the effectiveness of using pictures in teaching...
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THE EFFECTIVENESS OF USING PICTURES
IN TEACHING PREPOSITIONS OF PLACE
( An Experimental Study at the Eight Grade Students of Islamic Junior
High School Al-Ghazaly Bogor )
A” Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree of Strata 1 (S.Pd) in English Language Education
By :
AILIN MAULIDAH
104014000318
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
2009
THE EFFECTIVENESS OF USING PICTURES
IN TEACHING PREPOSITIONS OF PLACE
( An Experimental Study at the Eight Grade Students of Islamic Junior
High School Al-Ghazaly Bogor )
A” Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree of Strata 1 (S.Pd.) in English Language Education
By :
AILIN MAULIDAH
104014000318
Approved by the Advisor
Drs. Sunardi Kartowisastro,Dip.Ed
NIP. 150 022 779
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
2009
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Telp : (62-21) 7443328, 7401925
Fax. (62-21) 7402982
Jl. Ir. H. Djuanda No. 59 Ciputat E-mail : [email protected]
KETERANGAN PERTANGGUNG JAWABAN PENULISAN SKRIPSI
Yang bertanda tangan dibawah ini:
Nama : Ailin Maulidah
NIM / Angkatan : 104014000318 / 2004
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi :THE EFFECTIVENESS OF USING PICTURES IN
TEACHING
PREPOSITIONS OF PLACE AT THE EIGHT GRADE STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL AL-
GHAZALY BOGOR
Menerangkan dengan sungguh – sungguh bahwa:
1. Skripsi yang segera diujikan ini adalah benar – benar hasil penelitian saya
sendiri (bukan barang jiplakan/plagiat)
2. Apabila dikemudian hari terbukti/dapat dibuktikan skripsi ini hasil
jiplakan/plagiat, maka saya akan menanggung risiko diperkarakan oleh
Fakultas Tarbiyah dan Ilmu Keguruan UIN Syarif Hidayatullah Jakarta.
Jakarta,
2 Desember
2009
Mengetahui:
Yang menerangkan:
Pembimbing
Mahasiswa Ybs.
Drs. Sunardi Kartowisastro,Dip.Ed
Ailin Maulidah NIP. 150 022 799
NIM. 104014000318
ABSTRACT Maulidah, Ailin. 2009, The Effectiveness of Using Pictures in Teaching
Prepositions of Place at Even Semester of Eight Grade Students at
Islamic Junior High School Al-Ghazaly Bogor, Skripsi,
Department of English Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta
Advisor : Drs. Sunardi Kartowisastro,Dipl.Ed
Key words: Pictures, Prepositions of Place
This study aimed at describing the implementation of using pictures in
teaching prepositions of place at even semester of eight grade students at Islamic
Junior High School Al-Ghazaly Bogor. It includes the teaching preparation made
by the English teacher, the strength and weakness of using pictures in teaching
prepositions of place, and the students’ improvement in learning prepositions of
place through pictures.
This study is categorized as experimental study, it is called experiment because it is intended to investigate the effect of using pictures in teaching
prepositions of place at even semester of eight grade students at Islamic Junior High School Al-Ghazaly Bogor. Besides this study is also called evaluative,
because it tries to evaluate objectively about the use of pictures in that school. The subject of this study is 80 students which is took randomly from 3 classes of eight
grade. The techniques used in collecting the data are observations and test.
The findings of the study that (1) the teaching preparation made by the
English teacher was poor,(2) the implementation of using pictures in teaching
prepositions of place has been applied well, (3) teaching prepositions of place are
not only have some strength but also some weakness that need to be concerned to,
(4) the student’s score average without using pictures in learning prepositions of
place is 65 or can be categorized as “enough standard”. Meanwhile, the students’
score average in learning prepositions of place using pictures is 70 or can be
classified as “good standard”.
Based on the findings above, it is suggested that (1) the English teachers
should be creative in developing the teaching learning activities in classroom and making class alive, (2) the English teachers should prepare the pictures well
before they applied it in teaching learning process, (3) the English teachers should be a motivator for the students to increase their interest in learning English, (4) the
English teachers should be innovative in using various kinds of teaching media.
