Nafrianti's Thesis

THE EFFECT OF USING MULTIMEDIA POWERPOINT IN TEACHING
WRITING DESCRIPTIVE TEXT TOWARD EIGHTH GRADERS AT

SMPN 5 JAMBI CITY
THESIS
Submitted to the English Education Study Program in Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd.)
Written By
Nafrianti
A1B212030
ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY
2017
ABSTRACT
Nafrianti. (2017). The Effect of Using Multimedia PowerPoint in Teaching

Writing Descriptive Text Towards Eighth Graders at SMPN 5 Jambi City.
Thesis, Faculty of Teacher Training and Education, Jambi University in
Academic Year 2016/2017. First Supervisor: Yulhenli Thabran, S.S., M.A
and Second Supervisor: Robi Soma, S.Pd, M.Pd
This study aimed at investigating the effect of PowerPoint toward students’

descriptive text ability at eighth graders. The participants of this study were two
classes of eighth grade at SMP N 5 Jambi city, one as experimental class (n=36),
and one as control class (n=36). The design of this study was quasi experimental
research. To know the effect of using PowerPoint toward students’ ability in Commented [YT1]: What you did in order to know their ability?
writing descriptive text, there were three steps to collect the data; They were pre- Commented [YT2]: Not coherence with the first part of
test, treatment and post-test. The result of post-test in experimental class showed sentence.
that the mean score was 51.39. Meanwhile, the mean score in control class was Commented [YT3]: This is the way you test your hypothesis.
40.76. The mean difference of both classes was 10.63. From those results, the Commented [YT4]: What this figure can tell us?
researcher found that the class which was taught by using PowerPoint performed
better result than the class which was taught by conventional media. Furthermore,
From the analysis of t-test showed t-test was lower than t-table (.001 < .05). So,
the result of this study indicated that there was a significant effect of using
PowerPoint toward students’ ability in writing descriptive text at eighth graders
of SMP N 5 Jambi city. Commented [YT5]: I think you could revise your abstract by
supplying the following abstract’s element as follows:
a) BACKGROUND;
Keywords: Writing, Descriptive Text, Multimedia, PowerPoint b)PURPOSE;
c)METHOD(S);
d)RESULTS/FINDINGS;
e)RECOMMENDATION;
TABLE OF CONTENTS
COVER ······················································································ i
APPROVAL ················································································ ii
DECLARATION ··········································································· iii
MOTTO ····················································································· iv
DEDICATION········································································ v
ABSCTRACT ·············································································· vi
TABLE OF CONTENTS ·································································· iii
LIST OF APPENDICS ···································································· vi
LIST OF TABLES ········································································· vii
LIST OF PICTURES ······································································ viii
CHAPTER 1 INTRODUCTION
1.1 Background of The Research ·················································· 1
1.2 The Questions of The Research ··············································· 3
1.3 Objective Study ································································· 3
1.4 The Limitation of Study ······················································· 3
1.5 Significance of Study ··························································· 3
1.6 Hypothesis ······································································· 4
1.7 The Definition of Terms ························································ 4
CHAPTER 2 LITERATURE REVIEW

2.1 Concept of Media ······························································· 6
2.2 Concept of Multimedia ························································· 6
2.3 PowerPoint
2.3.1 Concept of PowerPoint ················································· 7
2.3.2 Characteristics of PowerPoint ········································· 9
2.3.3 Advantages of PowerPoint ············································· 9
2.3.4 Disadvantages of PowerPoint ········································· 11
2.4 Writing
2.4.1 Concept of Writing ····················································· 11
2.4.2 Types of Writing Performance ········································ 12
2.4.3 The Process of Writing ················································· 13
2.4.4 Scoring System in Writing ············································· 14
2.5 Kinds of Text ···································································· 16
2.6 Descriptive Text
2.6.1 Concept of Descriptive Text ··········································· 18
2.6.2 Kinds of Descriptive Text ·············································· 19
2.6.3 The Example of Descriptive Text ····································· 20
2.7 Teaching Writing by Using Multimedia PowerPoint························ 21
2.8 Previous Study ··································································· 22
CHAPTER 3 RESEARCH METHOD
3.1 Research Design ································································ 25

3.2 Variables ········································································· 25
3.3 Population and Sample
3.3.1 Population ······························································· 26
3.3.2 Sample ··································································· 27
3.4 Technique of Collecting Data ·················································· 27
3.4.1 Pre-test ··································································· 28
3.4.2 Post-test ··································································· 28
3.5 Treatment Procedure ···························································· 28
3.6 Instrumentation ································································· 29
3.7 Validity and Reliability
3.7.1 Validity ··································································· 29
3.7.2 Reliability ································································ 30
3.8 Technique of Data Analysis ···················································· 31
3.8.1 Scoring System ·························································· 30
3.8.2 Hypothesis Testing ······················································ 34
CHAPTER 4 FINDING AND DISCUSSIONS
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
REFERENCES ············································································· 36
CHAPTER 1
INTRODUCTION
1.1 Background of The Research
Writing is one of four skills that should be mastered by students, besides
speaking, listening, and reading skills in order to communicate in English well.
Writing is usually regarded as the most difficult skill to learn. It is difficult not Commented [YT6]: It would be better to back up the strong
statement with reference from authority in the field.
only the needs to master other skills, but also because of the difference between
the learners’ native language rules.
Based on Junior High School KTSP curriculum (2006:120), the students are Commented [YT7]: Whose argument? Depdiknas?
expected to be able communicate in English both in oral and written form. In
junior high school in Indonesia, the skill of writing is taught by genre based
approach. Students are introduced to some genres and taught about the social Commented [YT8]: Who introduced them to genres?
function, the generic structures, and the language features of the genres. They are
expected to know and understand the difference between one genre to another in Commented [YT9]: Who expected them????
English, so that they are able to write the genres by themselves with the right
order of generic structures and the correct of use the language features of genres.
The researcher focused on descriptive text which is taught by (Who taught?)
in the second year of junior high school. Descriptive text is taught by introducing
the students to the model text with a hope they will be able to write genre well.
However, the students often found some difficulties although they have been
guided by their teachers to write it. It cause they prefer other skills to be mastered
since writing is the most difficult skill. As Rass (2001:30) states, writing is a
difficult skill for native speakers and non-native speakers; because writers must be
able to write it in multiple issues such as content, organization, purpose, audience, Commented [YT10]: You mean to take into consideration the
following aspects?
vocabularies and mechanics such as punctuation, spelling, and capitalization.
Since there are some elements that should be mastered, it makes students
acknowledge writing as a complex skill.
Based on the observation in SMP N 5 Jambi city, the researcher found that
some problems as stated above in this school, especially when they learnt about
descriptive text. According to Oshima and Hogue (2007:61), “descriptive writing
draws the sense, so it tells about how something looks, feels, smell, tastes, and
sounds.” Students taught that it was the difficult things to do when they should Commented [YT11]: What is the difficult things to do?
evolve those elements to be written form.
Besides that, there were some problems that they faced during writing the
descriptive text. First, the problem in developing in the ideas. Some students
wrote many main ideas in one paragraph. The idea of the paragraph was still
ambiguous and not clear. Second, the problem in organizing the ideas to write a
descriptive text. The students have to organize their ideas into good paragraphs.
The third, the students found difficulties in grammar. Grammar difficulties
will influence certain patterns of how words are put together to form the correct
sentences. Fourth, some students are lack of vocabularies and they also have
difficulties in developing their ideas related to their topic. The fifth difficulty is
related with spelling, punctuation, and mechanic. So, teachers tried to use media
in teaching and learning process in order to solve those problems.

