Proposar Car Free Writing
Proposar Car Free Writing
Proposar Car Free Writing
BY :
NI WAYAN MANUGANDI
NPM. 1401882030174
BY :
NI WAYAN MANUGANDI
NPM. 1401882030174
COVER ............................................................................................................................... i
INSIDE COVER.................................................................................................................. ii
CHAPTER I INTRODUCTION................................................................................... 1
REFERENCES ................................................................................................................... 17
CHAPTER I
INTRODUCTION
Language is an important part of human life to express their idea, thought, feeling to
others. Even though in thinking activity, people can not do it wihout language as a mean of
communication. English is widely used both in spoken and writen form and known as global
language; since it is used by more than half of world population as a communication tool to
help them to deal with trading, social cultural, science, and technology purposes. English has
influenced our daily life in almost all sectors and it makes English becomeS the first second
language which is taught in each educational level. Therefore, English is also taught in junior
high school level as a compulsory lesson and its teaching and learning process in this level is
regarded as a mean for students to develop their ability in knowledge, technology, and arts.
As stated before, the students should learn the four skills in English lesson. One of the
two productive skills in learning English is writing. By mastering English writing ability,
students can carry out communication with other people in the world; give ideas, share
information with interlocutor and mastering technological equipments, so they are easy to
As Geoffrey and others (2003:116) explain that when we write, unlike when we talk, we
are engaged in an activity which is usually at the same time both private and public. It is private
because the act of composition is by its nature solitary, but it is public in that most writing is
intended for an audience, often one which is extremely difficult to define. The act of writing
differs from that of talking in that it is less spontaneous and more permanent, and the resources
which are available for communication are fewer because we can not do as we do in conversation
like interaction with the listeners and adapt as we go along. From those explanations, it can be
said that writing is less flexible and more permanent than those conversation. So it is not
uncommon if teachers want to enable their students to produce fluent, accurate, and appropriate
In teaching English, teachers try to apply various methods and techniques in order to make
English subject more attractive and fun in the classroom. Besides, they may use various kind of
media either audio visual to create a good atmosphere in the classroom activity. Roger et al
(2003:175) state the teachers duty is to make sure that their teaching is appropriate to their class,
that is organized systematically, and that is exciting. Appropriate means teacher can produce the
appropriate teaching through preparation and selection of materials such as course book,
exercises, and visuals. Teachers must organize the classroom systematically, it means teacher
should know for every moment of the classroom exactly what they are expecting each student to
be doing. On the other hand, teacher should know exactly what kind of behaviour they are
expecting from class, or group activity, or free group activity. This is also connected to the
methods, approaches, and techniques chosen in making atmosphere of the classroom exciting.
Harmer (2003:257) says that in the teaching of writing we can focus on the product of that
writing or on the writing process itself. Writing is one of the productive skills which comes into
many types such as: descriptive, narrative, argumentative, etc. Meanwhile, in the process of
writing, students need to put their attention on ideas, imagination, information, creativity and
feeling in order to make a very attractive writing; however the things that must be really
concerned are the spelling, punctuation, and the language use such as grammar, vocabularies,
linkers, etc. Therefore, good concentration of the students is really necessary in this stage.
Grammar, vocabulary, accuracy, spelling, organization, and content are important elements
in writing skill. Kane (2000:13) states that grammar means the rules which structure our
language. It is one of the most important parts in writing skill that shows whether the writing is
right or wrong especially in using tenses. Vocabulary used by the students will influence the
writing. If the use of vocabulary is suitable, their writing will be better but if the students do not
use the vocabulary suitably, the writing may not comprehensible. In this case, to make the writing
comprehensible, accuracy of the writing is really concerned here. Students can make the idea
elaborate well. Besides, it consists of compound and complex sentence, so it will be a good
writing. When they write down the words, so if they spell incorrectly, it will influence the
As Harmer (2003:256) state that although incorrect spelling does not often prevent the
understanding of a written message, it can adversely affect the readers judgment. Punctuation
which can not be separated with writing is important, too. It is used for disambiguating the
meaning of sentences. Punctuation replaces the pause, gestures, and changing tones of the voice
that people use to make their spoken message clear. While, organization is about the structure of
the text and content is about supporting sentence and creativity in generating the idea.