ABSTRAK
Maulidah, Ailin. 2009, The Effectiveness of Using Pictures in Teaching
Prepositions of Place at Even Semester of Eight Grade Students at
Islamic Junior High School Al-Ghazaly Bogor, Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing : Drs. Sunardi Kartowisastro,Dipl.Ed
Kata Kunci: Gambar, Prepositions of Place
Penelitian ini ditujukan untuk menggambarkan kondisi yang objektif
dalam penggunaan media gambar dalam pengajaran prepositions of place pada
semester genap kelas delapan di MTs Al-Ghazaly Bogor. Hal ini mencakup penerapan penggunaan media gambar dalam mengajarkan Prepositions of place,
keuntungan dan kerugian dalam penggunaan gambar pada pembelajaran
prepositions of place, dan perolehan hasil belajar siswa dalam pembelajaran
prepositions of place melalui media gambar
Adapun penelitian ini dikategorikan sebagai penelitian eksperimen,
disebut eksperimen karena penelitian ini bertujuan untuk mengetahui efek dari
penggunaan gambar dalam pengajaran prepositions of place di kelas 8 MTs Al-
Ghazaly Bogor. Sampel yang diambil dari penelitian ini sebanyak 80 siswa keluas delapan. Penelitian ini menggunakan instrument mengumpulkan data yaitu dengan
observasi dan tes.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa (1) persiapan mengajar yang dibuat oleh guru Bahasa Inggris pada semester genap belum
memenuhi kriteria, (2) penerapan pengajaran prepositions of place sudah berlangsung baik, (3) pengajaran prepositions of place dengan menggunakan
media gambar selain mempunyai kelebihan, hal ini juga terdapat kekurangan yang
harus diperhatikan, (4) rata – rata nilai siswa sebelum menggunakan media
gambar adalah 65 atau bisa dikualifikasikan “standar cukup”. Sedangkan nilai
siswa setelah mempelajari prepositions of place melalui media gambar adalah 70
dan ini dapat diklasifikasikan kedalam “standar baik”.
Berdasarkan hasil penelitian sebelumnya, dapat disarankan bahwa (1) guru
Bahasa Inggris harus kreatif dalam kegiatan belajar mengajar di kelas dan
membuat kelas lebih hidup, (2) guru Bahasa Inggris seharusnya mempersiapkan
media gambar dengan baik yang akan digunakan sebelum mempresentasikannya
di kelas, (3) guru Bahasa Inggris harus menjadi motivator bagi siswanya untuk
menambah ketertarikan siswa terhadap bahasa inggris, (4) guru Bahasa Inggris
seharusnya lebih sinovatif dalam menggunakan berbagai macam media pengajaran yang akan digunakan dalam proses belajar-mengajar.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise be to Allah, Lord of the World who has bestowed upon the writer in
completing this “ skripsi”. Peace and Blessing be upon our prophet Muhammad
SAW, his families, his companions and his followers.
On this occasion, the writer would like to express her great honor and
deepest gratitude to her beloved parents, H.M. Edy Farichin and Misni
Farichin, who always give support, motivation and moral encouragement to
finish her study. She also thanks to her beloved little brother and sister Ahmad
Nidzom Hilmi and Nurhikmah. Besides, she also express her thanks and great
gratitude to her beloved husband Saeful Bahri, S.H. and her son, Azka Diyasri
Rizqy, who always give love and spirit in completing this scientific paper.
The great gratitude is dedicated to these amazing people. Particularly to
Drs. Sunardi Kartowisastro, Dip.Ed., the writer’s advisor who always gives her
occasions, valuable helps, guidance, corrections and suggestions to complete this
“skripsi”. Besides, all lectures in English Department for teaching precious
knowledge, sharing philosophy of life and giving wonderful study experience.
Moreover, her specially thanks also expressed to Drs.Syauki, M.Pd. and
Neneng Sunengsih, S.Pd., as the Head of English Department and the Secretary
of English Department and Prof.Dr. Dede Rosyada,M.A., as the Dean of
Tarbiyah and Teachers Training Faculty.
The writer also would like to express her thanks to Ahmad Karmiyatna,
S.Ag., as the Headmaster of Islamic Junior High School Al-Ghazaly Bogor for
giving chance and help to do the research and all her beloved friends for their
encouragement and support. May Allah, the Almighty bless them all, amien.
In the end, the writer hopes any suggestions and criticism for this “skripsi”
better as she realizes that this Paper still contains many mistakes and so far from
perfection.
