Anggun Kemala Sari, Patuan Raja, Muhammad Sukirlan


Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan kemampuanmenulis siswa setelah diajarkan dengan menggunakan video dan untuk mengetahuiaspek apakah yang paling meningkat dengan menggunakan video dalam pengajaranprosedur teks writing. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa daripretest adalah 69,50 dan nilai rata-rata siswa dari posttest setelah pelaksanaan denganmenggunakan video adalah 83,64, di mana terjadi peningkatan 14,24. Peningkatantertinggi dicapai dalam vocabulary (28,72%) dari 14,86 hingga 18,92. Masing masing,aspek organization 14.84 hingga 17.59, aspek content dari 20.20 hingga23.85, aspek grammar dari 16,10 hingga 18,88 dan mechanic dari 3,5 hingga 4,4. Halini dibuktikan oleh hasil Paired Sample T-Test, yang menunjukkan bahwa nilai daridua nilai akhir signifikan kurang dari ? (0,00 <0,05). Berdasarkan hasil di atas, dapatdisimpulkan bahwa video dapat meningkatkan prestasi penulisan procedural textsiswa.

This research was aimed to find out whether there is an increase of students writingachievement after being taught by using video and to find out what aspect of writingincrease the most. The result showed that the students mean score of the pretest was69.50 and their mean score of the posttest after the implementation by using videowas 83.64, in which the improvement was 14.24. The highest improvement wasachieved in vocabulary (28.72%) from 14.86 up to 18.92. Respectively, organizationaspect 14.84 up to 17.59, content aspect from 20.20 up to 23.85, grammar aspect from16.10 up to 18.88 and mechanic from 3.5 up to 4.4. It was proven by the result ofPaired Sample T-Test, which showed that the value of two tail significant was lessthan ? (0.00 < 0.05). Based on the result above, it can be concluded that video can
increase students procedural writing achievement.

Keywords: audio visual, procedural text, teaching writing, writing, and video.

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