Dwi Rama SN 06461672 THESIS

DEVELOPING WRITING PARAGRAPH SKILL THROUGH
AUDIO VISUAL MEDIA FOR THE EIGHT GRADERS OF

SMP NEGERI 2 AIKMEL SCHOOL YEAR 2010/2011
THESIS
DWI RAMA SUHINDRA NATA

NPM. 06461672
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTEMENT OF LANGUAGE AND ART EDUCATION
STKIP HAMZANWADI SELONG
2012
1
AUDIO VISUAL MEDIA FOR THE EIGHT GRADERS OF

NPM. 06461672
A Thesis
Submitted to HAMZANWADI SELONG College of Teacher Training and
Education in the Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan in English Language Education
HAMZANWADI COLLEGE OF TEACHER TRAINING

AND EDUCATION AT SELONG
DEPARTEMENT OF LANGUAGE AND ART IN EDUCATION
ENGLISH LANGUAGE PROGRAM
2012
2
ABSTRACT
Dwi Rama. 2011. Developing Writing Paragraph Skill Through Audio Visual
Media For The Eight Graders Of SMPN2Aikmel School Year
2010/2011. Undergraduate Thesis. Study Program of English
Language Education. Department of Language and Art
Education.HAMZANWADI SELONG College of Teacher Training
and Education. Advisors: (1) Laila Wati, M.Pd. and (2) Ary Prasetya
Ningrum, S.Pd.
Key words : Writing Paragraph skill, Audio Visual Media
Learning is a change in human disposition or capability which can

retain and which is not simply ascribable to the process of growth.In
teaching learning process the problem that the teacher found is how
to make learning condition be comfortable. One of the skills that
necessary to learn beside the other skills is writing skill.M any
learners need help in writing activity since they do not understand
how to write well. New methods and media are needed to help,
motivate, and make the classroo m not in bored situation which
means that let the learner relax or enjoy the situation. This study was
intended to develop writing paragraph skill through audio visual
(audio, video and text) of the eight grade rs of SMPN 2 Aikmelschool
year 2010/2011.
The Design of this research was classroom action research. It
involved repeated cycles.Each cycle consisted of planning, acting,
observing, and reflecting. The subject of this study was eight grade
students of SMPN2 Aikmel school year 2010/2012, which were 33
students. The data collected from the students’ attitude toward the
audio visual media, the data was questionnaire, and the students’
writing ability was gained from the students’ writing product. The
researcher played the audio video media (short film s) that themed of
chronological steps about something, than asked the students’ to
make one paragraph process which includes transition signal.
The results of the research showed that audio visual media could
develop the students’ skill in writing paragrap h process. In both
cycles, the students’ attitude toward audio visual media was
successfully improved. It showed more than 65% students gave
positive response for each statement in the questionnaire, where
90.9% (30 to 33) students in cycle 1 and 94.1% ( 31 to 33) students
were like audio visual media. The students’ ability in writing
paragraph skill was also developed. In cycle 1, the mean score was
64.85. In cycle 2, the mean score developed, it was shown by the
mean score which was 69.80. It can be conc luded that the students’
ability in writing paragraph was improved by the help of audio visual
as media.
3
ABSTRAK
Dwi Rama. 2011. Mengembangkan Kemampuan Menulis Paragraf Melalui

Media Audio Video Pada Siswa Kelas Delapan SMPN 2 Aikmel
Tahun Pelajaran 2010/2011. Skripsi Serjana Program Studi Pendidikan
Bahasa Inggris.Jurusan Pendidikan Bahasa dan Seni.Sekolah Tingg i
Keguruan dan Ilmu Pendidikan STKIP Hamzanwadi Selong.Pembimbing
:1)Laila Wati, M.Hum, dan 2) Ary Prasetya Ningrum, S.Pd.
Kata Kunci : Kemampuan Menulis Paragraf, Media Audio visual
Belajar adalah perubahan pada watak manusia atau kemampuan yang

dapat mempertahankan dan yang tidak hanya ascribable untuk proses
pertumbuhan. Dalam proses belajar mengajar masalah yang ditemukan
guru adalah bagaimana membuat kondisi belajar menjadi nyaman. Salah
satu keterampilan yang diperlukan untuk belajar di samping keterampilan -
keterampilan lainnya adalah keterampilan menulis. Banyak peserta didik
memerlukan bantuan dalam aktivitas menulis, karena mereka tidak
mengerti bagaimana menulis dengan baik. Metode -metode baru dan media
yang baru dibutuhkan untuk membantu, memotivasi dan membuat ruang
kelas dalam kondisi membosankanakan tetapi upayak an peserta didik
dalam situasi santai atau menikmati pembelajaran. Penelitian ini
dimaksudkan untuk mengembangkan keterampilan menulis paragraf
melalui audio visual (audio, video dan text) pada siswa kelas delapan di
SMPN 2 Aikmel tahun pelajaran 2010/2011.
Desain penelitian ini adalah pene litian tindakan kelas. Penelitian
tindakan kelas ini melibatkan siklus yang berulang, masing-masing terdiri
dari perencanaan, tindakan, pengamatan, dan refleksi. Populasi dalam
penelitian ini adalah siswa kelas delapan di SMPN 2 Aikmel tahun
pelajaran 2010/2012, dan sampel adalah melibatkan 33 siswa. Data yang
dikumpulkan didapatkan dari sikap siswa terhadap media audio visual,
data berupa kuesioner, dan kemampuan menulis siswayang diperoleh dari
produk/hasilkarya tulisan siswa. Peneliti memutarkan media audio video
(film-film pendek) yang bertemakan langkah –langkah kronologis tentang
sesuatu, kemudian meminta para pembelajar untuk membuat/menulis satu
paragraf proses dengan menyisipkan transition signal.
Hasil penelitian telah menunjukkan bahwa media audio visual dapat
mengembangkan keterampilan siswa dalam penulisan paragrafproses.
Pada kedua siklus, sikap/ respon para pembelajar terhadap media audio
visual sukses meningkat. Hal ini ditunjukkan lebih dari 65% siswa
memberikan respon positif untuk setiap pernyataan dalam kuesioner
dimana 90,9% ( 30 dari 33 ) siswa pada siklus 1 dan 94,1% (31 dari 33)
siswapada sikles 2 menyukai media audio visual . Kemampuan siswa
dalam keterampilan menulis paragraf telah berkembang. Pada siklus I,
kemampuan siswa dalam penulisan paragraph proses tersebut diperoleh
nilai rata-rata 64,85. Pada siklus II skor rata -rata telah meningkat, hal
4
tersebut ditunjukkan dari nilai rata-rata 69,80.Hasil penelitian ini dapat
disimpulkan bahwa kemampuan menu lis paragraph siswa telah meningkat
dengan bantuan media audio visual.
5
DECLARATION
I declare that this thesis does not contain material which has been accepted
for the award of any other degree or diploma in any university, nor does it contain
material previously published or written by any person, except where due
reference is made in the text of the thesis.
6
APPROVAL

AUDIO VISUAL MEDIA FOR EIGHT GRADERS OF
This is to certify that this thesis has been approved bythe advisors for the thesis
defense.
Advisor I, Advisor II,
Laila Wati, M.Pd. Ary Prasetya Ningrum, S.Pd.

NIS. 3303121312 NIS. 3303121302
Acknowledged by
Study Program of English Language Education
Head,
BAIQ RISMARINI NURSALY, M.Hum.

NIS. 3303121259
7
RATIFICATION

AUDIO VISUAL MEDIA FOR EIGHT GRADE RS OF

NPM. 06461672
Accepted by the Board of Examiners as a requirement for the degree of Sarjana

Pendidikan in English Language Education on March 9th, 2012
Board of Examiners
Ahmad Zamzam, M.Hum. ………………………….

NIS. 3303121094
(Chairman)
Laila Wati, M.Pd. …………………………

NIS. 3303121312
(Member)
Ary Prasetya Ningrum, S.Pd. …………………………

NIS. 3303121302
(Member)
Acknowledged by:
HAMZANWADI SELONG College of Teacher Training and Education
Head,
Drs. H. Muh. Suruji

NIS. 3202111012
8
DEDICATION
It is dedicated to my Parents, my
Wife, and my Visa Nara.
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MOTTO
Destroy What Destroys You
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ACKNOWLEDGEMENT
First of all, I tender my greatest gratitude to Alloh SWT for blessing me by
giving strength and health to study at HAMZANWADI SelongCollage of Teacher
Training and Education. Because of His mercy this thesis could be completed.
I would also like to expres s my deepest gratefulness to my first advisor Laila
Wati, M.Pd.as well as my second advisor and Ary Prasetya Ningrum, S.Pd. who
have been so kind all the way through my consultation. A similar expression
should also go to Baiq Rismarini Nursaly, M.Hum.the Head of English Language
Education Program and all lecturers at English study program.
Last, but certainly not least, a ton of than ks goes to my parent, my wife and
Visa Nara for their continuous prayers, love, and supports to finish my study.
Pancor, Februari 2012
Dwi Rama Suhindra Nata
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TABLE OF CONTENTS
Page of Tittle ........................................................................................................ i
Abstract ............................................................................................................... ii
Abstrak............................................................................................................... iii
Declaration .......................................................................................................... v
Approval Page .................................................................................................... vi
Ratification ........................................................................................................ vii
Dedication ........................................................................................................ viii
Motto.................................................................................................................. ix
Acknowledgement ............................................................................................... x
Table of Contents ............................................................................................... xi
List of Tables.................................................................................................... xiii
List of Figures .................................................................................................. xiv
List of Appendices ............................................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................... 1
B. Focus of the Study ......................................................................................... 5
C. Statement of Problems .................................................................................. 5
D. Purposes of the Study ................................................................................... 5
E. Significances of the Study .............................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE

A. The Nature of Writing................................................................................... 7
1. Definition of Paragraph .......................................................................... 9
2. Aspects of Paragraph .............................................................................. 9
3. Rule and Structure of Paragraph ............................................................ 10
4. Simple Steps of Paragraph Writing ....................................................... 10
5. Kinds of Paragraph ............................................................................... 12
6. Paragraph Process ................................................................................. 13
7. Audio Visual (audio, video and text) ...................................................... 14
B. Relevant Study ........................................................................................... 16
C. Theoretical Framework .............................................................................. 17
H. Action Hypothesis ...................................................................................... 19
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CHAPTER III RESEARCH METHODOLOGY
A. Research Design ......................................................................................... 20
B. Setting of the Study .................................................................................... 28
C. Subject of the Study .................................................................................... 28
D. Data Collection ........................................................................................... 28
1. Performance Indicator ......................................................................... 28
2. Technique of Data Collection ............................................................... 28
3. Instrument............................................................................................ 29
E. Data Analysis ............................................................................................ 32
CHAPTER IV FINDING AND DISCUSSION

