the correlation between the use of lcd projector …
TRANSCRIPT
1
THE CORRELATION BETWEEN THE USE OF LCD
PROJECTOR MEDIA AND THE STUDENTS WRITING
ACHIEVEMENT AT SEVENTH GRADE STUDENTS OF SMPN 2
PONOROGO IN ACADEMIC YEAR 2016/2017
THESIS
Presented to
The State Institute for Islamic Studies of Ponorogo
in Partial Fulfillment of the Requirement
For the Degree of Sarjana in English Education Department
By:
IRMA RAHMAWATI
NIM: 210913030
FACULTY OF TEACHING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
THE STATE INSTITUTE FOR ISLAMIC STUDIES OF
PONOROGO
IAIN PONOROGO
2017
2
ABSTRACT
Rahmawati, Irma 2017. The correlation between the use of LCD projector media and
the students writing achievement at seventh grade SMPN 2 Ponorogo in
Academic Year 2016/2017. Thesis, English Education Department,
Education Faculty, Institute for Islamic Studies of Ponorogo, Advisor
Drs. Harjali, M. Pd.
Key Words: LCD Projector, writing skill Writing skill is complex and sometimes difficult to teach, requiring mastery
not only gramatical and rhetorical devices but also of conceptual and judgmental
elements. The varied skills are necessary to produce a good writing Media is tools
which are used by teachers during teaching and learning process to help teachers in
presenting the materials. Media can facilitate teaching process. Thus, media has an
important role in teaching and learning process to build students‟ interest to the material.
The problem statement of this research is as follows: Is there any correlation
between the use of LCD projector media and the students writing achievement at
seventh grade SMPN 2 Ponorogo in academic year 2016/2017. The purpose of this
research is to identity the correlation between the use of LCD projector media and the
students writing achievement at seventh grade SMPN 2 Ponorogo in academic year
2016.
This research applied quantitative approach and used the correlational
research. The population was taken from the seventh grade students of SMPN 2
Ponorogo in academic year 2016/2017. The numbers of the sample was 32 students.
The instruments of collecting data use test and questionnaire. The test consist of
objective test. And the questionnaire consists of 25 questions with the answer use
likert scale. The technique of the data collection was test and questionnaire. To
analyze the data, it used product moment.
The result showed that the value of to between the use of LCD projector media
and writing skill is 0.6525. The result of computation based on t-test formula of
significant level 5% was 0.349 and at significant level 1% was 0.449. The to was
higher than tt. So, Ha was accepted and Ho was rejected.
From the calculation above it can be concluded that there is a significant
correlation between LCD Projector media and students writing skill at SMPN 2
Ponorogo in academic year 2016/2017. It becomes important for the teacher to use an
media in teaching English especially in teaching writing.
3
CHAPTER I
INTRODUCTION
A. Background of the Study
English is one of the international languages. As an international
language, English has become an important subject taught at every level of
education. To provide students with all language skills, English teaching has to
give them an opportunity to achieve listening, speaking, reading and writing skill.
As we know that learning English is more difficult than learning a national
language or a mother tongue. Because of English has completely different aspects
and system which should be understood by students or learner such as
pronunciation, spelling, cultural background of language, etc. English is a world
language, with more than 60 countries where English is now the dominant or
official language.1
As one kind of language skills, writing can be defined as a hard skill at which
to excel for many our learners.2 It influences by many aspects or factors. They are
punctuation, spelling structural, structure or vocabulary.3 From those can be
concluded that writing is can not separate its factors. Writing lesson in junior high
school is focused on developing the students‟ competence in written language.
1 Peter Lucantoni, Professional Development for Teachers Teaching and Assessing Skills as a
Second Language (UK: Cambridge University Press, 2006), 3 2 Caroline woods, Teaching and Assessing Skill in Foreign Language, (UK: Cambridge
University Press, 2005), 72 3 Robert lado, Language Testing, (London: Longman, 1961), 250
4
The students are expected to be able to use English and communicate with it in
daily life.
Writing is one of four skills should be mastered by students, as Bryne
states that “writing is one of the language skills, which is use for medium of
communication, especially in direct communication”. Likewise, Richard defines
that “writing is written communication that work much on ability to generate
expression in particular purpose”. Those experts above put down the perception
of writing based on the real activity which prefers conveying the ideas,
information, thought, and even argument through the written language.4
By knowing about the writing ability of students‟ seventh grade at SMPN 2
Ponorogo have problems in English writing. First, the students have low ability in
generating, organizing, and elaborating ideas, for they did not understand how to
specify this. Second, the students are confused in using correct grammar. Third, the
students have limited vocabulary (diction). The last, the students are poor in using
mechanical convention in their composition. As the result, they were not able to
construct the writing well.
Perrin states that “writing is either hard or easy, as a person makes it. For
most people who have not written very much, the chief difficulty is uncertainty as to
4Anas Yasin, Improving Students’ Writing Skill By Using Graphic Organizer At The Second
Year Students English Education Department Faculty Of Education And Teachers Training Lancang
Kuning University Pekanbaru, Language Education Program, State University of Padang, Journal
English Language Teaching (ELT) Volume 2 Nomor 2, Juli 2014
5
what they should do”.5 However, learning how to write well is very important for
the students. Although writing is complex, this skill is very important especially
to measure the students‟ literature. Students can develop their ability to put their
ideas or opinions in a composition by writing. Moreover, they may accomplish or
learn from errors which they make in their writings especially the faults in
grammar, word choices, coherence, etc. The teacher should apply interesting
techniques to engage their interest.
Teaching English at Junior High School is not easy task. Teacher usually
still use traditional ways in English lesson especially writing. When the students
find new difficult words to write the teacher only gives the example to the how to
write good English words. It may take a long time for the students to create the
good words. It can make the students bored and tired. Therefore, the teachers of
Junior High School should teach the English lesson especially writing through
enjoyable activities. By using media students hoped fell more interested and pay
more attention to the teacher.
Robert states that ”media can serve many roles in learning. The instruction
may be dependent on the presence of a teacher. Even in this situation, media may
be heavily used by the teacher”.6 So that using teaching media is very important
to help the students be more interest.
5 Porter G Perrin, Writer’s Guide And Index To English, (New York: Scott foreman and
company), 288 6 Robert heinich et al, Instructional Media And Technologies For Learning 7
th Edition, (New
York: Macmillan Publishing Company, 1982), 11
6
Arsyad states that “Media is very important in teaching and learning
process. There are three kinds of media. They are audio, visual, and audio visual
media. By using audio visual, media that use sense of vision and hearing, students
can get more than students learn by using media that only use one sense either
vision or hearing.7
In this case, the researcher will take audio visual media for
running the research. It is LCD projector media.
The use LCD projector can be an alternative media of teenager students to
improve and enrich their mastery of English lesson especially writing. The
teacher can show the material to improve the writing skill with the power point,
videos, animation the writing material and example of the good writing.
Utilizing the appropriate instructional media is required because of several
benefits. One of the benefits is to enhance students‟ motivation. By using
instructional media e.g. showing pictures and having the students heard music, the
students give more attention to the teachers, moreover, their curiosity is
increasing towards the subject. Other benefits are stated by Ruis, (1) solving lack
of experiences problem for the students, (2) reaching everything out of the class,
(3) creating direct interaction between the students and environment, also (4)
integrating experience from the concrete to the abstract information.8
7 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003),9
8 Wildan Nurul Aini Instructional Media in Teaching English to Young Learners: A Case
Study in Elementary Schools in Kuningan, English Education Study Program of Indonesia University
of Education, Journal of English and Education 2013, 1(1), 196-205
7
Based on background above, it is necessary the researcher to write the
research with the entitled “the correlation between LCD projector media and
students‟ writing skill at seventh grade SMPN 2 Ponorogo in academic year
2016/2017”.
B. Limitation of the Study
In this research the researcher wants to focus his study only the use LCD
projector media as learning media on English lesson especially in writing skill of
seventh grade students of Junior High School.
The researcher want to get maximum result of the study and it will
contribute advantage in English teaching and learning.
C. Statements of the Problem
Based on the background and limitation the research, the problem of this
research as follows:
Is there any correlation between the use of LCD projector media and the
students‟ writing achievement at seventh grade SMPN 2 Ponorogo in academic
year 2016/2017?
8
D. Objectives the Study
Based on the problem statement above, the aim of this research is to identity the
correlation between LCD projector media and students‟ writing skill at seventh grade
SMPN 2 Ponorogo in academic year 2016/2017.
