. It is a media that can be
seen and listened, like a film, video, or television.
34
Mukarto, English on Sky 2 : for Junior High School Year VIII, (Jakarta: Penerbit
Erlangga, 2007), p. 19.
35
Azhar Arsyad, Media Pembelajaran,(Jakarta: Raja Grafindo Persada, 2008), p.4-5.
36
Azhar Arsyad, Media Pembelajaran, p.106.
37
Asnawir and M. Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers,
2002), p.81.

5. Teaching Descriptive Writing Using Music Video
A music video or song video is a short film integrating a song and
imagery, produced for promotional or artistic purposes. Modern music videos
are primarily made and used as a marketing device intended to promote the
sale of music recordings.38
Music videos use a wide range of styles of film
making techniques, including animation, live action filming, documentaries,
and non-narrative approaches such as abstract film. Some music videos blend
different styles, such as animation and live action. Many music videos do not
interpret images from the song's lyrics, making it less literal than expected.
Music videos represent a crucial part of the music industry. Artists owe
their careers to music videos as they are being given the chance of impressing
the public not just with their vocal talent, but also with their looks or moves.
Music video isn’t that new, in fact they’ve been around since before
films could have sound. Some performers would project images onto a screen
as they played live, these images would then reflect the themes and emotions
of the music played.39
Music video that we know nowadays has been
developed from its origin and history. Thirty years ago, music video used to
be less important then it is nowadays. MTV (Music Television) was the
phenomenon that gave so much power and importance to the music video.
MTV started broadcasting in 1981 in the USA and it marked the beginning of
the music video's ruling over the music industry. The first video ever played
on MTV was 'Video Killed the Radio Star' by The Buggles. As MTV was
broadcasting 24-hour-a-day music, music videos were needed to be produced.
38Frith, Simon, Andrew Goodwin & Lawrence Grossberg, Sound & Vision. The music
video reader, (London: Routledge, 1993), http://en.wikipedia.org/wiki/Music_video,
retrieved on October 2010.
39
Hugh W Howe, Beauchamp College,
http://beauchampcollegemedia.com/2010/09/07/music-video-history-and-development/, posted on
September 7th
, 2010 and retrieved on September 27th
, 2011.

Consequently, music video began to play an important role in artists' careers.
It is considered that even Madonna's career has been greatly influenced by her
videos that presented a sexy, appealing look of the artist. Some experts say
that Madonna has been inspired by the image that the actress Greta Garbo has
used in her silent movies. MTV has been highly controversial: some saw as
the beginning of an amazing, new, fresh era in music, others considered it to
mark the end of true musical talent, as artists have been become more
appreciated for their looks instead of their vocal abilities.40
In 1894, sheet music publishers Edward B. Marks and Joe Stern hired
electrician George Thomas and various performers to promote sales of their
song "The Little Lost Child". Using a magic lantern, Thomas projected a
series of still images on a screen simultaneous to live performances. This
would become a popular form of entertainment known as the illustrated song,
the first step toward music video. In 1926, with the arrival of "talkies" many
musical short films were produced. Vitaphone shorts (produced by Warner
Bros.) featured many bands, vocalists and dancers. Spooney Melodies in 1930
was the first true musical video series. Shorts were typically six minutes in
duration, and featured Art Deco-style animations and backgrounds combined
with film of the performer singing. Blues singer Bessie Smith appeared in a
two-reel short film called St. Louis Blues (1929) featuring a dramatized
performance of the hit song. Numerous other musicians appeared in short
musical subjects during this period. Later, in the mid-1940s, musician Louis
Jordan made short films for his songs, some of which were spliced together
into a feature film Lookout Sister. These films were, according to music
historian Donald Clarke, the "ancestors" of music video. Another early form
of music video were one-song films called "promotional clips" made in the
40
Ispas Marin, http://ezinearticles.com/?Some-History-Facts-on-Music-
Videos&id=85854, posted on October 23th , 2005, and retrieved on September 25th
, 2011.