A. Action and Result ...................................................................................... 33
1. Result of Cycle 1 .................................................................................. 33
2. Result of Cycle 2 .................................................................................. 38
B. Discussion .................................................................................................. 42
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion.................................................................................................. 44
B. Suggestion .................................................................................................. 45
REFERENCES ................................................................................................ 46
APPENDICES ................................................................................................. 48
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14
LIST OF TABLES
Table 1 Students’ writing ability in preliminary study ....................................... 23
Table 2 The students’ attitude questionnaire ..................................................... 30
Table 3 Writing scoring rubrics .......................................................................... 31
Table 3 The research of the questionnaire analysis in cycle 1 ............................. 35
Table 3 The research of the questionnair e analysis in cycle 2 ............................. 39
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LIST OF FIGURES
Figure 1 The action research spiral .................................................................... 21

Figure 2 Students’ writing ability in preliminary study ....................................... 24
Figure 3 Students’ percentage in writing paragraph process cycle 1 ................... 37
Figure 4 Students’ percentage in writing paragraph process cycle 2 ................... 41
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LIST OF APPENDICES
Appendix 1 Research schedule ......................................................................... 48

Appendix 2a Test for preliminary study ............................................................. 49
Appendix 2b The students’ assessment in preliminary study .............................. 50
Appendix 2c The analytical scoring rubric for preliminary ................................. 51
Appendix 3a Lesson plan for cycle 1 ................................................................. 52
Appendix 3b Lesson Plan for cycle 2 ................................................................. 57
Appendix 4a Procedure text for assessment meeting 2 in cycle 1 ....................... 61
Appendix 4b Video samples for meeting 2 in cycle 1 ......................................... 62
Appendix 5 Video samples for meeting 2 in cycle 2 .......................................... 63
Appendix 6a The students’ assessment in cycle 1 .............................................. 67
Appendix 6b The students’ assessment in cycle 2 .............................................. 68
Appendix 6c The students’ average score in cycle 1 to cycle 2 ........................... 69
Appendix 7a The students’ attitude toward audio visual media in cycle 1 .......... 70
Appendix 7b The students’ attitude toward audio visual media in cycle 2 .......... 71
Appendix 8 Students’ photograph in research activity ........................................ 72
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CHAPTER I
INTRODUCTION
This study examined the development of writing paragraph skill in
teaching learning process through audio visual media for eight grades of
SMPN 2 Aikmelin the school year 2010/2011. This introductory chapter
presented and discussed background of the study, focus of study, statement
of study, purposes of the study, significance of the study.
A. Background of the Study
One of the desire Republik Indonesia nation is to increase the
nations’ intelligence (UUD 1945) , where education as the pillar that
prominent to assured of our na tion. In Undang-undang Nomor 20
Tahun 2003 about National Education System stated that;
tujuan penyelenggaraan pendidikan di Indonesia adalah untuk
mengembangkan potensi peserta didik agar menjadi manusia yang
beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak
mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga
negara yang demokratis serta bertanggung jawab (Sisdiknas,
2003:13).
To reach out and touch that aims, teaching learning process was
needed. However, teaching as well as learning is a complex, unique
and complicated process because learners have different styles or
characteristics among learners. It means that learning process is an
individual case in which learning activity will be successfully from the
learners themselves. Robert M. Gagne (1997: 141 in KartiSoehartodkk
18
: 97 ) stated that learning is a change in human disposition or
capability which can retain and which is not simply ascribable to the
process of growth. The researcher concluded that learning was a
changing process of ability to face a certain situation with a certain
manner too. In teaching learning process the problem that the teacher
found is how to make learning condition be comfortable.
Dealing with learning condition, teaching learning process is
supported by some motivations.It is divided into two types. The first is
internal motivation (in tern) which comes from our self, and the
seconds one is external motivation. External motivation usually comes
from outer environment or near us. For example, someone makes
something to get much money or to do something with some reasons
and aims.
In teaching learning process of foreign language, th ere are four
skills, such as listening, speaking, reading, and writing skill. Most of
the skills are not easy in teaching learning process. Motivations are
needed to be success.
Besides motivation and new methods, writing teaching activity
need external factors that support the internal factors. There were
some external factors that the teacher must understand in the
classroom, such as; providing teaching and learning area that can
minimize the learners stress; giving some practices to answer some
problems or practices to get information; conducting teaching and
learning situation in social situation to make discussion in order that
19
the situation is not like in a jail which means that let the learner relax
or enjoy situation and so on. Furthermore, many le arners need help in
writing activity, since they do not understand how to write well. It can
be a difficult thing to do.
In many languages, the fundamental unit of composition is a
paragraph. A paragraph consists of several sentences that were
grouped together. The paragraph discusses one main subject or
expresses an idea. Irving R. Merill and Harold A Drob ( 1977 in
KartiSoehartodkk : 75 ) stated that teaching resource unit is an
organized activity consisting of director, staff and equipmen t housed
in one or more specialized facilities for production, procurement and
presentation of instructional materials and provision of developmental
and planning services related to the curriculum and teaching on
general university or campus. From the def inition above, it was clear
how the teaching resource unit must be variety for example through
audio visual media input.
Learning resources for educational technology were all of the
resources (data, people, and things) which may be used by the learners
in isolation or in combination, to facilitate learning; usually informal
manner they include messages, people, materials, devices, techniques,
and setting. Audio visual was one of the teaching learning sources.
Audio visual (audio video ) as a modern tea ching media can make the
learners enjoy the atmosphere in the classroom. Audio visual which
shows certain programs like film and television consists of dialogue
20
that usuallyconvey narrative information and prompt particular
emotions.
Elaine Scarratt (2007: 2) stated that media education is a generic
term for different forms of education about the media, including
media studies. Media education is process of teaching and learning
the whole range of modern communications, it is aimed at providing a
context through which teachers can make connections with their own
subject. The position of audio visual as a teaching media will give a
new experience for a learner and give a motivation that can develop a
learner skill in writing. Audio visual is a rich sour ce of idiomatic
expressions which is easy to grasp and to internalize.
Based on the researcher experience, informal observation in SMP
Negeri 2 Aikmel especially, in writing skill, most of learners were
unmotivated with the classical method or media in te aching learning
process. Teaching writing of foreign language was a hard and difficult
activity in teaching learning process. Teaching writing was so hard
and learners were depressed. It was difficult for almost everyone
especially for learners in TEFL. W hen learners hadto write a foreign
language sentence using the same method like yesterday meeting or
last meeting, learners did not be focus on the material. Most learners
just focus on waiting for the bell ring.
The researcher deals with the learners mot ivation problems in
writing at SMPN 2 Aikmel, most of English foreign language teachers
used the classical techniques or methods in teaching learning process
21
especially in writing teaching. The learners did not receive the new
teaching techniques or new te aching media as the motivator resource.
Motivation is defined as some kinds of internal drive which pushes
someone to do things in order to achieve something. As stated by
Brown (2001), motivation is a term that is used to define the success
or the failure of any complex task. It means that media can be the
important thing to motivate learners in writing teaching.
Based on the relationship between writing and aud io visual media,
the researcher used the audio visual media to develop writing
paragraph skill for eight grades of SMPN 2 Aikmel school year
2010/2011.
B. Focus of Study
This research was focused on the use of audio visual media (LCD
Projector/TV, VCD,LAPTOP) to develop wr iting skill. Teaching
writing was limited to discussed about writing paragraph process
(chronological steps) by playing short film/short dialogue.
C. Statement of the Problems
Based on the background , the research problems were formulated
as follows: How did audio visual media develop e paragraph writing
skill of the eight grades of SMPN 2Aikmel, school year 2010/2011?
D. Purposes of the Study
Based on the problem formulation above, the general objective of
the reseachwas to develop writing paragraph skill through audio visual
22
(audio, video and text) of the eight grades of SMPN 2Aikmelschool
year 2010/2011.
E. Significance of Study
This study was expected to give contribution both theoretical ly and
practically to the teacher and learners at SMPN 2 Aikmel.
1. Theoretically, the result of this research was expected to give
contribution about a method or a technique that can motivate a
learner in learning English, especially in learning paragraph
writing.
2. Practically, for the teacher the data and information were expected
to give contribution to overcome the problems dealing with
teaching writing. For the learners, the researcher hopes that they
will be more motivated to develop their writing skill.
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CHAPTER II
REVIEW OF LITERATURE AND ACTION HYPOTESIS
In this chapter, the researcher presents some ideas related to this
research. The ideas were discussed under several topics namely : 1) the
nature of writing : definition of paragraph, rule and structure of paragraph,
simple steps of writing paragraph, kin ds of paragraph, paragraph process,
audio visual, 2) relevant study, 3) theoretical framework, and 4) action
hypothesis.
A. The Nature of Writing
According to J.D Angelo (1989:5), writing is a form of th inking. It
means that writing was an activity to express ideas, issues, events,
feeling or thinking to the others through written form. Cohen and Reil
in Kusumaningsih(2001:1) say that writing can be defined as
communicate act, a way of sharing observation, thought, or ideas with
ourselves and others. It is a tool of thinking. By writing we can tell
about people, remember the facts and ideas.
Based on the statement above, it can be concluded that writing is
expressing ideas, facts, feeling, experience, and thought in written
form.In writing, the aspects inc lude the use of vocabulary, structure of
the sentence, composition of the sentence, spelling, and punctuation.
These aspects are important to master in order to be able to produce
good writing. Writing, one of the productive skills, is considered
difficult, especially writing in a foreign lang uage. According to
Axelord and Cooper in Ma’mun (2004:5), writing is a complex
24
process and such contains element of mastery and surprise. When