E. Significance of the Study
In the end of this research, the researcher hoped that this research would
give a significant contribution for English teacher, students, or the readers in
learning English better than before. Based on the formulation above, the
significance of this research were:
1. Theoretical Significance
The results of the research can identity the LCD projector as media
learning in English lesson especially in writing skill for the students.
2. Empirical Significance
a. For the English teacher
This research hopefully gives a new alternative about how to teach
writing in interesting way. Use the media as media learning can improve
the quality the students in English lesson especially in writing skill.
b. For the students
It would be an effort to improve their writing skills and also their
learning motivation. The use of LCD projector as media learning in
9
teaching writing is expected to be the best way to improve and develop
their writing skills.
c. For the reader
This research is expected to give contribution to readers,
particularly the students of English Department of IAIN Ponorogo, in
enriching references concerned with the use of LCD projector as media
learning to improve the students‟ writing skill.
F. Organization of the Thesis
This chapter consist five chapters. Every chapter has different description. This
description will be explained in the organization of the thesis as follow:
CHAPTER I : Introduction
This chapter gives the explanation about the design of the
research. It consist of background of study, limitation of the
study, statements of the problem, objectives of the study,
significance of the study, and organization of the thesis.
CHAPTER II : Review of Related Literature
This chapter gives explanation about the theories to analyze
the problem of the research. Thus theories are theoretical
analysis and theoretical framework. Theoretical analysis
consists of media and writing skill. Explanation about media
such as the definition of media, the importance of media as
10
learning, definition of LCD projector, the advantages and
disadvantages of LCD projector, the importance of LCD
projector as media learning. Explanation about writing skill
such as the definition of writing, the characteristic of writing,
the stages of writing, the aspect of writing, and the scoring of
writing, the correlation between LCD projector media and
writing skill. And the last, the explanation about theoretical
framework and hypothesis.
CHAPTER III : Research Methodology
This chapter gives the explanation about technique use to
make research. It consists of research design, population, and
sample, instrument of data collection, technique of data
collection, and technique of data analysis.
CHAPTER IV : Research Result
This chapter gives explanation about the research location,
data description, data analysis and discussion
CHAPTER V : Conclusion
This chapter consists of the conclusion of the first until fourth
chapter and about the recommendation.
11
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents review of literature, previous study, theoretical
framework and hypothesis. Review of literature discusses the theories related to the
topic. In the previous study, the researcher presents about the studies that are relevant
to this research. In the theoretical framework, the researcher discusses the link
between theories and study of the research.
A. Review of Literature
1. Media
a. Definition media
A medium is a channel of communication. Derived from the latin
word meaning “between” the term refers to anything that carries
information between a source and a receiver. Examples of media are film,
television diagrams, printed materials, computers and instructors. These
are considered instructional media when the carry messages with an
instructional purpose. The purpose of media is to facilitate
communication.9
Many provide limitations on the media. Association of Education
and Communication Technology (AECT) in the United States limits the
9 Robert Heinich et al, Instructional Media And The New Technologies Of Instruction 4
th
Edition, (New York: Macmillan Publishing Company, 1985), 4
12
media as all forms and channels that can be used by people to deliver
messages or information. Gagne states that media are various kinds of
component in the environment that can stimulate students to learn.
Meanwhile, Briggs argues that media are all the physical tools that can
present messages and stimulate students to learn by themselves.10
According to National Education Association (NEA), media are
the forms of communication either printed or audivisual.11
Since the turn
of the century, teachers have used various types audio and visual aids to
help them teach. The teacher is no longer limited to the confines of the
classroom.12
From the definition above, the writer can conclude that media is
tool which are used by teachers during teaching and learning process to
help teachers in presenting the materials. Media can facilitate teaching
process. Thus, media has an important role in teaching and learning
process to build students‟ interest to the material. Besides that, media can
help students in acquiring lessons that was being taught by teachers. So
that, students can understands more the material that is presented.
10
Arif S Sadiman dkk, Media Pendidikan, (Jakarta: PT Raja Grafindo Persada), 2009, 6 11
Nuhung Ruhis, et all, Instructinal Media , (Jakarta: Ministery of national Educatin, 2009), 2 12
Robert heinich et al, Instructional Media And Technologies For Learning 7th
Edition, (New
York: Macmillan Publishing Company, 1982), 10
13
b. Kinds of Media
There are so many instructional media are used in teaching that
starting from the simplest or cheapest ones to the most complex ones,
without the need of the electricity, up to the most expensive ones which
needed the electricity.
Vernon states that there are six kinds of media;13
1) Drawing or teacher mode drawings
This media can be constructed and supported the topic which is
being taught. The teacher can prepare it at home and apply it easily in
the class to achieve the goals of the teaching and learning process.
2) Still pictures
This media can be shown into the real objects or the events of
outside the class. A still picture is a record or a copy of a real object or
event which may be longer or smaller than the real object or events, for
examples: photograph, bulletin board material, brochure, etc.
3) Audio recording
Recording is a mode of magnetic, on disc, or on motion picture
soundtracks. This is the reproduction of actual event of sound effects.
Sound is presented in the sequence in which they actually happen
unless the recording is edited. Audio recording may be used
individually or displayed directly to the audience.
13
Nuhung Ruhis, Instructional Media , 4
14
4) Motion picture and TV
A motion picture or video tape recording is a moving image on
color or black and white produced from live action or from graphic
presentation. Objects or events may be in normal motion and edited for
abbreviating or high lighting. It can be silent or having sound. All
types of audio-video electronic system can be appeared on a cathode
ray tube or TV monitor.
5) Real object, simulation and models
This category includes people, events, objects and
demonstration. Real objects as contrasted with other media are not
substituted by the artificial objects or events. They are, in fact, life,
often in its natural setting. There are the immediate community. As
long as they are readily and economically available, use countless real
objects in them. Simulation is the replication of real situation which
has been designed to be as near actual events or process as possible. A
model is a replica or reality. It is often in scale and may be in
miniature, exact side or an enlargement.
6) Programmed and computer-assisted instruction
Programs The example of a computer-assisted instruction. are
sequences of information which are designed to elicit predetermined
response. The most common examples are programmed text books or
instructional programs prepared for computers.
15
Mulyana, Kim classifies the instructional media for teaching
language into:14
1. Games and simulation, for example: Simon says, Scrabble, Bingo,
Words
2. Puzzle. Some examples of simulation: role playing, socio drama,
psycho drama, puppet show.
3. Visual media, for example : a black board, flannel board, magnetic
board, wall chart, flash card, reading box, reading machine,
module, picture card, slide,film, OHP.
4. Audio Media, for example: radio, recordings, record player.
5. Audio-visual media, for example: voiced slide, film, TV, Video
Tape Recorder.
There are also visual media that can be effectively used by
teachers in the classroom. Those media are as follows :
a) Pictures
b) Realia or real objects.
c) Drawings or teacher-mode drawings
d) Chart, poster and cartoon
e) Black board or white board
f) Audio media
g) Over Head Projector (OHP)
14
Ibid, 6
16
h) LCD Projector
c. The Role and Function of Media in Learning
Media can serve many roles in learning. The instruction may be
dependent on the presence of a teacher. Even this situation, media may be
heavily used by the teacher. On the other hand, the instruction may not
require a teacher. Such student directed instruction is often called “self
instruction” even though it is in fact guided by whoever designed the
media.15
The purpose of media is to facilitate communication. However, it
can give visual experience for students motivation in teaching, to make
easier complicated complicated concept and to make the abstract to be
concrete. Besides it all, media will make more interesting in learning
process, positive attitude about material able to help students active and
direct learners.
One of the main functions of the media is teaching as a tool `to
help teach that also influence the climate, conditions and the learning
environment is created and styled by the teacher.
d. Advantages of Media in Teaching
There are some advantages of using instructional media in a
classroom teaching, namely:
1) Instructional media is increased the learners‟ experiences.
15 Robert heinich et al, Instructional Media And Technologies For Learning 7
th Edition, 11
17
2) Instructional media is reached everything out of the class, such as:
markets, stations, harbors, bacteria, virus, etc.
3) Instructional media is created the possible direct interaction
between learners and their environment.
4) Media is produced some observation done by the learners to
achieve the teachers‟ aims.
5) Media is kept the basic, concrete and real concepts of the teaching.
6) Media is aroused the learners‟ motivation to learn.
7) Media is integrated the experience from the concrete things to the
abstract ones.
8) Media is avoided the learners bored.
9) Media make the learners easily to understand the instructional
materials.
10) Media is reinforced the students‟ comprehension.
11) Media is made the teaching-learning process more systematic16
Azhar Arsyad states that there are many advantages of media in
teaching and learning, they are;
1) Learning media can clarify the presentation of messages and
information that can facilitate and improve the process of teaching
learning activities.
16
Nuhung Ruhis, Instructional Media , 17
18
2) The media can enhance students‟ attention so that media can lead
some motivations of learning. The more direct interaction between
students and their environment, the more possible students learn
independently in accordance with the abilities and interests.6
3) Teaching media can overcome the limitations of the senses, space and
time;
a) Objects that are too large to be displayed directly in classroom can
be replaced with images, photographs, slides, reality, film, radio,
or a model.
b) Objects or images that are too small can be presented with the aid
of a microscope, movies, or pictures.
c) A rare occurrence that happened in the past or happened once in
decades can be displayed through video, films, photographs, or
slides.
d) Object that has very complicated process such as blood circulation
can be displayed in a concrete way through the movie, pictures,
slides, or computer simulations.
e) Dangerous experiments can be simulated with media such as
computer, movie, or video.
f) Occurrence of natural events such as volcanic eruptions or process
that in reality the process takes a long time like a cocoon becomes
19
a butterfly can be presented with the techniques of time-lapse
recording of film, video, slides, or computer simulations.
4) The teaching media can provide a common experience of teaching the
students about the events of their environment, and allow direct
interaction with teachers, community, and environment for example
through study tours, visits to museums or zoos.17
According to Sudjana and Rivai relating to the benefits of teaching
media in teaching and learning of students include:
a) Teaching and learning process will be more so attractive that it can get
more attention from students. Because of it, media can cultivate
students‟ motivation to learn.
b) Teaching materials will be more obviously the meaning so it can be
more understood by students and students to master the purpose of
learning process more.
c) Teaching methods will be more varied, so students do not get bored
and the teacher does not run out of steam, especially if the teacher
teaches for every hour lesson.
d) Students learn to be more active, because not only listen to teachers‟
explanations but also other activities such as observing, performing,
and others demonstrating.18
17
Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003),27 18
Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru, 1997),2
20
From the explanation above, the writer concludes that media are
very important in teaching and learning process. Media can give many
advantages in teaching learning process. Media can make students easy to
understand the material because they are interested in teaching learning
process. Media can provide the material that can‟t be provided when
teachers explain the material without media. By using media, students will
also be more active in giving response to the teachers‟ explanations.
2. LCD Projector
a. Definition LCD Projector
Digital and analog images can be shown to individuals using a
computer monitor. For showing these images to a group, you can use a
large television monitor, an LCD panel on an overhead projector, or a data
projector. Designed for use with presentation graphics software, Liquid
crystal display (LCD) projection panels project computer images onto a
screen the electronic equivalent of an overhead transparency.19
An LCD
panel is plugged into a computer and placed onto the stage of high
intensity overhead projector (but not the table top reflective type. The
overhead projector light shines through the LCD panel, projecting the
image on screen.20
19
Robert heinich et al, Instructional Media And Technologies For Learning 7th
Edition, (New
York: Macmillan Publishing Company, 1982), 164 20
Robert Heinich et al, Instructional Media And The New Technologies Of Instruction 4th
Edition, (New York: Macmillan Publishing Company, 1985), 137
21
LCD projectors are also available as separate, fee standing units
data projectors that do not require an overhead projector as their light
source. The light source is built into the data projector. LCD projectors
have audio capabilities in addition to the visual output. With a LCD
projector, images can be projected from a computer, a video player (video
tape, videodisc or DVD), or a television signal. The advantage the
projector brings is the ability to show full motion video signals in addition
to the still images of a traditional presentation software package. 21
b. LCD Projector as Media Learning.
Harmer said that this instructional media has two vital
components. They are hardware and software. The hardware needed for
this instructional media are computer and LCD projector. This
instructional media combine both audio and visual material. Utilizing the
appropriate instructional media is required because of several benefits.
One of the benefits is to enhance students „motivation.22
The media used during teaching and learning process in the classroom.
It indicated that the teacher did not only use the books, maker, and
whiteboard as the media, but also the teacher used LDC projector, laptop,
21
Robert heinich et al, Instructional Media And Technologies For Learning 7th
Edition,
164,165 22
Wildan Nurul Aini, Instructional Media in Teaching English to Young Learners: A Case
Study in Elementary Schools in Kuningan, Journal of English and Education 2013, 1(1), 196-205
22
and handout to support teaching and learning process especially in
teaching writing.23
Based on the data gotten from observation checklist, field notes,
and interview showed that by using the LCD projector, laptop, and
handout made the students enjoyed and interested in learning writing. It
also helped the teacher in teaching and learning process because media
guided the teacher to achieve the purpose of the classroom. In short, media
could help the teacher to handle the material and help the students to
increase their motivation while teaching and learning process.24
It was
supported by Sanaky states that media is a tool of communication in
teaching and learning process which can be used by the teacher in
transferring information to the teacher25
.
Technology not only facilitates the teachers‟ tasks and saves their
time and effort but also gives immediate, accurate and individual feedback
which interests students and benefits students who are not confident doing
their tasks in front of the class. Applying LCD Projector, the students
motivated in teaching and learning activity. Students can acquire their
lessons better and more interestedly than other ways. The main focus of
using of LCD Projector in the classroom was not only to help students to
23
Jurnal English Language Teaching (ELT) Volume 2 Nomor 2, Juli 2014 24
Jurnal English Language Teaching (ELT) Volume 2 Nomor 2, Juli 2014 25
Ibid
23
learn more effectively but also to have fun. And also applying LCD
Projector can help teacher in explaining material easily.
c. Advantages of LCD Projector
1) Images choices. The great advantages of digital image projection is that
it enables you to project anything that appears on your computer
monitor text, data, or visual onto a large screen
2) Vast capacity. The computer can store a nearly infinite number of
visuals, which you may summon by pressing a key.
3) Interactivity. You can change the display just before or even during a
showing, so digital image projection is ideal for “what if” displays of
spreadsheet data or graphs. This becomes an interactive medium when
viewers‟ decisions or ideas are fed into the program and the outcome is
displayed on the screen.26
d. The Disadvantages of LCD Projector Media
1) Lack of brightens. The room must be darkened more than LCD panels
and data projections.
2) Legibility. Low resolution makes LCD presentations best suited to
small or medium size groups (up to about 50 people) in which no one
is seated more than four screen widths from the screen.
26
Robert heinich et al, Instructional Media And Technologies For Learning 7th
Edition, (New
York: Macmillan Publishing Company, 1982), 166
24
3) Expense. LCD projector still have a higher price tag than do LCD
panels, however, this is changing. 27
3. Writing
a. Definitin of Writing
Writing is either hard or easy, as a person makes it. For most people
who have not written very much, the chief difficulty is uncertainly as to
what they should do. 28
The development of writing was one of the great
human inventions. It is difficult for many people to imagine language
without writing; the spoken word seems intricately tied to the written word.
But children speak before they learn to write. And millions of people in the
world speak languages with no written form.29
For writing a paper is work,
and it should be gone about in a workmanlike manner. There is no mystery
about it (unless you find yourself doing very much better than you expect
to do. An, as in all jobs, there is a definite series of steps. Each step has its
characteristic problems and makes its characteristic contribution to the
finished paper30
Written text has a number of conventions which separate it out from
speaking. Apart from differences grammar and vocabulary, there are issues
27
Ibid, 166 28
Porter G Perrin, Writer’s Guide And Index To English, (New York: scott foreman and
company), 288 29
Holt Rinehart and Winston, An Introduction To Language Third Edition, (New York: The
Dryden press), 141 30
Porter G Perrin, Writer’s Guide And Index To English, (New York: scott foreman and
company), 288
25
of letter, word, and text formation, manifested by handwriting, spelling and
layout punctuation.
The ther definition of writing is a Robert lado defines:
“writing a foreign language as the ability to user the language
and its graphic representatin prductively in rdinary writing
situatins, especially speaking, writing a foreign language means
the ability to use the structure, lexical items, and their cnventinal
presentation in rdinary mother-offact writing”
Two major elements are identified: the language elements and
graphic prsentation of the language.