According to Sudjana and Rivai (2007:2) there are some advantages of using Commented [YT12]: So suddenly you brought in this idea into
your discussion.
media in teaching and learning process such as attracting the students’ attention
which in turn raise students’ motivation in learning, making the material more
clearly and meaningful so that students will understand it clearly. In SMPN 5
Jambi City, teachers had already used pictures and textbook as their media in
teaching and learning process. However, it was still not good enough to be media
in that process. The reason for this situation is the number of textbook which
provided by school is not enough for students. Student must share the textbook
with two or three students. Then, although teachers sometimes add some pictures
to prevent monotonous learning activity, students feel enthusiastic just at the
beginning of lesson. So, teachers need an alternative media to make learning and
teaching process run smoothly.
As technology enters the classroom, there are always new innovations in
making of media which can help teachers to get their points better and help
students more efficiently. One of the tools that has been utilized in the classroom
is Microsoft office PowerPoint program. It is a program that allows teachers to
present their lessons in a more dynamic way rather than simple lecturing and
writing on the whiteboard. According to Hammer (2007:187), PowerPoint can
present all of visual materials such as pictures, videos, words, and graphics in
interesting way. This software has been an alternative way in teaching and
learning process in the classroom. PowerPoint can integrate multisensory in one

place. It means that teachers can give better stimulation and lesson that can be
understood by students.
According to Harrison (1999) in Nouri and Shahid (2005:55), PowerPoint Commented [YT13]: Try to restrict yourself by not putting
many information about PP in the introduction. The place for
review it in chapter two.
enhances instruction and motivates students to learn. It can help students to be
more enthusiastic and more focused during teaching and learning process. Since,
in a PowerPoint presentation, topics are presented in a hierarchical fashion with
graphics, colour, videos, and animation, students could use a image of the outline
to study, to retrieve the information, to organize their answer for an essay question,
to perform other educational tasks (Clark and Paivio in Nouri and Shahid,
2005:55).
In this study, the researcher uses PowerPoint presentation as the media in the
learning and teaching process which will be contain contextual and situational
material, like picture, video, or animation that related with topic, so that can give a
real impression of a real object, person, place and situation outside the classroom
and bring it up into the class to give students an interesting and meaning full
experience. In turn, the use of PowerPoint as media is expected to provide
students with more attractive multimedia, so that in producing descriptive text,
students will write in a clearer and more detailed text.
Based on the discussion above, the researcher is interested to conduct an
experimental research entitled “The Effect of Using PowerPoint in Teaching
Descriptive Text on Students’ Achievement at Eight Grade of SMPN 5 Jambi City”
to know whether PowerPoint is effective in teaching writing descriptive text or
not.
1.2 The Question of Research
Based on the background of research, the research question is formulated as
follows:
“Is there any significant effect in students’ writing achievement in descriptive
text by using PowerPoint at the eighth grades of SMPN 5 Jambi City?”
1.3 The Objective of Research
The Objective of research is to find out whether PowerPoint has significant
effect on students’ achievement in descriptive text of the eighth grades of SMPN
5 Jambi City.
1.4 The Limitation of Research
This study focuses on students’ achievement in learning descriptive text by
using PowerPoint. The sample is class VIII F and G of SMPN 5 Jambi City. The
researcher will do experiment there to get the result.
1.5 Significance of Research
By conducting this research, the researcher hopes that the result of the study
will give some beneficial contribution in English teaching, especially for teachers
and students in Junior High School:
1. The researcher hopes that this study provides an alternative media in
teaching writing descriptive text. It can be a new strategy for teachers to
teach students about descriptive text.
2. The researcher hopes that this research can be useful for students to
solve their problems in writing descriptive text such as grammar,
vocabulary, mechanics, and so on, when teachers apply this media in

the classroom. It can also make students more motivated and
enthusiastic learn writing. It will give a good effect to their achievement
too.
1.6 Hypothesis
In this study, there are two hypotheses to be tested. They are null hypothesis
(H0) and alternative hypothesis (H1).
H0 = There is no significant effect in students’ writing achievement in teaching
descriptive text taught by PowerPoint at eighth grades of SMPN 5 Jambi city
H1 = There is a significant effect in students’ writing achievement in teaching
descriptive text taught by PowerPoint at eighth grades of SMPN 5 Jambi city
1.7 The Definition of Terms
1. Media: A medium, the singular form of media is any person, material or
event that establishes condition, which enables learners to acquire
knowledge, skills, and attitudes. (Gerlach and Elly in Asmiyatun.2014:9)
2. Multimedia: Multimedia is about combining sights, sounds, and interactive
elements to create an experience unlike that which comes from simply
reading text or idly viewing video. (Robinnete in Marcovitz,2012:2)
3. PowerPoint: presentation graphic package (Moria, 2006:2)
4. Descriptive Text: Descriptive writing appeals to the senses, so it tells how
something looks, feels, smells, tastes, and/or sounds (Oshima and
Hogue.2007:61)
CHAPTER 2
LITERATURE REVIEW
2.1 Concept of Media
Media are tools of study that has instructional content for students in learning
process. Media is not only as resource but also as their communication. It will
help people to transfer information. In classroom activity, it will help teachers
transfer knowledge to their students and it will also establish communication
effectively. According to Halmar (2008) as quoted by Asmiyatun (2014:9),
“Media is a transformative means of the learning material toward the goal of
study”. This kind of tool will facilitate teachers to fulfill the objectives in
curriculum. Teachers will finish their duty easily by helping media.
Then, according to Gerlach and Elly (1980) as quoted by Asmiyatun
(2014:9),” a medium, the singular form of media is any person, material or event
that establishes condition, which enables learners to acquire knowledge, skills,
and attitudes.”. Media is a tool that can make the activities run well and improve
the students’ ability. In other words, media is a tool or a material which can help
people to transfer knowledge, to increase the ability, and to facilitate teachers to
fulfill the objectives in teaching and learning process.
2.2 Concept of Multimedia
Multimedia is a term which is popular at present. It is used almost in all of
aspects of human’s life. The application of multimedia has already been applied in
all our activities, such as business, public place, health, even in education as well.
At first, before technology is developed like nowadays, multimedia was
seen as a media with the combination of some media or hardware used together to
deliver messages from the sender to the receiver. People would think multimedia
as a group of hardware which is combined between hardware for audio and visual.
Then, these perceptions changes slowly because of technological development.
The concept of multimedia is slowly shifted aspect of system and procedural
communication in a certain ware. Multimedia is the combination of the following
elements like text, colour, graphic, animation, audio and video.
Robinnete in Marcovitz suggests “Multimedia is about combining sights,
sounds, and interactive elements to create an experience unlike that which comes
from simply reading text or idly viewing video” (Papert in Marcovitz,2012:2).
Multimedia combines some media in one tool. It can be simple but has some
multifunction. In teaching process, multimedia has the power to change the way
of how teachers and learners access and express their understanding because
multimedia puts multisensory learning
In the context of learning, multimedia is seen as the use of computer which
combine text, graphic, audio, animation and video with combination link and tool
that can help users to do navigation, interaction, creation and communication. In
computer system, those elements are combined in software. The software can be
just single software that contain all of those elements or can be split to several-
softwares. One of softwares that can combine all of those things is PowerPoint.
2.3 PowerPoint
2.3.1 Concept of PowerPoint

PowerPoint was invented by Robert Gaskins in 1987. PowerPoint 1.0 version
was designed for Mac and it was a black and white presentation. Then,
PowerPoint 2.0 was designed for Mac and Microsoft. It started has colored slides.
PowerPoint 3.0 has some new features. Users can add videos, color slideshows
with slide transitions, and audios. Those are the basic of presentation graphic
presentation. Basically, PowerPoint is a package of some features which helps in
making a presentation. It is an application in computer that is used to explain and
present certain topic. PowerPoint is one of multimedia-based software which is
developed by Microsoft.
PowerPoint is presentation graphic package (Moria,2006:2). All of aspect in
presentation is in one software, PowerPoint. Heni stated in Ravel Putri Haji
(2013:2), Microsoft PowerPoint is a Microsoft Office program that is used to
make and design a presentation to attract the public. Users can make a topic
become more attractive if they make their presentation in PowerPoint. PowerPoint
focuses on how users can design content of topic to be more attractive.
PowerPoint is designed as a presentation tool. PowerPoint uses slide to present
the point of topic. At first, this package uses just for business matters. However,
several years later, PowerPoint can be used in the other fields, including education
as well.
Picture 1. PowerPoint
2.3.2 Features of PowerPoint
PowerPoint is a useful software to produce multimedia presentation
materials. It combines text with picture, video, animation, link to web, and so on.
It will increase students’ interest in teaching learning process. The presentation
from PowerPoint is made up of a series of slides. In addition, it can also provide
visual outline of the content and help students’ focus their attention on what is
being said.
PowerPoint has its own library of shapes and objects, and users can create
custom charts and graphs to share data with an audience. Users can also apply
different backgrounds to slides and insert their own diagrams and pictures. The
program includes basic grammar and spell-checking tools. To stay current with
changing technology, Microsoft has created version of the 2010 program that are
optimized for viewing on tablets, phones, widescreen monitors and projection
screen.
2.3.3 Advantages of PowerPoint
The main advantage of PowerPoint in learning process is to make material
more interesting for learners and to motivate them in learning process. Besides
that advantage, there are some advantages of using PowerPoint.
The first one, if teachers can use PowerPoint appropriately, it can improve
experience in teaching and learning for students and themselves. In PowerPoint,
there are some features that support teaching and learning process. If teachers
know how to operate and use all of features appropriately, they can create slides
of PowerPoint that can give a new experience that they do not find in common
teaching method.
The second one, PowerPoint can support teachers by facilitating the structure
of a presentation in a professional manner. In PowerPoint, it has already had some
templates that can be chosen freely. That is designed to default to good
presentation, criteria such as the number of lines of information per slide and
appropriate font sizes and types. It will help teachers to make important point that
should be delivered for their students. So, they will not waste their time to give
the material which is not related to the lesson.
The third one is PowerPoint can appeal to a number of different learning
styles and give more stimulation. Because of media as a tool that can stimulate
students in learning process, PowerPoint gives some features that can