students want to write something they should have a lot of
information, ideas, and thought in their mind so that they will be able
to express them into sentences, paragraphs, and an essay.The writing
ability is the main activity of composition. The writing should be
systematic and detail. A knowledge or study about good writing o r
how to write composition is much needed.
Writing is the representation of language in a textualmedium
through the use of a set of signs or symbols (known as a writing
system). It is distinguished from illustration, such as cave drawing
and painting, and non-symbolic preservation of language via non -
textual media, such as magnetic tape audio (Jimmy Wales, 2010).
Writing is the most important language skills most for learners to
learn.Some aspects included in writing skills such as grammatical that
relevant (grammar), writing structure ( style),thetopics (contents) idea
organism (form), and mechanics elements. ( Heaton,1991).
According to English Syllabus of School Unit Level Curriculum
(KTSP), the teaching of writing for SMP students involves the
teaching of paragraphs or text. The texts advocated are: recount,
narrative, descriptive, procedure and report.
Paragraphs are the building blocks of papers. Many students define
paragraphs in terms of length: a paragr aph is a group of at least five
sentences, a paragraph is half a page long, etc. In reality, though, the
25
unity and coherence of ideas among sentences is wh at constitutes a
paragraph.
1. Definition of Paragraph
Paragraph is a basic unit of organization in writing in which
a group of related sentences develops one main idea (Scott, 2000).
A paragraph can be as short as one sentence of as long as ten
sentences .The effective paragraph should begin with a clear topic
sentence representing the overall point of that paragraph.
Everything that follows should support or explain that point. At t he
end of long paragraph, a wrap -up statement can be useful to restate
the overall idea. In other cases, a transitional sentence may be used
at the end to create a smooth connection with the paragraph text.
2. Aspects of Paragraph
A paragraph consists of several sentences that are grouped
together. This group of sentences together discuss es one main
subject. In U.S. formal academic English, paragraphs have three
principal parts. These three parts are the topic sentence, body
sentences, and the concludi ng sentence.
a. Topic Sentence
A topic sentence usually comes at the beginning of a
paragraph; that is, it is usually the first sentence in a formal
academic paragraph. (Sometimes this is not true, but as you
practice writing with this online lesson site, pl ease keep to this
26
rule unless you are instructed otherwise.) Not only is a topic
sentence the first sentence of a paragraph, but, more
importantly, it is the most general sentence in a paragraph.
What does "most general" mean? It means that there are not
many details in the sentence, but that the sentence introduces
an overall idea that you want to discuss later in the paragraph.
b. Supporting Sentences
The second and third sentences are called supporting
sentences. They are called "supporting" because t hey
"support," or explain, the idea expressed in the topic
sentence. Of course, paragraphs in English often have more
than two supporting ideas.
c. Concluding Sentence
In formal paragraphs you will sometimes see a sentence at
the end of the paragraph which summarizes the information
that has been presented. This is the concluding sentence.
You can think of a concluding sentence as a sort of topic
sentence in reverse.
3. Rule and Structure of Paragraph
Before starting to write a paragraph, usually a learner will
ask himself/herself“what will he/she write about and what does
he/she want to say”. Generally, rules of paragraph
(______,2002:_ )are :
27
a. Indent the first word in a paragraph (start the first word of
paragraph a little to the right of the left-hand margin.
b. Start a paragraph with topic sentence, which states the main
idea of that paragraph.
c. Any time you begin writing about a new idea, begin a new
paragraph.
d. Paragraph answer question about a certain topic
In U.S. formal academic Englis h, paragraphs have three
structures or principal parts. These three parts are topic sentence,
supporting sentence, and the concluding sentence. A topic
sentence usually comes at the beginning of paragraph, not only is
a topic sentence in the first sentence of a paragraph but also the
most it important is a general sentence in a paragraph, it means
that there are not many details in the sentence. Supporting
sentences usually give some explanations about the topic
sentence. Supporting sentences are called “s upporting” because
they "support," or explain the idea expressed in the topic
sentence. Concluding sentence is the summarize of information
that has been presented, it’s usually in the end of the sentence.
3. Simple Steps of Paragraph Writing
Successfully in writing paragraph can be started with a plan
and a key to do successful paragraph namely to break down the
writing into short, simple steps.
28
 Subject of your paragraph
Write down the subject of your paragraph. To express your
subject, write only a word or a phrase. Who or what are you
writing about?
 Pre-writing for your paragraph
You should begin by brainstorming. Brainstorming doesn't
involve writing complete sentences or paragraphs.
Brainstorming involves coming up with ideas using words or
short phrases.
One popularway to create pre -writing ideas is to ask yourself
questions about your subject.
4. Kinds of Paragraph
Based on the scope and limitation of the object, writing
paragraph focused on paragraph writing process. There some kinds
of paragraph:
a. Definition Paragraph is paragraph that used for giving some
definitions about something, all of the sentences inside are
refer to things. It usually doesn’t have any concluding
sentence, it may be either the real thing in which can be tasted
by people senses or the abstract one that could not tasted by the
senses.
b. Description Paragraph is usually used to describe something.
Compare with the definition paragraph, description paragraph
has concluding sentence.
29
c. Comparison and Contrast Paragraph, this kind of paragraph
contains the similarities and differences between two things. It
can be compared in a paragraph then contrasted in another one
(block) or using variation design of writing the paragraph.
d. Paragraph process, another name of this kind of paragraph is
chronological steps. It can be history, events, or steps . It is
more important by using time order. Especially for event and
history, don’t forget to use simple past tense. A paragraph
process consists of a series of connected steps. The steps must
be logical and are often chronological in order. Paragraph
process usually demonstrates how to do something.
5. Paragraph process
Transition Expression: first, next, then, and finally in Paragraph
process.
As the chronological steps, a paragraph process consists of
some transition expressions. The words like “first, next, then,
finally”, are usually followed by a subject and a verb which
function as an adverb. However, first could also come in the middle
or at the end of the sentence. In many cases, the imperative verb
form (command form) comes after the first word to give directions.
 When first comes at the beginning of a sentence, it is followed
by a comma.
Example: First, Tasya apply for the job
Next, schedule an interview
30
Then, waited for an offer
Finally, send the company a thank -you note for the
interview
 When first comes in the middle or at the end of a sentence, no
comma is necessary.
Example: Tasyafirst applied for the job
Tasyathen waited for an offer
Tasyafinallymade an appointment for an interview
Example: Tasya applied for the job first.
Tasya want for an interview next.
6. Audio visual (audio video and text)
Audio is accessible, the sets are portable, can personalize
teaching, and can lead group discussion. Audiovisual combi nes
speech with printed text, and video (film) in which learners can
look scan, point and manipulate reassures and motivated. Audio
visual, instrument such as in VCD form is important in providing
motivation, learning resource materials, tutorial support and direct
teaching. Students will have full control over the use of audio
learning materials as to when, where and how to listen to chose
those materials.
Audio can be integrated with text (like an audio visual), with
text and video (like interactive multimedia), and with other
learning activities like discussion, reading, writing, and hands -on
experiments.
31
Audio-visual aids are of various forms. Some say they are
broadly of two types, some say of three types, still others say of
four or five types. But the materials or audio-visual aids that are
used at the primary level may be classified into three major
categories. This classification is based on the learners’ sense
organs that are influenced by the aids. An aid that influences the
learners’ auditory sense (sense related to listening or hearing) is
called an audio aid. Such aids are the record player or the
gramophone, the radio (programmes) etc.
In visual aids the learners’ sight sense is involved. Such aids
are the black-board, the bulletin board, p ictures, charts,
photographs, posters, maps, the globe, models,specimens,
textbooks, silent motion pictures, etc.The third category of aids
are audio-visual. In these aids it seems that both the
listening(ears) and viewing (eyes) senses are involved. Such aids
are television (programmes), video (films), motion pictures,
computers (computer-assisted instruction) etc.
Koumi : 1993 ( in Section 3 Radio, Audio and Audio-vision :
41) has mentioned the following educational functions that can be
significantly achieved through audio-vision :
 Guidance can be provided step -by-step informally
 Student can be taken through practical procedures with
structured guidance through audio.
 Tutorial remedial are possible through this.
32
 Visual resource materials provide the maj or objects of study,
and also reduce memory overload. Further, this is effective
for students who find difficult to concentrate with audio alone
 Students can be effectively carried out through the medium
 When static pictures can achieve the learning object ives,
there is considerable saving of money and time to have gone
for video.
Audio visual also helps the learner focus on what the learners
listen to and gets more out of the material. Audio visual means
learners can be offered audio based learning on wid er range of
subject matter. It encourages greater interaction with the audio
materials, with opportunities to apply what is learning.
The combination of audio and visual instruments offers at
least three major advantages: firstly, more subjects can be tau ght
more effectively by using audio with visual support. Secondly,
audio visual promotes the learners in order to be more active in
learning process, as well as increases learners l istening
comprehension, learners are encourage to look at illustrations, to
analyze and to interpret visual material. Thirdly, visual can make
the learners more concentrate on the audio, means that learners
focus their attention on the sound, and help the learners get more
result out of the experience of listening.
33
B. Relevant Study
Relevant study discussed about the research on writing development
has been held by the prior researcher. Some of studies have relation with
this study i.e.
1. Imas Safitri, (2010) had conducted a study in teaching writing
through audio-visual. The research method usedwas classroom
action researchincycles. She concluded that by using audio visual,
the students can easily arrange or write sentences through
watching thing, people or the activities lively.
2. PrastiwiRatna, (2011) had conducted a study in
“Peningkatanketerampilanmenulisnarasiekspositorimelalui media
audio visual siswakelas IV SDN Beru 01 KabupatenBlitar”. The
research method usedwas classroom action researchincycles. The
result was showedthatlearningthroughaudio visual mediahad
enhancedtheskillofwritinga narrative expository of the
fourthgradestudentsofSDN01Blitar.The result
oftheachievementscoresof theclasswas good. The
learningactivitiesofstudentsalso increased . The value
exhaustivenessonaverageby 70 % cycleI,andcycleIIby 89%.
Referring to the relevance of this research, the researcher found
that they have the similarity in their variable and objectives of the
study. The variable is students’ ability in writing paragraph.
Moreover, it is objective is to developing the students’ability in
34
writing paragraph. Meanwhile, the relevance of the research is
investigating about the Students’ability in writing paragraph.
C. Theoretical Framework
Axelord and Cooper in Ma’mun (2004:5), writing is a complex
process and such contains element of mastery and surp rise. When
students want to write something they should have a lot of
information, ideas, and thought in their mind so that they will be able
