By: MAYA ESTAMIZA ABSTRACT

Transcription

1 THE INFLUENCE OF USING VIDEO RECORDING TOWARDS STUDENTS PRESENT CONTINOUS TENSE MASTERY AT THE FIRST SEMESTER OF THE TEHNTH GRADE OF MAN LIWA WEST LAMPUNG IN 2012/2013 ACADEMIC YEAR By: MAYA ESTAMIZA ABSTRACT The objective of this research is to know whether there is significant influence of using video recording towards students Present Continuous Tense mastery at the first semester of the tenth grade of MAN Liwa West Lampung in 2012/2013 academic year. The subject of this research is a class first semester of the tenth grade students of MAN Liwa West Lampung. In this research, the writer used true-experimental research where there were three steps in collecting the data. They are pre-test, treatment and post-test. The population of this research was the Tenth Grade of MAN Liwa West Lampung. The sample was chosen by doing cluster random sampling. There were 30 students of X-A and 30 students of X-C, so for each the total number of sample was 60 students. There are experimental class that was given treatment by using video recording and control class that was given treatment by using text books as media that used by the English teacher there. The writer conducted fives meetings in each class during this research, including one meeting for pre-test, three meetings for treatment and one meeting for posttest that was given to the students at the last meeting. So in this case, the writer would like to say that using video recording in teaching Present Continuous Tense is one of good media in motivating the students to learning English, especially to learning Present Continuous Tense. It means that there is influence of using video recording towards students Presents Continuous Tense mastery at the tenth grade at the MAN Liwa West Lampung. 100

2 Based on the data analysis, there is significant influence of using video recording towards students Present Continuous Tense mastery at the first semester of the tenth grade of MAN Liwa West Lampung. It is proved by the result of T- test was 3.86 find that t test or t ratio > t table, 3.86> So it means that there is influence of teaching Present Continuous Tense mastery through video recording mastery. The result of the calculation found that the null hypothesis ( H O ) is rejected and the alternative hypothesis ( H a ) is accepted. I. INTRODUCTION These days, science and technology grow rapidly. To deal with the development and advancement of science and technology, education must be able to adjust to the changes related to the problem and a tough challenge in improving a human resources quality. One of the major problems in our education in Indonesia that has been much discussed is the various efforts have been made to improve the quality of national education, among others, through various improvements and training of qualified teachers, improving facilities and infrastructure, curriculum improvement, procurement of books and learning tools and improving the quality of school management. However, the quality of our education in general is still not good. 1 For that, as educators we must always strive to create an atmosphere and an effective learning process for students actively to develop the potential exists that within uterus, has the spiritual power of religion, self-control, personality, intelligence, and skills necessary for himself, community, and nation and state. One of the objectives of teaching English is that the students are expected to speak or to communicate in English orally. Thus, grammar is needed by the learner to communicate in the right way. There are many aspects of grammar and 2002, p Usman Basyiruddin, and Asnawir, Media pembelajaran, Delia Citra Utama, Jakarta, 101

3 tense is one of the important aspects As Murcia states that tense is one of the most difficult aspects of English to be learned by the learners. 2 Based on the preliminary research, the researcher got the data of the students score from the English teacher of MAN Liwa West Lampung. Many students got low score, 15 from 30 students (50%) still received scores under the target score 65 (standard KKM of English Score at MAN Liwa west Lampung) who are unable to express their sentences in a good order, because it is the criteria of minimal mastery in this school. After the interview is one of the English teacher of MAN Liwa West Lampung Mr.Darmani, S.Pd. She said that many students had difficulties in studying English especially in mastering tense. When the writer asked to some of the students, they said that English was hard and boring.the writer found that there are many students still have difficulties in learning present continuous tense, and they are also still unable to practice their English in their daily activity in classroom. The score of students in present continuous tense can be seen below: Table 1 The Present Continuous Tenses Score of Students of MAN Liwa West Lampung No Percentage The Number of Students Percentage 1 > 65 ( ) 9 30% 2 < 65 ( 91-95) 21 70% Total % Source of data: MAN Liwa West Lampung From the table above, it can be seen that the present continuous tense score in MAN Liwa West Lampung, some students got score 65. It means that student MAN Liwa West Lampung face difficulties in learning Present Continuous Tense. 2 Marianne Celce Murcia, Teaching English as a Second or Foreign Language, Newbury House, Roeley, Masachussetts, 1972, p