accommodate all kinds of learning styles. It can help students with different style
of learning. So, students will catch the point easily because the presentation is
designed based on their learning character.
The fourth one because PowerPoint is an electronic file, it allows distribution
and modification for/by students who are unable attend the class and have
impaired visual or auditory difficulties. Teachers can give copy of file the material
for their student. Students will get same material with those who attend class.
Teachers who have some students that have visual or auditory difficulties,
teachers can design slides of PowerPoint appropriately with students’ condition
without to distract other student that has no difficulties.
The fifth one, PowerPoint is easy to edit and modify with minimal associated
reprinting costs. If teachers print the material for their students and then there are
some mistakes in the content, teachers must print those papers again. It will spend
much money. If they use PowerPoint, they just edit it directly in their computer
during presentation. It will just take a few minutes.
The last one, PowerPoint has features to link and present other files. It can
give opportunity for teachers to present other resources or media that can support
the lesson. They can link some videos or audios to make lesson clear. They can
also add website that has the same material in the class. So, teachers can give their
students all of supporting data just in one program.

2.3.4 Disadvantages of PowerPoint
Besides PowerPoint gives some advantages in teaching learning process, it
also gives some disadvantages. (1) is Some pictures and animation can distract the
students from the actual information. If a teacher is excessive to use pictures and
animation, students focus only on those thing. (2) too much text in slide can
detract from its legibility. (3) file corruption caused by magnetic or physical
damage so that the presentation will not run and incompatible media. It can give
trouble for teachers if they do not have alternative way.
2.4 Writing
2.4.1 Concept of Writing
Writing is one of the ways to express ideas. For those who can express their
feeling, thought, or idea through speaking. In writing, we can communicate each
other. In learning process, writing is one of the skills which needs a process.
According to Ghaith (2002) states in Utami(2014:11) writing is a complex
process to make writers explore the ideas and thought, and make them visible and
concrete. Writers must get through the process to produce a good writing that can
be understood by readers. Oshima and Hogue also stated (2007:15) that writing is
never-ending process. Writers will do an ongoing act. They write and revise for
many times until their writing can express ideas exactly what they want.
Moreover, according to Hyland (2009:7) the concept of writing is as one of
the products of students in the second language learning. It focuses on elements
and discourse structure. Then, according to Murcia (2003) stated in Anggraini

(2010:11) writing is as production of text that can be read and comprehended by
readers.
Based on theory above, it can be concluded that writing is a process in
drafting to make a written product something The writer must consider about
linguistics competence, idea, and how to organizes it.
2.4.2 Types of Writing Performance
Brown (2003:220) proposes that writing has four categories based on the
written performance and purposes. The types of writing skills area, namely:
The first category is imitative. In this category, the writer must achieve the
fundamental of writing. It includes writing letters, words, punctuations, and brief
sentences. It will make students simply “write down” English letters, words,
possibly sentences. The writer has to know how to spell the words correctly,
especially in English spelling system. In this stage, the learners are trying to use
the mechanics of writing.
The next type of performance is intensive (controlled). This type of written
performance, it focuses on producing appropriate vocabulary within a context,
collocations and idioms, and correcting grammatical features. It is more intensive
in written grammar exercises. The assessment will strictly be controlled by the
test design and it is also focuses on form.
The third type is responsive. This type of writing requires learners to
perform a limited discourse level, connect sentences into a paragraph and
connecting the sequences of paragraph. Genre of writing includes narrative,

descriptive, short report, summary and so on. The writers are free to choose
among the alternative forms of expression of ideas. This step focuses mostly on
context and meaning. The learners have mastered fundamentals of sentence-level
grammar.
The last type is extensive. The product of writing can be an essay or
project report or even a thesis. Writers focus on achieving a purpose, organizing
and developing ideas logically, using details to support the ideas. It requires a
long process to get a final product.
2.4.3 The Process of Writing
According to Oshima (2007:16) writing requires four steps to make a final
draft. The first step is prewriting. Prewriting is process to get some ideas. In this
step, students choose a topic and collect data to explain it. They can use listing as
technique to begin their writing. The listing is to make outline what students want
to write. It can be useful to explore ideas more detail.
The next step is to organize the ideas in good arrangement. It starts from
writing the topic and main ideas. Students will make the sequence of ideas. They
will organize it from the general to the specific details which is related to their
topic.
After organizing and making a list of ideas, students begin to write.
Writing is a process to write down the ideas. It can be a rough draft or first draft in
writing. It is better if students write the draft as quickly as possible without
thinking about grammar, spelling or punctuation. In this step, students write the
rough draft based on the outline that have already made.

The last step is revising and editing. It has two steps. The first one,
revising the content and organizing the rough draft. Process of revising is re-check
the content. The writer may add some information or delete them that have no
correlation with the topic. The second is editing grammar, punctuation, and
mechanics. The writer will check and correct some errors such as misspell, wrong
grammar, and some punctuations.
Meanwhile, according to Harmer(2004:4), the steps of writing are planning,
drafting, editing (reflecting and revising) and final version. Before a writer start to
write, he or she will think and decide what to write. There are some points to
consider before writing. The first one, a writer must consider the purpose of
writing. If a writer doesn’t know why he or she makes a writing, the writing does
not have any value to read. Then, a writer must consider about the audience. A
writer must know who will be his or her readers because the writing will influence
readers. So, the language he uses can be formal or informal. The last one, a writer
must consider about the content structure of the writing.
The next step is to do drafting. A draft refers to the very first draft. It is a raw
version that has not yet edited. In the draft, the writer writes everything in his or
her minds. Then, he or she will edit their first draft.
During editing process, a writer will do reflecting and revising. After finishing
the draft, a writer will reread to check whether there are some ambiguous or
confusing sentences. The writer also checks the general meaning and grammatical
structure. After that, he or she will revise the draft.

After do revising, there will be a final draft or the fixed one. This may look
different or even totally different from the first draft because there are a lot of
changes from the previous one. The final draft is ready to be published.
Although there is a different view about the process of writing, the first step is
a writer must organize his or her ideas before to make a first draft. He or she
decides what topic should be written. The next one, drafting. In this process, he or
she will write everything that still has correlation with the topic in his or her
writing. The next step is to revise. The writer will revise content, structure of texts
and sentences. Then, the write will make the final draft. Those steps are never
ending process.
2.4.4 Scoring System in writing
Teachers need scoring system to measure the assessment. Teachers need a
guidance to score their students’ work. There are three scoring guidance. The first
one is the holistic scoring. This scoring is usually used for administrative purpose.
It is given a systematic set of descriptor. Descriptor usually follow prescribed
pattern. For example, the first corrector deals with organization, the second with
grammatical and so on.
According to Brown (2002:242) holistic scoring has some advantages. A fast
evaluation is the first advantage. Holistic scoring takes much less time to do. Each
rater can score the work quickly because it offers overall assessment for the paper
as whole. So, teachers also can read students’ writing quickly. The second
advantage is reliability. This type of scoring is relatively high-inter reliability. It is

