Tesis

Effects of process writing involving youtube animation videos on tenth graders’ writing skills / Callista Buena Sinamo

Abstrak
Process writing has been adopted as a popular writing pedagogy due to its empowerment in allowing English as a Foreign Language (EFL) students as independent writers and creators of meaning. However the implementation of process writing in Indonesian secondary and tertiary classrooms remains a challenge due to time restrictions and inexperienced teachers. In Indonesian secondary schools EFL students typically receive conventional and grammar-focused writing instruction lacking specificity in guiding them on effective writing in the target language. Despite the widespread use of technology its applications in writing activities often prioritize grammar and grammatical accuracy. Consequently EFL secondary students encounter difficulties in mastering various writing skills including the ability to generate ideas and organize them cohesively to meet readers rsquo expectations. The present study used Quasi-Experimental design adopted from Creswell (2012 p. 294). The research steps consisted of eight stages (1) formulating the research questions (2) setting up the hypotheses (3) determining the participants (4) designing the experimental treatments (5) choosing the experimental design (6) performing the experiment (7) analysing the data and (8) reporting the result. The first procedure was formulating the research question into two (1) ldquo were the tenth graders provided with YouTube animation videos as brainstorming stimuli during the pre-writing phase scored significantly different from those provided with English textbook rdquo and (2) ldquo which aspect of the writing skills was benefited after involving YouTube animation videos during pre-writing rdquo . Subsequently setting up the hypotheses into two. The null hypothesis was that ldquo there was no significant difference in the writing test scores between the control and experimental groups after the intervention rdquo and the alternative hypothesis was that ldquo there was a significant difference in the writing test scores between the control and experimental groups after the intervention. rdquo Afterwards determining two intact classes in this study and allocating 30 tenth graders each into the control and experimental groups by non-random selection. Despite given identical learning materials the control group did not receive the same input during the brainstorming activity in the pre-writing phase as the experimental group. The experimental group received a treatment using YouTube animation videos while the control group received printed pictures and texts from the English textbook provided by the school. Following that choosing quasi-experimental was a concern to address between-group comparisons of intact students. Thereafter performing the treatment in 8 meetings to each group following the syllabus in Merdeka Curriculum. Before performing the treatment consent form was filled in by the students. Writing tests served as data collection rsquo s instrument in this study. CEFR-like writing tests were employed to assess students rsquo initial and final writing ability following process writing involving YouTube animation videos during pre-writing. In collecting students rsquo pre- and post-test writing scores an adopted scoring rubric from the Cambridge English Assessment in B1 Preliminary for Schools was used in this study. The scoring rubric included the aspects of content communicative achievement organization and language. Furthermore to evaluate the validity of the instrument an expert validation was conducted using a validation form. After revising the writing tests and scoring rubric based on expert comments they were pilot tested in the tenth grade classroom. Subsequently the students rsquo writing test scores were evaluated by two independent raters in this study. To ensure the data collected by the two raters were consistent and reliable interrater reliability analysis was done in measurement of Kappa coefficient. The result revealed a substantial degree of agreement between the two raters for both the control and experimental groups. In analysing the data in this study independent t-test paired t-test and effect size analysis were applied within the quantitative approach to measure the difference in the mean writing test score of the two groups and the magnitude difference in four aspects of the experimental group rsquo s writing skills between the pre- and post-test data. The inferential statistic indicates that H0 is rejected and thus there is a significant difference (p lt .05) in the writing scores across the two groups. Tenth grade students who are treated using YouTube animation videos during pre-writing outperform those who are treated using printed English Textbook. The effect size analysis reveals that involving YouTube animation videos during the pre-writing phase benefits the organization aspect the most. This is followed by the communicative achievement aspect then the content aspect and lastly the language aspect which receives the smallest impact. The findings of this study have implications for teaching FL writing and future research. By making use of already-available animation videos from the YouTube website the EFL secondary school teachers have assisted their students with idea generation goal setting idea organization and the communicative use of genre. When considering animation videos choosing ones that are suited the students rsquo preference is crucial because not all types of videos can effectively help the students with brainstorming. While the findings in this study are discussed from the views of input hypothesis and active processing assumption in cognitive theory of multimedia learning conducting further research from the perspective of retrieval hypothesis and generative hypothesis may contribute significantly to the discipline. As multimedia is a rapidly evolving technology virtual reality (VR) and instructional online games may be worth considering because of its user-oriented feature allowing the students to navigate interact and create knowledge on their own during brainstorming. Last future research may explore students writing proficiency on measures of complexity accuracy and fluency (CAF) as affected by input modality during the brainstorming process.

Informasi Detail

DDC

Rt 421 SIN e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiii, 97 lembar : ilus. ; 30 cm

Bahasa

No Reg

00427/RT/24

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MENULIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - MENULIS - MEDIA PEMBELAJARAN
3. ENGLISH - WRITING - STUDY AND TEACHING

Pembimbing

1. Dr. Utari Praba Astuti, M.a.;2. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas