USING AUDIOVISUAL MEDIA TO INCREASE
STUDENTS’ WRITING SKILLS
Annessa A. Banding
College of Education, Lanao School of Science and Technology, Incoporated,
Maranding, Lala, Lanao del Norte
, ABSTRACT
The present classroom action study is about using audiovisual media to increase
the writing skill of Kalinaw Kalilintad Integrated Peace School students in academic
year 2020-2021. The purpose of this action study was to find out whether using
audiovisual media can increase the students’ writing skill. The subject of this study was
the 11th-grade language program of Kalinaw Kalilintad Integrated Peace School
students. This study was a classroom action research design conducted in two cycles. In
collecting the data, this study used Pre-test, Post-test, observation, and interview. The
result of observation sheet and students test result proved that using audiovisual media
could increase students’ achievement. It was found, from the mean score of observation
sheet and students test result start from pre-test up to post-test increase significantly.
Keywords: Audio Visual Media, writing skill, Kalinaw Kalilintad Integrated Peace
School,, Eleventh Grade Students, Philippines
, INTRODUCTION
English has four basic language skills: listening, speaking, reading, and writing.
Listening and reading are the part of receptive skills, while writing and speaking are the
part of productive skills. According to Harmer (2001), receptive skills are the ways in
which the people extract meaning from the discourse they see or hear. It is also called
receptive skill because students passively receive (listen and read) information and
process it. Productive skills are more complex and difficult to learn because the students
are not only passive to get input from others but they need to produce something from
themselves.
Those four languages are integrated each other, as Tans (2014) in a book writing an
introduction stated that “despite their differences, the skills are closely interrelated.
Those who are good at speaking must also be good at listening vice versa. Those who
are good at reading could also be good at writing vice versa”. By mastering the four
language skills, students will be able to communicate in English well. Among those
four language skills, writing skill has important benefits. Writing is media for
communication. Writing is important in our daily life, which can we see from the
product of writing such as, newspaper, and magazine, novel, thesis, diary, even
shopping list, et cetera.
Writing is the process of transforming ideas, expressing feeling (the way a writer
speaks with a paper or computer screen) in the written form. As Meyers (2005) stated
that,” writing is a way to produce language you do naturally when you speak.” In
formal education, writing is taught, from elementary up to university level. In senior
high school, writing is taught integrated with listening, speaking, and reading skills to
achieve the goal of communicative competence. This statement is supported by, MGMP
STUDENTS’ WRITING SKILLS
Annessa A. Banding
College of Education, Lanao School of Science and Technology, Incoporated,
Maranding, Lala, Lanao del Norte
, ABSTRACT
The present classroom action study is about using audiovisual media to increase
the writing skill of Kalinaw Kalilintad Integrated Peace School students in academic
year 2020-2021. The purpose of this action study was to find out whether using
audiovisual media can increase the students’ writing skill. The subject of this study was
the 11th-grade language program of Kalinaw Kalilintad Integrated Peace School
students. This study was a classroom action research design conducted in two cycles. In
collecting the data, this study used Pre-test, Post-test, observation, and interview. The
result of observation sheet and students test result proved that using audiovisual media
could increase students’ achievement. It was found, from the mean score of observation
sheet and students test result start from pre-test up to post-test increase significantly.
Keywords: Audio Visual Media, writing skill, Kalinaw Kalilintad Integrated Peace
School,, Eleventh Grade Students, Philippines
, INTRODUCTION
English has four basic language skills: listening, speaking, reading, and writing.
Listening and reading are the part of receptive skills, while writing and speaking are the
part of productive skills. According to Harmer (2001), receptive skills are the ways in
which the people extract meaning from the discourse they see or hear. It is also called
receptive skill because students passively receive (listen and read) information and
process it. Productive skills are more complex and difficult to learn because the students
are not only passive to get input from others but they need to produce something from
themselves.
Those four languages are integrated each other, as Tans (2014) in a book writing an
introduction stated that “despite their differences, the skills are closely interrelated.
Those who are good at speaking must also be good at listening vice versa. Those who
are good at reading could also be good at writing vice versa”. By mastering the four
language skills, students will be able to communicate in English well. Among those
four language skills, writing skill has important benefits. Writing is media for
communication. Writing is important in our daily life, which can we see from the
product of writing such as, newspaper, and magazine, novel, thesis, diary, even
shopping list, et cetera.
Writing is the process of transforming ideas, expressing feeling (the way a writer
speaks with a paper or computer screen) in the written form. As Meyers (2005) stated
that,” writing is a way to produce language you do naturally when you speak.” In
formal education, writing is taught, from elementary up to university level. In senior
high school, writing is taught integrated with listening, speaking, and reading skills to
achieve the goal of communicative competence. This statement is supported by, MGMP
