IMPROVING
STUDENTS’ PERSUASIVE WRITING
USING ADVERTISEMENT
(At the Eleventh
Grade of SMAN 2 Krakatau Steel Cilegon)
JURNAL ILMIAH
By
DRS. MASRUPI, M.Pd
NIP. 132 004 185
SEKOLAH TINGGI AGAMA ISLAM SYEKH MANSHUR
PANDEGLANG
2008
IMPROVING THE
STUDENTS’ PERSUASIVE WRITING
USING
ADVERTISEMENT
(At
The Eleventh Grade of SMAN 2 Krakatau Steel
Cilegon)
Masrupi
The
objective of the research is to find the effectiveness of advertisement as an
alternative media in improving persuasive writing at the eleventh grade
students’ of SMAN 2 KS cilegon.
The writer used quasi experimental
design for conducting the research namely took a class as an experimental
class. The population of this research is the eleventh grade students’ of SMAN
2 KS Cilegon consist of 272 students’. Because of the population is so large
and the individual are groups so the writer used cluster random sampling. The
sample of this research is students’ of eleventh science 4 consists of 34
students.
The instrument of this research is
written test namely essay written test. There are two kinds of test pre and
posttest for collecting the data. The most importing of the test should have
good validity and reliability. That is the writer used content validity for the
instrument of the test based on school based curriculum (KTSP) 2006. The
reliability of the test the writer used stability approach it is administering
the test to a group, and then re-administering the test to the same group. The
result of the reliability calculating used Pearson product moment. The
reliability of pre test I rxy =0.596, pre test II rxy =0.550,
pre test III rxy = 0.682 and post test I rxy =0.750,
post test II rxy =0.645, post test III rxy =0.756, and r table
for 34 students is 0.339, it means rxy >r table. Thus
the test was reliable.
Furthermore, there are two
hypotheses in this research namely alternative hypothesis (Ha) and null
hypothesis (Ho); the writer provided the alternative hypothesis (Ha) as
hypothesis of this research. In testing the hypothesis the writer used t-test
to know whether advertisement is effective in improving students’ persuasive
writing. Based on the calculation t-test I=9.21, t-test II=8.01, and t-test
III=7.59 and the average of t-test =8.27, t-table at significant t0, 975= 2.04.
Thus t value 8.27>t0 2.04 based on the result above
the writer assumed that the alternative hypothesis (Ha) could be accepted.
I. INTRODUCTION
1.1 Background
of the Study
English
is learned as a foreign language in Indonesia. It is a compulsory
subject to be learned by students in elementary, junior, and senior high
school. Students should be able to communicate by using English. In order to be
able to perform good English communication, students need to master both
receptive skills includes listening and reading, and productive skills includes
speaking and writing.
Writing
is one of productive skill should be learned by students. It makes students
active and should be practiced in the classroom. As the result of writing
product students are able to arrange sentence, make paragraph, and create
composition. Oshima and Hogue, (1997:2) says “writing is a progressive
activity. This means that when you first write something down you have already
been thinking about what you are going to say and how you are going to say
it.” It means in writing students not
only thinking about how to express an idea or feeling but also organizing them
into conventional graphics system with words, sentence, function, and good
structure by good communication of
writing for successful communication between the writer and the reader
in written form.
Persuasion
is the goal of both oral and written argument. The objective of oral argument
is to succeed in persuading the opponent that an idea or opinion is valid.
Reid, (2000: 172). It means persuasive writing is form of writing which the
writer attempts to convince the people agree with the writer. Persuasive often
used in everyday of life. Some examples of persuasive writing can be found in
letters, editorials, advice columns, pamphlets, opinion writing, and
advertisement.
Advertisement
is one type of persuasive writing, that purpose to sell a product or service. It is familiar for us, when we
watch television, listen to the radio, read magazine or newspapers; we are
sometimes persuaded by advertisement. There are copy and picture in
advertisement to persuade people.