From definitions above, it can be stated that writing is the result of
employing strategies to manage the compsing process, which is one of
gradually developing a text. It involves a number of activites: setting goals,
ideas, organizing information, selecting appropriate language, making a
draft, reading, and reviewing it, then revising and editing.
b. Writing Skill
Based on John Brian Heaton, writing skill are complex and
sometimes difficult to teach, requiring mastery not only gramatical and
rhetorical devices but also of conceptual and judgmental elements. The
varied skills are necessary a produce a good writing. The skills are grouped
into five general component, they are:
1) Language use: the ability to write correct and appropriates sentences.
26
2) Mechanical skills: the ability to use correctly those conventions
peculiar to the written language (e.g. punctuation, spelling)
3) Treatment of content: the ability to think creatively and develop
thoughts, excluding all irrelevant information.
4) Stylistic skills: the ability to manipulate sentences and pragraph, and
the use of language effectively.
5) Judgement skills: the ability to write in an appropriate manner for a
particular prpse with a particular audience in mind, together with an
ability to select, organized and order relevant information.31
L.G. Alexander also points that writing skill can be best being
developed through carrefully controlled and graded comprehension or
precise exercise. Precis writing is not a sterile academic exercise useful
only for examination purpose. It can be used effectively to develop a
students‟ writing ability.32
According to Ann Hogue good writing is more than just using
correct grammar, it is als thinking, planning, checking and revising.33
c. The Process of Writing
The basic process of academic writing according to LAS La Trobe
University can be divided into the following five steps:
31
J.B.Heaton, Writing English Language Test, (New York: Longman INC, 1989), 135
32
L.G.Alexander, Practice and Progress, (Yogyakarta: Kanisus, 1975), ix 33
Ann Hogue, First Step in Academic Writing, (New York: Longman, 1996), 6
27
1) Question analysis: identifying key instruction words, the topic and
specific aspects to be written.
2) Topic study, find sources supporting our opinion
3) Essay planning: organize keys ideas and related themes that will be
discussed.
4) Writing process: writing our ideas into the key elements of an essay.
5) Include references of sourced used.
Other opinion as proposed by dailywritingtips.com, the process of
academic writing follows the steps bellow:
1) Prewriting: This step includes: finding an idea, building the idea, and
planning and structure.34
2) Writing: the process of real writing where we write down what we
done in the first step.
3) Revising: these steps may include adding, rearranging, removing and
replacing. We add some words, phrases or even sentences to meet the
required word count.
4) Editing: Editing is different with revising in terms of detailed changes.
In editing we need to go through line by line and make sure that each
sentences, phrases and words is as strong as possible to express our
ideas.
34
Jonathan Sarwono and Yudhy Purwanto, English For Academic Purpose, (Yogyakarta:CV.
ANDI OFFSET), 61
28
5) Publishing: the last step is optional. If we write for the class
assignment, we need not to publish our writing. Nevertheless, we can
publish our writing if we want it to be read by the public.35
d. The Aspect of Writing
1) Punctuation
Gower points that the conventions of English capital letters and
punctuation are not universal and might have to be taught. Bram also
states using correct punctuation is indispensable to careful writing.
2) Spelling
Parkinson also states as new students learn new words. They
should also learn to spell them. Many of us who are learners of English
might agree that the most English words are spelled strangely. We find
the spellings difficult to remember, to spell well, however, is
something that cannot be ignored.
To help make things clear, we should get out students to focus on
a particular variety of English (British or American English, for
example as a spelling model for them to aspire to. But we should also
make them aware of other spelling varieties, drawing their attention to
dictionary entries which show such differences.36
35
Ibid, 62 36
Jeremy Harmer, The Practice Of English Language Teaching, (longman: third edition), 256
29
3) Structure
The head of phrase has the same structural function as the total
phrase in a particular structure.
4) Vocabulary
It is defined as all the words known and used by a particular
person.
e. The Characteristic of Writing
According to Mary K. Ruetten, there are three characteristics of a
well-written. They are unity, cherence, and cohesion.the clearly
explanation as follow:
1) Unity
If a sentence or idea in paagraph does not relate to the main idea,
the paragraph lacks unity. The sentences that do not relate to main idea
should be taken out of the paragraph and perhaps developed in another
paragraph.
2) Coherence
In a coherent paragraph, the ideas are arranged logically. The
ideas and sentences are in an order that makes sense of the reader. If
the ideas are logically arranged, the reader can easily follow the
progession of idea.
30
3) Cohesion
The reader will be able to follow a paragraph easily if the
paragraph flows smoothly. This means that one sentence leads easily
into the next sentence, the sentence are well connected. There are
number of ways to increase the smooth flow of paragraph. The
methods of cohession are: repletion of ideas, pronoun cobsistency, and
connecting word.37
4. Teaching writing
a. Definition of Teaching Writing
Accrording Douglas Brown that “teaching is guiding and
facilitating learning enabling to the learner to learn, setting condition for
learning.38
The teacher shuld be a facilitator to give opportunity for the
students to learn. Writing teachers were mostly concerned with the final
product of writing. Compositins were supposed to: 1) meet certain
standards of prescribed English rhetorical style, 2) reflect accurate
grammar, 3) be organized in conformity with what the audience would
consider to be conventional.39
37
Jack C. Ricard, Willy A. Renandya, Methodology in Language Teaching, (Cambridge:
University Press, 2002), 315 38
Douglas Brown, Principle of Language Learning and Teaching (Precentice Hall Regent:
Englewood Cliffs, 1987), 7 39
Douglas Brown, Teaching by Principles in Interactive Approach to Language Pedagogy,
(San Fransisco: Addison Wesley Longman, 2001), 335
31
b. The Important of Teaching Writing
Jeremy Harmer said that there are four reasns four teaching writing
to students of English as a foreign language:
1) Reinforcement
Some students acquire languages in a purely oral or aural way,
but most of us benefit greatly from seeing the langugae written dvwn.
Students often find it useful to write sentence using new language
shortly after they have studied it.
2) Language Development
The actual process of language helps learners to learn as they go
along. The mental activity we have to go through in order to construct
proper written texts is all part of the ongoing learning experience.
3) Learning Style
Writing is appropriate for learners who take little longer time at
picking up language just by looking and listening. It can also be quiet
reflective activity instead of the rush and brother of interpersonal face
to face communication.
4) Writing Skill
Teaching writing is a basic language skill just as important as
speaking, listening and reading. Students need to know to write letters,
how to reply advertisement etc. They also need to know some of
32
writing‟s special conventins such as punctuation, paragraph
construction etc.40
Because of the importance of teaching writing, the teacher
should teach writing skills as part of an integrated skil approach of
language learning. In classroom, an appropiate teaching method is
very important too for helping students to become better writers.
5. The scoring of writing test
The following rating scale is the result of considerable and careful
reserach conducted in the scoring of compotitions in the United states, only a
summary of the scale is shown here an according to Heaton, there are scale
orders in rating scale. The rating scale is as follow:
Table 2.1 the scoring of writing test
Content
30-27 excellent to very good: knowladgeable_substantive_etc
26-22 good to average: some knowladge of subject-adequate range-etc
21-17 fair to poor: limited knowledge of subject-little substance-etc
16-13 very poor: does not show knowledge of subject-nn substantive-etc
B. Previous Study
The researcher has some relevant researches that support this research.
They are:
40
Jeremy Harmer, How to Teach English, (England: Longman, 1998), 79 80
33
1) Fathorrahman the students of English Education Department Faculty of FKIP
Unisma University with the title Improving Students‟ English Achievement
through Lcd Projector as Media of Teaching.
The result the conclusions are made on the basis of the research
findings and discussions as explained in the previous part. After LCD
Projector is implemented, it can be concluded that the English achievement
of second year students of SMP ISLAM Banyuglugur Situbondo is improved.
It is proved by the improvement of the average of English score in cycle I to
cycle II, the average of English score in cycle I is 64.7%, and in cycle II
improve to 70.3%. Besides, the students have interactive in teaching and
learning process. In brain storming step, while the researcher showing up a
picture or giving the questions, the students are active to answer the leading
question, the students are happy and enthusiastic in doing the activity while
the learning. It is also proved by the result of field notes and observation
check list.
The following are the activities of LCD Projector that is implemented:
(1) brainstorming to the students by giving some questions and showing a
picture that is related with the topic, (2) giving the students material in
applying flash dictionary and flash game (3) repeating the words that shown
by flash dictionary, (4) asking the difficult word (5) discuss what the LCD
Projector shows.