also considered by some to be the most consistent and reliable method of scoring
writing.
However, there are some disadvantages using this scoring. Brown (2002:242)
stated that first disadvantage is there is no diagnostic information. The students do
not know the reason for his or her grade on the writing. It makes teachers recheck
and make some comments on his or her writing. Another disadvantage of holistic
scoring is raters need to be extensively trained to use the scale accurately. Raters
should have some experiences in holistic scoring.
The next type of scoring is primary trait scoring. This scoring focuses on how
well students can write within narrowly defined range of discourse (Weigle in
Brown,2000:242). It means that writer and evaluator focuses on function or
purposes of text.
The last type is analytic Scoring. It is the traditional approach to grading
writing. A composition of analytical scoring offers writers a little more washback
than a single holistic or primary trait score. Scoring in some elements will make
the writer’s attention to focuses on areas needed improvement. Many teachers
choose to use analytic scoring because of another its strengths, some of which are
as follows:
 It presents a good analysis of a problem and strongly states a position. It
helps teachers keep the full of range of writing features in mind as they
score.
 It allows students to know their strengths and weakness in their writing. Its
diagnostic nature provides students with a road map of improvement. So,
they can improve their ability in writing quickly.
2.5 Kinds of Text
According to Linda G and Wignel in Asmiyatun (2010:22-23) there are
several kinds of text. They are:
1) Narrative
Narrative text is a text that has complication or problematic events
and it tries to find the resolution. It can be used for fictional stories, plays
or even a plot summary. Besides that, narrative can entertain, to amuse, to
deal with vicarious experience or actual in different ways and to deal with
problematic events.
Narrative text has its own generic structures. It consists of
orientation, complication and resolution. Orientation is set of the scene
where and when the story happened and introduces the participants of the
story and what is involved in the story. Then, complication is telling the
beginning of the problems which leads to the climax of the story. The last,
resolution is problem which is solved, either in a happy ending or in a sad
ending.
2) Descriptive text
Descriptive text is describing particular thing, person, or place. It is
like a painting with words. It focuses on one subject and uses specific
characteristics or details to describe the thing that will be focused. This

kind of writing has its own generic structures. The first one is
identification. Identification is part of descriptive text which introduces a
person, a thing or a place that will be described. The next structure is
description. In this part, it gives some details of the person, things or place
described.
3) Procedure
Procedure text is a text that describes how something is achieved
through a sequence of steps or actions. It will guide people to make or to
do something. It can be a set of instructions or directions. Procedure text is
dominantly structured with imperative sentences.
Procedure text has generic structures. The first is goal. In this part,
a writer will tell the purpose of the text and it is often as title of the text.
The next part is material or ingredient. The writer tells the materials that
will be used in the process. The last part is the sequence of steps. It is the
part where the writer explains the steps what should be through in making
or doing something. The steps will be organized orderly in order to not
make reader is confused.
4) Recount
Recount is kind of text retells events or experiences in the past. Its
purpose is either to entertain or to inform the audience. It has own generic
structures. The first is orientation. In this section, writer introduces the
participant in the story. Then, he or she tells about when the events
happened and where the events take place. The next part is events. This
part describes or tells series of event that happened in the past. The last is
re-orientation. Re-orientation can be add in the end of story or not because
it is optional. It is just comment of the writer to the story.
5) Report
Report text is describing the way things are, with reference to a
range of natural, man-made and social phenomena in our environment. It
presents some information about something with real situation or based on
the facts. It is as a result of systematic observation and analysis. All of
information in this text can as reference for research.
Report text has its own generic structures. It consists of two parts
of structure. It starts from general classification. In this section, writer
states classification of general aspect of thing that can be an animal, a
public place, plant and so on which will be discussed in general. Then, the
writer writes description. This part describes the thing which will be
discussed in detail that contain some real data or based on the facts.
2.6 Descriptive Text
2.6.1 Concept of Descriptive Text
A descriptive text is to write about specific details of particular things.
According to Oshima and Hogue (2007:61), descriptive text appeals to the senses,
it tells how something looks, feels, smells, tastes, and sounds. It describes all of
items in a particular thing from A to Z. A good description is like a “word

picture” which the reader can imagine the object, place, or person in his or her
mind.
Hyland suggest that (2004:214), descriptive is a text which has social purpose
to give an account of imagined or factual events. Hyland explains more about
description that it tends to use present tense, and description makes use of “be”
and “have”. Harwell and Dorril (1976:19) explain that the twofold purpose of
description is to share sense impressions and to record thoughts and feelings
stimulated by those impressions, in other words, they are both an objective
relaying of sense data and a subjective interpretation of that data.
In supporting statement above, Fiderer (2002:17) states that a descriptive
paragraph give a clear picture of a person, place, object, event, or idea. Details for
descriptive paragraphs come from the writer’s sense-smell, taste touch, hearing
and sight. These are known as sensory details. Meanwhile, Savage and Shafiei
(2007:30) state that in descriptive paragraph, the writer uses words that create an
image and help the reader sees, touches, feels, smells or tastes the topic that the
she or he is describing.
From the above explanations, it is clear that descriptive text reproduces the
way thigs look, smell, taste, feel, or sound. It may also evoke mood such as
happiness, loneliness, or fear. It may also used to create a visual image of people,
places, even of unit of time, times of day or season. It may be used also to
describe more than the outward appearance of people. It may tell about their traits
of character of personality.
The following is the general concept of the descriptive text which is adapted
from Hammond et al. (1992:72):
a. Social function
To describe a particular person, place or thing
b. Schematic structures
 Identification : identifies phenomenon to be described
 Description : describes parts, qualities and characteristics
c. Significant grammatical patterns:
 Focus on specific rather than participants
 Use simple present tense
 Verb being and having
 Use of descriptive adjective to build up long nominal group
2.6.3 The Example of Descriptive Text
My First Apartment
My first apartment was very small. It was a studio apartment, so it had only
one main room and a bathroom. The main room was divided into three
areas. At one end of it was a kitchenette, where I cooked and ate my meals.
My living/sleeping area was at the opposite end. I had just enough space for a
bed, a coffee table, a floor lamp, and a small television. My study area was
against the back wall. My apartment was so small that I could never invite
more than three friends at the same time!
(Adapted from Oshima and Hogue, 2007:68)
From example above, this paragraph consist of identification and description.
The underlined sentence shows example of identification. The bold printed of
words show the description. It is explains about why a writer tell to reader that
his/her house was small. The writer described his or her own room in detail.
Social function from the text is describing place. For language features, the text
above uses some adverbials and adjectives.
2.9 Teaching Writing by Using Multimedia PowerPoint
Writing is one of skill which is difficult to do. In Indonesia, English is still
as foreign language. Teachers must consider about motivating the students to
write. Providing a contextual aspect for them and making a comfortable
environment. One of the way to create those condition is teachers can use
multimedia in teaching writing. Multimedia can help teachers to provide the
material in one tool. Using multimedia can avoid students from boredom. Besides,
they can be motivated because the materials are interesting. Teachers motivate
them to write indirectly . One of multimedia tool that can be used in the classroom
is PowerPoint.
Lwory (1999) stated that in de wet’s article (2006:30), students has good
improvement when they were taught by using PowerPoint rather than
conventional media with the ratio 51.8% versus 43.5%. Some researchers think
that this media has a unique characteristic that affect students’ interest in teaching
and learning process. According to de wet (2006:31), there are some reasons that
make PowerPoint as a potential tool for teaching and learning process. The first is
PowerPoint can accommodate multimodal nature. It can accommodate multiple
intelligences or as an advanced organizer to present the content for students.
Students can be more understand about the lesson by using visual learning,
pictures, which is provided in PowerPoint.

Then, PowerPoint has flexibility. PowerPoint can be made based on the
situation. It can adapt and change to varying the need of user. Teachers can
change the content of PowerPoint based the objectives, grade, and level of
students. It is supported by using the design and template. The next reason is
enhancibility. Since PowerPoint has animation, clip arts, and transitions, it can be
enhanced to raise student interest. So, students will focus on important point in
learning process.
The fourth reason is independent. The ability to set up a show to run
independently increases its utility. The user can make their content in PowerPoint
independently. Then, it is a multimedia tool. The hyperlinks in PowerPoint, it can
make teachers add media files- pictures, music, videos, and internet sites- to create
a multimedia presentation. The last is publishing. PowerPoint can be used to
publish information on CD-ROM or on Web sites.
Because of those reason, PowerPoint can be used in teaching writing.
Teachers can make students stay focus on the material and follow along more
easily because their teachers make outline what should be learnt in PowerPoint.
Students do not need to read the whole book. Students also can understand and
remember the materials.
In PowerPoint, teachers can show the example of writing that can be seen
by the whole of class. Not only example but also some graphs, figures, scanned
photos and even videos that support in teaching writing. Those things will
stimulate students in one click. Students also feel enthusiastic in learning writing.
2.10 Previous Study
In the research, it is necessary to reviews of previous studies to avoid
replication. Some similar studies have been conducted to find out the
effectiveness of using media in teaching writing. There are some previous studies
about the use of teaching media in teaching English.
The last research is written Anggraini entitled “The Effect of Teaching
Writing through PowerPoint as Media on The Seventh Grade Students of SMP
Muhammdiyah 1 Mlati in The Academic Year of 2012/2013”. In this research,
she involved 58 students which are divided in to two classes, class VII A and B.
Class A is as the experimental group and class B is as the control group. She gave
pre-test and post-test for both. The data were analyzed by means of descriptive
and inferential statistics. ANCOVA was used to test hypothesis. The result is the
use of PowerPoint has significant influence on the student’ writing skill. It
showed from the level of significance is 0.000. It means that it is lower than 0.05.
Because of it, there is significance effect and hypothesis was accepted.
In her research, based on the descriptive analysis, the result of the post-test
showed that the mean scores of the post-test of both classes have an improvement
of the mean score. The improvement of the mean score in experimental class
higher than control class. Based on the hypothesis testing, it can be seen that the
students wjo were given PowerPoint in their writing class had better skill than
students who were not. It is proved that after giving the PowerPoint as media, the
mean score of the writing ability test of the experimental class is higher than
control class, i.e 75.31 . 66.45.

