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LingTera, 5 (2), 2018, 189-198
Copyright © 2018, LingTera, ISSN 2406-9213 (print); ISSN 2477-1961 (online)
The effectiveness of using video and pictures in teaching writing hortatory
exposition text
Adhan Kholis
Department of English Language Education, Universitas Nahdlatul Ulama Yogyakarta.
Jalan Lowanu No.47, Sorosutan, Umbulharjo, Kota Yogyakarta, 55162, Indonesia
Coresponding Author. E-mail: adhank74@gmail.com
Received: 28 August 2017; Revision: 19 September 2018; Accepted: 25 December 2018
Abstract
This study aimed to find out the differences in the students’ achievement in writing the hortatory
exposition text among the students taught by using video, pictures, and the lecturing method with the
genre-based approach.This study was quasi-experimental research with the pretest and the posttest
design. The sample consisted of grade eleven students of majoring science comprising three classes
chosen by cluster random sampling. Two classes were for the experimental groups taught using video
and pictures and the control group taught using the lecturing method. The data were collected using the
test of writing. The validity established was the content validity, while the reliability used was inter-
rater. Analysis of covariance (ANCOVA) was used to analyze data. The results of the study had shown
that there were the significant differences between the experimental and the control groups where the
use of video was the most effective media in teaching writing.
Keywords: media, teaching writing, hortatory exposition text, genre-based approach
How to Cite: Kholis, A. (2018). The effectiveness of using video and pictures in teaching writing hortatory
exposition text. LingTera, 5(2), 189-198. doi:https://doi.org/10.21831/lt.v5i2.15490
https://doi.org/10.21831/lt.v5i2.15490
__________________________________________________________________________________________
INTRODUCTION
Today, writing is regarded as a trouble-
some skill among the English skills namely
listening, speaking, and reading. It is the mental
work of inventing ideas, thinking about how to
express them, and organizing them into state-
ments and paragraphs that will be clear to a reader
(Nunan, 2003, p. 88). It demands learners to think
more critically in expressing ideas to be generat-
ed in a written form. Moreover, writing involves
grammatical competence, vocabulary, diction,
organization, and language use. Different with
speaking, in writing, learners need much time in
producing words. When writing, learners have
more time to think rather than they do in oral
activities. Learners can go through what they
know in their minds, and even consult
dictionaries, grammar books, or other reference
materials to help them (Harmer, 2004, p. 31).
According to Harmer (2004, p. 31), writing
has always formed part of the syllabus in the
teaching of English. It indicates that writing
should be taught in teaching and learning pro-
cesses in the classroom. Nowadays, in teaching
writing, most teachers just focus on explaining
materials rather than engaging learners to do
writing practically making them become passive
in learning to write. Many teachers just ask
learners to write down a sentence directly without
any intensive helps such as giving building the
context toward the topic just making learners
difficult to start writing. Because students are
language learners not writers, teachers should
guide them intensively by providing some inter-
ventions and more feedbacks in development of
writing skills (McDonough, Shaw, & Masuhara,
2013).
Writing is a complex skill should be learnt
by learners through teaching and learning
processes in the classroom. In teaching writing,
there are two roles of teachers in teaching namely
as a motivator and a resource. Firstly, teachers as
a motivator means that teachers should create the
right conditions for generating ideas, persuading
them the beneficial of the activity, and encour-
aging them to make as much effort as possible for
maximum benefit (Harmer, 2001). Then, teachers
should become a good resource for them during
writing. Teachers must tell learners what are
available and be prepared to look at their work as
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it progresses, guiding them and giving advice
before they start doing writing activity. Indeed,
teachers can be able to be as a feedback provider.
While learners have some difficulties in writing,
a role of teachers here is very important, because
learners still can’t write by themselves without
any helps from teachers. Teachers should also
evaluate the students’ writing.
Evaluating here means that teachers want
to know learners’ achievement in writing in the
classroom. Teachers can conduct assessment
before doing evaluating. Assessment is one of
teachers’ efforts in evaluating and knowing the
students’ writing skill. It can be also regarded as
the giving feedbacks toward what learners have
done in writing activity. Assessment is very
important for teachers to know the ability of
learners’ writing. Moreover, teachers should use
writing rubric in giving scores. To do assessment,
teachers must consider some criteria or aspects of
language.