34
2) Sofyan Arifiansyah Education of machine technique University State
Surabaya with the title the Implementation of LCD Projector-Based Module
to Improve Competence Safety and Health in X TKR 1 SMK 01 YPK 17
Lumajang.
The study is categorized in Classroom Action Research (CAR). The
subject of the study is students of X TKR 1 SMK 01 YP 17 Lumajang. The
data collection do through observation and evaluation test. The research uses
class‟ observation sheet and assessment to measure students‟ learning
outcome. The collected data will be analyzed using descriptive quantitative
method.
The result of the study is the implementation of LCD projector-based
module in X TKR 1 SMK 01 YPK 17 Lumajang to improve both students‟
competence in safety and health and students‟ score in related subject. The
data analysis shows that students‟ participation in Cycle I (62,83%) and
Cycle II (76,29%) are categorized as „Good‟, shown students‟ rising
participation. The participation also highly correlates with students‟ score in
final test. It is proved by the increase of students‟ score during Cycle I
(78,12%) and Cycle II (87,05%), which categorized as „Excellent‟. Classical
learning score accomplishment have been attained in Cycle II, since the
percentage is beyond the criteria (≥85%).
35
C. Theoretical framework
As stated earlier, Writing is either hard or easy, as a person makes it. For
most people who have not written very much, the chief difficulty is uncertainly as
to what they should do. During the process of writing in the classroom the
students should be stimulated and motivated by the use of appropriate media. The
use of LCD Projector media in students writing skill is helpful to stimulate and
motivate them for how to write English words. The media used during teaching
and learning process in the classroom. It indicated that the teacher did not only
use the books, maker, and whiteboard as the media, but also the teacher used LDC
projector, laptop, and handout to support teaching and learning process especially
in teaching writing.
So if the teacher can apply the media can improve the students understand
especially in writing skill for the students. Writing skill is a hard skill, so the
teacher must be the ways to give the clearly when explain the material especially
about writing.
D. Hypothesis
Based on the literature review, previous studies and conceptual above, the
hypothesis of this study can be formulated as follow:
1) Alternative Hypothesis
There is a correlation between the use of LCD projector media and students‟
writing achievement at seventh grade SMPN 2 Ponorogo in academic year
2016/2017.
36
2) Null Hypothesis
There is no correlation between the use of LCD projector media and students
writing achievement at seventh grade SMPN 2 Ponorogo in academic year
2016/2017.
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research design
In this research, the researcher used quantitative research method.
Quantitative research is a means of testing objective theories by examining the
relationship among variable. These variables in turn can be measured typically on
instruments, so that numbered data can be analyzed using statistical procedures.41
The method is the way, which uses to reach the aim of the result.
This research applies a correlative research. This research has goal of the
study that is to know correlation between LCD projector media and students‟
writing skill at seventh grade SMPN 2 Ponorogo in academic year 2016/2017. A
correlation is the measurement of the correlation between two or more variables
using correlation statistics.42
Product moment is one technique to find the
correlation between two or more variables which used very often.43
The hypothesis offers two variables, those variable are LCD projector
media (X) as independent and students‟ writing skill (Y) as dependent. The
researcher tries to express phenomenon by collecting data from LCD projector
media is using questioner and students‟ writing skill took from documentation of
41 John W. Creswell, Research Design Qualitative, Quantitative and mixed method
approaches (United State of America), 4 42
Muhammad Adnan Latief, Research Methods on Language Learning, (Malang: UM
PRESS, 2012), 112 43
Retno Widyaningrum, Statustika Pendidikan Variabel Bivariat, (Yogyakarta: Puataka
Felicha, 2007), 112
38
test. The result of test is use to know whether there is a significant correlation
between LCD projector media and students‟ writing skill at seventh grade SMPN
2 Ponorogo in academic year 2016/2017.
B. Population and Sample
1. Population
Population is all cases, situations or individuals who share one or more
characteristic.44
According to Sugiyono, population is generalization that
composed of the subject / objects that has certain qualities and characteristics
of the applied researcher to learn and be concluded.45
According to Donald
Ary, population is defined as all members of any well defined class of people,
events or subject.46
From the statements above the writer can make conclusion that
population is the entire subject that will be conducted. Based on the definition
above the population of the research are the seventh grade students of SMPN
2 Ponorogo in academic year 2016/2017. That have 10 classes and each class
is about 32 students.
44
David Nunan, Research Methods In Language Learning, (Cambridge ; Cambridge
university press, 1992), 231 45
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung : Alfabeta, 2008),
11 46
Donald Ary, Introduction To Research In Education, (United State of America; library of
congress cataloging in publication data, 1979), 129
39
Table 3.1 the population at SMPN 2 Ponorogo
Class Total of the students
VII A 32 Students
VII B 32 Students
VII C 32 Students
VII D 32 Students
VII E 32 Students
VII F 32 Students
VII G 32 Students
VII H 32 Students
VII I 32 Students
VII J 32 Students
2. Sample
Sample is a subset of individuals from a given population.47
According
to James H. McMillan “The sample is the group of elements, or a single
element, from which Sample: Group of subjects from data is obtained.48
According to Nanang Martono “The sample is part of the population that has
certain characteristics or circumstances to be studied. Or the sample can be
defined as a member of the selected population using a specific procedure so
that it is expected to have a population”.49
47
David Nunan, Research Methods In Language Learning, 27 48
James H. McMillan, Educational Research Fundamentals for the Consumer, (New York: R.
R. Donnelly & Sons Company1986), 86. 49
Nanang Martono, Metode Penelitian Kuantitative, ( Jakarta: PT Raja Grafindo Persada,
2010), 74
40
Sampling technique is a method or procedure or process of taking a
representative sample of the population. Sampling technique can basically be
dividing into two groups:
a. Probably sampling include: of simple random sampling, proportionate
random sampling, disproportionate stratified random sampling, and cluster
sampling.
b. No probability sampling include of systematic sampling, purposive
sampling, quota sampling, boring sampling, accidental sampling, and
snowball sampling.50
And from here the researcher used simple random
sampling to examine school of SMPN 2 Ponorogo.
Simple random sampling is a basic type of sampling, since it can be a
component of other more complex sampling methods. The principle of
simple random sampling is that every object has the same probability of
being chosen.
In this research, the researcher will take class from VII E of SMPN 2
Ponorogo in academic year 2016/2017 as a sample.
a. Instrument data collection
Instrument is used to get data. In this research researcher uses a
questionnaire and documentation. Then, the researcher also uses
50
James H. McMillan, Educational Research Fundamentals for the Consumer, (New York: R.
R. Donnelly & Sons Company1986), 86-93.
41
documentation method to get some data about students‟ writing skill. Thus
design describe as follows:
Title Variables Indicator Instrument of
data collection
No. item of
instruments.
The
correlation
between LCD
projector
media and
students‟ writing skill
at seventh
grade SMPN
2 Ponorogo
in academic
year
2016/2017
Independent
variable:
LCD
projector
media
Dependent
variable:
writing skill
a. Efficiency uses
the lesson of
writing process.
b. Give support the
lesson of writing
process.
c. Give
understanding the
lesson of writing
process.
d. Give variation of
lesson the writing.
e. Give optimized
the students when
the lesson of
writing process.
a. Students are able
to use spelling.
b. Students are able
to use
punctuation.
c. Students are able
to use structure.
d. Students are able
to use vocabulary.
Questionnaire
Test
1, 2, 3, 4, 5
6, 7, 8, 10,
12,15,
16,17, 18,19,
20
21, 22, 23, 25
3
6, 7, 8, 9, 10
11, 12, 13, 14
16, 17, 19, 20
42
e. Students are able
to use style.
f. Students are able
to use content.
21, 22, 23,24
26, 28, 29, 3
In the quantitative research, the instrument of data collection must be valid
and reliable. Reliability and validity are the two most important characteristics of
a test. Reliability and validity is a statistical technique for determining these
qualities in the test.51
Suharsimi Arikunto said that the good test instrument as the
measure tool must full. A test is valid if the test or instrument you are using
actually measures what you need to have measured.52
Validity always refers to
the degree to which that evidence supports the inferences that are made from the
score. Validity must consider to the tests content and method, how test takers
perform.