Furthermore, copy is the art of word that
makes up the headline and message of the advertisement. Agustrijanto,
(2001:27). It is someone who writes the words that are spoken used to the
sounds effect of a radio commercial or shown in the televisions and also
written used in magazine or newspaper that make up a print of advertisement for
a business or non-profit objective. In addition, the art of written words to
promote a person, product, business, opinion, idea, for the purpose of the
reader convince take some form of action what the writer want to do. Beside
that, advertisement has pictures to attract the audience to persuade someone.
However,
teachers often used pictures as an alternative media in teaching and learning
writing, because students can understand the picture without difficulty. According to Heaton (1990:102), pictures
describe a scene, object, or person, to tell story and give instruction or
direction and describe a process.
Based
on the statement above, the writer is interested in studying and using advertisement
as an alternative media in teaching writing at the eleventh grade of students
in senior high school. There are some reasons why the writer is interested in
using advertisement as an alternative media in improving students’ persuasive
writing.
First,
advertisement is a powerful force in the world today, such as; business used
advertising to gain new customer and increase sales, the government used
advertisement to recruit the volunteers, and the politicians also used
advertisement to try to win votes. Second, advertisement is interesting to
attract the students’ attention, because there are colorful picture and
copywriting. Third, advertisements are familiar persuasive writing product.
Moreover,
in this research the writer used visual advertisement it is advertisement only
can be seen for example in magazine and newspaper, and this research focus on
copywriting advertisement. The writer asked the students to write copywriting
advertisements, focus on written words copywriting. Students wrote the copy use
they own words based on the following advertisement are given.
In
conclusion, the writer conducted this research is trying to apply advertisement
as an alternative media in teaching and learning writing especially persuasive.
1.2 Identification
of the Problems
There
are some problems that can be identified as follows;
a. Can the use of advertisements be effective
in improving students’ persuasive writing?
b. How are the uses of advertisements
as an alternative media in students’ persuasive writing?
c. Does the use of advertisements as
an alternative media makes students
interesting in writing persuasive?
1.3
Limitation
of the Problem
The
writer would like to limit the problems from identification of the problem on
improving students’ persuasive writing using advertisement at the eleventh
grade of SMAN 2 Cilegon.
1.4
Formulation of the Problem
Based
on limitation of the problem above, the writer formulated the problems is; can
the use of advertisements in practicing students’ persuasive writing be
effective in the classroom?
II. THEORETICAL FRAMEWORK
2.1 Concept of
Writing
Writing
is complex activity, when its change an ideas or massage in our mind to be
understood in written form. Oshima & Hogue (1997:2) state that writing is a
progressive activity. This means that when you first write something down you
have already been thinking about what you are going to say and how you are
going to say it.
Meanwhile, Nunan (2003:88) defines writing is
the mental work of inventing ideas, thinking about how to express an idea or
feeling and organizing them into statement that will be clear to a reader with
different level of complexity, depending on its purpose. It means in writing the writer not only
thinking about how to express an idea or feeling but also organizing them into
graphics system with words, sentence, functions and good structure for
successful communication between the writer and the reader.
Based
on the experts’ statement, the writer concludes that writing is a process of
thinking how to express and idea or message to be understood in the written
form. That is the students’ need training and practice, the art of putting
words together in well formed, and the teacher need good media in teaching
writing to make students interesting in learning writing.
The
most basic form of writing is sentence. Sentence is a group of words that you
use to communicate your ideas in writing or in a speech. Oshima and Hogue,
(1976: 125).
On
the other hand, a sentence is a complete independent unit of thought and
consists of two main parts like a subject (word or words that names the person
thing or place) and predicate (a statement above sentence).
According
to Magnan and Brown (2007:11 in Usaman, paper) there are two basic purposes for
writing in second or foreign language; as a support skill and as a
communicative skill. The task of the writing as a support skill sometimes also
called as skill getting emphasized on the practice of grammatical forms and
structure, vocabulary and spelling. But writing as communicative skill is the
one that invites students to employ the language knowledge/use in meaningful
context. In order to meaningful, there must be a reason and need for writing
for example to share information, to share a story or to seek information.