to express them into sentences, paragraphs, and an essay. Writing is
the representation of language in a textual m edium through the use of
a set of signs or symbols (known as a writing system). It is
distinguished from illustration, such as cave drawing and painting, and
non-symbolic preservation of language via non -textual media, such as
magnetic tape audio.
Stempleski (1990:11) says that students feel their interest quicken
when language is experienced in a lively way through television or
video. Using audio visual sequence in the class is the next best thing
to experience the sequence in real life. The principle feature of the
audio-visual method is a visually presented scenario provides the chief
means of involving the learner in meaningful utterances and contexts
(Sterm, 1982:466).
Levie and Lentz (1982) in Ars yad (2003:16) state four function of
visual media.
35
a. Attention Function; it forms core that is interesting and aimed the
student’s attention to concentrate to the lesson with visual purpose
which showed or followed the text.
b. Affective function; visual media can be seen from enjoyment
student’s level when they study (or read), the picture text, example:
information which relate to the social or race problem.
c. Cognitive function; visual media can be seen from research which
revealed that visual symbol or pictures accelerate achieving the
aims to understand the information or message which are contained
in pictures.
d. Compensatory function; teaching media can be seen from the result
of research that visual media which giving context to understand
the text can help the weak students in reading or organize
information in text and rethinking.
Considering the advantages of audio visual media in teaching
writing in the previous study above, this media is believed to be good
in developing the students writing paragraph ability of the eight grades
of SMPN 2 Aikmel school year 2010/2011.
D. ACTION HYPOTHESIS
Audio visual media improves students’ ability in writing paragraph
process. The improvement is shown by that at least 65% students
reach score at least 65 by assessing the students’ writing product about
paragraph process.
36
CHAPTER III
RESEARCH METHODOLOGY
This chapter presented description of the method used in research. It
was devided in five parts, namely research design, setting of the study,
subjects of the study, data collection and data analysis.
A. Research Design
The Design of this research was Classroom Action Research.
According to Mills ( 2003 ) action research is any systematic inquiry
conducted by teacher researchers, principals, school counselors, or
other stockholders in the teaching learning environment to gather
information about how their parti cular school operate, how the
teacher, and how well their students learn. Classroom Action Research
activities involve repeated cycles, each consisting of planning, acting,
observing, and reflecting. The result of one cycle is used to determine
the need for the following cycle, until the problems get solved by the
strategy (Kemmis &Taggert, 1988). See Figure 1.
37
(Adapted from Kemmis, S., Mc.Taggert, R. 1988 :11)
Figure 1. The Action Research Spiral
In conduced the present research, the researcher acts as the teacher
paragraph writing that use d audio visual media, while the observer
38
observes the activities in the implementation of the action. The
researcher triedand used of one to more cycles. The second cyclesused
when the result not reach complete value (criteria of success) in the
first cycle.
Classroom Action Research is an effective media in improving the
quality of English teachers’ performance in instruction as well as
students’ achievement in learning Engli sh in classrooms. Action
Research is cyclical process. It covers some steps: planning,
implementing, observing, and reflecting (Khosy, 2007:27). Before
going to these process, any researcher should conduct a preliminary
study to identify and analyze proble ms faced by the students. Then, a
general plan is designed to be implemented and observed. Finally, a
reflection is carried out to identify all facts including the success.
Referring to the theory about classroom action research, this
research consisted of planning, implementing, observing, and
reflecting.
1. Preliminary Study
The research started with informal observation and
identification classroom problems in SMPN 2 Aikmel. A classroom
problem refers to a classroom practice that can still be improved t o
result in better learning achievement of the students especially
teaching English writing for eight grades. It was to set a starting
point in seeing the students’ progress in writing.
39
Based on the experience and the data, learners were
unmotivated in learning an English writing with classical method .
The students’ ability in writing paragraph was poor. It can be seen
in the score of students’ ability in Table 1 and Figure 2.
Table 1
Student’s writing ability in Preliminary study
No Students Score No Students Score
1 Ahmad Muzakki 47 20 PaesalMahesaYuda 47
2 ArifRusmana Putra 53 21 Regina Julia Mega 67
3 Bq. WidyaNingrat 60 22 Riyo Surya Nugraha 67
4 DeoLasmana S 47 23 Rizal Nurdin 47
5 Dian Agustina 73 24 Rosidayanti 47
6 Diana Pungki 53 25 Saufiah 47
7 Didik 60 26 SilviAprillian 73
8 Era Fazira 73 27 Sri Wahyuni 73
9 Eva Hardianti 53 28 Srianti 47
10 FitriHandayani 53 29 SukmaWiraguna 47
11 KasihKaswari 73 30 WinaSulastrin 47
12 M. Hendriyono S 47 31 WiwinSatria Putra 47
13 M. OzziSudiarto 47 32 YahyaPandini 60
14 M. Paruk 47 33 YuliaSusanti 73
15 Marlina 60
16 Misnawati 67 Score Max 73
17 Muslihan 47 Score Min 47
18 NaniRindawati 47 Average (Mean Score) 55.76
19 NeliJuliadita 47 Standard Deviation 10.648
Base on the Table 1 above, some students gained less than
standard score. It seemed that only 27 or 3 % (9 out of 33) students
gained score higher more than 65,00. It can be seen in the Figure 2.
40
80
70
60
50
40
30
20
10
0
1 2 3 4 5
Score 47 53 60 67 73
Frequency 16 4 4 3 6
Figure 2.Student’s writing ability in Preliminary Study
2. Planning
After the preliminary study, the researcher planed an action to
solve the problems by some stage s : a) preparing the teaching
strategy, b) designing lesson plan, the material that use audio
visual, c) teaching learning scenario, d) making the paper
observation, e) setting criteria of success.
a. Preparing the Teaching Strategy
In these activities, as the first step the researcher made
learners understand the lesson clearly. Start from aims of study
and the media that used. After that, researcher used pre-teaching
about the paragraph process, it was aimed to remind again
learners about the material of writin g paragraph especially
41
paragraph process (chronological steps in do or making
something).
b. Designing the Lesson Plan
The lesson plan was designed as guideline for researcher in
implementing the action and the designed of lesson plan refers
to the School-Based Curriculum (Kurikulum Tingkat
SatuanPendidikan). The lesson plan considered some items such
as: 1) standard competence, 2) basic competence, 3) indicator
for teaching writing, etc. In this plan, researcher makes the
lesson plan that relevant with the action planned.
c. Teaching Learning Scenario
Teaching learning scenario as ways/steps that researcher
did to implement the lesson plan ( theory and practice). Theory
means that teachers’ explanation about the paragraphprocess.
Practice means researcher practice audio visual as the media to
develop writing paragraph process skill of the eight grades
students of SMPN 2 Aikmel.
d. Setting Criteria of Success
To determine whether the research was success or not, the
following criteria were set up:
1. If more than 65% learners had a good response to the
implementation of audio visual in writing paragraph process,
it was considered successful. It can be seen from the students ’
attitude toward the audio visual media. The instrument used
42
to collect the data about t he students’ attitude was
questionnaire.
2. If 65 % or more learners could write paragraph process
correctly and reach the means score at least 65, it was
considered successful. The instrument used to collect the
data about the students’ writing ability gai ned from the
students’ writing product which was assessed through the
scoring rubric.
3. Action
Actions were the second step after the planning step to
implement the instructional strategy. At these stage, researcher
taught writing paragraph process using an audio visualas the
teaching learning scenario through some phases:
Pre – Activity
Brainstorming, discussion, prediction and guessing the topic
was done in this phase used audio visual media, researcher played a
short movie that relevant to the material for paragraphprocess.
Whilst - Activity
In this step, researcher played the short movies too by two
ways. The first was playing the short movie without text. Secondly,
researcher played the short movie with the text. It was aimed at
find out how the learners can receive d the message from the short
movie from both of ways.
43
The researcher asked the learners to write down or make
paragraph process on the spread sheet after watching the short
movies. It was aimed at getting some data needed by researcher.
Post – Activity
In this activities, researcher collected the spread sheet and got
the learners feedback or opinion about this technique (ask and
answer). Then teacher gave learners contextual homework to write
a short of paragraphprocess that related with their daily activities.
4. Observation
The observation wasfocused on the data related to the criteria
of success. According to Kemmis, S and Mc.Taggart ( 1988:13),
action researchers need to observe the action process, the effect of
action, thecircumstances of and constrains on action. The
observation focused on the process of improvement shown by
learners while and after hav ing the activities. Observation was
intended to obtain data related to the teaching and learning activity
during the implementation of an action research to solve the
classroom problem.
5. Reflection
Reflection is the processed of analyzing data to what extent the
data collected have shown the success of the strategy in solving the
problems. Theresearcheranalyze the writing product from the
learners in the first phase/step and was aimed to know that
44
theaction could develop the learners skill in writing paragraph
processthrough audio visual media.
The reflection result in first phase was the basic to make a plan
of next phase/step. The second cycles continue dwhen the criteria of
data was unsuccessfully gained in the first cycles.
B. Setting of the Study
This research was conducted at SMPN 2 Aikmel. It was located in
Lenek village of Aikmel sub-district, East Lombok regency. This
school consists of 23 classes; eight classes for the seven grades as well
as the eight grades and seven classes for the nine grades. Each of these
classes consists of 32 to 40 students. The seven grades consist of 33 to
40 students as well as eight grades in these class, while the nine grades
consist of 32 to 37 students.
C. Subjects of the study
The subjects of the research were the students of the eigth grades
where the researcher tried to help learners in writing paragraph
through audio visual media that ha d been problem for learners at t hat
school. The researcher was taken one class of eight grades (8D) where
number of learner in the class is 33 students.
D. Data Collection
1. Performance Indicator
The Performance indicator was determined by the targeted
criteria of success in this research. If more than 65% learners had a
good response to the implementation of audio visual in writing
45
paragraph process, it was considered successful. And, if 65 % or
more learners could write paragraph process correctly and reach the
means score at least 65, it was considered successful.
2. Technique of Data Collection
Data collected for the present classroom action research
included all information related to the criteria of success targeted in
the research. To gain the data observation was needed. The
technique of data collection in this research aimed to know and
measure to what extent the students’ ability in writing paragraph
and students’ attitude toward audio visual media had perfected
next. It came from numerical information like the results of the
students’ writing product as well as verbal information like
students’ problems, and students’ attitude.
3. Instrument
Referring to the instrument of the research, the researcher used
the questionnaire to measure the students’ attitude toward audio
visual media.
46
Tabel 2.
The students’ attitude questionnaire
Persentasesiswa
No Pertanyaan Jawaban yang memilih d
dan e
Apakahandamenyukaipem a b c d e
belajaranmenulisdengan sangat Tidak Biasa Sangat
suka
1 menggunakan audio visual Tidaksuka suka saja suka
media?
Apakahandamerasatermoti a b c d e
vasidalambelajarbahasa Sangattidak Tidak Biasa termotifasi sangat
2 Inggrisdenganmenggunakan termotivasi termotivasi saja termotivasi
audio visual media?
Menurutanda, apakah audio a b c d e