Not only validity is used to integrity of the instrument, but also reliability
more important. The test is reliable or can be trusted if it can give the constant
result if the test is tested in many times.53
The instrument in this research is questionnaire and test. The questionnaire
includes 20 statements with 4 answer options for each question. The writing test
include 30 with multiple choice A, B, C, or D. Data from questionnaire and test
is used to measure the validity and the reliability of it.
51
Sharon A. Shrock and William C. Coscarelli, Criterion Referenced Test Development:
Technical and Legal Guidelines for Corporate Training “3rd Edition”, (US: Pfiffer, 2007), 18.
52 Salkind, Eploring Research “Eight Edition”, 123.
53 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, 60.
43
In this research, the researcher conducts validity test in order to know
whether the instrument of the use of LCD projector media as media learning and
writing skill. The correlation is positive, when rxy > 0.349, so the question item is
valid, and if rxy < 0.349, so the question item is invalid54
. After getting data from
the score of the use LCD projector media as media learning and writing skill the
researcher counting the validity uses the formulation of product moment. Finally
the result of the questionnaire and test validity as follows:
Table 3.2 the result of Questionnaire LCD projector media as media learning
No of rt Total/rxy Criteria
instruments
1 0.349 0.800 Valid
2 0.349 0.837 Valid
3 0.349 0.716 Valid
4 0.349 0.887 Valid
5 0.349 0.735 Valid
6 0.349 0.640 Valid
7 0.349 0.399 Valid
8 0.349 0.449 Valid
9 0.349 0.252 Invalid
10 0.349 0.830 Valid
11 0.349 0.307 Invalid
12 0.349 0.700 Valid
13 0.349 0.348 Invalid
14 0.349 0.328 Invalid
15 0.349 0.689 Valid
16 0.349 0.503 Valid
17 0.349 0.787 Valid
18 0.349 0.510 Valid
54
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R & D,
(Bandung: 2006, Alfabeta), 178.
44
No of rt Total/rxy Criteria
instruments
19 0.349 0.689 Valid
20 0.349 0.786 Valid
21 0.349 0.893 Valid
22 0.349 0.853 Valid
23 0.349 0.510 Valid
24 0.349 0.311 Invalid
25 0.349 0.749 Valid
From table above, there are 25 questions with the index of correlation >
0.349. And from 25 questions there are 20 valid questions, namely question
number 1, 2, 3, 4, 5, 6, 7, 8, 10, 12, ,15, 16, 17, 18,19, 20, 21, 22, 23, 25 so
can be used as instrument to collect data.
Table 3.3 the result of writing skill of validity
No of rt total/rxy criteria
instruments
1 0.349 0.102 Invalid
2 0.349 0.030 Invalid
3 0.349 0.644 Valid
4 0.349 0.185 Invalid
5 0.349 0.145 Invalid
6 0.349 0.734 Valid
7 0.349 0.538 Valid
8 0.349 0.363 Valid
9 0.349 0.390 Valid
10 0.349 0.945 Valid
11 0.349 0. 945 Valid
12 0.349 0.130 Invalid
13 0.349 0.636 Valid
14 0.349 0.557 Valid
15 0.349 0.130 Invalid
45
No of rt total/rxy criteria
instruments
16 0.349 0.357 Valid
17 0.349 0. 499 Valid
18 0.349 0. 061 Invalid
19 0.349 0. 548 Valid
20 0.349 0.183 Invalid
21 0.349 0.445 Valid
22 0.349 0.785 Valid
23 0.349 0.732 Valid
24 0.349 0. 419 Valid
25 0.349 0.202 Invalid
26 0.349 0.355 Valid
27 0.349 0. 067 Invalid
28 0.349 0.811 Valid
29 0.349 0.538 Valid
30 0.349 0.356 valid
From table above, there are 30 questions with the index of correlation >
0.349. And from 30 questions there are 20 valid questions, namely question
number 3, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17, 19, 20, 21, 22, 23, 24, 26, 28,
29, 30so can be used as instrument to collect data.
Reliability is constancy or carefulness of instrument evaluation. In
quantitative research, reliability is an essentially a synonym for dependability,
consistency, and reliability over time, over instrument and over groups of
respondent.55
To measure reliability used rank method of correlation
(spearman method). The formulation is below;
55
Louis Cohen et al., Research Method in Education, (New York: Madison Avanue, 2007),
146
46
ri = 2.rb
1 + rb
ri = the total of test
rb = split half56
Table 3.4 the result of reliability the questionnaire of the use LCD
projector and the test of writing skill.
Variable Rt Rxy/total criteria
Variable X 0.349 0. 922 reliable
Variable Y 0.349 0. 853 reliable
b. Technique data collection
The researcher will carry out two instruments to collect data
containing questionnaire and writing test. They are:
1) Questionnaire
Questionnaire is written instrument consistency of a question to
be answered or statement to be responded by respondent.57
The
questionnaire is a data collection of the list of written questions to
obtain information from a number of respondents.58
“The questionnaire is a number of written questions that are used to
obtain information from respondents in the sense of reports about his
56
Sukardi, Metodologi Penelitian Pendidikan, , (Jakarta: Pt Bumi Aksara, 2003), 131 57
Mohammad Adnan Latief, Research Method On Language Learning, (Malang: UM
PRESS, 2014), 193 58
Nanang Martono, Metode Penelitian Kuantitative, 54.
47
personality or things he knows”.59It means that questionnaire a
represents a containing list of question that must answered or done by
people which are wished to be investigated.
In this research, to find out questionnaire score, the writer in
this study used closed questionnaire. To know use the LCD projector
media in English lesson especially in writing skill in SMPN 2
Ponorogo used questionnaire which consist of 25 numbers and prepare
4 answers in each question that count as follow:
(1) If the answer is Always (SL), the score is 4
(2) If the answer is Often (SR), the score is 3
(3) If the answer is Sometimes (KD), the score is 2
(4) If the answer is Never (TP), the score is 1
2) Writing test
In teaching activity, test has been considered as important
instrument. It is used to measure the students‟ achievement and to
know whether the teaching is success or not. Test may be constructed
primarily as devices to reinforce learning and motivate the student of
primarily as a means of assessing the student performance in the
language.60
59
Ibid, 124 60
J.B Heaton, Writing English Language Test, (New York: Longman Group UK Limited,
1989), 5.
48
According Suharsimi Arikunto in research procedure, “Tests
are a series of questions or exercises or tools to measure the skills,
knowledge, intelligence, abilities or talents of an individual or
group”.61 Thus know that test is rank of question or exercises or other
instrument which use do measure of skill, knowledge, intelligence,
ability, or aptitude which possession by individual or group, and used
in this research is to assess students reading ability.
In this research, test is to measure writing `skill at the seventh
grade students of SMPN 2 Ponorogo in academic years 2016/2017.
3) Documentation
Documentation provides the researcher with information that is
used to support available data. Documentation is way of getting
information or data through notes, transcript, book, newspaper,
magazine, agenda etc.62
According to Basrowi, “Documentation is a
means of collecting data that produces important records related to
the problem under study, so that will be obtained complete data, valid
and not based on estimation.”63 It means Documentation is a way of
collecting data that produce important records relating to an issue
under study, so that it will obtain complete data, legitimate and not
based on estimates.
61
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, 198. 62
Ibid, 231 63
Ibid, 158
49
In this research, documentation is used to get the historical
data, organization structure, vision, mission, and goal, number of
students and teachers of SMPN 2 Ponorogo. Besides that, photos about
process of teaching English using team assisted individually.
c. Technique data analysis
The data have been collected by using research instrument to be
analyzed. Dealing research construction, it correlates between two
variables and two data that were obtained are interval. This to know
whether or not there is significant correlation between use LCD projector
media and students‟ writing skill at seventh grade SMPN 2 Ponorogo in
academic year 2016/2017. In the research, there is some quality that used
to measure a test: a compatibility, efficiency, and consistency.64
The technique used to analyzed data is correlation product moment
as the formula. The product moment formula is as follow:
Rxy = n (∑xy) - (∑x) (∑y)
√ (n (∑x2) – (∑x)2
) (n∑y2 – (∑y)2
)
Notes:
Rxy = the correlation coefficient between X variable and Y
variable
64
Ngalim Purwanto, Prinsip-prinsip Dan Teknik: Evaluasi Pengajaran, (Bandung, Remaja
Rosdakarya, 2009), 137
50
∑x = the total number of score multiplication of X variable and
Y variable
∑y = the total number of scores of Y variable
∑x2 = the total number of square score X variable
∑y2 = the total number of square score Y variable
The steps of the data analysis applied in this research are:
a) Determining ∑x, ∑y, ∑xy, ∑x2, ∑y2
b) Computing by applying the formula of product moment correlation
c) Determining of significant standard 5% and 1%
d) Determining the correlation criteria by applying the indexes of
correlation as follow:65
Scale Interpretation
0,800 – 1,00 High correlation
0,600 – 0,800 Sufficient correlation
0,400 – 0,600 Fair correlation
0,200 – 0,400 Low correlation
0, 00 – 0,200 Very low correlation
e) Making conclusion by comparing the second, third and fourth step.