4 Students not interested when they are studying present continuous tense. According to the students, it happened because the teacher do not used an interesting media inteaching present continuous tense. So the students still hard to understand it. The students felt that the teacher was not creative in teaching presents continuous tense because the teacher usually just used media textbook as media in teaching. Therefore, the teacher can create a more exciting learning environment by introducing media and activities. It means that, by using video recording the students feel happy, relax and enjoy in following the lesson. That is the reason why the writer chooses the using video recording in studying present continuous tense. And the writer believes that by using this video recording the students have more motivated to learning English particularly in studying Presents Continuous Tense. They were not feel that the English is difficult and bored but it is easy and full of fun. In connection with this problem, the teachers have a very important role and significant influence on student achievement in the learning process. A teacher does not merely act as a teacher perform the activity, but act as educators named as mentors provide guidance and guide students in learning. Therefore, the relationship between teachers and students should be educative, namely that the interaction of students and teachers occur interrelationships and has a specific purpose, namely for mature students was from be able to stand alone and cans find its identity intacted. The teaching and learning activities undertaken by teachers should be able to attract students attention and generate enthusiasm for learning. It requires special skills of teachers in teaching. It was given that often students experience burnout and boredom in lessons because teachers in providing learning less enjoyable. Students contact with the teacher in teaching and learning activities using the facilities have been that used in schools and require school facilities and infrastructure are adequate. The concepts English is abstract, while in general, students think of things that are things concrete toward the abstract, then one of the bridge so that students 103

5 are able to think abstractly about English is to use educational video recording media. In accordance with the level of intellectual development of children who are still in the stage of concrete operations, so student cans more easily accept the concept of abstract English concepts through concrete objects. To help it do manipulation the which-object manipulation is use to study English commonly known as the media. In this research, it is a complete media because both video and recording are used in the class. Video recording is an instrument that can make the lesson more interesting for students. The writer chooses that because, in her opinion, the best way for the teacher is to invite the students to use their all five in order to get a good result. Media as one component in teaching and learning activities and learning resources used in learning is selected on the basis of objective and teaching materials have been established that, therefore, the teacher as the subject of learning should be able to select audio visual media and appropriate learning resources, so that few teaching materials are delivered well received. 3 With the video recording media of education or learning tools, more students are expected to follow the English lesson with a pleased and excited that his interest in studying English bigger. Students was from be pleased, interested, stimulated and a positive attitude towards learning English. From the above description the writer is interested to conduct research using educational media in learning. The objective of this research is to know whether there is influence of using video recording towards the Students Present Continuous Tense. 3. Usman Basyiruddin and Asnawir, Op. Cit, P

6 II. FRAME OF THEORY, FRAME OF THINKING AND HYPOTHESIS A. The Concept of Learning English Education experts have different views in interpreting technical of learning. But the differences are still in the stage of fairness, is the understanding of learning, here are some figures opinion explaining the notion of learning. According to Dimyati learning is activities of individuals acquire knowledge and skills by learning how to process materials. The factors of result learning as follows: 1. Internal factors (social factors and non-social) 2. External factors (physiological and psychological factors) Factors can be grouped into non-social factors such as air condition, weather, time, place and buildings, tools, books and so forth. All factors included in this group need to be equipped and organized to remember the situation and condition of the place. If the school took place in the morning, should have no problem with the air temperature, another case with the school which was held at noon, afternoon or evening. In the afternoon heats that sometimes make students feel at home are not strong or not in the room, let alone in a cramped room conditions and close to the source crowd. This result in students cannot concentrate fully. While the definition of social factor is the human factor, either real human in the sense of present, or not present. As an example of such pictures, television, pictures and act. Motivation has a very important role and determines the person doing the learning activities. With the driving factor, students will be conducted learning activities, with all the energy possessed optimally. So in this case the motivation to have a role to foster excitement, feeling happy, and excited about learning activities. With the high motivation always do business intensity learning for 105