Jakarta, December 2, 2009
The Writer
TABLE OF CONTENTS
THE LEGALIZATION OF ADVISOR ..........................................................i
ENDORSEMENT SHEET ..............................................................................ii
ABSTRACT .....................................................................................................iii
ABSTRAK........................................................................................................iv
ACKNOWLEDGEMENT ..............................................................................v
TABLE OF CONTENTS ................................................................................vi
LIST OF TABLES
..........................................................................................................................vii
i
LIST OF APPENDICES..................................................................................ix
CHAPTER I INTRODUCTION
A. The Background of the Study ...............................................1
B. The Statement of the Problem ..............................................3
C. The Objective of the Study ..................................................4
D. The Scope and Limitation of the Study..................................4
E. The Significance of the Study ..............................................4
F. Hypothesis ...........................................................................5
G. Definition of Key Term.........................................................5
CHAPTER II THEORETICAL FRAMEWORK
A. Prepositions
1. Definition of Prepositions ..............................................6
2. Function of Prepositions .................................................8
3. Types of Prepositions ....................................................8
4. Prepositions of Place .....................................................15
B. Pictures
1. Definition of Pictures ....................................................15
2. Types of Pictures ...........................................................16
3. The Use of Pictures in Teaching and Learning
Activities ......................................................................18
4. Strength and Weakness of Using Pictures .......................21
CHAPTER III METHODOLOGY
A. Research Design ..................................................................24
B. Place and Time of the Study ................................................25
C. Population and Sample ........................................................25
D. Procedure of Using pictures in Teaching Prepositions
of Place ................................................................................25
E. Research Instruments .........................................................27
F. Techniques of Collecting the Data .......................................28
G. Techniques of Analyzing the Data ........................................29
CHAPTER IV RESEARCH FINDINGS
A. Data Description .................................................................32
B. Test of Hypothesis .............................................................39
C. Data Discussion ..................................................................40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...........................................................................41
B. Suggestion ..........................................................................42
BIBLIOGRAPHY ............................................................................................43
APPENDICES
LIST OF TABLES
A. Table 3.1 The description of the test items .............................................29
B. Table 4.1 The test scores of the experimental class students ...................32
C. Table 4.2 Interval of the student’s score of experimental class ...............33
D. Table 4.3 The test scores of the controlled class students .......................34
E. Table 4.4 Interval of the student’s score of control class ........................35
F. Table 4.5 The result calculation of experimental class ...........................36
G. Table 4.6 The result calculation of controlled class ................................36
LIST OF APPENDICES
A. Lesson Planning: Teaching Prepositions of Place
without using Pictures .................................................................................45
B. Lesson Planning: Teaching Prepositions of Place
Using Pictures .............................................................................................57
C. The Students’ Test ......................................................................................70
D. Answers Key of Students’ Test ....................................................................
E. Surat Pengajuan Judul Skripsi .....................................................................74
F. Surat Permohonan Penggantian Dosen Pembimbing ....................................75
G. Surat Bimbingan Skripsi .............................................................................77
H. Surat Permohonan Izin Penelitian ................................................................78
I. Surat Keterangan Penelitian Dari Sekolah ...................................................79
CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of the study, the
statement of the problem, the scope and limitation of the study, the objective of
the study, the significance of the study, hypothesis and, definition of key term.
A. The Background of the Study
English is one of the International languages that has an important role
in the world. It is widely studied and used as a tool of communication among
people all over the world.
Learning a foreign language is different from the first language. Main
basic of all the troubles in using English is that many students use the way of
thinking like in Indonesian language. And also there are a lot of different
items between English as a foreign language and Indonesia as a national
language.
It is not easy to learn a language, and it is not easy to teach a language
as well. Every language especially English has it own rules and its own skills,
and grammar has a great role on one’s acquisition in English which is different
from Indonesian language. The problem now is how far the students
understand and can apply those rules.
As they know there are eight parts of speech in English grammar,
namely noun, pronoun, adverb, verb, adjective, conjunction, preposition, and
interjection. As one of parts of speech, preposition used in communication and
preposition is a problem for most English learners that often get confused due
to their insufficient knowledge of English students. A.J Thomson and A.V.