65
Suharsimi Arkunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Yogyakarta: Rineka
Cipta, 2002), 276
51
CHAPTER IV
RESULT RESEARCH
This chapter describe about general description of research location, data
description, data analysis and discussions.
A. General research findings
1. The history of SMPN 2 Ponorogo
The researcher conducted the research at SMPN 2 Ponorogo in
academic year 2016/2017. SMPN 2 Ponorogo stood on 1960. It is one of
favorite school in Ponorogo with the good vision and mission for the students.
In august 1960 write the junior high school the second in Ponorogo
that called SMPN 2 Ponorogo. With the birth of SMPN 2 Ponorogo the
community of ponorogo fell proud and give the big wish for the next future
especially in education world. The reason of be founded junior high school in
ponorogo is government ponorogo regency apply UUD 1945 pasal 31 ayat
1and 2. Beside that government ponorogo regency see the quality of education
in ponorogo still minimum.
2. Visi (the point of view) and misi (ideological role) of SMPN 2 Ponorogo
a. The point of view SMPN 2 Ponorogo
1) Develop the appreciation and practice of religious teachings adopted.
2) Familiarize polite with all citizen in Scholl
3) Cultivate a sense of love and proud nation of Indonesia‟s land
52
4) Make the conducive atmosphere when study
5) Improve the system of education
6) Develop the curriculum based environment
7) Have the knowledge environment clean and healthy
b. The ideological role of SMPN 2 Ponorogo
Create the smart students, ingenious, independent, cultured and pious.
3. Geographical location of SMPN 2 Ponorogo
SMPN 2 Ponorogo is located Jenderal Basuki Rachmad Street, number
44, Surodikraman villge Ponorogo districts Ponorogo regency. It is a located
besides with Kodim 0802 Ponorogo. The profile of SMPN 2 is follows:
Name of school : SMP Negeri 2 Ponorogo
Number of statistical : 201051117002
Type of school : A/A1/A2/B/B1/B2/C/C1/C2
adress : Jend. Basuki Rachmad street number 44
Ponorogo
: (districts) Ponorogo
: (regency) Ponorogo
: (provinces) Jawa Timur
Telephone : (0352) 481258
Status of school : Negeri/Swasta
Acreditas of school : A score = 94
Land area : 5777 m2
53
total of room at floor 1 : 25
total of room at floor 2 : 16
total of rombles : 28
SMP Negeri 2 Ponorogo is located at Surodikraman village Ponorogo
districts Ponorogo regency. The limitation of SMPN 2 Ponorogo areas is :
north : Kodim 0802 Ponorogo
sourth : Sembodro street
east : Jenderal Basuki Rachmad street
west : The home of residents
adress : Jenderal Basuki Rachmad street number 44 Surodikraman
village Ponorogo district Ponorogo regency
4. The equipments of SMPN 2 Ponorogo
SMPN 2 Ponorogo has many buildings and other means. They are very
support the teaching and learning process. They are
a) The room of school
Table 4.1 the room of school
condition
Total and size Total of room that use as room of
study
Total all of room
size 7x9 m
2 (a)
size > 63m
2 (b)
size < 63 m
2 (c)
total (d) =(a+b+c)
good 25 - - 25
3 rooms, they are : Art dance room Art music room lab. IPA room
28
54
b) Data the other room of school
Table 4.2 the other room of school
Kinds
of room total
Size
(pxl) condition
Kinds
of room total
Size
(pxl) condition
1. library 1 15 x 8 good 5.Lab. Bahasa 1 8 x 15 good
2. laboratory
IPA
2 15 x 8 good 6.Lab.Komputer 1 8x15 good
3. Multimedia 1 7 x 9 good 7. aula 1 12,5
x29
good
4. art - - - 8. ……………
c) Data room of office
Table 4.3 room of office
Kinds of room total(buah) size (pxl) condition
1. head master 1 12x6 good
2. head master assistant - - -
3. teacher 1 12x7 good
4. administration 1 15x8 good
5. guest - - -
The other……
d) Data the other room
Table 4.4 the other room
Kinds of
room
total size
(pxl)
condition Kinds of room total size conditi
on
1. warehouse 3 3x3 good 9. pray of room 1 7x7 good
2. kitchen 1 3x4 good 1. koperasi 1 6x4 good
3. bathroom/
teacher 6
1,5 x
1,5 good 11. Hall/lobi - - -
4. bathroom/
students 26
1,5 x
1,5 good 12. canteen 5 4x3 good
55
5. BK 1 7x3 good
6. UKS 1 4x3 good
7.PMR/Pram
uka 1 4x3 good
8. OSIS 1 4x3 good
5. The condition of teacher SMPN 2 Ponorogo
SMPN 2 Ponorogo is supported by many professional teachers and
other expert staff that have competence in their subject matters. They also
have good skill, so that they can birth the excellent students for the future
generation in global era. They are:
a. Pendidik dan Tenaga Kependidikan
1. Head master
Table 4.5 head master room
Name
Pend
Akhir
Masa
Kerja L P
1. Head master Dra. Asih setyowati,
M.Pd. √ S.2 32 Th
2. Head master
asistant
Sri Purwaningsih,
S.Pd. √ S.1 30 Th
3. Head master
asistant
Ninik Ernamawati,
S.Pd. √ S.1 26 Th
4. Head master
asistant
Jajun Dwi Arina,
S.Pd. √ S.1 26 Th
56
2. The teacher that teach related with the background of teaching
Table 4.6 data of teacher
No. teacher
Jumlah guru dengan latar
belakang pendidikan
sesuai dengan tugas
mengajar
Jumlah guru dengan latar
belakang pendidikan yang
TIDAK sesuai dengan
tugas mengajar Total
D1/D2 D3/
Sarmud S1/D4 S2/S3 D1/D2
D3/
Sarmud S1/D4 S2/S3
1. IPA - - 2 3 - - 1 - 6
2. Matematika - - 6 - - - - - 6
3. Bahasa Indonesia - - 5 - - - - - 5
4. Bahasa Inggris - - 6 1 - - - - 7
5. Pendidikan Agama - - 3 1 - - - - 4
6. IPS - 1 2 3 - - - - 6
7. Penjasorkes - - 4 - - - - - 4
8. Seni Budaya 1 - 1 - - - 1 1 4
9. PKn - - 4 - - - - - 4
10. TIK/Keterampilan - - - - 1 - 1 - 2
11. BK - - 4 - - - - - 4
12. Lainnya : Bhs.
Jawa - - - 1 - - 1 - 2
13. Prakarya - - - - - - 2 - 2
Total 1 1 37 9 1 6 1 56
6. The condition` of students SMPN 2 Ponorogo
SMPN 2 Ponorogo has many students that separated into three classes.
They are seventh grade ten classes, eighth grade ten classes and ninth grade
ten classes.66
They are:
6666
Adapted From data in smpn 2 scholl
57
Table 4.7 data the students of SMPN 2 Ponorogo
no grade class total of
students
1 seventh Class A 32 students
Class B 32 students
Class C 32 students
Class C 32 students
Class D 32 students
Class E 32 students
Class F 32 students
Class G 32 students
Class H 32 students
Class I 32 students
Class J 32 students
2 eighth Class A 30 students
Class B 30 students
Class C 30 students
Class D 30 students
Class E 30 students
Class F 30 students
Class G 30 students
Class H 30 students
Class I 30 students
Class J 30 students
3 ninth Class A 30 students
Class B 30 students
Class C 30 students
Class D 30 students
Class E 30 students
Class F 30 students
Class G 30 students
Class H 30 students
Class I 30 students
Class J 30 students
58
B. Data description
1. Data about the use of LCD projector media as the writing of learning.
This data is means to determine how high students of SMPN 2
Ponorogo do to the seventh grade. This data are gotten from the questionnaire
about the use of LCD projector media as writing of learning.