7 students. From the above opinion, that students who have high motivation was pay great attention to the lessons given and actualized in learning activities. 4 The role of motivation in learning a foreign language is not in question, many studies of the relationship between motivations and language achievement. Motivation in learning a foreign language under two types. The first is integrative motivation, motivation to integrate to acquire to another culture and the second is instrumental motivation, motivation to acquire language as a means for attaining instrumental goals: furthering career, getting a job, and so forth. 5 The desire to learn can from causes. Perhaps the students love the subject or are simply interested to see what it is like. If good learners are those that have a positive attitude toward their subject, what can we do it we get students who are not like that? Teachers are not, however, ultimately responsible for their students motivation. They can only encourage by word and deed. Real motivation comes from within each individual 6 In Indonesia, learning English has become foreign language, so English is very important to be learned by the students in elementary school up to university. The case is cause by factors between the information like culture and science, which are generally convey from our country through English, the business world competition, which obliges to learn English, in order to be fluent in English for communication. English is taught in Indonesia in order to gain the knowledge of science skill technology for national development. The foreign language has to be mastered in order that it can be use a tool for the national development but the most important thing in teaching learning process, firstly teacher should have 4 Dimyati, Belajar dan Pembelajaran, Rineke Cipta, Jakarta, 2002, P Bambang setiyadi, Teaching English as a Foreighn Language, Graha Ilmu, Yogyakarta, 2006, p28. 6 Jeremy Harmer, How to Teach English, Logman, Cambrige, 1998, p

8 preparation. He/ she were to know the material well before he/she is going to teach. 7 B. The Concept of Media Media is a nature channel the message and to stimulate thoughts, feelings, and the mastery of the audience (students) so as to encourage the learning process in itself. Creative use of media was enable students to be more interested in receiving lesson, learn better and can improve their performance in accordance with the objectives to be achieved. 8 According to Azhar Arsyad media is as follows: 1. Means of communication to make moose effective in a process teaching and learning. 2. The function of media to achieve the purpose of education 3. The advantage of education media in instruction. 4. Choose and using media 5. The efforts of innovation in education media. There are several general requirements that must be met in the use of teaching media in teaching and learning, namely: 1) The media used in teaching must be in accordance with a predetermined learning objective. 2) Media teaching is a media that can be seen or heard. 3) Teaching media used to respond to students learning. 4) The Media teaching must also comply with the conditions of individual students. 5) Media teaching is an intermediary in the process of student learning. 9 The functions and use of educational media is in a teaching-learning process, two very important elements is he method of teaching and learning 7 Lim Kiat Boey, An Introduction to Linguistics for the Language Teacher, University Khaiwan press, Singapore, 1975, P 3. 8 Asnawir, Media Pembelajaran, Ciputat Pers,Jakarta, 2002, p11. 9 Ibid, p

9 media. 10 Video is the technology of electronically capturing, recording, processing, media, both these aspects related. Selection of one method of teaching and learning affect the appropriate media type, although there are many other aspects that must be mastered after learning students are expected to take place, and context of learning, including characteristics of students. Nevertheless, it can talk that one of the main functions of the media as a tool of learning is a teaching that influence climate, conditions, and the learning environment organized and created by teachers. C. The Concept of Video Recording Teaching and learning process is basically a communicative process. It must be created through delivering activity and exchanging instruction or information. It covers knowledge, skills, ideas, and experiences and so on. Book, tape recorder, CD, video camera, video recorder, film, slide, photo, pictures, graphic, television, and computer. For the communication itself the teacher needs storing, transmitting, and reconstructing a sequence of still images representing scenes in motion. 11 Recording is a storage device on which information (sounds or images) have been recorded. Thus, 12 Video Recording (noun) is a recording of both the video and audio components (especially one containing a recording of a movie or television program). 13 The video intervention can also be considered as the instrument or tool influencing the outcome of the object of learning to teach. The teachers trained in the preparation of video recording aids may help in the preparation of video material is semantic. It permits the learners to understand what he hears, to learn 10 Hobbs,Renee. Media Literacy in the Classroom, Newsweek < 2001February, Online: Online July, 13 th Online July, 13 th Online July, 13 th