Based
on the explanation above, the purpose of teaching writing in this research as
communicative skill it means the teacher invites the students to employ the
language knowledge use in meaningful context.
Furthermore, there are many types of writing
such as; narrative, descriptive, exposition, argumentative, and persuasive. In
this research the writer focuses on persuasive writing.
2.2
Concept of Persuasive Writing
2.2.1.
Persuasive
Persuasion is the goal of both oral and
written argument. The objective of oral argument is to succeed in persuading
the opponent that an idea or opinion is valid. Reid, (2000: 172) it is someone
gives an opinion both oral and written tries to persuade someone.
Meanwhile,
Akhadiah, (2001:8.43) states that “persuasive is the form of writing in attempt
to influence the reader though and opinion so that the reader to do action like
as the writer hopes. This means persuasive is form of writing which the writer
attempt to convince the reader to take a specific action.
In addition, Persuasive writing is a type of
writing where your main goal is to persuade or convince someone to do something
that you want to do. Peter, (2008:
in http://www.primaryresources.co.uk/english D.10htm)
means types
of writing for the purpose to influence the reader to do something what the
writer want.
Based on the experts’ statements persuasive writing is form of writing which the
writer attempts to influence the people agrees with the writer and wants to do
something what the writer wants.
2.2.2. Techniques in Persuasion
How to make someone do what you want;
·
Tell
your reader what he would like to hear.
·
Use
flattery makes the reader feel sorry for you.
·
Distort
the facts / lay abuse your opponents. (Keep it subtle as you don't want to
appear malicious)
·
Use
emotive vocabulary rather than straightforward words.
·
Quote
statistics and use them to mean what you want them to mean.
·
Use
the words "surely", "obviously" and "of course".
·
Make
an emotional appeal to your reader.
Black,
(2008: in
http://www.primaryresources.co.uk/english D.10htm.)
2.2.3. Language Features
Persuasive
·
Use
mainly the present tense.
·
Use
logical and cause and effect.
·
Use
emotive language.
·
Use
rhetorical question.
·
Dare
the reader to disagree.
·
Try
to make opinion sounds like facts.
·
Use
powerful verbs and strong adjectives.
Some
examples of persuasive writing can be found in letters, editorials, advice
columns, pamphlets, opinion writing, and advertisement.
In
this research, the writer used advertisement as an alternative media in
teaching persuasive writing. The writer focuses on persuasive advertisement
based on syllabus in senior high school.
2.3
Concept of Advertisement
Advertisement is a message carried in one of the various forms of
“media” such as newspapers and magazines, radio and television, and the posters
and neon sign we see in the street. Williams and Evans, (2000:114). This means
providing information to promote or sell product through varied types of mass
communication.
Meanwhile, Richard and Long, (1991: 130) defines advertising is the art of
persuasion to sell a product, as an attractive and as desirable as possible.” Means a message design to promote or sell a
product used the art of word to attract the people to buy a product.
From the definition above, advertisement is message used to
persuade someone to buy a product or service offered the advertisers in various
form of media. There
are copy and picture in advertisement to persuade people.
Furthermore, copywriting is the
art of word that makes up the headline and message of the advertisement.
Agustrijanto, (2001:27) means copywriting is putting a creative message in
advertisement. It is someone who writes the words that are spoken used to the
sounds effect of a radio commercial or shown in the televisions and also
written used in magazine or newspaper that make up a print of advertisement for
a business or non-profit objective.
Cook,
(2001: 2) stated that advertising is a topic which both causes and reveals
existing social divisions. For this reason in educational setting advertising
can be a stimulus-vying with made for literature in a liberal education- for
discussion of urgent issues.
Based
on the definition above, the writer agrees with the expert statement that
advertisement is a topic for discussion. Because advertisements are everywhere,
weather we are alone, with our friends or family or in a crowd, advertising is
always with us. In this research the writer used visual advertisement as an
alternative media in teaching writing persuasive. The writer focuses on
business commercial advertisement because it is familiar with all of us. In
addition visual advertisement only can be seen such as in magazine or newspaper
for the purpose to sell a product.