1940s for the Panoram visual jukebox. These were short films of musical
selections, usually just a band on a movie-set bandstand, made for playing.
Thousands of "soundies" were made, mostly of jazz musicians, but also of
torch singers, comedians, and dancers. Before the soundie, even dramatic
movies typically had a musical interval, but the soundie put the music in the
forefront; virtually all known jazz performers appeared in soundie shorts. The
Panoram jukebox with eight three-minute soundies were popular in taverns
and night spots, but the fad faded during World War II. Musical films were
another important precursor to music video, and several well-known music
videos have imitated the style of classic Hollywood musicals from the 1930s
to the 1950s. One of the best-known examples is Madonna's 1985 video for
"Material Girl" (directed by Mary Lambert)[4]
which was closely modelled on
Jack Cole's staging of "Diamonds Are A Girl's Best Friend" from the film
Gentlemen Prefer Blondes. Several of Michael Jackson's videos show the
unmistakable influence of the dance sequences in classic Hollywood musicals,
including the landmark "Thriller" and the Martin Scorsese-directed "Bad"
which was influenced by the stylised dance "fights" in the film version of West
Side Story.41
In 1956, Petrushka, directed by John David Wilson for Fine Arts Films
aired as a segment of the Sol Hurok Music Hour on NBC. Igor Stravinsky
conducted a live orchestra for the recording of the event. In 1957, Tony
Bennett was filmed walking along The Serpentine in Hyde Park, London as
his recording of "Stranger in Paradise" played; this film was distributed to and
played by UK and US television stations. According to the Internet Accuracy
Project, disk jockey-singer J. P. "The Big Bopper" Richardson was the first to
coin the phrase "music video", in 1959. 42
41
Frith, Simon, Andrew Goodwin & Lawrence Grossberg, Sound & Vision. The music
video reader.
42
video reader.

Two key innovations in the development of the modern music video
were the development of relatively inexpensive and easy-to-use video
recording and editing equipment, and the development of visual effects
created with techniques such as image compositing. The advent of high-
quality color videotape recorders and portable video cameras coincided with
the DIY ethos of the New Wave era, enabling many pop acts to produce
promotional videos quickly and cheaply, in comparison to the relatively high
costs of using film. However, as the genre developed, music video directors
increasingly turned to 35 mm film as the preferred medium, while others
mixed film and video. During the 1980s, music videos had become de rigueur
for most recording artists. The phenomenon that was famously parodied by
BBC television comedy program Not The Nine O'Clock News who produced a
spoof music video "Nice Video, Shame About The Song". The genre was also
parodied by Frank Zappa in his satirical 1984 song "Be In My Video". Its
increasing dominance had earlier been critiqued by Joe Jackson in his 1980
song "Pretty Boys" (which still referred to videos as "promos"). In this period,
directors and the acts they worked with began to explore and expand the form
and style of the genre, using more sophisticated effects in their videos, mixing
film and video, and adding a storyline or plot to the music video. Occasionally
videos were made in a non-representational form, in which the musical artist
was not shown. Because music videos are mainly intended to promote the
artist, such videos are comparatively rare; three early 1980s examples are
Bruce Springsteen's "Atlantic City", directed by Arnold Levine, David
Mallet's video for David Bowie and Queen's "Under Pressure", and Ian Emes'
video for Duran Duran's "The Chauffeur". In 1983, the most successful and
influential music video of all time was released — the nearly 14-minute-long
video for Michael Jackson's song "Thriller". The video set new standards for
production, having cost US$500,000 to film. That video, along with earlier
videos by Jackson for his songs "Billie Jean" and "Beat It", also was
instrumental in getting music videos by African American artists played on
MTV. Earlier, such videos had been rare: according to MTV, this was because

it initially conceived itself as a rock-music-oriented channel, although
musician Rick James was outspoken in his criticism of the cable channel,
claiming in 1983 that MTV's refusal to air the music video for his song "Super
Freak" and clips by other African-American performers was "blatant racism".
In 1988, the MTV show Yo! MTV Raps debuted; the show helped to bring hip
hop music to a mass audience for the first time.43
Those are the explanation of
the origins and developments of music video from the beginning until
nowadays.
Nowadays, video can be used in teaching learning process. People in
few years ago, used audiotape in class, but it just can listen the voice, students
can not watch the picture. But, with music video, students not only can hear
the music or voice but also they can watch the picture in the video and can
catch the meaning of that video. But there are many reasons why video can
add a special dimension to the learning experience. As mention before, music
video can see language-in-use. It means that students do not just hear the
language, they see it too. Through this, students can see beyond what they are
listening to and interpret the text more deeply. Through this video, students
are allowed to look at situations far beyond their classroom. They can develop
their the cross-cultural awareness by watching the body language, the
speaking style and the dress-style of each country through music video. Then,
music video can increase students’ power of creation. Students can create their
own video using cameras. It can make the learning more memorable and
enjoyable because students will do ―new thing in English‖. For all the reasons
mentioned, music video will increase the level of interest when they have a
chance to see language in use as well as they hear it.44
From the explanations above, we know that music video can be an
interesting media in teaching, because it uses picture, animation and live
43
video reader.
44
Jeremy Harmer, The Practice of English Language Teaching, (England, Pearson
Education Limited, 2002), p. 282.