10 the situation in which language forms are used and to associated them whit what he is learning through imitation and repetition. 14 There are many reasons why the using video, can add a special, extra dimension to the learning experience: a. Seeing language-in use: one of the main advantages of video is that students do not just hear language, they see it too. This greatly aids comprehension, since for expel general meaning and moods are often conveyed through expressions, gesture and other visual clues. b. Cross- culture awareness: video unequally allows a student allows students a look at situations far beyond their classrooms. This is especially useful if they want to see, for example, typical British Body language when inviting someone out, or how American speaks to waiters. c. The power of creation: when students use video cameras themselves they are given the potential to create something memorable and enjoyable. d. Motivation: for all of the reasons so far mentioned, most the students show an increased level of interest when they have a chance to see language in use as well as hear it, and when this is coupled with interesting task. 15 Video recording have been useful aids in teaching as whole. The use is especially effective and particularly needed in language instruction. Video recording aids can clarify the meaning of teaching content immediately, convey cultural information that might be difficult to explain in word, and increase the motivation and interest of students. 16 According to Azhar Arsyad that the use of instructional media in teaching and learning can generate new desires and interests, generating motivation and stimulation of learning activities, and even bring the psychological effects on students. 17 p Mackey William, Motivation of Media for Learning and Teaching, Francis, 1965, p Jeremy Harmer, The Practice of English Language Teaching, England, Longman, 2001, 16 Azhar Arsyad, Media Pembelajaran, Raja Grafindo Persada, Jakarta, 2011, p Ibid, p

11 Based on this statement, media especially video recording is an instrument that can make the lesson more interesting for students. The media that the writer used in her research is video recording, because in her opinion, the best way for the teacher is to invite the students to use their all and senses in order to get a good result and the writer can infer that video recording media very important for them, who want to learn it, especially for the students, give the motivation for students in process teaching learning. D. The Concept of Textbook A textbook is a standardized manual used in formal study settings, such as high school and college environments. 18 The common printed out material that is known by people are text book, guidebooks, journal, magazine, free sheet. 19 Allow distance education students enough lead-time to purchase their text books and have them shipped. There are alternative purchasing options available to students. Distribution centers, specializing in distance education delivery, was order your texts from the various publishers, copy and package your extra readings and handouts, collate all the materials, take the students orders, and ship them directly to the students. There is no additional expense for the university and students pay the same rates they would at bookstores. These centers need your text lists approximately eight weeks before class starts. For information on these services, contact the DED. 20 E. The Concept Present Continuous Tense. 18 Concept/facts_ _definition-text-book_files/comments.htm, Online July, 15 th Azhar Arsyad, Op. Cit, p Jonhs Hopkins, New Environments and New Tools, University School of Hygiene and Public Health, 1997, p

12 We also use the Present Continuous Tense when we talk about something which is happening around the time of speaking, but not necessarily exactly at time of speaking. 21 The formula of present continuous tense (S + to be (is, am, are) + Verb ing +.) Affirmative ( + ) Negative ( -) Interrogative (? ) S + To Be + V1 ( ing ) S +To Be +Not +V1 (ing) Tobe + s + V1 + ( ing ) I+ am + VI ( ing ) We + are + V1 ( ing ) They + are + V1 ( ing ) You + are + V1 ( ing) She + is + V1 ( ing ) He + is + V1 ( ing ) It + is + V1 ( ing ) I+am +not +V1 (ing) We+ are+ not +V1 ( ing ) They+are +not +V1(ing ) You+are +not +V1 ( ing) She +is + not +V1 ( ing ) He+ is +not +V1 ( ing ) It+ is +not +V1 ( ing ) Am + I + V1 ( ing ) Are + we + V1 ( ing ) Are + They + V1 ( ing ) Are + you + V1 ( ing ) Is + she + V1 ( ing ) Is + He+ V1 ( ing ) Is+ It+ V1 ( ing ) Example 1. ( + ) I am writing the letter now. ( - ) I am not writing the letter. (? ) Am I writing the letter now? 2. ( + ) He is washing his clothes ( - ) He is not washing clothes (? ) Is he washing clothes? 3. ( + ) Yulia is cooking rice. ( - ) Yulia is not cooking rice. (? ) Is Yulia cooking rice? , p2. 21 Raymond Murphy, English grammar in use, Cambridge University press, New York, 111