Many
studies of advertising do separate out components of advertisement on one or a
few, and ignore the others. Thus there are studies of language advertising
which have little or nothing to say about its picture and music or the people
who create it. Thus the write focuses on copywriting advertisement it is
studies of the language of advertisement which have little describe the
pictures of advertisement.
The Characteristics of Persuasive
Writing Advertisement
Matthew,
(2008: in http://www.primaryresources.co.uk/english/englishD10.htm)
Key Features of Advertisement
Key
features of advertisement to attract most people likely to buy the product. There
are copy and pictures of advertisement.
Daley, (2008: in http://www.primaryresources.co.uk/english/englishD10.htm)
2.3.3. The Copy Elements
·
The
copy elements
o
Headline
(be specific and say what you have to say). There are some examples of writing
headline in advertisement namely:
a. Statement. ‘Milk in rich calcium
for bones and body.’
b. Question. ‘Want real Coca – Cola
and zero sugar?
c. Imperative. ‘Call in and buy one
now.’
d. Challenges. ‘Why put up with
higher price?
e. Evidence: ‘nelphone paling murah
“of course XL bebas”, say, Cinta Laura.’
f. News. ‘The new Honda Supra
Fit.’
g. Emotional: ‘No one knows she’s
crying.’
h. Contrast. ‘The fat to make you
thin’
i.
Offer.
‘ Now only 600 Rupiah’s
j.
Humorous.’ Mc Donald’s is open every
night.’
k. Picture with notes.’ Real
Coca-Cola and Zero Sugar.’ (there is a picture below the words)
l.
Slogan.’
Taste to believe it’
m. Alliteration is technique of
writing used repetition in the same sounds words. ‘have a break have kit kat’
n. Unique, ‘z-z-z-Bzzzzzz-z-z-z-
o. Warning. ‘Don’t spend it, Bank
it’
p. Intriguing.’ How do you eat
yours?
o
Sub headlines / Display line
Make the
advertisement more interest, easy to read, clear.
e.g.
Real Coca – Cola and Zero Sugar
o
Body copy headings (use them frequently,
keep them short)
o
Slogan or strap line is pay of line.
Adapted from Jefkins, (1997:233)
2.3.4. Copy Devices
o
Clichés/buzz
words are simple words used in advertisement but effective to persuade the reader.
e.g. the words
usually use free, now, here, at last, today
o
Action
words is verb usually use as urgent words. Some examples of urgent word combine
with clichés word.
e.g.
call in and buy now.
o
Appealing
adjective use to arouse feeling the reader.
e.g. only the silver
queen chocolate taste like chocolate never taste before.
Some
adjective words can be used in copywriting
- Splendid (sempurna) - delightful (menyenangkan)
- Wonderful (indahnya) - amazing (mengagumkan)
- Gorgeous (cantiknya) - beautiful (jelitanya)
o
Alliteration is technique of writing used
repetition in the same sounds words. E.g. imagine 2 sided phone is mine Samsung
is mine.
o
Abbreviation is used to involve the reader.
Like in conversation
e.g.
‘pick n choose.’
Some
example of abbreviations often use such as; don’t, won’t, wouldn’t, what’s, that’s, you’d.
o
Repetition
Adapted from Jefkins, (1997:228)
2.3.5. The Advantages and
Disadvantages of Advertisement as an Alternative Media in Teaching Persuasive
Writing
A creative teacher is always
thinking how to teach fun in the classroom. So that the students not boring in
the classroom. That is a creative teacher usually found the alternative media
to support teaching learning process. In this research the writer uses visual
advertisement as an alternative media in teaching persuasive writing. Because
there are advantages and disadvantages used advertisement in teaching
persuasive writing.
a. The advantages of advertisement.