The fact shows that in the process of writing, one of disadvantages of having students to
concentrate is that they take much time to brainstorm ideas, to collect them in some other way, or
generate more ideas in writing. Indeed, those problems also happen to the students of SMP
Negeri 7 Denpasar. Based on the interview given to them, they state that they often get difficulty
in finding ideas while their teacher is having them compose their writing. After knowing it, the
writer can conclude that those problems become factors that make the students failed composing
their writing; besides, the worst thing happens is it perhaps makes them gradually feel bored in
their writing class. In this case, a teacher needs to use media. One of media that can be used is
In using short video clip technique, the teacher is the one who chooses a short video to be
watched by the students. The short video shows something descriptively. Then, they have to write
a text based on what they watch and understand from the video. From this technique, the students
are introduced to the technology and be very interesting for the students as a motivation in
writing a text. Besides, the use of short video clip does not only support the students to study but
it can entertain them, too. So, it can be said that short video clip is an exciting technique.
After knowing that writing is one of the skills which can not be mastered easily and many
students are still finding difficulties while composing their writings, teachers become challenged
to find the best technique and media to assist their students over this problem. Therefore, the
writer is truly motivated to do this study to help the eighth grade student in SMPN 3 Gianyar to
Based on all the explanations above, those give inspiration to the writer to make a
classroom action research with the title Improving Students Ability in Writing Descriptive
Text Using Short Video Clips for The Eighth Grade Students of SMPN 7 Denpasar Academic
Year 2017/2018.
Based on background of the study, writing is a difficult skill to be mastered. In addition, the
eighth grade students of SMP Negeri 7 Denpasar still have low writing ability in English so a
good technique is really needed to help them to improve their ability in writing. Therefore, the
researcher can formulate the question as follow: can the descriptive text writing ability of eighth
grade students of SMP Negeri 7 Denpasar in academic year 2017/2018 be improved by using
In line with the problem formulated before, the objective of the study is to improve
descriptive text writing using short video clips for eighth grade students of SMP Negeri 7
The discussion of writing is definitely too broad and complex in single coverage of the
study. This study is narrowed down of the use of short video clips in improving descriptive
text writing of the eighth grade students of SMP Negeri 7 Denpasar in academic year
2017/2018. Certainly, the researcher will only discuss the role of using short video clips in
The findings of the present study are expected to give the following importance:
Theoretically, short video clip can be used to help the students, to inspire and motivate
students in writing and also to draw on students imagination, so then they can generate more
ideas on their writings. The findings of the present investigation gives more empirical evidences
in investigating the use of short video clips in improving descriptive text writing ability of the
eighth grade students of SMP Negeri 7 Denpasar in academic year 2017/2018. Moreover, it can
be considered as reference by the other researchers who are interested in conducting this
investigation.
Practically, the findings of the present study are expected to give a contribution
especially the use of short video clips to the English teachers of SMP Negeri 3 Denpasar in order
to improve the students ability in writing descriptive text. The researcher hopes to the teacher to
be able to apply this technique in the classroom especially in writing descriptive text.
1.6 Definition of Key Terms
a. Writing Ability
Writing ability is the ability to express thought and ideas through words in written form.
All the ideas and thought are put on written form and they will find and get the meaning of
content. So, writing ability itself should be mastered by the students as they learn about
language.
b. Descriptive Text
Descriptive text is kind of text learned by the students and has a purpose to make the
students be able to describe a person, place, or thing. A good descriptive text has generic
Short video clip is kind of teaching media which can be a technique for teaching writing
in the classroom. The duration of short video clip is about 3 until 6 minutes which can be
documentary, trailer, endorsement, music video, etc. It can also be supported by narration and
music. The video can be stored on videotapes, CD-Rom, DVD, or computer drives. In this
case, the video must be educative and give message to the viewer. The teacher can make the
video as attractive as possible because the goal is to make the students interested and enjoy in
d. SMP Negeri 7 Denpasar refers to Junior High School which is located at Pemecutan Village,
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
Theoretical review is to simplify the research to be demonstrated by the researcher over the
research problem which is being investigated. The study is according to the following theoretical
review which discusses about: (1) definition of writing; (2) the writing process; (3) definition of
descriptive text; (4) the structure of descriptive text; (5) the use of short video clip in writing; and
In English, there are four basic skills that will be learnt by students in junior high school,
senior high school and University. They are listening, speaking, reading and writing. Writing is
the most difficult skill to be learnt among the four skills. To support this opinion, Richards
(2002:303) states that writing is the most difficult skill for second language learners to master.
The difficulty is as someone starts to write on a piece of paper, the do not only generate and
organize their ideas but they also need to translate their ideas into readable text.