action. This kinds of characteristic can support in teaching descriptive text,
because in making descriptive text, students need a clear things to describe.
Teaching descriptive text is an easy and interesting work. We can describe
persons, places or things around us. Learners who learn descriptive text also
find new atmosphere of learning, because they can explore their knowledge of
their surroundings which have known to be the object of their study.
Writing a descriptive text has to use media. Media can be used in
almost any disciplines to enhance learning, both in class, and also for out-of-
class assignments. Short film and television clips, written articles, and blog
postings can be viewed to reinforce concepts and spark discussion. Songs and
music videos, especially when the lyrics are made available, can be used to the
same effect. The use of media in teaching learning has some advantages.
Popular media, such as music video, are a familiar medium to students that
helps gain attention and maintain student interest in the theories and concepts
under discussion. Students can see the theories and concepts in action. In more
than a figurative sense, theories and concepts leap from the screen. Students
can hone their analytical skills by analyzing media using the theories and
concepts they are studying. The use of media in the classroom enables
students to see concepts and new examples when they are watching television,
listening to music, or are at the movies with friends. Students can experience
worlds beyond their own, especially if the media is sharply different from
their local environment.45
Teachers, in this case, should facilitate students with the interesting
media that can attract and add students’ motivation to write. Teaching
descriptive writing using music video can be a wonderful choice for teachers
to be implemented in their class. As writer mentioned before that music video
is the sophisticated media that can help students to describe more detail about
45
G. Dirk Mateer, Penn State University,
http://serc.carleton.edu/sp/library/media/index.html, last modified on october 12th, 2010.

person or things in that video. The use of music video also can help to make
the class situation more enjoyable.
C. Hypothesis
Hypothesis is a temporary answer of problems in research until proved
from the data which collected. So, hypothesis can define a weak truth statement
towards problems on research and need to prove the truth after collecting data.
The hypothesis of this research is: music video is effective to facilitate
students’ understanding on descriptive writing.

CHAPTER III
METHODS OF INVESTIGATION
A. Research Design
1. Type of Research
This research is an experimental research. Experimental research
methods can be defined as methods used to seek influence over another in
controlled conditions.46
An experimental research involved two groups:
experimental group and control group. An experimental group will receive a
new treatment while control group receives a usual treatment.
2. The Activities of Experimental and Control Group
a. Pre-Test
Pre-test was given to the students before the experiment was run. This test
was for experimental class and control class to measure the students’
understanding about the material before the researcher gave a treatment.
b. Activities in Experimental Group and Control Group
1) Experimental Group
First Meeting:
In opening the class, teacher greeted the students and checked
the attendance list. Then, told the topic of the day followed by giving
introduction about the material by asking some questions, like, ―Do
you have an idol? Who is he/she? How does he/she look like? Can you
describe it?‖
Because teacher used music video as teaching medium, so
teacher gave explanation about it. After that, teacher explained the
descriptive text including social function, language features and
grammatical features. Teacher also did not forget to give the example
of descriptive text. After students understood the material, teacher and
46
Sugiyono, Metode Penelitian Pendidikan : Pendekatan Kuantitatif, Kualitatif dan
R&D, (Bandung : Alfabeta, 2008), p. 107.