According
to cook (2001:2-3) the advantages of advertisement are:
1. Advertisement is a topic which
both causes and reveals existing social divisions. For this reason in
educational setting advertising can be a stimulus-vying with made for
literature in a liberal education- for discussion of urgent issues.
2. Advertisements use fictions, word
play, compressed story telling, photography, and cartoons, which are often
memorable, enjoyable, and amusing.
3. The words and details of
advertisement often come to people’s minds more readily than those the novel
and poems and plays, and they are often recalled with more laughter and
enthusiasm.
4. Advertisements present the
message so that it provides for strongly perceived experience. St. john, (1994:41)
5. Advertisements are a special type
of persuasive writing. Its purpose to sell a product or service. Its use
carefully chosen and positive language. That is advertisements are appropriate
media in teaching persuasive writing.
b. Disadvantages of advertisement.
1. The copy is often set in sanserif, which is hard to read; we are
accustomed to serifs in books, magazines, and newspaper. Ogilvy (1985: 91)
2. Advertisements accused to gazed
grammar rules, so that people to do the same thing. For example; Winston taste
good, like a cigarette should.”(In correct) “as a cigarette should” (correct).
Lee and Johnson (1999:32)
2.3.6. Analysis Advertisement
In
this research the writer, analyses of advertisement focus on copywriting.
First, Pre and posttest
Want real Coca-Cola taste and zero sugar?
Real Coca-cola taste and zero sugar
How
the writer uses persuasion and engages the reader in a personal and interactive
way through:
·
Want real Coca – Cola and zero sugar? (Question to make you think) this is headline
of advertisement.
·
Real Coca – Cola taste and
zero sugar. Subtitle/display line. This is Fact
·
Taste to believe it! This is slogan, and the capitalizations to attract the
reader.
·
The
use of question and answer forms to involve the reader.
·
The
structural repetition.
-
Giving the text a poetic quality
- To make beautiful
like a poem
- Emphasizes
something important
·
Boldface
and exclamation marks type to add emphasizes to word or sentences.
Second, advertisement
Indomie instant noodle is the leader of
Indonesian instant noodles. People around the world like this noodle because of
its delicious taste and many varieties
For AMERICAN
appetite, we recommended Special Chicken Flavor.
Available flavors
include; Indomie Fried, Special Chicken, Chicken curry,
Onion Chicken, Fried Hot, Shrimp sotomie, Satay Fried, Rendang
How the writer uses persuasion
and engages the reader in a personal and interactive way through:
·
INDOMIE
NOODLE. Its’ headline (statement)
·
Indomie
instant noodle is the leader of Indonesian instant noodles.
·
People
around the world like this noodle because of its delicious taste and many
varieties. Subtitle (this is opinion)
·
For
American appetite, we recommended special chicken flavors. This target audience
of the product.
·
Available flavors
include; Indomie Fried, Special Chicken, Chicken curry, Onion Chicken, Fried
Hot, Shrimp sotomie, Satay Fried, Rendang. This is fact
·
Capitalizations
and the use of a centered layout cutting across the normal syntactic structure
to attract the reader.
·
The
use of present tense to convey a sense of universal truth.
·
The
structural repetition:
- Giving the text a
poetic quality
- To make beautiful
like a poem
- Emphasizes
something important
Third,
Pre and posttest
How the writer uses
persuasion and engages the reader in a personal and interactive way through:
·
The
use of personal pronoun “mine” proper in two contexts, both the writer and the
product “SAMSUNG.”
·
The
use of present tense to convey a sense of universal truth.
·
The
structural repetition:
- Giving the text a
poetic quality
- To make beautiful
like a poem
- Emphasizes
something important
·
The
use capitalization of a centered layout cutting across the normal syntactic
structure to attract the reader.
2.4.
Teaching Persuasive Writing
Advertisement in the Classroom
Persuasive writing is an
important skill that cannot be taught too early. Because the writer attempts to
persuade the reader without know each other. This skill encourages the students
to use skills and knowledge in meaningful context. In this research, the writer
is teaching persuasive writing used three-phase- technique method of learning.