Many different definitions about writing are given by experts from many resources.
According to Kane (1995:5), he states that when we choose a subject, it ought to interest us, and
interest others as well, at least potentially. It should be within the range of our experience and
skill, though it is best if it stretches us. It is not about what thing we want to about, but how we
understand it. Good writing has personality. Readers enjoy sensing a mind at work, hearing a
clear voice, responding to an unusual sensibility. If we have chosen a topic that is of general
concern and if genuine feeling and intelligence come through, it will be interesting. It is also
supported by Taylor (2009:2). He states that if we are to write well we need to know (as well as
we can) what we are talking about. Writer, subject matter, reader, and the forms of language are
elements of the writing situation. All those elements must be handled together in the act of
writing.
Meyers (2005:2) says that writing is a way to produce language which we do naturally when
we speak. Writing is communication with other in a verbal way. Writing is also an action and a
process of discovering and organizing our idea, putting them on paper, reshaping and then
revising them. On the other side, Urquhart and Mclver (2005:6) state that writing is a complex
process which is about expressing knowledge. Teachers want their students to express their
Teachers also have to make time for their students to engage in the writing process to get a
pleasant result. From the definitions above, it can be said that writing can be distinguished as the
most difficult skill from other ones. Many things must be considered in writing. Grammar,
vocabularies, punctuation, and spelling knowledge are the factors that influence writing to be the
good one. However, based on the ideas given writing is a way of remembering and a way of
thinking. That is why, it makes writing difficult and complex. It needs a hard work because as we
write we have to produce words, phrases, sentences, and paragraphs to be a text. None of us can
write much of interest without first thinking, probing, observing, asking question, experimenting,
and reading.
As Sorenson (2010:3) states that good writing starts with process. According to him, there
are four basic steps in writing anything: prewriting, writing, revising, and proofreading.
1. Pre-writing
The prewriting process refers to the kinds of activity that students do to get ready to
write something. The activities of prewriting usually help students to find a good topic,
narrow topics that are too broad, and look at purpose. This is a warm-up activity in writing.
The students are stimulated to gather thoughts and information in order to get ready in
choosing the topic. Sorenson (2010:4) tells that one of the ways to find the topic is daily
experiences of what you see and hear. Sometimes students may be stimulated to write as a
result of something they have seen like a film, an art exhibit, an animal in distress, a rare
topic is too general, they can narrow a subject to suit the length of the paper they plan to
write. As the students are writing, they must have a purpose of their writing. Penny Ur in
Fauzi (2011:12) states that there are four common purposes in writing. They are to inform, to
persuade, and to amuse others. So as the students start to write something, they must decide
Next is analyzing the reader. The readers determine dozens of details about the students
writing such as vocabulary, sentence structure, formality, and organization. If the writings
are presented for children, so it must use simple vocabulary and sentence structure. After
knowing the purpose and understanding the reader, students write topic sentence or thesis
sentences. Topic sentence is for a paragraph while thesis sentences are for a multi paragraph
paper. Finally, the last stage in prewriting activity is organizing the material. Organization is
the plan for presenting the main ideas. It is generally about the chronological order which is
2. Writing
In writing activity, students should write their ideas smoothly. They should feel free to
express their ideas without worrying about mechanical details, sentence structure and other
formal writing techniques. Because they want to express their ideas smoothly, they must
situate themselves in a comfortable spot and be free from distractions. In this stage, they
write a rough draft and ignore technical details like mechanics, grammar, and structure in
Revising is an activity which needs a hard work to polish the writing such as improving
the content, structure, emphasis, and continuity. When students revise, they review their text
on the basis of the feedback given in the previous stage. They re-examine what was written
to see how effectively they have communicated their meanings to the reader. Revision adds
and inconsistencies. It polishes, hones, and perfects. Hence, revising is a tough part in
writing.
4. Proofreading
focuses on getting rid of the mechanical errors, like spelling, grammar, and punctuation.
Students need to read their writing several times and pay attention on each sentence.
Kane (2000:351) states that description is about sensory experience, how something looks,
sounds, tastes. Mostly it is about visual experience but description also deals with other kinds of
perception. Whatever sense it appeals to, descriptive writing is of two broad kinds: objective and
subjective. In objective description, the writers record details without making any personal
evaluation or reaction. In subjective description, the writers are free to interpret the details for
their reader; their reaction and description can be emotional and value-loaded.