In writing processes, most learners spend
much time in imitating models rather than
expressing their own ideas creatively and
effectively. Learners are difficult to start writing
some words even sentences. Learners have no
ideas to be expressed in a written form. For
instance, the learners’ ability to write down
exposition or persuasive text is far from expec-
tation. Learners still have difficulties in giving
some arguments and reasons related to the topic
and issues given by the teacher. Exposition text
belongs to the arguing text involving reasoning,
evaluation, and persuasion. It is also a text type
clearly focusing learners on the purpose of
argument; that is, putting forward a viewpoint
and providing evidence to support it (Knapp &
Watkins, 2005, p. 191). Here, this text demands
learners to use their minds more in giving
arguments and reasons toward the problems.
Learners are still confused toward what they
should write in the first line in giving arguments.
In relation to those problems, it is very
urgent that teachers facilitate learners in learning
to write optimally in order to make them easy to
write down words even sentences. Teacher can
apply instructional media in learning to write
such as video and pictures. Since there are no best
methods in language teaching, the existing of
media is expected to be able to give more con-
tribution in teaching English and to solve the
problems regarding teaching and learning
processes.
There are several definitions of media pro-
posed by some experts. According to Heinich,
Molenda, Russel, & Smaldino (2002, p.10) media
refers to a channel of communication. It is
derived from Latin word meaning “between”
denoting anything carrying some information
between sources and receivers including video,
television, diagrams, printed materials, com-
puters, and instructors. Those all are considered
as media when they carry messages with an
instructional purpose. The purpose of media is to
facilitate communication. Media, the plural form
of the word medium, are something that lies in the
middle (between two parties) or a tool (Anitah,
2012, p.1). Meanwhile, Gerlach and Ely (1971)
passing Arsyad (2011, p.3) says that media are
understood as an outline of the human, material
or events establishing the conditions making
learners able to acquire the knowledge, skills, and
attitudes. Media can be a form of audio, visual,
and audio-visual.
The presence of media in teaching writing
can stimulate learners to be more active and
enthusiastic in learning. Picture books, film, still
images, graphic novels and computer games can
be a rich source for imaginative writing, offering
models of settings, character and plot as scaffolds
(Bearne & Wolstencroft, 2007, p. 45). In using a
video, learners are seeing the results of writing,
not just reading or hearing them as in print and
radio (Garrand, 2006, p. 35). The roles of visuals
are also to provide concrete reference for ideas.
Harmer (2001, p. 135) states that teachers some-
times use pictures for creative writing. Teachers
may allow learners to invent a story using at least
three of the images in front of them (on cue cards,
for instance). Pairs of pictures in sequence
provide for a variety of guided and free writing
exercises (Raimes, 1983, p. 36).
Video and pictures are important to be
applied by teachers in teaching writing hortatory
exposition text. Both media ease teachers in
explaining materials and make learners enthu-
siastic and motivated in learning to write. Video
gives sensory stimuli to learners. The use of
media should be considered and supported by
language teachers in order to make teaching and
learning processes become comfortable in
practice. In this 21st century, the notion of media
has also become familiar in language teaching.
Teachers are demanded to teach creatively using
technology in conveying materials rather than
just to explain more in front of class. From this,
the ideas to use media in teaching writing should
be stressed by teachers in the classroom.
Learning writing or learning to write is an
activity requiring learners to learn how to become
LingTera,5(2), 2018 - 191
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master in writing. Learning to write is easier if
learners are engaged in authentic writing acti-
vities requiring learners to express their thoughts
and ideas (Johnson, 2008). In this case, learners
will be dealt with both skills namely composing
and transcription skills. Firstly, composing skills
includes the processes of writing itself including
pre-writing, editing, re-drafting, and publishing.
In this case, learners learn about the steps of
writing. Secondly, transcription skills consist of
micro skills in writing including punctuation,
spelling, capitalization, and handwriting.
Writing in the classroom is different from
writing in everyday life requiring people to write
freely based on their experience in their life such
as writing for diary entries. In writing, especially
in the classroom, learners are demanded to work
on writing skills such as academic study,
examination preparation, and the like (Scrivener,
2005). However, here, teachers should remember
that learners are language learners not as a writer;
therefore, they must be guided in learning by
helping them as much as possible providing some
interventions and feedbacks in development of
writing skills (McDonough, et al., 2013). It
means that, in learning to write in the classroom,
teachers cannot let them without giving some
supports and feedbacks, because they are learners
in nature.