Its’ based on national education standard institution (BSNP) 2006 lesson plan
for senior high school. In three-phase-technique method there are three
strategies in teaching English skill namely; pre activity, main activity, and
post activity. The description in teaching persuasive writing advertisement in
this research as follow:
1. Pre activity
In these steps, the class can brainstorm on
topics for inspiration and ideas. In this step the writer shows some
advertisements to the students, then chooses one of advertisement will be
discussed (in this research the writer show food and drinks visual
advertisement).
2. Main activity
·
Next,
the teacher gives the topics for discussed, and then the teacher divided
students into groups of three.
·
The
teacher explains that we are going to write persuasive writing advertisement.
·
Tell
the students that advertisement is one of product persuasive writing and we
focus on commercial advertisement product and explains why this advertisement
is successful and persuasive (focus on the text and how image support that).
·
Identified
the method used in advertisement such as; technique in persuasion, copywriting
(the copy elements, copy devices, key features of advertisement)
·
Then
with a partner the teacher asks the students’ creative strategies in advertisements
are given such as;
o
The
name of product
o
The
target audience
o
Advertising
strategy
The
answers write on the white board
·
The teacher encourages the students to
analysis advertisements are given.
·
Next, the teacher asks the students to write advertisements
based on the following advertisement used they own word. The students only
focus on copywriting advertisement. It is focus on language used in
advertisement.
3. Post activity
There are some alternative in
post activity such as:
1. Review the material if it’s
needed.
2. Giving post test to evaluate how
effective and successful the material you are given.
3. Give students’ assignment to
browse other topics at home.
III. RESEARCH METHODOLOGY
3.1 Research Design
The
writer conducted this research by using quantitative method. The writer is
intended to find out whether advertisement effective to improve students’
persuasive writing that is the writer uses quasi experimental designs. Because
by using quasi experimental designs we control as many variables as we can and
also limits the kind of interpretation we make about the cause and effect
relationship ant hedge the power of our generalization statements. Hatch and
Farhady (1982:19)
The writer took a class as an experiment class
and used time series designs to do this. In this research, the subject
administered 3 times pre and post tests. By using times series designs
represented as follow;
T1
T2 T3 X T4 T5 T6
TI T2
T3 : Pre test
X : Treatment
T3 T4
T5 : Post test
(Taken
from Hatch and Farhady, 1982:25)
Furthermore,
to know whether the treatment has effect or not the students’ persuasive
writing ability, the writer uses the following curves;
 |
|||
 |
|||
1 Line
1
2 Line
3
3 Line
2
T1 T2 T3 T4 T5 T6
T1 : First pre test
T2 : Second pre test
T3 : Third pre test
X
: Treatment
T4
: First post test
T5 : Second post test
T6 : Third post test
Line
1 means there is no effect from treatment
Line
2 means there is negative effect from treatment
Line
3 means there is positive effect from treatment
(Taken
from Hatch and Farhady, 1982:2)
3.2
Population and Sample
Ary,
et. al.
(1972: 129) states “A population is defining as all members of any
well define class of people, events, or objects. Meanwhile, a sample is a
portion of a population.”
Based
on the definition above, the population of this research is all students at the
eleventh grade of SMAN 2 Cilegon, consist of 272 students divided in eight
classes namely XI 1-6 is science class and XI 7-8 is social class. Meanwhile, the sample is students at the
eleventh grade of SMAN 2 Cilegon consist of 34 students. In this research the
writer chose XI science 4 as the sample of the research.
Because
of the population is so large and the individuals of the population are groups
so the writer used cluster random sampling.” cluster random sampling is the
unit chosen is not individual but group of individuals who are naturally
together Ary, et. al. (1972:134).
Moreover,
Arikunto (2002:12) states that if more than 100 subject sample can be taken
10-15% from population it depends on the researcher capability in time and
financial. Thus the writer took a class consist of 34 students as a sample.
3.3
Procedure of the Research
The
procedure of the research will be presenting as follow:
1. Determine the population and
sample of the research.