Objective description says, This is how the thing is; subjective, This is how the thing
seems to one particular consciousness. In addition, George and Julia in Fauzi (2011:9) say that
emotion may be described too in descriptive writing, feelings such as happiness, fear, loneliness,
gloom, and joy. Description helps the readers, through their imagination, to visualize a scene or a
Descriptive text is a part of factual genres (Wardiman et al, 2008:122). It has social function
which is to describe a particular person, place, or thing. Descriptive gives sense impression like
the feel, sound, taste, and look of things through words. Its aim is also to inform the readers about
how something or someone looks like. The characteristic features of a person, an animal or a
particular thing become the focus of descriptive text. The point is that descriptive text gives a
description of something in particular in order to help the people perceive it through words.
From the explanation above, the researcher concludes that descriptive text simply describes
about person, place or thing. If the writer wants to write a descriptive text, they only need to go to
the object and take a note by using five senses. It also can be done by looking at a picture or
watching a video. In writing descriptive text, the writer must concern on the generic structure in
In writing descriptive text, it should consist of generic structure, such as: identification,
description, and conclusion. Anderson and Anderson in Nadia (2013:9) state that features of a
1. Identification
first sentence that introduces the subject of the description to the audience. Besides, it can
give the audience brief details about the when, where, who, or what of the subject described.
2. Description
Description is a series of paragraphs about the subject where each paragraph usually
begins with a topic sentence. The topic sentence previews the details that will be contained
in the remainder of the paragraph. Moreover, each paragraph should describe one feature of
the subject and all paragraphs build the description of the subject. The description can be
physical appearance of the subject, the qualities of the subject like degree of beauty,
excellence or value, and other characteristics of the subject which is like the unique of the
3. Conclusion
The last part of the descriptive text is optional. In this part, the writer concludes the
however, it is often very helpful to the reader because it usually concludes signals the end of
the text. In addition, it reminds the reader of the important point or in other word it is to
Mark and Kathy in Fauzi (2011:25) also tell that the generic features of description
usually use verbs which are in the present tense or the verbs which are infinitive. Moreover,
to describe the features of the subject, the use of adjectives is very necessary because it
explains how the subject is described. Adjectives usually give sensory details about how
Education today are well aware that digital technologies are an integral part of America
society and these technologies belong todays children and youth (Moss et al, 2005:151).
However, in Indonesia, the use of technology is still less effective because of the facilities to
access it is not enough yet. Almost of the school have used technology in teaching learning
Moore and Filling (2012:11) state video is an innovative way for writing instructors to utilize
technology to provide personalized feedback to students. Video can bring the thing become
interesting in the classroom. It can attract students attention and motivate the students in learning
process. Hence, short video clip is a tool or media in teaching writing in the classroom in order to
facilitate the students and also to gain students interest in learning process. The duration of short
video clip is about 3-6 minutes which can be a documentary, trailer, endorsement, music video,
etc.
The use of media technologies such as video offers new experience to the students. They can
get a new model of learning that can make them interested. Short video clip can help them to
write descriptive text because when they see the object directly, they will be able to form
sentences easier. Actually, teaching is not only about transferring knowledge, but also how to
convert the knowledge become more interesting and easier for the students to absorb. That is why
short video clip can help the teacher in teaching descriptive text writing because it will be a very
Brookfield (2006:191) explains that nowadays no college teacher can avoid teaching in
hybrid manner, combining electronic and face-to-face communication. The only question
remaining is the degree to which electronic communication is integrated into course activities.
The electronic communication can be in form of video clips. In teaching descriptive text writing,
short video clip is a good way to be the visual aid. By using short video clip, the students are able
to write descriptive text easier because they can directly see the person, place, or thing that want
to be described. They sometimes feel difficult to describe by words because they need to imagine
something which is far from them. So, using short video clip can give new experience in writing
Schools measure the effectiveness of writing in many different ways. In order to do this, it is
crucial that we gather and analyze information before we begin writing, so that on conclusion we
can repeat a similar assessment in order to measure the success of the writing. Assessment is the
process of generating, gathering, recording, interpreting, using and and reporting evidence of
learning individuals, groups or systems, which relies upon a number of instruments, one of
Bachman (2004:7), assessment is the process of collecting information about a given object of
outcome of this process such as test score or a verbal description is also referred to as an
assessment. Every subject in teaching learning process needs to assess; it includes English
subject.
Johnson and Johnson in Nadia (2013:18) state that assessment is collecting information
about the quality and quantity of the change in a student, group, teacher, or administrator.