CHAPTER 3
RESEARCH METHOD
3.1 Research Design
In this research, the researcher used quantitative method. It was an
experimental research. According to Cresswell (2014:156),” an experimental
design is to test the impact of a treatment on an outcome, controlling for all other
factors that might influence that outcome”. Here, PowerPoint was chosen as a
treatment to teach descriptive text. Furthermore, kind of experimental research
was a quasi-experiment or semi experimental design. According to Cresswell
(2014:158), in quasi experiment, the researcher uses experimental and control
groups but does not randomly assign participant.
According to Mackey and M.Gass (2005:146), “A typical experimental study
usually uses comparison or control groups to investigate research questions.”. The
research design is shown as follows:
Table.1
Research Design
Experimetal Group Group 1 Pre-test PowerPoint Post-test

Control Group Group 2 Pre-test Text Book Post-test
3.2 Variables
Since it was quasi experimental, there were two variables. The variables
consisted of independent and dependent variable. The followings are the
definition:
a. Independent variable
“Independent variable is the factor that is measured, manipulated,
or selected by the experimenter to determine its relationship to an
observed phenomenon” (Tuckman was cited in Irma, 2014, p.53). The
independent variable is introduced on both groups. Independent variable is
stimulus variable or input. The independent variable was the use of
PowerPoint in teaching Descriptive text.
b. Dependent variable
“Dependent variable is the factor that is observed and measured to
determine the effect of the independent variable, that is, the factor that
appears, disappears, or varies as the experimenter introduces, removes, or
varies the independent variable” (Tuckman was cited in Irma, 2014, p.54).
Dependent variable is a response variable or output. The dependent
variable of this study was the students‟ ability in writing descriptive text.
3.3 Population and Sample
3.3.1 Population
Population is a potential group of participants whom that want generalize
the results of a study (Salkind, 2014:95). The population of this research was all
of students in eighth grade students of SMPN 5 Jambi City in academic year
2016-2017. The population of the research is shown in the table below:
No Classes Number of Students
1 VIII A 37
2 VIII B 36
3 VIII C 38
4 VIII D 37
5 VIII E 38
6 VIII F 37
7 VIII G 38
8 VIII H 36
9 VIII I 36
10 VIII J 37
11 VIII K 36
Table 2
The population of Research
3.3.2 Sample
Sample is a subgroup of a potential group that will be used by researcher
(Salkind, 2014:95). In this research, the researcher used cluster sampling. Cluster
sampling is deciding sample based on which units of individuals rather than
individual themselves (Salkind, 2014:102)

In this research, since the researcher decided to use cluster sampling, the
sample of the research was VIII H and VIII I. Class H was an experimental class
while Class I was a control group. It decided based on alphabetical and the
number of students.
3.4 Technique of Data Collection
In this research, the researcher used test as the instrument for collecting
the data. The researcher conducted pre-test for both groups to know their ability in
writing descriptive text before doing treatment
In conducting the research, before giving the treatment, the researcher
conducted a pre-test. It was conducted on writing test. In this test, the researcher
asked the students to write a descriptive text about ”my bestfriend” to know their
skill in writing in order to make the materials more appropriate with the need of
students. On the treatment, the Experimental class was taught by using
PowerPoint that contains all materials related the topic; on the other hand, the
Control class was taught by using pictures and a textbook. Then, the post-test
conducted to measure the students’ abilities after the treatment. The test contained
the same criteria in writing a descriptive text as in the pre-test.
3.4.1 Pre-test
In pre-test, students wrote descriptive text. They wrote descriptive text
based on the topic. The topic for pre-test is “My Best Friend”. The students had
40 minutes to complete the test.

3.4.2 Post-test
The procedure for pre-test and post-test was similar. In post-test, students
would be asked by researcher to write down a descriptive text. The students wrote
a descriptive text based on the topic which is given by the researcher. The topic is
“My Bedroom”. The test was available for experimental class and control class.
The students had 40 minutes to complete the test.
3.5 Treatment Procedure
The treatment had been done in six meetings. Before starting to the
learning activity, researcher greeted and motivated to the students. Then,
researcher gave explanation about the purpose and significant of learning. In
experimental class, the researcher gave explanation about material by using
PowerPoint. After that, they would be asked to write a descriptive text. In doing
the activity, the researcher will control and remind them that when the time is up
they must collect their written. For control group, the researcher will use text book
as media in teaching and learning activities. The researcher will give explanation
about the material and then ask students to write a descriptive text. At the end, the
researcher will ask each student to collect their text.
In this process, researcher made a lesson plan and in teaching activity table
there was information about the material that made by researcher about material
which used PowerPoint as media. Then, the teaching technique of this research
shows below.
Experimental Class Control Class Time

1. Warming-up 1. Warming-up
activity: greeting, activity: greeting,
Pre- praying and praying and
activity checking students’ checking students’
attendance; attendance. 10
2. Asking and answer 2. Asking and answer minutes
about the things about the things
related to related to descriptive
descriptive text. text
1. The teacher 1. The teacher
explained the explained the
While- lesson’s material lesson’s material;
activity through PowerPoint 2. Engage the students
2. Engage the students to think, ask and
to think, ask and find information
find information related to the topic
related to the topic of lesson; 60
of lesson; 3. The students do minutes
3. The researcher assignments based
guided the student on the topic;
to do assignment
Post- 1. Conclude the lesson 1. Conclude the
activity that they have lesson that they
learnt; have learnt;
2. Scoring and 2. Scoring and 10
evaluating the evaluating the minutes
students’ students’
performance: performance:
3. Gives feedback 3. Gives feedback
about the lesson; about the lesson;
4. Tells the students 4. Tells the students
about what will be about what will be
discuss on next discuss on next
meeting meeting
Table 3
3.6 Instrumentation
The instruments of this research used written test, essay test. The
researcher used pre-test and post-test. The materials were taken from the text book
“Smart Steps” written by Ali Akhmadi and Ida Safrida published by Ganexa
Exact. There were six topics. The topics are describing place, animal, people,
event, thing and feeling.
3.7 Validity and Reliability
3.7.1 Validity
In testing, the test should be as valid as possible, whether it is for informal
classroom test or public examination, even for this research. The test will be valid
if it measures accurately what should be measured (Hughes, 2003:26). For this
research, it used content in validity. According to Hughes (2003:26) the test which
has content validity must contain a representative sample of the language skills,
structures, etc. In other words, the content must be appropriate to the materials
that have been though
3.7.2 Reliability
Reliability in test must be considered. According to Ary (2006:239)
reliability concerns in consistent of what should be measured. Reliability focuses
on consistency in testing. Reliability test instrument can be done by using
Cronbach's Alpha. Reliability analysis, using the Cronbach’s Alpha (α) is carried
out to determine the reliability coefficients of the instruments. The instrument will
show reliable when the result of Cronbach’s Alpha is more than and equal to 0.7.
If the result of Cronbach’s Alpha is less than 0.7, it is not reliable. As Pallant
states (2011) ideally suggested that Cronbach’s alpha coefficient of construct is
0.7. If each of the domain obtains the value .7, the items in each domain are
understood by most of respondent. The following steps were to check the
reliability of a scale:
Procedure for checking the reliability of a scale:
1. From the menu at the top of the screen click on: Analyze, then click on
Scale, then Reliability Analysis.
2. Click on all of the individual items that make up the scale (e.g.
precontent, preorganization, pregrammar, prevocabulary, premechanic).
Move these into the box marked Items.
3. In the Model section, make sure Alpha is selected.
4. Click on the Statistics button. In the Descriptive for section, click on
Item, Scale, and Scale if item deleted.
5. Click on Continue and then OK.
Table 5: Cronbach’ Alpha (α) for Reliability Statistics
Variables Number of Items α Level