Writing in the classroom, teachers should
provide an environment for writing at least three
main stages of (1) gathering ideas: pre-writing
and planning, (2) working on drafts, and (3)
preparing the final version (McDonough et al.,
2013, p. 193). In this case, firstly, teachers can
ask learners to collect their ideas before writing.
Secondly, learners can start writing by making
drafts in order to make easier for them in writing
later. Finally, they can prepare their writing to be
published by editing and revising the content and
the structures.
Writing is important for language learners
because of three reasons including (1) writing is
vital skill for academic success (2) writing can be
effective tools for the development of academic
language proficiency (3) writing allows learners
to raise their awareness of knowledge gaps
(Warschauer, 2010).
Genre-based approach, also called text-
based instruction, sees communicative compe-
tence as involving the mastery of different types
of texts. Text here is used in special sense to refer
to structured sequenced of language used in
specific contexts in specific ways (Richards,
2006, p.36). It is also produced in, and determin-
ed by, social context. Therefore, it is possible to
identify the social elements in the structure and
grammar of individual texts (Knapp & Watkins,
2005).
This approach can be implemented in
language teaching because of three assumptions
about language learning as follows: (1) learning
language is a social activity, (2) learning occurs
more effectively if teachers are explicit about
what is expected of students, and (3) the process
of learning language is a series of scaffolded
developmental steps which address different
aspects of language (Feez & Joyce, 1998, p.24).
From statements above, it can be said that
language is taught as a social function not as a
subject matter. It means that language occurs in
social activity enabling learners to learn contexts.
They meet many text types in a different form. In
genre-based approach, the language knowledge is
also focused on a social purpose where the most
viewpoints are addressed to readers not writers
(Rahman, 2011).
The content of genre-based approach in
language teaching exactly consists of text-types.
However, the syllabus also usually specifies
other components of texts such as grammar,
vocabulary, topics, and functions. Therefore, it is
called a type of mixed syllabus, one which inte-
grates reading, writing, and oral communication,
and which teaches grammar through the mastery
of texts rather than in isolation (Richards, 2006,
p. 37). In this case, the syllabus of this approach
is the mixture by integrating the four English
skills and microskills of language.
The cycle of teaching and learning acti-
vities in the genre-based approach comprises a
number of stages which a teacher and learners go
through; therefore, learners gradually gain inde-
pendent control of a particular text-type. Each
stage has different activities in practice. The
following stages below show the steps of teach-
ing and learning process in genre-based approach
as follows (Feez & Joyce, 1998, pp. 28-31).
Hortatory exposition text is one of text-
types in English should be learnt by learners in
formal education today. It belongs to the arguing
text involving reasoning, evaluation, and per-
suasion. Hortatory exposition text is a text type
clearly focusing learners on the purpose of
argument; that is, putting forward a viewpoint
and providing evidence to support it (Knapp &
Watkins, 2005, p. 191). It means that hortatory
exposition requires learners to give some argu-
ments related to the topic or problems stayed in
the text. Hortatory exposition text is also a text
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representing writers’ efforts to have the addressee
do something or act in certain way. It also
belongs to persuasive text. Persuasive text can be
a form of letters, web pages, formal speeches,
essays, sermons, reports, and testimonials (Mills
& Dooley, 2014). In a persuasive essay, learners
can choose the most favorable evidence, appeal
to emotions, and use style to persuade readers
(Hillocks, 2010). This text also has generic
structures beginning with a clearly stated thesis.
Thesis contains a topic and the position of the
writer. It is also followed by the argument stage.
Sometimes, thesis only consists of one sentence
stating the topic will be discussed in body. The
second part in hortatory exposition text is
argument. It contains of learners’ arguments
regarding with the topic elaborated in the first
stage. Here, learners are demanded to think more
critical in facing the problems stated in text. They
can give some agreements and disagreements
based on their point of view. The final stage of
the hortatory exposition is the recommendation,
where the thesis is reiterated. In this stage,
learners propose advice and suggestion based on
the problems from the thesis. In more complex
texts, a summary is also given at this point.
It is very important to present media in
teaching writing in the classroom especially
teaching writing hortatory exposition text to help
students ease to write text and enjoy in learning
to write. Media today can facilitate students in
learning and thinking critically. Against this
background, this study is conducted to find out
the differences in the students’ achievement in
writing hortatory exposition text among the
students taught by using video and pictures with
genre-based approach and those taught by using
lecturing method. Also, it is conducted to know
whether the using of video and pictures gave
more contribution to the learning of writing
hortatory exposition text than lecturing method.