2. Decide the topic of the research
(in this research persuasive writing advertisement).
3. Decide research design (the writer
conducted this research by using quantitative method with quasi experimental as
a design used time series design to do this).
4. Explains the topics are given.
5. Giving pretests before treatment
(the subject administered 3 times pre test).
6. Giving the treatment how to write
advertisement.
7. Giving posttest after treatment (the
subject administered 3 times post test).
3.4
Instrument of the Research
The
writer used written test for the instrument of the research (see the appendices for instrument of the
research). The tests are given in written essay test. Brown, (2001:384)
states “Test is a method of measuring a persons’ ability or knowledge in a
given domain.” There are two kinds of written test in this research namely; pre
test and post test. Pre test have done before treatment. Meanwhile, post test
have done after treatment. The writer explained how to write copy advertisement
such as; copy devices, the elements of copy writing. Then asked the students to write copywriting advertisement
in about 10 - 50 words used in own words based on the following advertisement
are given, next the writer analysis the written test as follow;
Advert Evaluation
Report
Grading Guide
- Format (15%) The manner in which the work follows the standard for preparing copy. (headline, body copy, slogan)
2.
Grammar
(15%) No spelling errors.
3.
Clarity
and Style (35%) Topic addressed clearly, coherently, and logically.
- Thought (35%) Ideas well supported by appropriate reasoning and examples.
|
Name
of product
|
Who
do you think the intended buyer is?
|
||||||||||||||||
|
What
kind of advert is it?
TV Radio Magazine Poster
|
|||||||||||||||||
|
How
do they try to persuade you to buy it?
Tick:
With
pictures
 With words
With
music
With
questions
With jokes
With
catchphrases
 With jingles
Other:
____________________
__________________________
|
Do
you think it is a good advert?
 
Yes No
Why?
|
||||||||||||||||
  Would you buy the product? Yes No
Why?
|
|||||||||||||||||
 Do you think the advert is
honest? Yes No
Why?
|
|||||||||||||||||
|
What
words do they use to sell the product?
|
|||||||||||||||||
Thompson, (2008:
in http://www.primaryresources.co.uk/english/englishD10.htm)
Grading Scale: 100-90=A; 89-80=B; 79-70=C 69=60=D; 59-0=F
IV.
RESULT AND DISCUSSION
4.1 Validity and Reliability of
the Test
4.1.1. Validity of
the Test
The
most important of the test should have good validity and reliability. “Validity
can be defined as the degree to which a test measured what it is supposed to
measure”. Manson and Bramble, (1975:255). It means a test is said to be valid
if it measured what to be measured. The writer used content validity for the
instrument of the research. It means the characteristic of the test reflect the
content of the curriculum. Thus the writer used content validity for the
instrument of the test, based on school based curriculum (KTSP) 2006.
4.1.2.
Reliability of Instrument
In
order to know the reliability of the test, the writer used inter-rater
reliability, in which there are two evaluators. The writer asked another English teacher for measuring the score. In
this case, the writer was the first evaluator as rater I (Judge I) and the
English teacher as rater 2 (judge 2). The score had been calculated by using
Pearson Product Formula. The results of each test were following:
Reliability
Pre-test I = 0,596
Reliability
Pre-test II = 0,550
Reliability
Pre-test III =0,628
Reliability
Post-test I =0,750
Reliability
Post-test II =0,645
Reliability
Post-test III=0,756
Based
on the result above, the writer has obtained that r accounted are higher than r
table. The r table for 34 students is 0,339. Thus, the writer assumed that the
instruments were reliable and could be used for research instruments.
4.2 Data Description and Analysis
4.2.1
The result of the test
The
next step the writer was analyzing the data to know the effectiveness of
treatment; the writer is doing several steps in analyzing the result of the
test. First, the writer analyzed the average both pre-tests and post-tests.