Content 1 .858
Organization 1 .774
Grammar 1 .768
Vocabulary 1 .758
Mechanic 1 .804
OVERALL 5 .824
Table 4
Reliability analyses were conducted to 5 aspects of the test. The overall
Alpha (α) value of the items was .824. The processed than was continued by
investigating the cronbach’s alpha in each domain and sub domain. The α for each
domain were, α=.858 for content; then α=.774 toward organization; next α=.768
for grammar; and α=.758 for vocabulary; the last α=.804for the result of
mechanic.
Table 5 shows the summary of reliability analysis of the instrument. The
value of all aspects and sub-aspect shows a good and acceptable consistency
coefficient which means that the result of test was very strong reliability because
(α) = .824 > 0.7.
3.8 Technique of Data Analysis
3.8.1 Scoring System
The scoring system of test will be analytic score. From the analytic scoring
rubric for writing, each unit is scored from 1 to 4 and weighted based on its worth
to the final draft of the descriptive text. The content is weighted 30% since it can
be more worth that the other aspects. The organization and the grammar are
weighted 20% respectively as they are more worth than vocabulary and mechanic.
As there is a little anxiety around the last two aspects, vocabulary and mechanic,
the small weighting is attached to them. They are weighted 15% respectively.
.
Table 5
3.8.2 Hypothesis Testing
This testing is to find out whether the hypothesis of this research can be
accepted or not. The analysis will be done by using t-test. The result of t-test will
be compared to score to the score in t-table. If there is a significant effect in using
multimedia PowerPoint on students’ ability in writing descriptive text, hypothesis
I is accepted. If there is no significant effect, hypothesis 0 is accepted.
3.8.3 Independent Sample T-Test
In this study, the researcher used independent t-test. Independent T Test is
used to compare the mean scores of two different groups of people or conditions
(Pallant, 2011). The two different groups were two groups that were not paired.
Then, the result of t-test compared to t-table. If t-test value is lower than t-table, it
means that there is a significant difference between experimental class and control
class.
There were some procedures for independent-samples t-test:
1 From the menu at the top of the screen click on: Analyze, and then click
on Compare means, then on Independent Samples T-test.
2 Move the dependent (continuous) variable (e.g. scorepretest, scorepost-
test) into the area labelled Test variable.
3 Move the independent variable (categorical) variable (e.g. class) into the
section labeled Grouping variable.
4 Click on Define groups and type in the numbers used in the data set to
code each group. In the current data file 1=experiment, 2=control;
therefore, in the Group 1 box, type 1; and in the Group 2 box, type 2.
5 Click on Continue and then OK.
3.8.4 Paired sample t-test
Paired sample t-test is a statistical technique that is used to compare two
population of two samples that are correlated. Paired sample t-test is used in
‘before-after’ studies, or when the samples are matched pairs, or when it is a case-
control study. Pre-test/post-test experimental designs are an example for the type
of situation where this technique is appropriate. You assess each person on some
continuous measurement after exposing them to some experimental manipulation
or intervention (Pallant: 2011).
Procedure for paired-samples t-test:

1. From the menu at the top of the screen click on: Analyze, then click on
Compare Means, then on Paired Samples T-test.
2. Click on the two variables that you are interested in comparing for each
subject (e.g. pre-test score and post-test score).
3. With both of the variables highlighted, move them into the box labelled
Paired Variables by clicking on the arrow button. Click on OK.

CHAPTER IV
FINDINGS AND DISCUSSIONS
4.1 Findings
4.1.1 Description of Findings
The data obtained of this research were taken from the test of result of
writing descriptive text of eighth graders of SMPN 5 Jambi City in the academic
year 2016/2017 of those who are taught by using and without PowerPoint. Two
classes were chosen as the sample of the research. There were class VIII H as the
experimental class and class VIII I as the control class. Each of class consisted of
36 students.
The data were obtained from the students’ scores achievement of writing
test. They were pre and post-test scores from the experimental and control class.
Pre-test was held in the first meeting and post-test was held in the end of meeting.
The result of pre and post-test were compared. This comparison was used to show
whether the treatment were successful or not.
The data from pre and post-test were obtained from 5 components of
writing: content, organization, grammar, vocabulary and mechanic. The range of
each component score was 1-4 with the difference of weight.
4.1.2 Description of Pre-Test Scorein Experimental and Control Class
Before giving the treatment, the first action was administering pre-test to
both classes; experimental class and control class. Pre-test was administered
November 11th, 2016. In this test, students were instructed to write a descriptive
text in 40 minutes. The researcher gave the topic for the students to write a
descriptive text. The topics that students wrote in the pre-test was my bestfriend
The result of pre-test score showed in the following table.
Table 6: Descriptive Statistics of Students’ Score in Pre-test in

Experimental Class and Control Class
Std.
N Minimum Maximum Mean Deviation
Pretestexperimental 36 25 65 36.39 11.506
Pretestcontrol 36 21.25 50 28.51 8.121
Valid N (listwise) 36
From the table above, the pre-test result of experimental class shows that
the mean score is 36.39. Then, the mean score of control class is 28.15. In the
experimental class, it was found that the highest score is 65 and the result of the
study shows that the highest score of pre-test is 61-80 which consist of 2 students.
The highest score of control class is 50 which consist 3 students of the score was
41-60. Meanwhile, the lowest score of pre-test of experimental class is 25. The
frequency of the lowest score was 21-60 which consisted of 24 students.
Meanwhile, the lowest score of control class was 21.25 and majority score of pre-
test was 21-60 which consisted of 35 students. The frequency distribution of
students’ score from pre-test is described in table below.
Table 7: The Frequency Distribution of Students’ Score in Pre-test in

Score Category Pre-test experimental class Pre-test control class
Frequency Precentage Frequency Precentage
81-100 Very good 0 0 0 0
61-80 Good 2 5.56% 0 0
41-60 Fair 10 27.77% 3 8.33%
21-41 Poor 24 66.67% 32 88.89%
0-20 Very poor 0 0 1 2.78%
Table 7 shows that most of the students are categorized poor. Based on the
result of the pre-test many students still had difficulties in writing a descriptive
text text. They had low motivation to write a description. Some of them seemed
confused on what they should write in the worksheet. Then, some of them were
busy with their own business.
4.1.3 Description of Post-Test Score in Experimental Class and Control Class
After giving treatment to the students for six meetings, the post test was
conducted to both classes; experimental class and control class. The post-test was
done on December 2nd, 2016. The test was used to find out the students’
achievement of writing descriptive paragraph after being treated with PowerPoint.
In the post-test, students were instructed to write descriptive text with the same
instruction as the pre-test. The post-test used the same writing assessment rubric
with the pre-test. The descriptive statistics and frequency distribution of students’
score in post-test in experimental class and control class is presented in table 10
and table 11.
Table 8: Descriptive Statistics of Students’ Score in Post-test in Experimental