students discussed the social function, language features and
grammatical features of descriptive text.
To know the students’ comprehension of the material which
has been given, teacher gave students a jumbled paragraph and asked
students to re-arrange those paragraphs according to the correct
structure. Then, teacher checked students’ work and showed the
correct arrangement. In order to make all students understand, teacher
discussed and identified generic structure and language features of the
text. Teacher also asked students to list some adjectives found in the
text.
Having all of those activities, then teacher played the music
video of Cleopatra Stratan and asked students to watch the video while
taking a note about the general characteristics of the person in the
video. After that, teacher chose some students to write their work in
the white board. Teacher discussed the student’s work briefly.
Teacher reviewed the material and gave suggestions to
students to study hard and memorized the new material. Finally,
teacher dismissed the class.
Second Meeting:
Same with the first meeting, teacher opened the class by
greeting the students and checking the attendance list. Teacher
reminded students about the previous lesson by giving a descriptive
text and asked students to identify the grammatical patterns of the text.
Students answered this task orally.
For the second time, teacher played music video of Justin
Bieber under the title ―Never Say Never‖. Same with the first meeting,
teacher asked students to watch the video and also taking notes about
the person in the video. After students taking some notes about that
person, teacher asked students to make a descriptive text based on the
physical appearance of the person in the video. After students finished

their work, they were asked to share their text with their chair-mate to
analyze their work and checked whether the text was correct or
incorrect. Then teacher chose some students to present their writing in
front of class and asked the other students to give responses about their
friend’s writing. Then, teacher asked students to re-write the corrected
descriptive text in the worksheet.
Teacher reviewed the materials, and also give explanation
that in studying descriptive text, the media to describe was not only the
things on their surrounding but music video also can be an interesting
media to study descriptive text.
2) Control Group
First Meeting :
At the first meeting, teacher greeted students and checked the
attendance list. Teacher told the topic of that day to students and also
introduced the material by asking some questions, such as, ―Do you
have an idol? Who is he/she? How does he/she look like? Can you
describe it?‖ And students answered these questions orally.
After stimulated students about the material, teacher started
to explain the descriptive text, involved its social function, language
features and also the grammatical features. Then, teacher gave the
example of descriptive text to students. Teacher and students discussed
the example given together.
For the next activity, teacher divided students into some
groups and then gave a jumbled paragraph for each group. Teacher
asked students to re-arrange those jumbled paragraph into correct
arrangement and asked to stick it on the black board. Then, teacher
checked students’ work and showed the correct arrangement.
After that, teacher asked students to identify the generic structure and
language features of the text. Teacher also asked students to find and
write some adjectives which found in the text.

After that activity, teacher wanted to know the students’
understanding about descriptive text through making descriptive text.
So, teacher asked students to make the descriptive text based on the
topic given, in example, my chair-mate. After finishing their work,
teacher asked students to analyze their writing in pair. Feeling their
work correct, teacher chose some students to write their text in the
black board. Then teacher and students analyze the text together.
At the end of the lesson , teacher did not forger to review the
material on that day and gave students suggestion to study hard and
memorize the new material. Finally, teacher dismissed the class.
Second meeting:
Same with the first meeting, in opening, teacher greeted
students and checked the attendance list. Next, teacher told students
about the topic of that day and also reminded students about the
previous lesson.
After that, teacher gave an example of descriptive text, but the text was
different with the day before. Students was asked to identify the
grammatical pattern of the text and students answered the questions
orally.
Then, teacher made a descriptive text, describing the physical
appearance of one student in the class and asked students to analyze
the text made by the teacher. To check students’ understanding,
teacher chose some students to come forward and point where the
identification and description part of the text is.
As an activity, teacher asked students to make a descriptive
text about the physical appearance of their chair-mate. After students
finished their task, they were asked to share their writing to their chair-
mate, in pair, and analyze and take notes some errors found in the text
which have they made. Then, teacher asked students to rewrite their
text in correct form.

Teacher reviewed the materials and gave time to students to
ask some questions. And finally, teacher dismissed the class.
3) Post-test
Post-test was given to the experiment class and the control class. The test
was given in order to know the improvement of students’ ability in writing
descriptive text. The post-test was given to the experiment class and
control class after received treatment. The experiment class taught in
writing descriptive text using music video. And the control class taught
without using music video.
B. Research Setting
The writer did the study in MTs NU 01 Cepiring Kendal. It is located on
Jl. Soekarno-Hatta Karangsuno Cepiring Kendal 51352. Telp.(0294) 53318,
5135700, Email: mtsnu01cepiring@yahoo.ac.id. This research was run in March
22nd
, 2011 until April 5th
2011.
C. Population and Sample
1. Population
Population is all the subject of research.47
In this study, the population
or the subject of the research are the eight grade students at MTs NU 01
Cepiring Kendal in the academic year of 2010/2011. The number of the
population is 141 students. They are divided into VIII A, B, C and D.
2. Sample
Sample is part of population.48
In this study, there are two classes as
sample. Where class VIII C as experimental class that consist of 36 students
and class VIII D as control class that consist of 34 students.
Technique of sampling which used by the researcher is Cluster
Sampling. This technique is same with stratified sampling, where the subject
47
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, ( Jakarta : PT
Rineka Cipta, 2006), p.130
48
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.131