METHOD
This study was an experimental research in
the form of quasi-experimental design with
pretest and posttest approach. The reason of a
quasi-experiment is the inability to randomly
assign participants to some treatment conditions
corresponding to a level of an independent
variable (Dunn, 2001, p.74). The researcher
decided to select the non-equivalent control
group design. It meant that both the experimental
and the control group had not been equated by
randomization. This study was conducted to find
out a significant difference among three methods
namely the use of video, pictures, and lecturing
method with genre-based approach in teaching
writing hortatory exposition text.
This study took place at the senior high
school located in Ponorogo, East Java province,
carried out from March till April 2017. The
population consisted of grade eleven students of
MA Darul Huda. The sample consisted of grade
eleven of majoring science comprising three
classes chosen by cluster random sampling. The
number of students was 72 students where each
class consisted of 24 students.
In this design, there were three groups
comprising two experimental groups and one
control group chosen by random sampling. Then,
these groups were given a pretest to know the first
situation and condition whether any differences
between the experimental and control group. The
experimental group members receive the treat-
ment, while members in the control group either
receive the traditional approach (e.g., teaching
method) or do not receive any treatment (Ravid,
2011, p.7). Here, in the experimental group, the
teachers gave the treatments namely the use of
video and pictures with genre-based approach,
while the control group was carried out by using
lecturing method. After conducting treatments,
the teacher then gave the posttest in the same
writing test.
The data was in the form of scores. The
technique for collecting data was the test of writ-
ing. Data collection technique used in this study
was a test. Collecting data on the experimental
study was done by giving the writing test of
hortatory exposition text. This test was used to
know the learners’ ability in learning of writing.
The learners should write hortatory exposition
text in the form of essay. The learners must write
two types of writing namely free and guided
writing. Giving tests performed twice, those were
early stage or pre-test done before getting treat-
ment, and the final test or post-test performed
after the treatment. This study used data
collection technique done by test method such as
the assignment of writing used to measure the
achievement of standards of competence by using
video and pictures as defined in the standard of
competence of graduates. Based on the research
design, the pretest was conducted simultaneously
before being given treatment. The posttest also
carried out simultaneously after being treated.
The research instrument used in this study
was the instrument of learners’ ability in writing
hortatory exposition text. The instrument used to
collect data of learners’ writing skills was
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assessment criteria of hortatory exposition text.
With the instrument, the learners were tested to
get a score. The score was then collected and used
for analysis. Assessment criteria contained the
factors relating to the assessment of writing as
proposed by Jacobs. Assessment criteria of
writing ability to be determined based on the
elements related to writing namely contents,
organizations, vocabularies, language use, and
mechanic.
Writing test was in the form of essay. The
teacher asked the learners to write down hortatory
exposition text. In the test items, there were two
types of writing test namely guided and free
writing. In the guided writing, the learners would
be helped with the clear guidance, whereas in the
free writing, the learners freely wrote down some
arguments and reasons related to hortatory
exposition text.
In scoring the learners’ writing, the
teachers used rubric taken from Jacobs’s theory
comprising five components of writing namely
content, organization, vocabulary, language use,
and mechanics. The reason why the teachers used
this rubric for assessing the learners’ writing was
because of comprehensive aspects of rubric.
The instrument used was the instrument of
learners’ ability in writing hortatory exposition
text. The instrument validity was content validity,
whereas the reliability of instrument was inter-
rater technique. In scoring the learners’ writing,
the researcher used rubric proposed by Hughes
containing five components completed by
descriptors.
In analyzing data, the researcher used
descriptive statistics consisting of mean, median,
mode, range, and standard deviation. Moreover,
inferential statistics namely analysis of cova-
riance (ANCOVA) with the significance level
5% or 0.05 computed by using SPSS program
version 22 was also used to draw the conclusion.
In the descriptive statistics, the researcher
used the mean as a measure of center, because
both pretest and posttest data, there were no
extreme scores. It meant that the scores reflected
every score in the distribution. The mean
represented any of 24 scores in the distribution.
Moreover, the researcher used the mean as the
measure of center because all data were in the
normal distribution. The detail results of com-
puting the descriptive statistics in SPSS Program
version 22.