13 This tense expresses an activity that is in progress (is occurring, is happening)) rig now. The events is in progress at the time the speakers is saying the sentence or the Present Continuous Tense is mainly used to express the idea that something is happening at the moment of speaking, another use of the tense is to talk about what we are planning to do. 1) Positive form: Formula: Subject + to be (am, is, are) +Verb (ing) +O / Complement Example: a) Silvia is learning English at the moment b) We are having dinners c) They are boking a cake in the kitchen d) I am listening to the radio now. 2) Negative form: Formula: Subject + to be + not + verb ( ing ) + O/complement Example: a) Silvia is not learning English at the moment b) We are not having dinner c) They are not boking a cake in the kitchen d) She is not reading now. 3) Interrogative form: Formula: to be + s + verb ( ing ) + O/ Complement?. Example: a) Is Silvia learning English at the moment? b) Are we having dinner? c) Are they boking a cake in the kitchen? d) Is she reading now? According to examples above, the writer can conclude that the main form of Present Continuous Tense by using to be + Verb- ing as the predicate. There are kinds of to be in present Continuous tense, they are: is, am and are. We p Sam warib, 16 Tenses Active Voice and Passive Voice and Noun, Apollo, Surabaya, 112

14 can use to be is if the subjects are she, he, and it ;and am can be use if the subject is I; and then are can be used if the subjects are you, we, and they. 4) Time signal/ expression: a) Now b) Today c) Still d) At Present e) This morning f) This afternoon g) This evening h) At the moment i) This week, act. 5) Detail of formula and change of verb. a) Basically verb form in this Present Continuous Tense [is] elementary verb form (v-1 )+ with addition of suffix ing. example : 1. Study : is studying 2. Play : is playing 3. Read : reading 4. Talk : talking, act. b) For verb-1 which end in vowel of e, the vocal eliminated, newly [is] later then added [by] suffix ing. Example is 1. come : is coming 2. write : is writing 3. Give : is giving, act. c) for verb-1 which and in diphthong of ie, alter ie become y is later then added [by] suffix - ing. Example is 1. die out : is dying out 2. lie : is lying 3. tie : is tying d) For verb-1 which consists of one syllable, and stress there are consonant of final, then the consonant made to double. example is 1. stop : is stopping 113

15 2. run : is running 3. shop : is shopping 4. jog : is jogging e) And so do for verb-1 which consist of two syllables, and stress there are [at] last consonant, hence the consonant also have to be made to double. Example: 1. begin :is beginning 2. control : is controlling 3. Transfer : is transferring and act. 23 Based on the statement above, it can be conclude that the students Present Continuous Tense mastery is this mastery to used Present Continuous Tense form in positive, negative, interrogative sentences with different kinds of to be is, am, are and time signals. F. The Concept of Present Continuous Tense Mastery Present continuous tense is one of the tenses that often use by people, with the main function to uttering something, activity that directly happened when we see at the time. 24 There are three functions of Present Continuous Tense when we use for communication, in such as: 1. Present Continuous Tense often used for clarity something while we do at this time 2. We also used Present Continuous Tense for express an event that we had planned for doing in the future. 3. Use for express an event or an act temporarily. 25 We used the Present Continuous Tense action over a period of time, something that we are in the middle of now. The action has started, but it hasn't finished yet. We also use the Present Continuous Tense for a temporary routine, something that was last only a short time. (We have got builders at the office, so 23 Pardiyono, Bahasa Inggris 16 Tenses, Andi Yogyakarta, Yogyakarta, 2007, p Pardiyono, Bahasa Engrish Communicative Teaching 12 Tenses Grammar Material, Andi Soraya, Yogyakarta, 2006, p Silvester Goridus, Panduan Penggunaan Tenses Dalam Berkomunikasi, Indonesia Tera, Yogyakarta, 2007, p