Performance assessment is collecting information about demonstration of achievement involving
actually performing a task or a set of task, such as connducting an experiment, giving a speech,
writing a story, or operating a machine. After the intended outcomes of instruction are defined,
the procedures used to determine whether they were achieved must be selected. In order to
achieve purpose that match with the students performances; it can assess with the appropriate
assessment method. The purposes for assessing may be to (a) diagnose students present level of
knowledge and skills, (b) monitor progress toward learning goals to help from the instructional
program, and (c) provide judge the final level of students learning.
There are two ways in which students may be involved in the assessment process are helping
create the criteria and rubrics used to assess students work and communicating to their interested
stakeholders the result of their efforts to learn. A criterion is predetermined standard used to
assess a performance. Involving students in creating the criteria and rubrics for assessing
students effort does not mean turning over total control to students. A rubric is a list of indicators
of different levels of a criterion being used to assess a performance. A rubric is usually a scale
As quoted from May (2002:88) writes that the assessment is complex and personalized, it is
human task. Since the assessment is complex, it must be effective to measure and reflect the
students ability. To support the statement above, Brown (2004:218) asserts that writing is a skill
that is the exclusive domain of scribes and scholars in educational or religious institution. The
ability to write has become an indispensable skill in our global literate community. Writing skill
at least at rudimentary levels, is a necessary condition for achieving employment in many walks
of life and is simply taken for granted in literate cultures. In the field of second language
teaching, only a half-century ago experts were saying that writing was primarily a convention for
recording speech and for reinforcing grammatical and lexical features of language.
In relation to this study, the researcher focuses on assessing students ability in composing a
good descriptive text. The students are asked to write a descriptive text based on the video given
and they have to submit their works, then the researcher analyzes and gives score for students
works by using rubric which includes some components, such as: format, punctuation and
mechanics, content, organization, grammar and sentence structure. The rubric is taken from
In this study, the writer focuses on the use of video in teaching English, especially
descriptive text writing. Beforehand, using video in teaching and learning English in general has
ever been done by Ronald A. Berk from The Johns Hopkins University with the topic
Multimedia Teaching with Video Clips: TV, Movies, YouTube and mtvU in the College
Classroom in 2009. In this research, the study indeed focused on teaching in general and its
Other research is by Tan, Magdalene, Pakiam and Ruth with topic The Impact of Video on
Writing Skills in the Foundation Years. They state in their study that the use of video on writing
skill has given a great improvement to the pupils. One more research done also used video in
teaching writing, but it is about procedure text that is one of kinds of writing. This research was
done by Rianti Mei Linda from UNNES (Universitas Negeri Semarang) with the topic The Use
of Video as an Audio-Visual Aid in Teaching Writing Procedure Text of Seventh Grade Students
of SMPN 3 Semarang in Academic Year 2011/2012 and the result shows 80% success to assist
the students on procedure text writing. Hence, from the three researches above, the writer also
wants to help and find a new score for students writing whether video clip can improve their
RESEARCH METHOD
The study will be conducted to the eighth grade students of SMP Negeri 7 Denpasar. There
are nine classes of eighth grade students of SMP Negeri 7 Denpasar with the total of the students
were 360 students. The students of class VIII 5 will be selected as the subject of the study which
consisted of 40 students, 22 males and 18 females will be considered representative enough for
the purpose of this study. The students of VIII 5 will be selected as the subject of the study because
based on the preliminary in which the researcher interviewed the English teacher to know the
students ability in writing. The result showed their ability in writing is low; it will be supported
The research design which is used in the study was classroom action research. Classroom
action research is one of design study which focuses on a particular problem and a particular
group of students in a certain classroom. Cohen et al (2005:226) state that action research is a
powerful tool for change and improvement at the local level. It was concerned on teaching
descriptive text to improve writing ability by using two kinds of tests, initial reflection or pre-test
Initial reflection (IR) was used to evaluate the ability of the students in writing descriptive
text before doing the implementation. Reflection (R) was used to administer the students
achievement in writing descriptive text after doing the treatment that was done at the end of each
cycle. There were two cycles where each cycle consisted of planning, action, observation and
reflection.
The action research spiral could be figurative as follows:
In this Classroom Action Research (CAR), the writer did two cycles to collect the data and
3.3.1 Planning
Planning is a process of determining the subjects, steps of action, and instruments that are
used for collecting data. Based on the problem that faced by the students, the researcher will
focus on improving the skill of the students in writing descriptive text. First, the researcher will
give a pre-test to the students to know that the existing problem. The students will be asked to
write descriptive text based on the topic given. The next activities that will be planned by the
1. Preparing Initial Reflection (IR). The Initial Reflection will be used to measure whether the
students ability in writing descriptive text improving or not after the pre-test and
implementation.