is chosen from the individual groups from population. But, that unit of sample
is a group, in example school, class, and region, and it does not an individual.
In using this technique, first thing that should do is choosing the group
randomly. If the group has chosen, all the member of the group is
automatically included as the subject of the research.49
According to the technique above, the sample of this research is chosen
using cluster sampling. From 4 classes of eighth grade students of MTs NU 01
Cepiring, 2 classes are chosen as the sample of the research.
D. Variables and Indicators
1. Variables
According to Sugiyono, research variables are all things that shape what
is defined by the researches to be studied in order to obtain information about
it, and the conclusion drawn on next.50
There are two types of variables:
independent variable and dependent variable. The dependent variable is the
variable that focuses on the central variable, and other variables will act if
there is any relationship. The independent variable is selected by researcher to
determine the relationship with the dependent variable.
So the variables in this study are:
a. Independent variable
The independent variable is selected by researcher to determine the
relationship with the dependent variable. Independent variable in this
study is the use of music video in writing descriptive text.
b. Dependent variable
The dependent variable is the variable that focuses on the central variable,
and other variables will act if there is any relationship. Dependent variable
in this research is the students’ achievement in writing descriptive text.
49
Ibnu Hadjar, Dasar-Dasar Metodologi Penelitian Kuantitatif Dalam Pendidikan,
(Jakarta: PT Raja Grafindo Persada, 1996), p. 143
50
Sugiyono, Statistika untuk Penelitian, (Bandung: CV.Alfabeta, 2007), p.2

2. Indicators
Based on the variables above, we can make indicators that support
the variables. The schema of indicators variables are stated as follows:
Table 1
Variable Indicators
( Independent Variable )
The Use of Music Video
 Preparing the music video and the
tools, such as : video player,
computer, LCD, etc.
 Playing music video.
 Stop playing music video after the
students finished describing the
object.
( Dependent Variable )
Students’ achievement in writing descriptive text.
Sub-Variable Indicators
 Sub-Variable; Students’
ability in understanding
Descriptive Text.
 Sub-Variable; Students’
ability in writing
descriptive text.
o Identifying variation of
sentence structure in
descriptive text.
o Identifying rhetorical steps
of the descriptive text.
o Identifying communicative
purpose of the descriptive
text.
o Making correct descriptive
text.

E. Data Collection Technique
In collecting the data, the writer used some instruments. This study deals
with achievement of good writing. So, the writing used writing test in gathering
the data.
Therefore, in conducting this study, especially in collecting the data, the
writer needs some methods in order to obtain the expected data.
1. Test
Test is an examination or trial to find its quality, value, composition,
etc.51
In conducting to this study, the writer used test as the first method of
collecting the data. The test is used to collect the students’ writing that must
be analyzed to identify students’ achievement on writing descriptive.
The researcher gathered the data by analyzing the test of descriptive
text written by the students. The researcher gave the test twice (pre-test and
post-test) in both experimental and control groups. She gave an assignment to
write a descriptive text about a person. It is the physical appearance of
someone. The students have to use at least 50 words in 35 minutes. Students
must pay attention to the five aspects of writing which is used in the
assessment. These five aspects are as follow; content, organization,
vocabulary, grammar and mechanic.
a. Pre-Test
`` Before the teacher explains new material by using music video, the teacher
gave a test to the students. Pre-test was given before the experiment is run.
b. Post-Test
Post-test was given to the experimental class and the control class. The test
was given in order to know the improvement of students’ ability in writing
descriptive text. Post test was given to the both of class after receiving
treatment. The experimental class taught in writing descriptive text by
music video. Beside that, the control class taught without using music
video.
51
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.223