16 I m working at home this week. They are living in a rented flat until they find somewhere to buy). 26 Present Continuous Tense essential for the students to learn because it is one of the linguistic features which is should be mastered by students when they try communicating to people. Therefore, the school has attached present continuous tense in syllabus as a subject matter that must be learn by students considering to the use importance that has been explained above. Based on the statement above, it can be concluded that Present Continuous Tense is someone mastery to recognized and used Present Continuous Tense in positive, negative, and interrogative from by using the right kind of to be (is, am, are), in accordance with the subject plus v- Ing and also using the time signals accurately. 27 G. The Procedure of Teaching Learning Present Continuous Tense through Video Recording 1. The teacher asks the students about the activities before going to school. (10 minute) 2. The teacher explain about the definition and examples of present continuous tense about 5 sentences (positive, negative, interrogative) by using LCD 3. The teacher ask the students complete the 5 sentences (positive, negative, and interrogative) 4. The teacher asks the students writer make writing the text daily activities (Present Continuous Tense). 5. Teacher shows some picture in LCD and asks the students to make the sentence based on the pictures. 6. The teacher gives the students rearrange the following words into good sentences. H. The Procedures of Teaching Learning Present Continuous Tense trough Textbook. 26 John Eastwood, Oxford Learner s Pocket Grammar, Oxford University Press, New York, 2008, p Titis Sugestiani, The Influence of the use of Total Physical Response ( TPR ) Method Toward Students Present Continuous Tense, Lampung Univercity, IAIN Bandar Lampung, p

17 1. Teacher explains about the material Present Continuous Tense. (Using the Text book) 2. Teacher gives the example of Present Continuous Tense about 5 sentences. 3. Teacher ask the students to make their sentence ( 5 sentence ) 4. Teacher ask the students to came forward and write their sentence in whiteboard 5. Teacher asks the students to collect their works. III. RESEARCH METHODOLOGY A. The Research Design Research design is a plan or program made by a writer, as the activity target that would be done. 28 This research used a quantitative study which was intended to see the students Present Continuous Tense after used of video recording media. The name of the research design was control group pretestposttest design. This considerable difference affected to the research design. The design used two classes, one as the experimental class which received the treatment of the use of the experimental media and the other as the control class which was taught by using a different media. This design used pretest to find out students initial mastery before the treatment. 29 In this research, a student in control class was given treatment (O) with treatment through text book, and the students in experimental class was given treatment (X) with video recording media. The research design was as follows: G1 = T1 X T2 G2 = T1 O T2 Notes: G1: Group one (Experimental class) 28 Suharsimi Arikunto, Prosedur Penelitian, Rineka Cipta, Jakarta, 2002, p Bambang setiyadi, Metode Penelitian Untuk Pengajaran Bahasa Asing. Graha Ilmu Jogjakarta: 2006, p

18 G2: Group two (Control class) T1: Pre-test T2: post-test X: Treatment through Video recording O: Treatment through textbook 30 The sample of the research was two classes. Each class which one as the experimental class was X.A, and one as the control class X.C it consists of 30 students, so for each the total number of sample was 60 students. In this research, the writer used applied Cluster Random Sampling technique because the population was in groups and homogenous. The writer used drawing a lot in this research. The name of each class was written in a small piece of paper, and then these papers is rolled and put into a box after the box was shaken, and then the writer took two pieces of rolled paper. The first class is X.A. as experimental class and the second class is X.C as control class. The instrument used in collecting the data was test. The test consisted of 40 items, the writer used multiple choices with 4 options a, b, c, and d. The test consisted of Present Continuous Tense with positive, negative, interrogative form and use of to be as predicate and time signal. (see Appendix 18, page 106) To do the hypothetical test, the writer used t test in order to know the significance of the treatment effect. 31 The formula is: Where: 30 Bambang Setiyadi, Op Cit, p Husaini Usman, Op Cit, p