visual media mempermudah sangattidak Tidak Biasa mem- sangat
andadalammenemukan ide mem- mem- saja permudah mem-
3
mengenaiapa yang akan - permudah permudah permudah
andatulis?
Apakah audio visual media a b c d e

dapatmeningkatkanke- sangat Tidakbisa Biasa bisa sangat
4 Mampuanandadalam me - Tidakbisa saja bisa
nulisbahasainggris?
Menurutanda, apakah audio a b C d e

visual media inibisa di sangat Tidakbisa Biasa bisa sangat
manfaatkanuntukpelajaran tidakbisa saja bisa
5
menulisdalambahasainggris
berikutnya?
To measure the students’ ability in writing paragraph process,
the researcher took from the students’ writing product that assessed
the criteria which were quoted from ( Andrew D. Cohen:328). The
table of criteria was as follows:
Table 3.
47
Writing Scoring Rubrics
No Indicator Criteria Scores
Excellent : main idea stated clearly and
accurately, change of opinion very 5
clear.
Good : main ideas stated fairly clearly
and accurately, change and opinion 4
relatively clear.
1 Content Average : main ideas somewhat
unclear or inaccurate, change of 3
statement somewhat weak.
Poor : main ideas not clear or accurate,
2
change of statement weak.
Very poor : main ideas not at all clear
or accurate, change of statement very 1
weak.
Excellent : very effective choice of
words and use of idioms and word 5
forms.
Good : effective choice of words and
4
use of idioms and word forms.
Average : adequate choice of words
2 Vocabulary but some misuse of vocabulary, 3
idioms, and word forms.
Poor : limited range, confused use of
2
words, idioms, and word forms.
Very poor : very limited range, very
poor knowledge of words, idioms, and 1
word forms.
Excellent : no errors, full control of
5
complex structure.
Good : almost no errors, good control
4
of structure.
3 Grammar Average : some errors, fair control of
3
structure.
Poor : many errors, poor control of
2
structure.
Very poor : dominated by errors, no
1
control structure.
E. Data Analysis
48
After gathering the data, the researcher continued to the next step
of analyzing the data.
1. To know the score of the students’ ability in writing paragraph
process, the researceh used the following formula:
Gainedscore
FinalScore 100
Maximum Score
2. To know the percentage of the students’ attitude toward audio
visual media, the researcher used the following formula:
P
n 100%
N
Where:
P : Percentage
∑n : Sum of Students every Category
∑N : Sum of Students (Sample)
CHAPTER IV
49
RESULTS AND DISCUSSION
This chapter was devoted to present the results and discussions of the
study. The data and the research results presented were the students’
attitude toward the audio visual media in teaching writing and the
students’ writing product of paragraph process through audio visual media.
A. Results of the Study
The results of study were focused on the result s cycle 1 and cycle
2. The results in cycle 1 and cycle 2 covered of the student’s
attitude/responses toward the audio visual media, and the stude nts’
ability in writing paragraph through audio visual media. The data were
related to the student’s activities during the teaching and learning
process in two cycles.
The data of students’ writing score in preliminary study sh owed
that students’ ability in writing paragraph process was low.
Motivations were needed by the students . From 33 students, it was
found that sixteen students gained 47.Four students gained 53 and
60.Three students gained 67, and six students gained 73 of score. The
highest and lowest scores were 73 - 47, and the average (mean score)
was56,27.The students’ writing score in preliminary study was shown
in Appendix 2b.
1. Result of Cycle 1
Cycle 1 was designed in three meetings. It was conducted on
11th, 13th, and 18 th of January. This part was oriented to the data
found through out Cycle 1. It acomplishes the criteria of success in
50
Cycle 1. There were two indicators as the criteria of sucsess here.
The first was the students’ attitude toward the implementation of
audio visual media in teaching writing paragraph process. The
second was the students’ develovement in writing paragraph
process through audio visual media.
a. The students’ attitude toward the implementat ion of audio
visual media in teaching writing paragraph process
There were 5 statements in students’ questionnaire to get
the data in this part. The 5 statements were; the students’s
feeling about the implementation of the media (statements 1
and 2), the effect of audio visual media on students’ writing
developement (statements 3 and 4), and the aplicability of the
media later on (statement 5).
Table 4.
Result of the Questionnaire Analysis in Cycle 1
51
Persentase
siswa
No Pertanyaan Jawaban yang
T memilih d
dan e
suka
media? 0 0 3 23 7
0% 0% 9% 69,7% 21,2% 90,9%
2 Inggrisdenganmenggunakan Termotivasi termotivasi saja termotivasi
audio visual media? 0 1 4 19 9
0% 3% 12,1% 57,6% 27,3% 84,9%
visual media mempermudah sangattidak Tidak Biasa mem- sangat
Andadalammenemukan ide mem- mem- saja permudah mem-
3
Mengenaiapa yang akan - Permudah permudah permudah
andatulis? 0 4 5 17 7
0% 12,1% 15,1% 51,5% 21,2% 72,7%
dapat mengembangkan ke- sangat Tidakbisa Biasa bisa sangat
4 mampuanandadalam me- Tidakbisa saja bisa
nulisbahasainggris? 0 2 7 17 7
0% 6,1% 21,2% 51,5% 21,2% 72,7%
manfaatkanuntukpelajaran Tidakbisa saja bisa
5
menulisdalambahasainggris
berikutnya? 0 1 3 19 10
0% 3% 9% 57,6% 30,3% 87,9%
Based on the result of the analysis of the questionnaire as
shown in Table 2, it was generally found that the students gave
positive response toward the implementation of the audio
visual media. It was shown, in relation to statement 1,that
69.7% students chose “ suka” and 21.2% students chose
“sangat suka”, means that 90.9% (30 out of 33) of the students
gave positive response toward audio visual media. Fo r
statement 2, 28 out of 33 of students chose motivated.It
described that 84.9% chose motivated. While for statement 3,
each of students was being helped in writing paragraph process
52
using the audio visual media. It showed that 72.7% (24 out of
33) of students chose “mempermudah” and
“sangatmempermudah” as used the audio visual media.
Statements 4, showed that 72.7% students choose “ bisa” and
sangatbisa”. For the last statement, statement 5 concerned on
the applicability of audio visual media lateron. Here, 87.9 %
(29 out of 33) students chose “ bisa” and “sangatbisa”.
According to the result of questionnaire analysis, the first
criteria of success – if 65% or more of the students’ give
positive attitude toward the audio visual media - had been
achieved. It showed more than 65% students gave positive
response for each statement in the questionnaire.
b. The Students’ Ability in Writing Paragraph Process in
Cycle 1
Concerning the students’ ability, the criterion of success
was set as at least 65% (21 out of 33) students gain at least
equal to or more than 65. According to the data, students’
ability in writing paragraph process through audio visual media
in cycle 1 in maximum score was 80, the minimum score was
47. It was shown that only63.3% (21 out of 33) students gained
score more than 65. (Appendix 6a).
53
Students' Precentage in Writing
Paragraph Process Cycle 1
score total precentage (%)
80
73
67
60
53
47
33.3
24.2
12.1 12.1 12.1 11