2. Designing the teaching scenarios of the present classroom action study. The researcher will
design and plan four lesson plans. Two lesson plans are for cycle I and the other two lesson
plans for cycle II, so there are four sessions in two cycles.
4. Making questionnaire for the subjects under the study. The researcher will give the
questionnaire at the end of the second cycle. It is used to measure the qualitative data.
3.3.2 Action
Action is the activity of doing the planning that is explained above. It refers to how the
researcher manages the class based on the lesson plan. After the researcher finish making the
plans, it is the time for researcher to do the plans in the classroom. The researcher will try to
manage the class as what has been planned in teaching scenario. So, it will be effective for each
session. Short video clip will be used in each session. Pre-activities, whilst-activities, and post
1. Pre-activities
The researcher will greet the students, check the students present list, prepare the
teaching media, and explain about the topic that will be discussed. The researcher will also
try to make the students focus and be ready to study. For example, making a joke or asking
about students day, etc. It is for making the students become relax and feel secure to follow
2. Whilst-activities
The researcher willexplain and give an example of descriptive text. She will show a short
video clip on the LCD and asks the students to watch it. The researcher and the students will
also do a discussion session about the generic structure of the descriptive text given.
3. Post-activities
In this stage, the researcher will give the post-test to the students by showing a short video
clip again. The post-test, however, will be administered by the end of each cycle.
3.3.3 Observation
Observation is the activity of the researcher to find out whether the skill of the students in
writing descriptive text improving or not. It was seen from the students behaviour during the
teaching learning process. It is also used to know the change of the students such as their
Reflection is the activity to reflect teaching and learning process in order to know the
problem of the students. In this case, the researcher will try to understand the process, the
strength, and the weakness of the action. From the reflection, the researcher can decide whether
the research will be continued or not. Reflection will be also done after administering the post-
test, so the researcher can know whether the plan needed to be revised or not.
In order to make a better result of the students improvement in descriptive text writing, the
researcher also conducted some revisions in cycle II. The revision will be specially done over the
materials. It is necessary, so the researcher will know whether the students ability in writing
The selections and constructions of appropriate valid and reliable research instruments are
very essential step of a scientific investigation. They are used in accounting of the fact merely
valid and reliable research instruments that will be used to collect the valid and reliable required
There were three kinds of instruments that are used in classroom action study such as: pre-
test, post-test and questionnaire. Those instruments are used to obtain the quantitative and
qualitative data.
1. Pre-test
Pre-test will be used to measure the students skill in writing descriptive text before the
implementation. The test is in the form of essay and the students write a descriptive text based
on the topic given. There will be three topics and they could choose only one topic to be
described. There will be also the rubric used to evaluate the students work.
2. Post-test
Post-test will be administered at the end of each cycle. After they are taught descriptive
text, they will be given a short video clip to be described. They will only need to watch the
video, listen to the guided questions given by the researcher, and then write a descriptive text
based on the video. To evaluate the students work, she will use rubric.
3. Questionnaire
The questionnaire is used to get the qualitative data of the students. It can be the students
checklist and consists of ten questions. It will be given in the end of the cycle II.
Pre-test (IR) and post-test (R) were the primary data that are used to answer the research
question. The supporting data will be collected from questionnaire. So there will be three kinds of
score of this study; score from pre-test, score from post-test, and score from questionnaire.
As previously mentioned, the data will be collected from initial reflection (IR) and reflection
(R). The supporting data will be collected from questionnaire. Those will be analyzed
descriptively.
The rubric will be used to score the students writing. It is proposed by Oshima and Hogue
(2007:196). There are five aspects that were used; format, punctuation and mechanics, content,
b. The average score of the whole students will be obtained by using the following pattern:
M=
X
N
Where :
M = Mean
percentage of an item:
X =
d. Through the triangulation of data analysis, the data will be obtained from the teachers diary,
the achievement test, and questionnaire were checklist to find out whether each of them was
Based on the curriculum obtained at SMP Negeri 7 Denpasar, the success indicator of
this study could be said as successful if the final grand total of cycle II could achieve
standard score 76. According to the standard score of SMP Negeri 7 Denpasar if the final
grand total of cycle II less than 76, so this study had been fail in using short video clips in
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