Class and Control Class
Std.
N Minimum Maximum Mean Deviation
Posttestexperimental 36 25 77.50 51.39 15.892
Posttestcontrol 36 25 62.50 40.76 10.877
Valid N (listwise) 36
Table 9: The Frequency Distribution of Students’ Score in Post-test in
Score Category Post-test experimental Post-test control class
class
Frequency Precentage Frequency Precentage
81-100 Very good 0 0 0 0
61-80 Good 12 33.33% 2 5.56%
41-60 Fair 20 55.56% 13 36.11%
21-40 Poor 4 11.11% 21 58.33%
0-20 Very poor 0 0 0 0
The result of post-test in experimental class shows that the means score
was 51.39 which the highest score is 77.50 and the lowest score is 25. The
frequency of post-test from experimental class shows the highest score is 61-80
which consist of 12 students. Meanwhile, the lowest and majority score is 21-40
contain 4 students which involved in this category. Then, categorized of fair is 41-
60 consisted of 20 students. In control class, the post-test result shows that the
mean score post-test is 40.76. Unlike the students in experimental class, the
highest score of post-test is 62.50 and lowest score is 25. The majority of students
are categorized fair and poor. In categorized of good is 61-80 which consisted of 2
students. Meanwhile, categorized of fair is 41-60 which consist of 13 students.
Then, categorized of poor is 21-40 consisted of 21 students.
However, if it is compared to the pre-test, the experimental class has much
better improvement. The improvement from pre-test and post-test score shows
that students in experimental class feel easier in writing the descriptive text
because they had been trained for five meetings so they had used PowerPoint as
the guideline for writing. They also did not feel bored because the processes of
learning become more enjoyable by using interesting media.
Actually the control class also received a treatment but it was a
conventional media. From the data, it implied that the technique helped the
students in writing the descriptive paragraph but the improvement of mean score
between pre-test and post-test was lower than experimental class. It may happen
because the treatment was not as interesting as the writing process in experimental
class which used PowerPoint as learning media.
4.2 Description of Five Aspects in Writing for Experimental and Control
Class
There were five aspects of writing based on the writing rubric assessment
that was used in pre-test and post-test for experimental class and control class.
Those aspects were content, organization, grammar, vocabulary and mechanics.
To analyze those aspects, researcher used independent sample t-test and paired
sample t-test formula in SPSS 16. It was used to know whether there is a
significant effect of using PowerPoint on student’s ability in writing descriptive
paragraph. The significant level is 0.05, so if the result of the t-test lower than
0.05, it can be said there was a significant effect.
4.2.1 Content Score
a. Description Result of Content Score using Independent Sample T-Test
T-test analysis results in Table 10 shows the result of t-test score between
experimental class and control class in pre-content test. Experimental class yield
mean score 4.75 and control class yield 3.91 while different values are t= 2.084
and sig= 0.041 < 0.05, It is found that there is a significant between experimental
class and control class toward pre-content writing test.
Table 10: T-test Conducted to Control Class and Experiment Class (exposed
to Content) toward Writing Pre test.
Dependent Variable Group Mean T Sig.
Pre-Content Experimental Class 4.75 .041
2.084
Control Class 3.91
Table 11 display the result of t-test between experimental class and control
class toward content of post-test. The findings show that there is a difference
score between experimental class and control class in post-test score. The mean
score yield is 24.41 for experimental class and 19.41 for control class. The
different values yield are t=1.938, and Sig. =.057 > .05.
Table 11: T-test Conducted to Control Class and Experiment Class

(exposed to content) toward Post-test
Post-Content Experimental Class 7.08 .057
1.938
Control Class 6.08
b. Description Result of Content Score using Paired Sample T-Test
T-test analysis results in Table 12 shows the findings of paired sample t-
test on experimental class toward pre-content test and post-content test. The
findings show also that there is a significant difference between experimental
class toward pre-content score and post-content score. The mean score yield is
4.75 for pre-content and 7.08 for post-content. The different values yield are t=-
5.857, and Sig. =.000<.05.

Table12: Paired sample T-test Conducted to Experimental Class toward
Content of pre-test and post test.
Dependent Variable Test Mean T Sig.
Experimental class Pre-content 4.75 -5.857 .000
Post-content 7.08
4.2.2 Organization Score
a. Description Result of Organization Score using Independent Sample
T-Test
Table 13 displays the result of t-test between experimental class and
control class toward organization of writing pre-test. The findings show that there
is a significant difference between experimental class and control class in pre-test
score. The mean score yield is 2.89 for experimental class and 2.11 for control
class. The findings imply that the experimental class obtains higher pre-test score
than control class test score. The different values yield are t=3.519, and Sig. =.001
< .05.
to Organization) toward Writing Pre test.
Pre-Organization Experimental Class 2.89 3.591 .001
Control Class 2.11
experimental class and control class in post-organization test. Experimental class
yield mean score is 4.17 and control class yield is 3.06 while different values are
t= 3.617 and sig= 0.001 < 0.05, It is found that there is a significant between
experimental class and control class toward post-organization writing test.

(exposed to Organization) toward Post-test
Dependent Variable Group Mean t Sig.
Post-Organization Experimental Class 4.17 .001
3.617
Control Class 3.06
b. Description Result of Organization Score using Paired Sample T-Test
Table 15 shows the findings of paired sample t-test to experimental class
toward pre-organization test and post-organization test. The mean score yield at
pre-test is 2.80 and at post test is 4.17. The findings imply that the experimental
obtain higher post test score than pre-test score. The statistic values yield are t= -
5.301, and Sig=.000<.05. The findings mean that there is a significant difference
between experimental class pre-organization test score and post-organization test
score.
Table 15: Paired sample T-test Conducted to Experimental class toward pre-
organization test and post-organization test
Experimental Class Pre-organization 2.80 -5.301 .000
Post-organization 4.17
4.2.3 Grammar Score
a. Description Result of Grammar Score using Independent Sample T-
Test
` T-test analysis results in Table 16 shows the result of t-test score between
experimental class and control class in pre-grammar test. Experimental class yield
mean score is 2.61 and control class yield is 2.17 while different values are
t=1.948 and sig= 0.055 > 0.05. There is a difference score between experimental
class and control class toward pre-grammar of writing test.
to Grammar) toward Writing Pre test.
Pre-Grammar Experimental Class 2.61 .055
1.948
Control Class 2.17
control class toward grammar of post-test. The findings show that there is a
significant difference between experimental class and control class in post-test
class. The findings imply that the experimental class obtains higher post test score
< .05.

(exposed to Grammar) toward Post-test
Post-Grammar Experimental Class 3.39 .001
3.334
Control Class 2.50
b. Description Result of Grammar Score using Paired Sample T-Test
test on experimental class toward pre-grammar test and post-grammar test. The
findings show also that there is a significant difference between experimental
class toward pre-grammar test and post-grammar test. The mean score yield is
2.61 for pre-test and 3.39 for post-test. The different values yield are t=-3.618, and
Sig. =.001<.05.
grammar test and post-grammar test
Experimental class Pre-grammar 2.61 -3.618 .001
Post-grammar 3.39
4.2.4 Vocabulary Score
a. Description Result of Vocabulary Score using Independent Sample T-
Test
control class toward vocabulary of writing pre-test. The findings show that there
is a significant difference between experimental class and control class in pre-test
class. The findings imply that the experimental class obtains higher pre-test score
< .05.
to Vocabulary) toward Writing Pre test.
Pre-Vocabulary Experimental Class 2.29 .001
3.552
Control Class 1.58
experimental class and control class in post-vocabulary test. Experimental class
t= 3.989 and sig= 0.000 < 0.05. It is found that there is a significant between
experimental class and control class toward post-vocabulary of writing test.

(exposed to Vocabulary) toward Post-test
Post-Vocabulary Experimental Class 3.17 .000
3.989
Control Class 2.33
b. Description Result of Vocabulary Score using Paired Sample T-Test
toward pre-vocabulary test and post-language use test. The mean score yield at
pre-test is 2.29 and at post test is 3.17. The findings imply that the experimental
class obtains higher post test score than pre-test score. The statistic values yielded
are t=-4.782, and Sig=.000<.05. The findings mean that there is a significant
difference between experimental class pre-test score and post-test score.
vocabulary test and post-vocabulary test.
Experimental Class Pre-vocabulary 2.29 -4.782 .000
Post-vocabulary 3.17
4.2.5 Mechanic Score
a. Description Result of Mechanic Score using Independent Sample T-
Test
experimental class and control class in pre-mechanic test. Experimental class
t= 2.695 and sig= 0.004 < 0.05. It is found that there is a significant between
experimental class and control class toward pre-vocabulary of writing test.

(exposed to Mechanic) toward Pre-test
Pre-Mechanic Experimental Class 2.04 .004
2.695
Control Class 1.58
control class toward post-mechanic test. The findings show that there is a
significant difference between experimental class and control class in post-test
score. The mean score yielded is 2.75 for experimental class and 2.45 for control
class. The findings imply that the experimental class obtains higher post test score
< .05.

(exposed to Mechanic) toward Post-test
Post-Mechanic Experimental Class 2.75 1.275 .007
Control Class 2.45
b. Description Result of Mechanic Score using Paired Sample T-Test
test on experimental toward pre-mechanic test and post-mechanic test. The
findings show also that there is a significant difference between pre-test and post-
test score. The mean score yield is 2.04 for pre-test and 2.75 for post test. The
different values yield are t=-3.497, and Sig. =.001<.05.
Table 24: Paired sample T-test Conducted to Control class toward pre-test
and post test.
Experimental class Pre-mechanic 2.04 -3.497 .001
Post-mechanic 2.75
4.3 Hypothesis Testing
The last calculated was hypothesis testing. In order to see the significance
between two variables, the t-test formula was applied. According to Pallant
(2011), The criteria for hypotheses test were;
 If the value of t-test or in the Sig. (2-tailed) column is equal or less than t-
table or .05 (t-test < t-table) so there is a significant difference in the mean
scores on dependent variable for each of the two groups.
 If the value t-test or Sig. (2-tailed) is above .05 (t-test > t-table), there is no
significant difference between the two groups.
Table25: T-test Conducted to Control Class and Experiment toward post

test.
Post- test Experimental Class 51.39 3.310 .001
Control Class 40.76
control class toward post-test. The findings show that there is a significant
difference between experimental class and control class in post-test score. The
mean score yield is 51.39 for experimental class and 40.76 for control class. The
findings imply that the experimental class obtains higher post test score than
control class test score. The different values yield are t=3.310, and Sig. =.001 <
.05.
test and post test.
Experimental Class Pre-test score 36.39 -6.271 .000
Post-test score 51.39
toward pre-test and post-test. The mean score yield at pre-test is 36.39 and at post
test is 51.39. The findings imply that the experimental class obtains higher post
test score than pre-test score. The statistic values yield are t=-6.271, and
Sig=.000<.05. The findings mean that there is a significant difference between
experimental class pre-test score and post-test score.