Second, the writer was calculating the deviation of the test.
a. The average of each pre and post
tests (see the appendices)
The
average of first pre-test was 49.14, the average of second pre-test was 59.33,
and the average of third pre-test was 66.10, and the average of first post-test
was 62.73, the average of second post-test was 64.69, and the average of third
post-test was 71.54.Based on the result above, the writer could state the
advertisement was able to improve students’ persuasive writing. It could be
proved that there is any progress of students’ persuasive writing score before
and after treatment, especially for the eleventh grade of SMAN 2 KS Cilegon
after they were given treatment. It means the treatment gave positive effect to
improve students’ persuasive writing.
The improvement can be drawn in the diagram below
4.2.2
Hypothesis Testing
The
writer computed the deviation of pre-test and post –test through t-test. The
results of t-test as follow (see the
appendices);
T-test
I = 9.21
T-test
II = 8.01
T-test
III = 7.59
Based
on the result of t-test, the average of t-test was 8.27 Therefore, the writer
assumed that the alternative hypothesis (Ha) could be accepted because the
result of the data were higher than t-table in which for t 0,975
= 2.04 t value= 8.27> t table=2.04 it means
advertisement can be effective as an alternative media in teaching persuasive
writing, especially the eleventh grade students of SMAN 2 KS Cilegon.
Based
on the result of the research above, in my own experienced when conducted the
research at the eleventh grade of SMAN 2 KS advertisement have some advantages
(in this research the writer used visual advertisement) such as advertisement
can be used as a stimulus for discussion of urgent issues happen today, it is
make students enthusiasm to study writing, and also visual advertisement
attract the students’ attention because there are pictures, the last
copywriting advertisement make students’ creative and want to learn more about
vocabulary. However, visual advertisements have some disadvantages. First, for
view of students’ has low capability is difficult to understand the meaning of
copywriting advertisement to solve the problem the writer divided students in
pair works. Second, if don’t have computer it needs much money copied visual
advertisement colorful.
V. CONCLUSION AND
SUGGESTION
5.1
Conclusion
After conducted the research
concerned on improving students’ persuasive writing using advertisement at the
eleventh grade of SMAN 2 KS cilegon, the writer collecting, calculating, and
interpreting the data, the writer has concludes that the advertisement is
effective in improving students’ persuasive writing, it is shows by the average
score of pre and posttests. It was proved that there was any significant improvement
of students’ in writing persuasive by seeing the average score pre and
posttests. The entire test got the improvement, especially after they got
treatment and gave the positive effect.
The reliability was computed, the rxy
for the first pre-test was 0.596, the second pre-test was 0.550 and the
third pre-test was 0.682 the first post-test was 0.750, the second post-test
was 0.645, and the third post-test was 0.759, All the reliability scores were
reliable because it was higher than r table for 34 students is 0.339.
The writer also computed the t-test
by comparing the pre-test and post-test score. The first t-test was 9.21, the
second t-test was 8.01, and the third t-test was 7.59 The entire of t-test
score are higher than t table, in which t table for t 0,975
is 2.04. In conclusion, the writer can assumed that the alternative hypothesis
(Ha) can be accepted in this research.
5.2
Suggestion
Based on the improvement of
students’ persuasive writing by using visual advertisement as an alternative
media at the eleventh grade of SMAN 2 KS Cilegon, the writer would like to give
some suggestions;
- The English teacher can give advertisement as an alternative media in teaching writing to make students interesting and creative to write English. It would be better if the teacher asked the students to work in a pairs to sharing information and difficult word.
- The students can paste the advertisement from the internet, with a group analyze the advertisement. The teacher walks around visit groups to facilitate stagnating discussion.
- The English teacher can give the writing contest to give students challenge and creative.
- The headmaster of SMAN 2 KS should be provided English newspaper such as Jakarta post or Magazine such as CnS as the international school SMAN 2 KS don’t have English Newspaper/magazine to increase students achievement.
- For the other researcher who is interested to use advertisement as an alternative media for teaching writing if at school there is no facilitate internet or English newspaper/magazine is better asked the students to browse advertisement before.
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