The data analysis technique used in this
study was a parametric statistic technique using
analysis of covariance (ANCOVA) computed by
using SPSS Program version 22. This study only
focused on knowing the effects of treatments
toward the experimental class namely the using
of media in teaching writing hortatory exposition
text. The researcher used the inferential statistics
for analyzing the data of sample and the results
would be applied and generated in the population.
It meant that the inferential statistics were used
for drawing conclusions and making inferences
about the population. Also, this was used to
compare among three groups on the independent
variables. Based on the results of the data, the
scores of among three groups rose from pretest to
posttest. In computing ANCOVA, the pretest
data were as the covariate variables. In the infe-
rential statistics, the researcher used the posttest
means to compare three groups. The data on the
covariate and the dependent variable were used to
compute the adjusted means on the dependent
variable. The detail results of computing the
inferential statistics in SPSS Program version 22
could be seen in the appendix six.
FINDINGS AND DISCUSSION
The findings were derived from the results
of test of students’ writing. The data used were
from pretest and posttest. In knowing the
students’ average scores, the researcher used the
mean as the centre of measure, whereas in
drawing the conclusion, the researcher used
ANCOVA.
Table 1. The Mean Differences of Three Classes
Treatments
Mean Scores
Lecturing Method
67.2083
Video
81.4167
Pictures
74.3750
Based on the table presented on Table 1
above, the highest scores among three methods
were the video where the value of the mean was
81.4167, while the lowest scores were lecturing
method where the value of the mean 67.2083.
This showed that among three methods used in
teaching writing hortatory exposition text, the
most effective media were the video.
The research result from Table 1 was
similar to TESOL research result conducting the
experiment research where the results of the
study showed that using audio-visual aids in the
classroom, teachers can teach languages making
the class interesting. Different visuals bring
variation in teaching which are helpful to draw
the attention of the students toward the lessons.
For example, if the language teachers use
different pictures related to the lesson of the class,
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the classes become lively as well as learners get
some schemata of the topic. It is always better to
have something visuals in front of the students so
that they can understand the lesson well.
Furthermore, the study referred to Thesis
written by Rizkiyah (2014) from UM conducting
Classroom Action Research (CAR) also gave the
same result where the research results showed
that the using of Youtube videos can increase the
students’ ability in writing hortatory exposition
text. The students’ percent reaching the higher
value from 15.8 % in the preliminary study can
get 100 % in Cycle 1.
Based on the data presented on the Table 2
above, the value of sig was .000. If the value of
sig was lower than 0.05 so that Ho was rejected
and H1 was accepted. This can be seen on the
term of media. It can be concluded that there was
a significant difference in the students’ achieve-
ment in writing hortatory exposition text among
the students’ taught by using video, pictures, and
lecturing method.
Based on the Table 2, it was obvious from
the significance value where the value was lower
than 0.05. The value of sig was 0.000 showing
that it was lower than the value of alpha 0.05.
Related to the requirement explained before
stating that if the sig. value is lower than
significance, therefore, Ho was rejected. Thus, in
this case, there was a significant difference
among three methods applied in teaching writing
toward students’ achievement in writing horta-
tory exposition text, because the value of sig. was
0.000. In other word, media seemed to have
significant effects on the students’ achievement
in writing hortatory exposition text. It should also
be noted that the total amount of variation to be
explained was 7370.000 (Corrected Total), of
which the experimental manipulation accounted
for 2426.305 units (SSm), whereas 4772.571 was
unexplained (SSr). For the pretest or the covariate
variable, the sig value was 0.119 higher than
0.05. It meant that there was no effect given by
the pretest toward the dependent variable namely
the students’ achievement in writing.
Based on the computing results in SPSS
Program version 22 presented on the Table 3, it
can be seen that the probability or significance
was 0.000 lower than significance level 5 % or
0.05. Based on the decision had been determined
before stating that if the sig is lower than alpha
(α), so that Ho is rejected or H1 is accepted, it can
be concluded that there was a significant
differrence between the using of video and
lecturing method toward the students’ achieve-
ment in writing hortatory exposition text.
This result was same with the Novita
research conducting the experiment research
where the result showed that the using of video
gave effects to students’ achievement in writing
descriptive text. Moreover, video was more
effective than conventional teaching proved by
the value of mean score (72.44) higher than
conventional teaching (61.18).
Also, the journal proposed by Ismaili from
South East European University (SEEU)
conducting experimental study showed that there
were significant differences between the experi-
mental and control groups of students on
integrated skills where movies attracted students’
attention, presented language in a more natural
way that found in course-books.