8 6.1
4 4 4 2
1 2 3 4 5 6
Figure 3. Students’ Percentage in Writing Paragraph Process
As shown in Figure 3,fouroutofstudent gained
47.Fourstudents gained 53.Fourstudents gained 60.Eight
students gained 67.Eleven students gained 73, and two students
gained score 80 score. It mean that t he result of the
implementation of the technique in cycle 1 shown that the
students’ writing ability developed, but it did not achieved the
criteria of success. The m inimal standard criteria of the
students’ writing ability was when the mean score of all the
students were65.00. The result revealed that the mean score of
the students were only 64.85. It mean that the technique had
not been successful yet.
54
c. The Weakness and Revision Cycle 1
From both of the criterions, one criteria was achieved in
cycle 1. It was students’ attitude toward audio visual media in
writing paragraph process. More than 65 % stude nts were
motivated but the students’ scores in the final assessment was
unsatisfactory. It showed that 64.85lest than the mean score of
standard in this research.
Based on the problems above, identification and revision of
the weakness were needed. The re searcher found some
problems such as: some students still made error in grammar,
and transition signal was not accurately used. Additionally, an
audio system should be clearly and choosing movie theme
should be vary. This was to help the students not feel bored.
Some revisions have been made here, such as the
understanding of grammar to students related to the use of
simple present tense and simple present continues tense and
also learning activities with more emphasis on giving example
with selection of vocabulary and proper transition signal. It
was also related to the used of media, in which the loud
speakers were less clear and needed to deal with this speaker.
To overcome the saturation problems for the students, the
researcher more carefully selecte d themes for the learning
material.
55
2. Result of Cycle 2
Cycle 2 was designed in three meetings. It was conducted on
14th, 16th, and 21th of January after cycle 1 was done and
unsuccessful. This part was oriented to the data found through out
cycle 2. It acomplished the same criteria of success as in cycle 1.
The first was the students’ attitude toward the implementation of
audio visual media in teaching writing paragraph process and, the
second was the students’ developement in writing paragraph
process through audio visual media.
Both of criteria were achieved and successfully. The first
criteria in the students’ attitude toward the implementation of audio
visual media showed that all students’ chose “ suka” and
“sangatsuka” with this teaching media. It c an be seen in the Table
3.
56
Table 5.
The Result of the Questionnaire Analysis in Cycle 2
Persentasesiswa
No Pertanyaan Jawaban yang memilih d
dan e
suka
media? 0 0 2 19 12
0% 0% 6,1 % 57,6 % 36,4 % 94,1%
2 Inggrisdenganmenggunakan termotivasi termotivasi saja termotivasi
0% 0% 6,1 % 63,6 % 30,3 % 93,9%
visual media mempermudah Sangattidak Tidak Biasa mem- sangat
Andadalammenemukan ide mem- mem- saja permudah mem-
3
mengenaiapa yang akan - permudah permudah permudah
andatulis? 0 1 4 19 9
0% 3,% 12,1% 57,6% 27,3% 84,9%
Dapatmeningkatkanke- sangat Tidakbisa Biasa bisa sangat
4 mampuanandadalam me- Tidakbisa saja bisa
nulisbahasa Inggris? 0 2 6 18 7
0% 6,1% 12,1% 54,5% 21,2% 75,7%
manfaatkanuntukpelajaran Tidakbisa saja bisa
5
menulisdalambahasa Inggris
0% 3% 6,1% 48,5% 42,4% 90,9%
Based on the result of the analysis of the questionnaire as
shown in Table 3, it was generally found that the students gave
positive response toward the implementation of the audio visual
media. The questionnaire showed in relation to statement 1, that
57.6% students chose “suka” and 36.4% students chose “ sangat
suka”.Thus 94.1% (31 out of 33) of the students gave positive
response toward audio visual media.
57
For statement 2, 31 out of 33 students were motivated. The
questionnaire described that 93.9 %student chose motivated. While
for statement 3, each of students was being helped in writing
paragraph process by the audio visual media. The questionnaire
showed that 84.9% (28 out of 33) students chose “ mempermudah”
and “sangatmempermudah” by the used of the audio vi sual media.
For statements 4, the questionnaire showed that 75.7% students
chose “bisa” and sangatbisa”. It means that the audio visual media
could develop students ability in writing. For the last statement,
statement 5 which concerned on the applicabili ty of audio visual
media later on showed 90.9 % (30 out of 33 ) students choose
“bisa” and “sangatbisa”.
According to the result of questionnaire analysis, the first
criteria of success – if 65% or more of the students’ give positive
attitude toward the audio visual media has been achieved. It was
shown more by than 65% students gave positive response for eac h
statement in the questionnaire.
Concerning on the students’ ability in writing in cycle 2, the
criterion of success was set as least 65% (21 out of 33) students
gain score at least equal to or more than 65. According to the data,
student’s ability in wri ting paragraph process improved through
audio visual media in the cycle 2 . It was shown by78.79% (26 out
of 33) students’ gained score 65 or more. It can be seen in Figure 4.
58
Students' Precentage in Writing
Paragraph Process Cycle 2
80
73
67
60
53
33.3
27.3
15.2 18.2
9 11
6.1 5 6
2
1 2 3 4 5
score total precentage (%)
Figure 4. Students’ Percentage in Writing Paragraph Process
Figure 4shows that two students gained 53.Five students gained
score 60.Nine students gained score 67.Eleven students gained 73, and
six students gained 80. It means that t he result of the implementation
of cycle 2 showed that the students’ writing ability developed, and it
could be achieved for the seconds criteria in cycle 2. The minimal
standard criteria of the students’ writing ability were when the mean
score of all the students was 65.00.
The result reveals that the mean score of the students were69.8 or
78.8% (26 out of 33) students gained score more than 65. It means
59
that the action could be achieved and successful. The students’ score
in cycle 2 can be seen in Appendix 6b.
B. Discussions
Writing is a form of thinking (J.D Angelo, 1989:5).It is a
complex process and such contains element of mastery and surprise
(Axelord &cooper in Ma’mun 2004:5 ) that can be defined as
communicate act, a way of sharing observation, thought, or ideas with
ourselves and others(Cohen and Reil in Kusumaningsih ,
2001:1).Writing clear sentences requires you to learn the rules of
English grammar and mechanics such as the correct use of verbs and
pronouns, as well as commas and other marks of punctuation (Braine
& Claire May, 1996:60). T eaching writing issupported by some
motivations and new methods or using new media.
Media pembelajaranmeliputialat yang
secarafisikdigunakanuntukmenyampaikanisimateripengajaran, yang
terdiridariantara lain buku, tape recorder, kaset, video camera, video
recorder, film, slide, foto, gamb ar, grafik, televise, dankomputer
(Gagne & Briggs in Arsyad, 2003: 4).
Lesson with video should be enjoyable and should provide even
mediocre students with a genuine sense of achievement (Stempleksi,
1990: 11). It means that teaching through audio visual can make
students feel their interest quicken when language is experienced in a
lively way. Students feel their interest quicken when language is
experienced in a lively way through television or video. Using audio
60
visual sequence in class is the next best thing to experiencing the
sequence in real life (Stempleski, 1990:11).
The principle feature of the audio -visual method is a visually
presented scenario provides the chief means of involving the learner in
meaningful utterances and contexts (Sterm, 1982:4 66). By using audio
visual media the teaching learning process were devoted on three
kinds such as; text, audio, and image. Meanwhile the messages that
students received were varieties.
The results of this present research proved that audio visual
media technique could develop the students’ writing ability. After
implementing this technique in two cycles, the criteria of success
could be achieved. It started from the preliminary study in which only
56.3% students gained score 65. In the first cycle it could be improved
to 64.9% students. Finally, in the last cycle that scores were improved
to 69.4% students fulfilled the criteria of success.
61
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is devoted to describe some conclusions and give
suggestions in this research results. The conclusions deal with the audio
visual media in teaching writing paragraph process. The suggestions are
given to the English teachers and the other resea rchers who want to do
research on the same variable.
A. Conclusion
Teaching English by using audio - visual is one of the teac hing
techniques. This technique i suseful for the teacher.In addition, the
researcher concluded that teaching English by using aud io- visual
could attract the student’s interest because basically the students like
watching movie. But of course, not all schools can afford these
teaching aids; therefore the teachers had to create a positive learning
atmosphere in the other ways.
Based on the research results and discussions in chapter IV, it can
be concluded that writing paragraph process through audio visual
media for the eight grade of students at SMPN 2 Aikmelin the school
year 2010/2011 could bedeveloped. In both cycles (cycle 1 an d cycle
2), students’ attitude/responses toward audio visual media in teaching
writing paragraph process were positive. It means that most of
students liked this media and were motivated.
62
B. Suggestions
In reference to the conclusion , it is suggested that the teacher of
junior high school useaudio visual media as an alternative media for
teaching English, especially, in teaching writing paragraph. For the
future researcher, the result of the study can be used as reference to
conduct further study abou t the effectiveness of using audio visual
media.
Additionally, for the other researcher who wants to do research in
the same variable, it is suggested to identify the themes, and the instant
media for classroom teaching because it is very important.
63
REFERENCES
Ahmed YousifAbdelraheem& Ahmad Hamed Al -Rabane, 2005,

Malaysian Online Journal of Instructional Technology.
Andrew D. Cohen, Assessing Language Ability in the Classroom , Second

Edition, University of Minnesota, Heinle&Heinle publicati ons.
Arsyad, Azhar. (2003). Media pembelajaran. Jakarta: PT. Raja

GrafindoPersada
Ary D Jacobs, &Razavieh, A. 1979. Introduction to Research in

Education, Third Edition, USA : Holt, Rinehart and Winston.
Bobbi De Porter & Mike Hernacki, 1992, Quantum Learning, nineteen

edition, 2004 “MembiasakanBelajarNyamandanMenyenangkan ”
(Mizan Media Utama )
Braine, George and May, Claire. 1992. Writing from Sources. London:
Myfield Company.
Dave Meier, 2000, The Accelerated Learning Handbook, Fourth Edition

2000 “PanduanKreatifdanEfektifMerancang Program
PendidikandanPelatihan” (Mizan Media Utama)
Elaine Scarratr, 2007, “Citizenship and Media Education” : An

Introduction Jacques Ellul, 1952, Visual Effects & Motion
Graphics. Retrieved on 27 August 2010, from
(http://courses.utexas.edu)
Imassafitri, 2010, Teaching Writing Skill Through Audio -Visual published

in thesis IBN Khaldun Universitay Bogor.
KartiSoeharto,dkk, 2003 TeknologiPembelajaran (PendekatanSistem,

Konsepsidan Model, SAP, Evaluasi, SumberBelajardan Media)
Third Edition, SIC Surabaya publications.
Kemmis, S., McTaggert, M. 1988 The Action Research Planner .(3rd

edition). Victoria: Deakin University. Retrieved on 15 October
2010, from http://www.stanys.org/RT/Action%20Research
%20Spiral.pdf.
Kusumaningsih. 2002. The Teaching of Writing at Secondary School.

Banjarmasin: DepartemenPendidikanNasional
Lunsford, Andrea and Robert Collins. The St. Martin's Handbook,

Annotated Instructor's Edition . 5th Ed. New York: St. Mart in's,
64
2003. Retrieved on 30 October 2010,
fromhttp://www.unc.edu/depts/wcweb/ handouts/paragrap hs.html.
Ma’mun K.N.R. 2005. A Descriptive Study of the Students’ Ability in

Writing Narration at the F irst Grade of SMUN 1
Tanjung.Published in Thesis UniversitasLambungMangkurat.
Mary Leonhardt, 1998, 99 Ways to Gets Kids to Love Writing”

BergairahMenulis, Fourth Edition 2004 ( Mizan Media Utama )
PrastiwRatna, 2011
“Peningkatanketerampilanmenulisnarasiekspositorimelalui media
audio visual siswakelas IV SDN Beru 01
KabupatenBlitar”published in thesis IBN Khaldun Universitay
Bogor.
Sribagus. 2005,
MemaksimalkanProsessdanKualitasProdukMelaluiPenerapan
Model “Deconstruction-Construction”dalammatakuliah Writing
III untukmenulis PS PendidikanBahasaInggris FKIP Unram(
PTK )
Stempleski, Susan. (1983). Video in Action. New York: P rentice Hall

International Ltd.
Strem, H. H (1983).Fundamental Concept of Language Teaching. Oxford:

Oxford University Press.
Wati Laila, (2009), Using Incomplete Picture Series Technique To

Improve The Speaking Ability Of The Second -Year Students At
MTs.Hikmatussyarief NW Salut Lombok. Published in Thesis
Malangs’ University.
65
Appendix 1 : Research Schedule
No Activities Date
1 Preliminary observation January 3 th and 5th, 2011
2 Cycle I January 7 th – 29th, 2011
Planning January 7 th – 10th, 2011
Implementing January 11 th - 20th, 2011
~ Meeting I January 11 th, 2011
~ Meeting II January 13 th, 2011
~ Meeting III January 18 th, 2011
Evaluating and reflecting January 25 th – 28th, 2011
3 Cycle I Februari 2th – 24th, 2011
Re-planning Februari 2th – 12th, 2011
Implementing Februari 14 th – 23th, 2011
~ Meeting I Februari 16 th, 2011
~ Meeting II Februari 14 th, 2011
~ Meeting III Februari 21 th, 2011
Evaluating and reflecting Februari 21 th - March 1st , 2011
66
Appendix 2 a
Test for Preliminary Study
Writedown chronological/ process paragraph from the procedure text bel low:
1. Boil 400ml ( 2 glasses ) of water into pan.
Add noodle, stir slowly for 3 minutes.
2. Pour the cooked noodle together with the soup into the bowl.
Mix well with all seasoning.
3. While the noodle is being cooked.
Put the seasoning and chili powder in a bowl.
4. Mie Sedaap is ready to be served
Adapted from : Cooking instructions of Mie Sedaap instant.