19 X1 X2 S 1 S 2 = Average of Experimental Class = Average of Control Class = Variance of Experimental Class = Variance of Control Class = Square Variance of Experimental Class = Square Variance of Control Class N = Total Sample The hypotheses are: Ho Ha = There is no significant influence of Using Recording Video Recording toward the Students Continuous Tense Mastery. = There is significant influence of Using Video Recording toward the Students Continuous Tense Mastery. While the criteria of the test are: Ho is refused, if the score of t observed < t critical, in other case H is administered. Ha is accepted, if the score of t observed > t critical, with α= 0.05 (5%) 32 IV. RESULT AND DISCUSSION According to the writer, all activities could run well. All students were pay attention to the teacher seriously while presenting the lesson. The students did not seem to be worried and nervous and they participated the class well. The treatments were very exciting and interesting to the students. They felt very interested in and enjoyable of the activities. a. Description of the First Treatment The first meeting was held on Tuesday, August 1 st 2012 ( ) According to the writer, for the first treatment the writer asks with students about the activities before going to school (10 minute) and the students answer the 32 Suharsimi, Arikunto, Op Cit, p

20 question, before going to school, I am cleaning the floor/ I am cooking act, and then writer explain about the definition of Present Continuous Tense. After explained of the material to the students, the writer gave the example of present continuous tense, it was make a sentence of positive, negative and interrogative by using video recording. After gave the example the writer divided the the students into six groups that consists of six students and gave the students make sentence present continuous tense to each groups. So writer ask one of students come forward in front up class and then the writer asked them to write sentence present continuous tense in the white board, and then writer allowed the students to use their dictionary. During the process of writing, the students were often asked about some the vocabularies that can be used in their sentences. In the end of the lesson, the students have fun done the activity. Then the writer asked the students to submit their writing to given the scores. After that, the writer gave chance to the students to ask if they had difficulties. Because the material of Present Continuous Tense very interesting in teaching learning process. b. Description of the Second Treatment The second meeting was held on Monday, August 6 th 2012 ( ). For this session, it was better than second because the students did not look worried anymore. They felt enjoyable with the materials that the writer was present continuous tense. Then discussed about the problem on their writing present continuous tense and explained the how the students should had revise their writing. The writer also allowed the students to ask some questions. And then the writer asked the students to revise their writing based on the present continuous tense given. During the activity the writer asks the students complete the 5 sentences (positive, negative, and interrogative). Consistent with group and the writer ask the every student complete the sentence present continuous tense and the writer asks one of students come words and write sentence in the white board. And the 119

21 writer asking the student quickly, the students felt happy and enjoy done the activity. And then, the writer asked them to submit their writing to given the scores. c. Description of the Third Treatment The third meeting was held on Tuesday, August 14 th 2012 ( ). The class begun with usual activities such as greeting and checking the attendance lists for about 5 minutes. Then, the writer started the material. The writer focused this meeting to explain about their problems until the students comprehend and be independence in writing. The writer distributed their writing for a while to see their improvement and asked the students to pay attention on their writing, what mistakes that still they made in it. The writer gave some examples to correct their mistake. Then, the student had to revise their writing again based on flashcard media that has been given. Sometimes, the writer helped the students. And the last material, the writer give the example of shows some picture in LCD and to make the sentence based on the picture, the writer give the game with the students and then the writer showing some empelove, in empelove there is some picture, which have been cut and completed the picture and give the students make sentence based on the picture and adhere/ put picture in the white board. If the fastest and the correct answer is the winner. In this final treatment, some students could revise their wri by themselves. They have been more active to correct their mistakes and the teaching learning process has been meaningful when the students were actively engaged in their own learning and connected the material taught to what they already know. Because the material of Present Continuous Tense very interesting in teaching learning process. C. Data Analysis This research aimed to know whether there is any significant influence of the used of students Present Continuous Tense mastery after they were given 120