2. Observation
Observation is an activity that is done by the researcher to get the data.
There are two kinds of observation, they are:
a. Non Systematic observation, which is done by the researcher without
using instrument.
b. Systematic Observation, which is done by the researcher using instrument
as a guide of the research.52
In this research, the researcher will observe the school, students, and
the English teacher of the school. In this research, the writer will use check list
( √ ) to get the data. The observation is used to know the activities during
teaching and learning process, such as how teacher explains the materials,
how students’ response is and how the students work in doing the test is.
Table 2
Check list of Observation
No. Aspect of Observation 1 2 3 4 5
Total
Score
1 Students are enthusiastic in listening
teacher’s explanation
2 Students show curiosity by asking some
questions
3 Students ask question to clarify
understanding
4 Students are enthusiastic to answer teacher’s
question
5 Students are ethusiastic in doing the test
52
Burhan Nurgiyantoro, Penilaian dalam Pengajaran Bahasa dan Sastra by
Modification, (Yogyakarta: BPFE Yogyakarta, 2001), p. 57

6 Students are enjoying to learn Descriptive
writing using music video
3. Documentation
Document is a piece of written or printed material that provides a
record of evidence or event an agreement, ownership, identification etc.
Documentation is the accumulation, classification, and dissemination of
information.53
It refers to the archival data that help the writer to collect the
needed data. In this study, this method is used to get the data that related to the
object research such as students name list and students’ scores are included in
the population. In this case, the data was gained by the help of the English
teacher.
F. Data Analysis Technique
The writer analyzed the data through giving test to the students. It needs
some steps in analyzing of the data. The following are the steps had been taken by
the writer.
1. Technique of Scoring Test
In measuring the test, a standard technique should be used to show the
result of research were reliable. To measure the writing test the writer used the
analysis method.
The elements of writing are: Content, Organization, Grammar,
Vocabulary, and Mechanics. After classifying the test items, the writer gave
score for each item. The percentage of the elements of writing can be seen on
table below
53
John Eastwood, Concise Oxford Dictionary, 8th
Ed. (London: Oxford University Press,
2004) p. 256.

Table 3
The explanation of criterion54
Item analysis Score criteria
Content
30-27 EXCELLENT TO VERY GOOD:
knowledgeable, substantive, through
development of thesis, relevant to assigned
topic.
26-22 GOOD TO AVERAGE: some knowledge
of subject, adequate range, limited
development of subject
21-17 FAIR TO POOR: limited knowledge of
subject, little substance, inadequate
development of topic.
16-13 VERY POOR: does not show knowledge
of subject, non substantive, non pertinent, OR
not enough to evaluate.
Organization
20-18 EXCELLENT TO VERY GOOD: fluent
expression, ideas clearly stated/supported,
succint, well-organized, logical sequencing,
cohesive.
17-14 GOOD TO AVERAGE: somewhat choppy,
loosely organized but main ideas stand out,
limited support, logical but incomplete
sequencing.
13-10 FAIR TO POOR: not fluent, ideas
confusing or disconnected, lacks logical
sequencing and developing.
9-7 VERY POOR: does not communicate, no
organization, OR not enough to evaluate.
Vocabulary
sophisticated range, effective word/idiom
choice and usage, word-form mastery,
appropriate register.
17-14 GOOD TO AVERAGE: adequate range-
occasional errors of word/idiom form, choice,
usage, but meaning is not obscured.
13-10 FAIR TO POOR: limited range, frequent
errors of word/idiom, choice, usage, meaning
confused or obscured.
9-7 VERY POOR: essentially translation, little
knowledge of English vocabulary, idioms,
word form, OR not enough to evaluate.
54
Alice C Omaggio, Teaching Language in Context, Proficiency-Oriented Structure,
(United States of America: Heinle and Heinle Publishers, 1986), p. 266

Grammar
effective complex construction, few errors of
agreements.
21-18 GOOD TO AVERAGE: effective but
simple construction in grammar, minor
problems in complex constructions, several
errors in agreements, but meaning seldom
obscured.
17-11 FAIR TO POOR: major problem in simple/
complex construction in grammar, meaning
confused or obscured.
10-5 VERY POOR: virtually no mastery of
sentence construction rules, dominated by
errors, does not communicate, OR not
enough to evaluate.
Mechanic
5 EXCELLENT TO VERY GOOD:
demonstrates mastery of construction.
4 GOOD TO AVERAGE: occasional errors of
spelling, punctuation, but meaning not obscured.
3 FAIR TO POOR: frequent errors of spelling,
punctuation, capitalization, meaning confused or
obscured.
2 VERY POOR: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, OR not enough
to evaluate.
Total of score 1 -100
Explanation:
a. Content : The substance of writing, ideas expressed.
b. Organization : The organization of the content.
c. Vocabulary : The choice of words, structure and lexical items to give
particular tone a flavor the writing.
d. Grammar : The employing grammatical and syntactic forms.
e. Mechanic : The use of graphic convention of the language.
2. Pre-requisites Test
Before the writer determines the statistical analysis technique used,
the first the writer examined the validity sample. The way that was used to
examine the validity sample was normality and homogeneity test.