4.4 Discussion
From the investigation, it is found out that there are significant difference
in descriptive writing scores between students taught by PowerPoint and who
those taught by using conventional method. The descriptive writing of the
experimental class is higher than the control class. It can be proved by the average
of the students’ scores: they are 51.39 for experimental class and 40.76 for control
class.
As the experimental class, VIII A was taught by using PowerPoint as
learning media to guide the students to write about descriptive text. At the first
meeting the treatment, researcher gave explanation about definition, function and
language features of descriptive text. Before giving explainationexplanation about
those element, the researcher gave the video to guide the students to guess the
topic that would be learnt in the meeting. All the material had already put in
PowerPoint presentation. Therefore, the researcher just operated the laptop to run
PowerPoint. All students had already excited even when the researcher was
preparing LCD proyektorprojector and laptop. They expressed their pleasure in
various ways such as laughing and imagine what kind of material that researcher
would show to them. PowerPoint enhances instruction and motivates students to
learn. So, they had already motivated to learn for that day. (Harrison in Nouri and
Shahid, 2005:55).
As stated by Clark and Paivio in Nouri and Shahid (2005:55) that in a
PowerPoint presentation, topics are presented in a hierarchical fashion graphics,

colour, video, and animation, students can retrieve the information and they can
organize the information easily. The researcher put the material from the material
which is as brainstorming until the end of material orderly with modified with
some pictures, videos and even made the material that made students feel like
were doing interaction with PowerPoint. So, students were more active during the
learning and teaching process. They were more focused with the material which
was taught by researcher even they were more sharp when they were asked to
describe the thing especially when it come to describe a thing from the video.
To measure the students’ writing score progress, the test was administered
before and after treatment. The form of this test was in writing form, it is because
researcher would like to know the student’s ability in writing descriptive text. The
test constructed based on the material which had been learnt during the treatment
process. The material used by the researcher was taken from the text book “Smart
Steps” written by Ali Akhmadi and Ida Safrida published by Ganexa Exact.
(2009), the validity of the test is if the content of test instrument related to the
purposes of the test.
The students’ paragraphs were assessed based on writing rubric
assessment. In this rubric, there were five aspects to be evaluated in the system of
content, organization, grammar, vocabulary, and mechanics. Based on the result
of post-test, most of the students could make paragraph well enough after being
given treatment by using PowerPoint. From the result of the five aspects to be
evaluated in post-test result, most of the students were successful to achieve good
category. It was different from pre-test result, most of the students failed to
achieve good category on each components, most of them got in poor category.
In conclusion, statistical of students in pre-test and post-test of
experimental class showed there was a better improvement on student writing
ability of descriptive paragraph. From post-test result it was found that there was
better achievement of score in the class which was taught by using PowerPoint
(experimental class) than those which was not (control class). So, the main point
of this research was to see whether or not there was a significant effect of using
PowerPoint on students’ achievement in writing descriptive text. Statistically, it
was found that there was a significant effect using PowerPoint toward an
achievement of students descriptive writing ability, because the result of t-test
data analysis was lower than t-table.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
Based on the results of the analyses in the previous chapter, the researcher
concludes there is significant effect in the improvement students’ writing ability
after being taught by using PowerPoint and not by using PowerPoint. The mean
score between experimental group and control group in the pre-test was . For
post-test, the mean score between experimental and control group became .
Meant that there was difference between experimental and control group in the
amount of
Based on the t-test analysis, the test has a significant value of
0.001. In other words, there was significant effect of writing skill of post-test after
controlling for the effect of pre-test. It meant that the Alternative Hypothesis (H1)
of using PowerPoint in writing descriptive ability was accepted. The researcher
concluded that using PowerPoint as media in writing descriptive test is useful and
helpful for students since it enables them explore the idea deeper and arrange it
into a good descriptive text. It is a good innovation since it can stimulate the
students’ interest in writing.
5.2 Suggestion
Based on the conclusion above, PowerPoint can be used as alternative
media in teaching writing to the eighth graders because it has many advantages.
The students’ writing skill of those who were taught by using PowerPoint is also
higher than those who are not. So, PowerPoint can improve the students’
achievement in writing descriptive text.
PowerPoint has some advantages in the teaching and learning process. The
researcher hopes that there will be other researchers conducting the research about
how to use PowerPoint in teaching writing English texts. PowerPoint is
worthwhile to be further explored by other researchers since it can be develop not
only to be a slide show presentation but also another to be other applications.

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THE EFFECT OF USING MULTIMEDIA POWERPOINT IN TEACHING

WRITING DESCRIPTIVE TEXT TOWARD EIGHTH GRADERS AT

Submitted to the English Education Study Program in Partial Fulfillment of the

ENGLISH EDUCATION STUDY PROGRAM

Nafrianti. (2017). The Effect of Using Multimedia PowerPoint in Teaching

This study aimed at investigating the effect of PowerPoint toward students’

DECLARATION ··········································································· iii

TABLE OF CONTENTS ·································································· iii

LIST OF APPENDICS ···································································· vi

LIST OF TABLES ········································································· vii

LIST OF PICTURES ······································································ viii

1.1 Background of The Research ·················································· 1

1.2 The Questions of The Research ··············································· 3

1.3 Objective Study ································································· 3

1.4 The Limitation of Study ······················································· 3

1.5 Significance of Study ··························································· 3

1.6 Hypothesis ······································································· 4

1.7 The Definition of Terms ························································ 4

CHAPTER 2 LITERATURE REVIEW

2.2 Concept of Multimedia ························································· 6

2.3.1 Concept of PowerPoint ················································· 7

2.3.2 Characteristics of PowerPoint ········································· 9

2.3.3 Advantages of PowerPoint ············································· 9

2.3.4 Disadvantages of PowerPoint ········································· 11

2.4.1 Concept of Writing ····················································· 11

2.4.2 Types of Writing Performance ········································ 12

2.4.3 The Process of Writing ················································· 13

2.4.4 Scoring System in Writing ············································· 14

2.5 Kinds of Text ···································································· 16

2.6 Descriptive Text

2.6.1 Concept of Descriptive Text ··········································· 18

2.6.2 Kinds of Descriptive Text ·············································· 19

2.6.3 The Example of Descriptive Text ····································· 20

2.7 Teaching Writing by Using Multimedia PowerPoint························ 21

2.8 Previous Study ··································································· 22

CHAPTER 3 RESEARCH METHOD

3.1 Research Design ································································ 25

3.3 Population and Sample

3.3.1 Population ······························································· 26

3.3.2 Sample ··································································· 27

3.4 Technique of Collecting Data ·················································· 27

3.4.1 Pre-test ··································································· 28

3.4.2 Post-test ··································································· 28

3.5 Treatment Procedure ···························································· 28

3.6 Instrumentation ································································· 29

3.7 Validity and Reliability

3.7.1 Validity ··································································· 29

3.7.2 Reliability ································································ 30

3.8 Technique of Data Analysis ···················································· 31

3.8.1 Scoring System ·························································· 30

3.8.2 Hypothesis Testing ······················································ 34

CHAPTER 4 FINDING AND DISCUSSIONS

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS

1.1 Background of The Research

Writing is one of four skills that should be mastered by students, besides

speaking, listening, and reading skills in order to communicate in English well.

the learners’ native language rules.

expected to be able communicate in English both in oral and written form. In

The researcher focused on descriptive text which is taught by (Who taught?)

vocabularies and mechanics such as punctuation, spelling, and capitalization.

acknowledge writing as a complex skill.

descriptive text. According to Oshima and Hogue (2007:61), “descriptive writing

evolve those elements to be written form.