To find out the significant difference
between pictures and lecturing method, it can be
seen that the probability or significant was 0.017
with significance level 5% or 0.05. It was define-
tely lower than the value of alpha (α). Based on
the decision had been determined before stating
that if the sig is lower than alpha (α), so that Ho
is rejected or H1 is accepted, it can be concluded
that there was a significant difference between
the using of pictures and lecturing method toward
the students’ achievement in writing hortatory
exposition text.
This result was supported by the
Ariningsih (2010) research from UNS conduct-
ing Classroom Action Research (CAR). Based on
the results of data analysis, the research findings
were: (1) the picture series was more effective
than translation to teach writing for the seventh
grade students of junior high school, (2) the
writing skill achievement of the students having
high motivation was better than that of those
having low motivation, and (3) there was an
interaction between teaching techniques and
learning motivation. Based on these research
findings, it can be concluded that picture series
was an effective technique used to improve the
writing skill of the seventh grade students of
SMPN 1 Tanjunganom, Nganjuk.
Indeed, the result was similar to Adawiyah
(2006) research conducting Classroom Action
Research (CAR) where the study showed that
there was an enhancement of the students’
achievement after given a treatment by using
pictures. Students taught by using visual media
have a high achievement in writing composition
text rather than those taught by using conven-
tional media.
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Table 2. The Computing of ANCOVA
Source
Type III Sum of Squares
Df
Mean
F
Sig.
Corrected Model
2597.43
3
865.810
12.3
.000
Intercept
20491.3
1
20491.2
291
.000
Pretest
174.846
1
174.846
2.49
.119
Media
2426.31
2
1213.15
17.3
.000
Error
4772.57
68
70.185
Total
405202
72
Corrected Total
7370.00
71
Table 3. Multiple Comparisons of ThreeMethods
Treatments (I)
Mean Difference (I-J)
Std. error
Sig.
LM
Video
-14.20833*
2.44441
0.000
Pictures
-7.16667*
2.44441
0.017
Video
LM
14.20833*
2.44441
0.000
Pictures
7.04167*
2.44441
0.020
Pictures
LM
7.16667*
2.44441
0.017
Video
-7.04167*
2.44441
0.020
Furthermore, this result was supported by
International journal written by Allen showing
that the use of audio-visual aids can help students
understand the deep meaning of a topic and
realize similarities and differences between
eachtopic.
To reveal that whether the use of video is
more effective than pictures, it can be seen that
the probability or significant was 0.020 with
significance level 5% or 0.05. It was definitely
lower than the value of alpha (α). Based on the
decision had been determined before stating that
if the sig is lower than alpha (α), so that Ho is
rejected or H1 is accepted, it can be concluded
that there was a significant difference between
the using of video and pictures with genre-based
approach toward the students’ achievement in
writing hortatory exposition text.
The table 3 above presented the multiple
comparisons among three methods. This was
done to find out the differences from each class.
The mark star noticed that there were significance
differences on each method. Indeed, the value of
sig showed that there were significant differences
because the sig lower than 0.05. Based on the data
shown above, there were some differences on
each method. Firstly, the use of video was more
effective than lecturing method where the mean
difference was 14.20833*. Secondly, the use of
pictures was more effective than lecturing
method where the mean difference was 7.16667*.
Thirdly, the use of video was more effective than
pictures where the mean difference was
7.04167*.
This section presented the discussion of
research finding proposed before mainly focused
on the hypotheses testing. This study endeavored
to know the effectiveness among three methods
in teaching writing namely the using of media
including video and pictures, and lecturing
method toward the students’ achievement in
writing hortatory exposition text to grade eleven
students of MA Darul Huda Ponorogo in
academic year 2016/2017 used both in the control
and experimental class. It was also definitely to
know the students’ scores in writing. Therefore,
here, to obtain the data, the researcher used a test
only as a tool to collect the data. The test used
was test of writing hortatory exposition text. The
reason why the researcher decided to select
hortatory text as the text used in writing was
because it was taught in the semester two in grade
eleven students. The writing test comprised two
types including guide and free writing. The
purpose of combining two types was exactly to
get learners’ scores in writing more valid. It
meant that the researcher wanted to know the
learners’ writing both in guide and free writing
whether they can do tasks in the different types.
In the guided writing, there were some
instructions and guidance that can be used by the
learners before writing hortatory exposition text.