22 treatment by using video recording as media in this research. The research was conducted to the first semester of first Semester of the Tenth Grade at MAN Liwa West Lampung. The number of population is 91 students of tenth grade. Two classes as sample of the research, they were X.A and X.C. In this case, the writer used cluster random sampling when choosing the sampling. Since it was a control group pretest- posttest design, two classes were chosen as experimental class and control class. The instrument of this research was the Present Continuous Tense test. Both pretest consisted of 19 items in pretest and 35 items in posttest that consisted of multiple choice items with 4 options. Pretest was conducted previously on July 31 th 2012 at A.M for class C as the experimental class and class C as the control class at A.M. The pretest was administrated in order to see the students initial Present Continuous Tense. After conducting the third meeting, the writer gave the posttest to the sample. The posttest was conducted for class as the experimental class and class as the control class on Tuesday, August 28 th 2012 at A, M.. a. Result of Post-test in Experimental Class The writer conducted post-test in order to find out the students development presents continuous tense after they got treatment by using video recording. The post-test was administered on August 28 th, The average of post-test in experimental class is (see appendices 14). Which there were 24 students got scores 60 or higher than 60 and 6 students got scores lower than 60. It shows that 80% of the total of students got score that fulfilled the standard. b. Result of Post-test in Control Class The writer also gave post-test in control class to know their by using text book after taught without anything media. It was administered on August 28 th, The scores of post-test in control class are presented in the following table: 121

23 The average of post-test in control class is 58.7(see appendices 14). Which there were 18 students got scores or higher than 79 and 12 students got scores lower than 60. It shows that only 60 % of the total of student got score that fulfilled the standard. c. Result of Hypothetical Test The result of the T- test is 3, 86 while the degree of freedoms (number of sample from both control and experimental classes subtracted by 2) is 60.so that the result of T- critical of 0.05 is 2, 66. From this, it can be seen that the result of T- test is significant in the range of 005. If T-t < Th So Ha is a accepted because 2, 66 < 3, 86 > 2, 66. So in this case, H a is accepted. Then, it can be assumed that Video Recording media can increase students Present continuous tense ability. It means that there is significant influence in students Present Continuous Tense mastery after they had been treated by using Video recording. From the table above, it can be seen that the Present Continuous Tense score of students after being treated by using Video Recording are higher than using textbook. D. Discussion Based on the analysis of the data and the testing of hypothesis, the result of the calculation was found that the null hypothesis ( Ho) is rejected and the alternative hypothesis (Ha) is accepted. From the analysis above, we know that the students who got high frequency of using video recording in teaching Present Continuous Tense. So in this case, the writer would like to say that using video recording is one of good media in motivating students learning English, especially in Present Continuous Tense mastery. So it can be said that video recording can improve students Present Continuous Tense mastery. V. CONCLUSION AND SUGGESTION 122

24 A. Conclusion Based on the description of the hypothesis test, the writer is able to make a conclusion as follows: There is influence of using video recording towards the students Present Continuous Tense mastery at the first semester of the tenth grade at MAN Liwa West Lampung. Ha 2, 66< 3, 86 >2, 66 is accepted. The uses of video recording for teach is Present Continuous Tense could arise the students interest and it can create a good atmosphere and can motivate the students in learning English. So, the use of the video recording in teaching learning process can make the situation in the class more enjoyable, therefore this media can motivate the students in order to increase their Present Continuous Tense. B. Suggestion Based on the conclusion above, the writer would like to give suggestion as follows: For the teacher: 1. In improving students English mastery including the language component, teacher should be able to apply different media in teaching present continuous tense mastery as an alternative media, which can stimulate students motivation in learning English. 2. The writer suggests willing to try using video recording media in teaching the Present Continuous Tense. For the students: 1. The students should read English literary books to enrich their grammar. 2. The students should write the Present Continuous Tense. 3. The students should learn and be more seriously in learning English in order to influence their Present Continuous Tense mastery. 123

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