Producted by PT. KARUNIA ALAM SEGAR – Gersik 61151 - Indonesia
67
Appendix 2b
The Students' Assessment in Preliminary Study
gained
Scoring Indicators
Total score
No Students x100
score = Max. score
Content Vocabulary Grammar
(15)
1 Ahmad Muzakki 3 2 2 47
2 Arif Rusmana Putra 3 3 2 53
3 Bq. Widya Ningrat 4 3 2 60
4 Deo Lasmana S 3 2 2 47
5 Dian Agustina 4 4 3 73
6 Diana Pungki 4 2 2 53
7 Didik 4 3 2 60
8 Era Fazira 4 4 3 73
9 Eva Hardianti 4 2 2 53
10 Fitri Handayani 4 2 2 53
11 Kasih Kaswari 4 4 3 73
12 M. Hendriyono S 3 2 2 47
13 M. Ozzi Sudiarto 3 2 2 47
14 M. Paruk 3 2 2 47
15 Marlina 3 3 3 60
16 Misnawati 4 3 3 67
17 Muslihan 3 2 2 47
18 Nani Rindawati 3 2 2 47
19 Neli Juliadita 3 2 2 47
20 Paesal Mahesa Yuda 3 2 2 47
21 Regina Julia Mega 4 3 3 67
22 Riyo Surya Nugraha 4 4 2 67
23 Rizal Nurdin 3 2 2 47
24 Rosidayanti 3 2 2 47
25 Saufiah 3 2 2 47
26 Silvi Aprillian 4 4 3 73
27 Sri Wahyuni 4 4 3 73
28 Srianti 3 2 2 47
29 Sukma Wiraguna 3 2 2 47
30 Wina Sulastrin 3 2 2 47
31 Wiwin Satria Putra 3 2 2 47
32 Yahya Pandini 4 3 2 60
33 Yulia Susanti 4 4 3 73
Score Max 73
Score Min 47
Average (Mean Score) 55.76
Stdev 10.648
68
Appendix 2 c
The analytical scoring rubric for preliminary study

5
accurately, change of opinion very clear.
Good : main ideas stated fairly clearly and
4
accurately, change and opinion relatively clear.
1 Content Average : main ideas somewhat unclear or
3
inaccurate, change of statement somewhat weak.
Poor : main ideas not clear or accurate, change
2
of statement weak.
Very poor : main ideas not at all clear or
1
accurate, change of statement very weak.
Excellent : very effective choice of words and
5
Good : effective choice of words and use of
4
idioms and word forms.
2 Vocabulary Average : adequate choice of words but some 3
misuse of vocabulary, idioms, and word forms.
Poor : limited range, confused use of words,
2
Very poor : very limited range, very poor
1
knowledge of words, idioms, and word forms.
Excellent : no errors, full control of complex
5
structure.
Good : almost no errors, good control of
4
3 Grammar structure.
Average : some errors, fair control of structure. 3
Poor : many errors, poor control of structure. 2
Very poor : dominated by errors, no control
1
structure.
Gained Score
Final Score = x 100
Maximum Score
( Andrew D. Cohen : 328)
69
Appendix 3 a
Lesson Plan for Cycle 1
School : SMP Negeri 2 Aikmel
Grade : SMP/MTs
Subject : English
Class/Semester : VIII/I
Genre : Descriptive
Theme : How to make fried rice
Aspect/Skill : Writing
Time allocated : 2 x 40” ( three meetings )
Competence Standard: To express meanings in text functional and short simple

essay in procedure text to interact in daily life concept.
Basic Competence : To express idea in short simple paragraph using procedure
text in accurately to interact in daily life concept.
Indicator : - Identifying content or theme of simple procedure te xt
- Writing a simple present tense from dialogues in the
audio visual media
- Arranging a simple procedure text using simple present

tense or simple present continues tense
1. The instructional objective of learning
At the end of the lesson students are able :

- to write a simple present tense or simple present continues tense
from the dialogues in the audio visual media.
- to write a simple paragraph process by usinga simple present tense or

simple present continues tense from the chronological steps in the
audio visual media.
2. Learning material
 How to make a fried rice
 Vocabulary items related to the topic such as, dice, heat, boil, frying pan,
etc.
3. Method/Technique : playing audio visual media and giving a text
4. Teaching learning Activities :
70
Pre - Activity
 Greeting the students
 Brainstorming, discussion, prediction and guessing the topic that relevant
with the material.
Whist-Activity
 The teacher plays the short movies by two way s. The first way is playing
the short movie without text. Secondly,teacher playing the short movie
and giving the procedure text. It is aimed to find out how the learners can
receive the message from the short movie from both of ways.
 The teacher ask the learners to write down or make process paragraph on
the spread sheet after watching t he short movies. It is aimed to get some
data needed by teacher.
Post - Activity
 The teacher collects the spread sheet and get the learners feedback or
opinion about this technique ( asking and answer ).
 The teacher gives reflection to the teaching learning process and gives
the students contextual homework, to write a short of process paragraph
that relevant with their daily activities.
5. Media : audio visual media ( laptop, Video CD, Loudspeakers and LCD
Projector). It’s about How to make a fried ri ce.
71
6. Resources
http://www.youtube.com/how to make a fried rice.flv

How to make a Fried Rice
Ingredients
 White Rice that’s previously been cooked and refrigerated
 Two Carrots
 1/2 an Onion
 Celery
 3 Eggs
 Beef Bullion
 Black Pepper
 Garlic Powder
 Ground Ginger
 Soy Sauce
 Butter
 Vegetable Oil
 Shrimp,Chicken,and/or pork/tofu(optional)
72
Steps/Procedure
1. Put about vegetables. Then dice the carrots, and onions into small
pieces. Set them aside for the next step.
3. Add oil and heat up the pan to 100 degrees.
4. Toss the Vegetables into the pan for about 3 minutes.Then toss in the
carrots and onions for 3 minutes w ith the. Add the 1 teaspoon of salt
into the pan.
5. Boil the chicken or shrimp with the rest of the ingredients(optional)
6. Put a bit more oil into the frying pan.
7. Toss the rice in carefully.
8. Add an egg and scramble with the other ingredien ts. Add
approximately 2 to 3 tablespoons of soy sauce while frying.
9. Put fried rice on a dish and it’s ready to serve!
73
7. Assessment
The product assessment focuses on the final product which is
writing product. The analytical scoring rubric adapted from Andrew D.
Cohen : 328

5
4
3
2
of statement weak.
1
5
4
2
1
5
structure.
4
1
structure.
Gained Score
Final Score = x 100
Maximum Score
74
Appendix 3b
Lesson Plan for Cycle 2
School : SMP Negeri 2 Aikmel
Grade : SMP/MTs
Subject : English
Class/Semester : VIII/I
Genre : Descriptive
Theme : Talking about a receipe
Aspect/Skill : Writing
Time allocated : 2 x 40” ( three meetings )
Competence Standard: To express meanings in text functional and short simple

essay in procedure text to interact in daily life concept.
Basic Competence : To express idea in short simple paragraph using procedure
text in accurately to interact in daily life concept.
Indicator : - Identifying content or theme of simple procedure text
- Writing a simple present tense from dialogues in the
audio visual media
- Arranging a simple procedure text using simple present

tense or simple present continues tense
1. The instructional objective of learning
At the end of the lesson students are able :

- to write a simple present tense or simple present continues tense
from the dialogues in the audio visual media.
- to write a simple paragraph process by usinga simple present tense or

simple present continues tense from the chronological steps in the
audio visual media.
2. Learning material
 Talking about receipe
 Vocabulary items related to the topic such as, wheat flour,vegetables, etc.
3. Method/Technique :
playing audio visual media and giving a text conversation
4. Teaching learning Activities :
75
Pre - Activity
 Greeting the students
 Brainstorming, discussion, prediction and guessing the topic that relevant
with the material.
Whist-Activity
 The teacher plays the short movies by two way s. The first way is playing
the short movie without text. Secondly,teacher playing the short movie
using the text. It is aimed to find out how the learners can r eceive the
message from the short movie from both of ways.
 The teacher ask the learners to write down or make process paragraph on
the spread sheet after watching the short movies. It is aimed to get some
data needed by teacher.
Post - Activity
 The teacher collects the spread sheet and get the learners feedback or
opinion about this technique ( asking and answer ).
 The teacher gives reflection to the teaching learning process and gives
the students contextual homework, to write a short of process p aragraph
that relevant with their daily activities.
5. Media : audio visual media ( laptop, Video CD, Loudspeakers and LCD
Projector)
6. Resource
Short movie on title “Talking about a receipe”
Adapted from Practical English Conversation 3, Student’s Book Mul ti Media
Metropolitan. 2007.
76
7. Assessment
The product assessment focuses on the final product which is writing
product. The analytical scoring rubric adapted from Andrew D. Cohen : 328

5
4
3
2
of statement weak.
1
5
4
2
1
5
structure.
4
1
structure.
Gained Score
Final Score = x 100
Maximum Score
77
Appendix 4a
Procedure text for Assessment meeting 2 in cycle 1
http://www.youtube.com/how to make a fried rice.flv
HOW TO MAKE A FRIED RICE