The guidance formed the sentences should be
continued by regarding the topic sentences. In
this case, the learners just continued some
sentences, but in the same topic. In the contrary,
in the free writing, the learners were demanded to
write freely based on the topic proposed by the
teacher. The topic was about the using of social
media in internet mainly about the abuse of it.
The steps should be done by the learners were to
read some topic first given by the teacher in
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Indonesia language. After that, the learners can
start writing hortatory exposition freely appro-
priated with their knowledge toward social
media.
In this study, the researcher just used a test
as a tool to collect the data, because the research-
er just wanted to know the learners’ writing. In
analyzing the data, the researcher used two
techniques namely descriptive sand inferential
statistics. Both of them had the different purposes
where descriptive statistics was applied to know
the learners’ average scores in writing hortatory
exposition text including mean, median, mode,
standard deviation, and minimum and maximum
value, while inferential statistics was used to
know the significant differences among three
methods and to prove the four hypotheses. After
collecting the data, then, the researcher analyzed
it using analysis of covariance (ANCOVA) with
SPSS Program version 22. Based on all com-
puting had done before in analyzing processes,
the results showed that among three methods
gave the different effects toward the students’
achievement in writing hortatory exposition text.
The mean or average of three methods was shown
in the following Table 4.
Table 4. Mean Scores
Treatment
Mean Scores
Lecturing Method
67.2083
Video
81.4167
Pictures
74.3750
The Table 4 showed that among three
methods used in teaching writing, the most
effective media was video with the mean scores
81.4167. The next effective media was pictures
with the scores 74.3750, and the last one was
lecturing method with the score 67.2083. Also, it
can be concluded that both the control and
experimental group were different where the
experimental class taught by using media more
gave contribution in teaching writing rather than
the control class taught using lecturing method.
Those results were also same with testing results
of hypothesis in analysis of covariance
(ANCOVA) showing that there was a difference
in the students’ achievement in writing hortatory
exposition text among students taught by using
video, pictures, and lecturing method. Those had
been proved by using ANCOVA in SPSS Prog-
ram version 22 scoring the probability value
0.000 that was lower than significance level of
alpha (α) 5% or 0.05. Consequently, Ho was
rejected and H1 was accepted there was a
significant different among three methods in
teaching writing of hortatory exposition text. The
differences of students’ achievement in writing
were definitely affected by the using of media
with the genre-based approach. It would be
different when the teacher just taught using
lecturing method without any media also.
The second hypothesis tested the effective-
ness of using video and lecturing method in
teaching writing hortatory exposition text. The
results showed that the using of the video was
more effective than lecturing method. This was
based on the mean both methods where video got
scores (81.42 > 67.21) higher than lecturing
method. Then, those data were strengthened by
testing results of ANCOVA (Scheffe test)
showing that the probability or significance value
0.000 lower than significance level 5% or 0.05.
Therefore, Ho was rejected and H1 was accepted
that the using of video was more effective than
lecturing method in teaching writing of hortatory
exposition text.
The third hypothesis tested the effective-
ness of using pictures and lecturing method in
teaching writing hortatory exposition text. The
results showed that there was a significant
difference both methods where the using of pic-
tures was more effective than lecturing method.
This was based on the mean scores where
pictures got (74.38) higher than lecturing method
just got (67.21). Moreover, those data were
strengthened by testing results of ANCOVA
(Scheffe test) showing that the probability or
significance value 0.017 lower than significance
level 5% or 0.05. Therefore, Ho was rejected and
H1 was accepted that the using of pictures was
more effective than lecturing method in teaching
writing of hortatory exposition text.
The fourth hypothesis tested the effective-
ness of using both the using of video and pictures
in teaching writing of hortatory exposition text.
The results showed that there was a significant
difference both media where the using of video
was more effective than the using of pictures in
teaching writing of hortatory exposition text to
grade eleven students of MA Darul Huda
Ponorogo. This was based on the mean scores
where video got (81.42) higher than pictures just
got (74.38). Moreover, those data were strength-
ened by testing results of ANCOVA (Scheffe test)
showing that the probability or significance value
0.020 lower than significance level 5 % or 0.05.
Therefore, Ho was rejected and H1 was accepted
that the using of video was more effective than
pictures in teaching writing of hortatory expo-
sition text. These results were same with the
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research conducted by Falupi, Arifin, & Novita
(2013) conducting experimental research in
Tanjungpura University, Pontianak concluding
that the using of video was more effective than
pictures in teaching writing of descriptive text.