a. Normality Test
Normality test used to know the distribution data normal or not. To find
out the distribution data is used normality test with Chisquare.
The writer used Chi-square formula, as follows:
 
Ei
EiOi
X
k
i
2
1
2 


Cited from Sudjana.55
Where:
2
X = Chi-kuadrat
iO
= Frequency that was obtained from data
iE
= Frequency that was hoped
k = the sum of interval class
b. Homogeneity Test
Homogeneity test is used to compare variance in a group of three
categories data or more and its categories can be compared fairly if the
categories are homogeneity. By:
1) Calculate Mean ( X )
2) Calculate the Variance (S2
)
Formula:
S2
= n
 
 1
2
2
2
1

 
nn
xx
3) Calculate F
Formula:
F =
iancelowest
iancehighest
var
var 56
c. Test of Average
55
Sudjana, Metoda Statistika, (Bandung: Tarsito, 2001), p.273.
56
Sudjana, Metoda Statistika, p. 250.

It is used to examine average whether experimental class and the
control class that has been decided having significance different average.
The formula that is used in the t-test as follow:
21
21
11
nn
s
xx
t



Where:
2
)1()1(
21
2
22
2
11



nn
snsn
s
Cited from Sudjana.57
Where:
1x = the mean score of the experimental group
2x = the mean score of control group
1n = the number of the experimental group
2n = the number of the control group
s = standard deviation
2
s = variance
If the obtained score is higher than t-table score by using 5%
alpha of significance, Ho is rejected. It means that Ha is accepted: ―There
is a significant difference in writing achievement between the
experimental and control group.‖
4) Data Analysis
The obtained data were analyzed to get the final result. t-Test
formula was used in this research to analyze the data. It showed the final
57
Sudjana, Metoda Statistika, p. 239.

results of both experimental and control groups who were given different
treatments. The following is the formula of the t-test: 58
t = t – test
Mx = the mean score of experimental group
My = the mean score of control group
∑x = the total of deviation of experimental group
∑y = the total of deviation of control group
Nx = the number of the students of experimental group
Ny = the number of the students of control group
58
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik ,p. 311-312

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Description of the Result of Research
The research had been conducted since March 23th
of 2011 to
March 31st
of 2011 in MTs NU 01 Cepiring Kendal. This research had
been carried through 4 steps. They involve pre-test, two times treatment
and post-test.
To find out the result of students’ understanding of writing
descriptive text using music video, the researcher identified some results,
they are: the score of students before treatment and the differences
between pre-test and post-test score of students.
The researcher did an analysis of quantitative data. The data was
obtained by giving test to the experimental class and control class after
giving a different treatment to both classes. The subjects of this research
were divided into two classes. They are experimental class (VIII C) and
control class (VIII D).
Before the activities were conducted, the researcher determined
the materials and lesson plan of learning. The learning process in the
experimental class used music video, while the control class without the
using of music video.
After the both classes conducted the learning process, students
were asked to make a paragraph of descriptive text as their assessment.
This assessment then counted to get the result of this research which
analyzed to prove the truth of hypothesis that has been planned.
The data in this study were gotten from the test result, as follow:
1. Result of research
a. Analysis of scoring test
After collecting the data, the writer analysis the result of data from
the test have been given to both of class. In scoring of writing test,
the writer gave the score for each element of writing as follows.