1. Put about vegetables. Then dice the carrots, and onions into small
pieces. Set them aside for the next step.
3. Add oil and heat up the pan to 100 degrees.
4. Toss the Vegetables into the pan for about 3 minutes.Then toss in the
carrots and onions for 3 minutes with the. Add the 1 teaspoon of salt
into the pan.
5. Boil the chicken or shrimp with the rest of the ingredients(optional)
6. Put a bit more oil into the frying pan.
7. Toss the rice in carefully.
8. Add an egg and scramble with the other ingredients. Add

approximately 2 to 3 tablespoons of soy sauce while frying.
9. Put fried rice on a dish and it’s ready to serve!
78
Appendix 4b.
Video Samples for Meeting 2 cycle 1
79
Appendix 5
Video Samples for meeting 2 in cycle 2
80
81
82
83
Appendix 6a
The Students' Assessment in Cycle 1
Scoring Indicators Total gained score

No Students x100
Content Vocabulary Grammar score = Max. score (15)
7 Didik 4 4 3 73
14 M. Paruk 3 3 2 53
15 Marlina 4 3 3 67
25 Saufiah 4 3 3 67
28 Srianti 4 3 3 67
Score Max 80
Score Min 47
Stdev 10.04
84
Appendix 6b
The Students' Assessment in Cycle 2
Scoring Indicators gained core

Total
No Students Max. score x100
Content Vocabulary Grammar score =
(15)
7 Didik 4 4 3 73
14 M. Paruk 3 3 3 60
15 Marlina 4 3 3 67
25 Saufiah 4 3 3 67
28 Srianti 4 3 3 67
Score Max 80
Score Min 53
Stdev 7.64
85
Appendix 6c
The Students average score in cycle 1 to cycle 2
No Students Cycle 1 Cycle 2 Average Successed

1 Ahmad Muzakki 53 53 53 Not
2 Arif Rusmana Putra 53 60 57 Not
3 Bq. Widya Ningrat 73 73 73 Yes
4 Deo Lasmana S 60 67 63 Not
5 Dian Agustina 73 73 73 Yes
6 Diana Pungki 73 73 73 Yes
7 Didik 73 73 73 Yes
8 Era Fazira 73 80 77 Yes
9 Eva Hardianti 73 73 73 Yes
10 Fitri Handayani 73 80 77 Yes
11 Kasih Kaswari 80 80 80 Yes
12 M. Hendriyono S 53 60 57 Not
13 M. Ozzi Sudiarto 53 67 60 Not
14 M. Paruk 53 60 57 Not
15 Marlina 67 67 67 Yes
16 Misnawati 73 73 73 Yes
17 Muslihan 47 53 50 Not
18 Nani Rindawati 60 67 63 Not
19 Neli Juliadita 67 73 70 Yes
20 Paesal Mahesa Yuda 67 67 67 Yes
21 Regina Julia Mega 73 73 73 Yes
22 Riyo Surya Nugraha 73 73 73 Yes
23 Rizal Nurdin 60 67 63 Not
24 Rosidayanti 80 80 80 Yes
25 Saufiah 67 67 67 Yes
26 Silvi Aprillian 73 80 77 Yes
27 Sri Wahyuni 73 80 77 Yes
28 Srianti 67 67 67 Yes
29 Sukma Wiraguna 60 60 60 Not
30 Wina Sulastrin 67 67 67 Yes
31 Wiwin Satria Putra 60 73 67 Yes
32 Yahya Pandini 60 60 60 Not
33 Yulia Susanti 73 73 73 Yes
Score Max 80 80 80
Score Min 47 53 50
Average (Mean Score) 64.85 69.8 68
Stdev 10.04 7.64 8.43
86
Appendix 7a
The Students Attitude Toward Audio Visual Media in Cycle 1
persentase
siswa
No Pertanyaan Jawaban yang memilih
d
dan e
Apakah anda menyukai pem A b c D e
belajaran menulis dengan sangat Tidak Biasa Sangat
Suka
1 menggunakan audio visual tidak suka suka saja suka
media? 0 0 4 22 7
12,1
0% 0% 66,7% 21,2% 87,9%
%
Apakah anda merasa termoti A b c D e
vasi dalam belajar bahasa sangat tidak Tidak Biasa Termotifasi sangat
termotivas termotivas
2 inggris dengan menggunakan Termotivasi saja
i i
12,1
0% 3% 57,6% 27,3% 84,9%
%
Menurut anda, apakah audio A b c D e
visual media mempermudah sangat tidak Tidak Biasa mem- sangat
anda dalam menemukan ide mem- mem- saja permudah mem-
3 mengenai apa yang akan - permudah permudah permudah
anda tulis? 0 4 5 17 7
15,1
0% 12,1% 51,5% 21,2%
% 72,7%
Apakah 'audio visual media A b c D e
dapat meningkatkan ke- sangat Tidak bisa Biasa Bias sangat
4 mampuan anda dalam me - tidak bisa saja bisa
nulis bahasa inggris? 0 2 7 17 7
21,2
0% 6,1 % 51,5% 21,2%
% 72,7%
Menurut anda, apakah audio A b c D e
visual media ini bisa di sangat Tidak bisa Biasa Bias sangat
manfaatkan untuk pelajaran tidak bisa saja bisa
5
menulis dalam bahasa inggris
0% 3% 9% 57,6% 30,3% 87,9%
87
Appendix 7b
The Students Attitude Toward Audio Visual Media in Cycle 2
persentase
siswa
N yang memilih
Pertanyaan Jawaban
o d
dan e
Apakah anda menyukai pem A b c D e
belajaran menulis dengan sangat Tidak Biasa Sangat
Suka
1 menggunakan audio visual tidak suka suka saja suka
media? 0 0 2 19 12
0% 0% 6,1 % 57,6 % 36,4 % 94,1%
Apakah anda merasa termoti A b c D e
sangat Termotifas
vasi dalam belajar bahasa Tidak Biasa sangat
tidak i
2 termotivas termotivas termotivas
inggris dengan menggunakan saja
i i i
0% 0% 6,1 % 63,6 % 30,3 % 93,9%
Menurut anda, apakah audio A b c d e
sangat
visual media mempermudah Tidak Biasa mem- sangat
tidak
anda dalam menemukan ide mem- mem- saja permudah mem-
3
mengenai apa yang akan - permudah permudah permudah
anda tulis? 0 1 4 19 9
12,1
0% 3,% 57,6% 27,3%
% 84,9%
Apakah 'audio visual media A b c d e
dapat meningkatkan ke- sangat Tidak bisa Biasa bisa sangat
4 mampuan anda dalam me - tidak bisa saja bisa
nulis bahasa inggris? 0 2 6 18 7
12,1
0% 6,1% 54,5% 21,2%
% 75,7%
Menurut anda, apakah audio A b c d e
visual media ini bisa di sangat Tidak bisa Biasa bisa sangat
manfaatkan untuk pelajaran tidak bisa saja bisa
5
menulis dalam bahasa inggris
0% 3% 6,1% 48,5% 42,4% 90,9%
88
Appendix 8
Students’ photograph in research activities
89
90

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DEVELOPING WRITING PARAGRAPH SKILL THROUGH

AUDIO VISUAL MEDIA FOR THE EIGHT GRADERS OF

DWI RAMA SUHINDRA NATA

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DWI RAMA SUHINDRA NATA

HAMZANWADI COLLEGE OF TEACHER TRAINING

Key words : Writing Paragraph skill, Audio Visual Media

Learning is a change in human disposition or capability which can

Dwi Rama. 2011. Mengembangkan Kemampuan Menulis Paragraf Melalui

Kata Kunci : Kemampuan Menulis Paragraf, Media Audio visual

Belajar adalah perubahan pada watak manusia atau kemampuan yang

material previously published or written by any person, except where due

reference is made in the text of the thesis.

DWI RAMA SUHINDRA NATA

DEVELOPING WRITING PARAGRAPH SKILL THROUGH

Advisor I, Advisor II,

Laila Wati, M.Pd. Ary Prasetya Ningrum, S.Pd.

BAIQ RISMARINI NURSALY, M.Hum.

DEVELOPING WRITING PARAGRAPH SKILL THROUGH

DWI RAMA SUHINDRA NATA

Accepted by the Board of Examiners as a requirement for the degree of Sarjana

Ahmad Zamzam, M.Hum. ………………………….

Laila Wati, M.Pd. …………………………

Ary Prasetya Ningrum, S.Pd. …………………………

Drs. H. Muh. Suruji

Destroy What Destroys You

First of all, I tender my greatest gratitude to Alloh SWT for blessing me by

giving strength and health to study at HAMZANWADI SelongCollage of Teacher

I would also like to expres s my deepest gratefulness to my first advisor Laila

should also go to Baiq Rismarini Nursaly, M.Hum.the Head of English Language

Education Program and all lecturers at English study program.

Pancor, Februari 2012

Dwi Rama Suhindra Nata

CHAPTER II REVIEW OF RELATED LITERATURE

E. Data Analysis ............................................................................................ 32

CHAPTER IV FINDING AND DISCUSSION

CHAPTER V CONCLUSION AND SUGGESTION

Figure 1 The action research spiral .................................................................... 21

Appendix 1 Research schedule ......................................................................... 48

This study examined the development of writing paragraph skill in

SMPN 2 Aikmelin the school year 2010/2011. This introductory chapter

presented and discussed background of the study, focus of study, statement

of study, purposes of the study, significance of the study.

A. Background of the Study

One of the desire Republik Indonesia nation is to increase the

nations’ intelligence (UUD 1945) , where education as the pillar that

prominent to assured of our na tion. In Undang-undang Nomor 20

Tahun 2003 about National Education System stated that;

tujuan penyelenggaraan pendidikan di Indonesia adalah untuk

mengembangkan potensi peserta didik agar menjadi manusia yang

beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak

mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga

negara yang demokratis serta bertanggung jawab (Sisdiknas,

needed. However, teaching as well as learning is a complex, unique

and complicated process because learners have different styles or

characteristics among learners. It means that learning process is an

individual case in which learning activity will be successfully from the

learners themselves. Robert M. Gagne (1997: 141 in KartiSoehartodkk

process of growth. The researcher concluded that learning was a

changing process of ability to face a certain situation with a certain

found is how to make learning condition be comfortable.

Dealing with learning condition, teaching learning process is

supported by some motivations.It is divided into two types. The first is