The means of video was 72.44 higher than means
of pictures 61.18.
The researcher used the mean to describe
the data of sample and did not want to make
conclusion applied in the population where the
sample was taken place. The researcher used data
from pretest and posttest in computing mean.
Both pretest and posttest scores, there were no
extreme scores. Thus, the researcher decided to
use the mean as the measure of center.
Another measure of central tendency was
known as the median. It refers to the middle point
of a distribution of scores that are ordered (Ravid,
2011, p.73). The median was actually a better
measure of centrality than the mean if the data
were skewed, meaning lopsided. The median
took more information into account than the
mode. Because the scores both pretest and
posttest were not skewed, the researcher did not
use the median as a measure of center.
From the above, it was clear that the most
effective media used in teaching writing
hortatory exposition text was the video. The
video gave more benefits in leading and guiding
the learners in learning to write persuasive text
than pictures and lecturing method. The video
gave the learners more stimulus and input. Also,
through the video, the learners became more
critical in giving responds toward the contents.
Referring to Anthony (2006) states that video
makes a good use of close-ups and communicates
the body language of human expression, parti-
cularly the face, very effectively. From this, the
learners can see some expressions existing in the
video requiring them to focus on the content.
Moreover, the learners can know the chronologi-
cal or sequence based on the story or action in the
video. Then, the video also gave motion and
people’s expression in nature different from
pictures. Pictures just gave a silent visual not
moving pictures. The lack of using pictures was
there was no sequence or plot in the content.
Thus, the learners were rather difficult to
interpret the contents. In relation to learning to
write, the video engaged the learners to express
their minds critically to be generated in the
written form. When watching the video, the
learners looked at what the video broadcasted and
thought more regarding the content. It was
appropriate with persuasive text where the nature
of text was giving arguments and responds
toward problems. From this, the learners were
demanded to give arguments clearly when they
write persuasive text. This was different from
lecturing method where the learners were not
guided by any media in learning to write. The
teachers just explained materials more in front of
class. Therefore, the learners were bored and not
motivated in learning to write.
Based on findings presented before, the
existing of media in teaching writing hortatory
exposition gives more beneficial for learning to
write. The results showed that the most effective
media in teaching writing were video.
Among three methods had the different
quality in affecting the students’ achievement in
writing. Media with more sensory stimuli were
more effective than those with less sensory
stimuli. The more sensory stimuli the media had
the more effective the teaching would be.
Video gave more motion than pictures. In
practice, video contained more sensor stimuli like
audio and visual than pictures just containing
visual effects. When the learners watched the
video, their attention toward the content was
bigger than looking at pictures.
By watching video in the classroom,
learners can think more and give respond toward
the content of video. Video gives stimulus to
learners and directions where learners want to do.
The roles of visuals are also to provide concrete
reference for ideas. It can motivate learners by
attracting, and holding their attention, and even
generating emotional response.
Indeed, in practice, the strength of video is
that it can give motion, expression, self-learning,
and emotion, because learners can look at some
people’s expressions, gestures, and mimics in the
video. Learners can watch people’s motion doing
something in video. Learners can focus on
watching video making them become critical in
thinking. Furthermore, video contains of sounds
that can make learners study the sentences in
conversation or speech. They can know the plots
of conversation or speech easily. From this, when
learners watch video in the classroom, they are
able to catch ideas from video’s contents to be
expressed by using spoken and even written
language.
CONCLUSIONS
The conclusions in this study are drawn
from the findings and discussions presented pre-
viously aiming at answering the research ques-
tions of this study. Firstly, there is a significant
LingTera,5 (2), 2018 - 198
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difference in the students’ achievement in writing
hortatory exposition text among the students
taught by using video, pictures, and lecturing
method. It can be seen from the value of sig
(0.000) lower than 0.05 on Table 2. Secondly,
there is a significant difference in the students’
achievement in writing hortatory exposition text
between the students taught by using video and
those taught by using lecturing method where the
using of video is more effective than lecturing
method. Thirdly, there is a significant difference
in the students’ achievement in writing hortatory
exposition text between the students taught by
using pictures and those taught by using lecturing
method where the using of pictures is more
effective than lecturing method. Fourth, there is
a significant difference in the students’ achieve-
ment in writing hortatory exposition text between
the students taught by using video and those
taught by using pictures where the using of video
is more effective than pictures.
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