Table 4
The Lowest and The Highest Score of Element of Writing
No Element of Writing The Lowest Score The Highest Score
1 Content 13 30
2 Organization 7 20
3 Vocabulary 7 20
4 Grammar 5 25
5 Mechanic 2 5
The scoring process of pre test and post test of both classes can be
seen in appendix 3-6.
b. The data of score pre-test of the experiment class
Based on the result of research of class VIII C before being taught by
using music video as the media in writing descriptive text the highest
score achieved is 85 and lowest is 62. It means that the range (R)= 23,
the number of class is 6, and the interval of the class is 4.
The result of the calculation above is, then inputted into the frequency
distribution as follow:
Table 5
Frequency Distribution of score pre-test of the experiment
class
No. Interval Class Frequency
1 62 – 65 3
2 66 – 69 6
3 70 – 73 10
4 74 – 77 9
5 78 – 81 6
6 82 – 85 2
Sum 36

c. The data of score pre-test of the control class
Based on the result of research of class VIII D before being taught by
using conventional learning (without music video as media) in writing
descriptive text the highest score achieved is 82 and lowest score is
59, range (R)= 23, the number of class is 6, and the interval of the
class is 4.
Table 6
Frequency Distribution of Pre-Test Score of Control Class
1 59 – 62 2
2 63 – 66 6
3 67 – 70 8
4 71 – 74 11
5 75 – 78 6
6 79 – 82 2
Sum 35
d. The data of score post-test of the experiment class
Based on the result of research of class VIII C after being taught by
using music video as the media in writing descriptive text the highest
score achieved is 96 and lowest score is 61, range (R)= 35, the number
of class is 6, and the interval of the class is 6.
Table 7
Frequency Distribution of Post-Test Score of Experimental Class

1 61 – 66 2
2 67 – 72 6
3 73 – 78 9
4 79 – 84 9
5 85 – 90 8
6 91 – 96 2
Sum 36
e. The data of score post-test of the control class.
Based on the result of research of Class VIII C after being taught by
using conventional learning (without music video as media) in writing
descriptive text the highest score achieved is 89 and lowest score is
60, range (R)= 29, the number of class is 6, and the interval of class is
5.
Table 8
Frequency Distribution of Post-Test Score of Control Class
1 60 – 64 1
2 65 – 69 7
3 70 – 74 9
4 75 – 79 9
5 80 – 84 7
6 85 – 89 2
Sum 35

f. The average score of pre test and post test of the experimental class
and control class.
The data were obtained from the students’ achievement scores of the
writing descriptive text. They were pre test and post test scores from
the experimental and control classes. The average score from the
experimental class was 72.97 for the pre test and 79.0 for the post test.
While the average score for the control class was 70.66 for the pre test
and 75.09 for the post test. The following was the simple table for the
pre test and post test students’ average scores:
Table 9
Average Score of The Pre test and Post test of The Experimental
and Control Class
Class The average score of pre-
test
The average score of post-
test
Experimental 72.97 79.00
Control 70.66 75.09
The more calculation can be seen in appendix 7 and 8.
Based on the table above, it can be seen that there was an
improvement of the students, achievement in writing a recount text.
Each class had different achievement. The achievement of the
experimental class was higher than the control class.
B. Data Analysis and Hypothesis Test
1. Analysis Phase First
It was done to know the normality and homogeneity of the initial data in
the experimental class and control class.
Table 10
Score of Pre-Test of Experimental Class and Control Class.

No. Experimental Control
1 N 36 35
2 Average 72.97 70.66
3 Variance 30.65 29.35
4 Standard Deviation 5.53 5.42
5 Maximum Score 85 82
6 Minimum Score 62 59
a. Normality Test.
The normality test is used to know whether the data is normally
distributed or not. Test data of this research used the formula of
Chisquare.
Ho: the data of normal distribution
Ha: the data of un normal distribution
Ho accepted if Xcount < Xtable with α = 5% and df = k-1.
Table 11
Normality Test of Pre test of Experimental and Control Class
Class Xcount Xtable Criteria
Experimental 0.80 11.07 normal
Control 0.89 11.07 normal
The more calculation can be seen in appendix 9 and 10.
Based on analysis above, it can be seen that Xcount both of class lower
than Xtable (Xcount < Xtable), so Ho accepted. And the conclusion is that the
distribution data of experimental and control class are normal.
b. Homogeneity Test
The homogeneity test is used to know whether the group sample that
was taken from population is homogeneous or not.
Ho:  1
2
= 2
2
(homogeny variance)
Ha:  1
2
2
2
(non homogeny variance)
Ho is accepted if Fcount < table F

Facilitating arinafarda

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (16)

Similar to Facilitating arinafarda

Similar to Facilitating arinafarda (20)

More from Bisyri Samsuri

More from Bisyri Samsuri (16)

Recently uploaded

Recently uploaded (20)

Facilitating arinafarda