The score questionnaire answer is a number that is interpreted to make it
easier to understand. The questionnaire is preparing four answers are each
question, can be shown as the table: The scale which used in this
questionnaire was likert scale. The likert scale is used to measure attitude,
argument and also people perception about scale phenomena.67
In this research, to find out questionnaire score, the writer in this study
used closed questionnaire. To know use the LCD projector media in English
lesson especially in writing skill in SMPN 2 Ponorogo used questionnaire
which consist of 20 numbers and prepare 4 answers in each question that
count as follow:
(5) If the answer is Always (SL), the score is 4
(6) If the answer is Often (SR), the score is 3
(7) If the answer is Sometimes (KD), the score is 2
(8) If the answer is Never (TP), the score is 1
67
Ibid, 93
59
Table 4.8 the score of questionnaire the use LCD projector media as writing of
learning
RSPDN Score of quistionaire
LCD media
1 54
2 60
3 64
4 67
5 73
6 70
7 59
8 67
9 69
10 63
11 59
12 75
13 61
14 59
15 75
16 57
17 75
18 75
19 73
20 66
21 70
22 61
23 69
24 66
25 69
26 68
27 65
28 66
29 41
30 38
31 39
32 35
60
2. Data about the writing skill at seventh grade SMPN 2 Ponorogo
This data is means to determine how high the seventh grade students
of SMPN 2 Ponorogo master of writing skill. This data are gotten from the
test of writing ability.
The test consists of 20 questions with the multiple choice kinds. The
test measures the students in master the spelling, punctuation, structure,
vocabulary, style and content. The score every item that the right answer is 5
point. So the total of score is 100.From the test can be gotten the score of
English writing skill test as follow:
Table 4.9 the result of score writing test of seventh grade students SMPN 2
Ponorogo.
RSPDN Score of writing
skill
1 80
2 70
3 75
4 85
5 85
6 75
7 85
8 80
9 75
10 80
11 80
12 80
13 80
14 75
15 75
16 75
17 80
61
RSPDN Score of writing
skill
18 85
19 75
20 85
21 80
22 85
23 80
24 50
25 85
26 55
27 75
28 80
29 75
30 40
31 35
32 40
3. Data analysis
a. The correlation between LCD Projector media and writing skill at seventh
grade SMPN 2 Ponorogo.
After collecting data the data analysis conducted by applying the
steps are follow:
1) Determining ∑x, ∑y, ∑xy, ∑x2, ∑y2
From the research the researcher get the result about the score of
LCD Projector media and writing skill at seventh grade students of
SMPN 2 Ponorogo. That can count how high the correlation of them.
The tabulate data in table contain six columns. They are:
62
Column 1 : series number
Column 2 : score of X variable (LCD projector media)
Column 3 : score of Y variable (writing skill)
Column 4 : score multiplication of X variable (LCD projector
media) and Y variable(writing skill)
Column 5 : square score of X variable (LCD projector media)
Column 6 : square score of Y variable (writing skill)
Table 4.10 the correlation of LCD projector media and writing skill at
seventh grade students of SMPN 2 Ponorogo.
Number X Y XY X2 Y
2
1 54 80 4320 2916 6400
2 60 70 4200 3600 4900
3 64 75 4800 4096 5625
4 67 85 5695 4489 7225
5 73 85 6205 5329 7225
6 70 75 5250 4900 5625
7 59 85 5015 3481 7225
8 67 80 5360 4489 6400
9 69 75 5175 4761 5625
10 63 80 5040 3969 6400
11 59 80 4720 3481 6400
12 75 80 6000 5625 6400
13 61 80 4880 3721 6400
14 59 75 4425 3481 5625
15 75 75 5625 5625 5625
16 57 75 4275 3249 5625
17 75 80 6000 5625 6400
18 75 85 6375 5625 7225
19 73 75 5475 5329 5625
63
Number X Y XY X2 Y
2
20 66 85 5610 4356 7225
21 70 80 5600 4900 6400
22 61 85 5185 3721 7225
23 69 80 5520 4761 6400
24 66 50 3300 4356 2500
25 69 85 5865 4761 7225
26 68 55 3740 4624 3025
27 65 75 4875 4225 5625
28 66 80 5280 4356 6400
29 41 75 3075 1681 5625
30 38 40 1520 1444 1600
31 39 35 1365 1521 1225
32 35 40 1400 1225 1600
Total ∑
∑X =
2008
∑Y =
2360
∑XY =
151170
∑X2 =
129722
∑Y2 =
180050
2) Computing by applying the formula product moment correlation
To analyze the correlation between LCD Projector media and writing
skill at seventh grade of SMPN 2 Ponorogo use the product moment
formula. The rude numeral is:
Rxy = n (∑xy) - (∑x) (∑y)
√ (n (∑x2) – (∑x)2
) (n∑y2 – (∑y)2
)
= 32. 151170 - 2008. 2360
√ 32. 129722 – (2008)2
. 32. 180050 – (2360)2
= 4837440 – 4738880
√4151104 – 4032064 . 5761600 – 5569600
= 98560
√119040 . 192000
64
= 98560
√22855680000
= 98560
151180.95118102
= 0.6519339853 = 0.652
3) Giving interpretation
4) Making conclusion by classify with indexes of correlation and connect
with the table of product moment. The conclusion is explained in next
discussion section.
4. Discussion / testing hypothesis and interpretation
From the calculated about the correlation between LCD Projector
media and students writing skill of the seventh grade students of SMPN 2
Ponorogo can be gotten the result of the research is 0.652 while value of rtable
at the significant standard 5% with db = N – nr = 32 – 2 = 30 found number
0.349 and with significant `1% `found 0.449. So it can be conclude rxy>rtable. The
writer takes the summary.
a. testing hypothesis
Alternative hypothesis
There is correlation between LCD projector media and students‟
writing skill at seventh grade SMPN 2 Ponorogo in academic year
2016/2017.
65
b. Interpretation
Interpretation about correlation coefficients connected with the
table of product moment
3) Alternative Hypothesis
There is correlation between LCD projector media and students‟
writing skill at seventh grade SMPN 2 Ponorogo in academic year
2016/2017.
4) Null Hypothesis
There is no correlation between LCD projector media and
students‟ writing skill at seventh grade SMPN 2 Ponorogo in academic
year 2016/2017.
Then the writer analyzed from two hyphothesis above by using
value of rxy > rtabel with the product moment
Note:
If rxy > rtabel, so Ha is accepted
If rtabley > rxy, so Ho is rejected
From the table:
a. The significant standard 5%
Rtable : df = n – nr = 32 – 2 = 30
By checking the rtable of product moment, it can be found at the
significant standard 5% get rtable = 0.349
66
b. The significant standard 1%
By checking the rtable of product moment, it can be found at
the significant standard 1% `get rtable = 0.449.
From the accumulated data above, it can be found that between
LCD projector media and students writing skill at seventh grade students
of SMPN 2 Ponorogo in academic year 2016/2017.has the positive
value or direction correlation high correlation and the correlation
coefficients rxy > rtabel.
67
CHAPTER V
CLOSING
A. Conclusion
After getting the data which has been analyzed on the previous research,
the researcher concludes about correlation between LCD projector media and
students writing skill at seventh grade SMPN 2 Ponorogo in Academic Year of
2016/2017.
From the last chapter, the researcher provides the conclusion:
There is correlation between LCD projector media and students writing
skill at seventh grade SMPN 2 Ponorogo in academic year 216/217. It gets from
the result of multiplication by using pattern of product moment. The correlation
value is 0.652. it is a positive correlation.
It can be proved with the result of r of product moment coefficient value
that has been gotten (rxy=0.652) is higher than r of table coefficient value either
5% table coefficient value (rt=0.349) or 1% table coefficient value (rt=0.449).
B. Sugestion
1. For Teachers
a. Teachers have to be selective on choosing a suitable method in teaching
and learning process. Teachers have to know what students need in
68
teaching and learning process, so that it makes students feel comfort
during teaching and learning process.
b. The use of media cannot be separated from teaching and learning process.
The use of movie is very helpful for teachers during teaching and learning
process because it can make students more interested to the material and
make students learn happily.
c. The writer hopes that teachers may create an interactive teaching and
learning process in order to make students more active in giving respond
to the material.
2. For students
a. The writer hopes that Students study more and respond in teaching and
learning process.
b. The writer hopes that Students more interested in English lesson.
c. The writer hopes that Students can improve their English ability