Martinet said :” The students have two main problems with preposition. They
have to know whether in any construction a preposition is required or not, and
which preposition to use when one required.”1
1 A.J.Thomson and A.V.Martinet.A Practical English Grammar, (London:Oxford
University Press.1985) p.91.
Although English has been taught since the fourth grade of Elementary
School, many Indonesian students still do not understand and cannot apply
those rules especially in using prepositions. The preposition is a problem for
most English learners that often make students confused. Unfortunately, many
teachers still teach the students using a list of words and explanation of uses
that can be boring as well as an ineffective method. For instance, many of
them translate literally from Indonesian into English. For example “in” equals
to di dalam, “on” equals to di atas, “under” equals to di bawah, “behind”
equals to di belakang, etc. this method really makes the student feel bored and
sometimes make the students uninterested in their learning process.
Prepositions are as the same important as other materials, but in fact
the students still find some difficulties in learning them. It naturally happens
because learning English prepositions is not easy.
To comprehend English, it requires the adjusted method, because it
determines the purpose in learning English. As Freeman said, “It is told that
method principles and techniques. The principles involve five aspects of
second or foreign language teaching: the teacher, the learner, the teaching
process, the learning process, and the target language/culture. Taken
together, the principles represent the theoretical frame work of the method.
The techniques are the behavioral manifestation of the principles in other
word, the classroom activities and procedures derived from an application of
the principles. Based on the statement above, it can be concluded that method
is way how to derive the subject that is taught and the appropriate method
determines the success of teaching”.2
There are many ways in teaching English method that give solutions
for teacher’s problem. Exactly, they usually use the easiest and simplest
method of their problem in teaching learning process. Teachers can use
various sources in teaching language. For instance, teaching language using
tape recorders, pictures, flash cards and television. By using a suitable
2 Diane Larsen and Freeman,Principles in Language Teaching, (USA:Oxford University
Press, 1986),p.xi
technique, the subject matter will be more interesting and the teaching
learning process can be more effective and efficient, therefore the purpose of
teaching can be achieved.
Based on the description above, the writer chooses one of visual media
that is picture; because the writer considers that picture is an effective and
helpful medium to motivate students in language learning, especially in
learning prepositions. Marie Ernestova said, “ Pictures provide necessary
variety, are popular, and foster a high degree of interest”. 3They serve as a
ready means of establishing a clear, immediate concept of what a word or a
structure may mean.
Besides, it can remain learner to clarify the meaning of a word that
cannot be brought into the classroom. There are many things which are
difficult to bring into the classroom, but pictures make it possible. Using
pictures is more efficient, effective and practical than words, and make easier
to recall and remember furthermore, they expose real life situation. As stated
by Marie Ernestova “ Students will understand and retain the word better if
they have seen the same object associated with the word”.4
It shows that pictures have important role in learning process. They
can improve the motivation and teaching learning process that will not be
successful without motivation. It suggests that using pictures will be more
effective to motivate the students in learning process.
Based on the statements above, the writer intended to study more and
choose her topic about “The Effectiveness of Using Pictures in Teaching
Prepositions of Place at Islamic Junior High School Al-Ghazaly Bogor”.
B. The Statement of the Problem
Based on the identification of the problems the writer formulates the
research problem on this paper is : “ Is there any significant different on the
3 Marie Ernestova. How to Use Ready-Made Pictures, (English Teaching Forum, vol
XIX. October ,1981), p. 9
4 Marie Ernestova, How to Use…, p.5
student’s score between using pictures and without pictures in teaching
prepositions of place?”
C. The Objective of the Study
In line with the statement of the problem stated above, the objective of
the study is to investigate the effect of using pictures in teaching prepositions
of place at the eight grade of Islamic Junior High School Al-Ghazaly Bogor.
D. The Scope and Limitation of the Study
The scope of this study focuses on the effectiveness of using pictures
in teaching prepositions of place. There are many kinds of factors that can
cause the problems of the student’s prepositions. The problems can be
identified as the following :
1. How intensive is the use of pictures in teaching prepositions of place?
2. To what extent is the effectiveness of teaching prepositions of place
through the pictures on their achievement?
There are many problems that can be identified. However the writer
limits them only on the effectiveness of using pictures in teaching prepositions
of place most commonly used, at the eight grade of Islamic Junior High
School Al-Ghazaly Bogor, there are in, on, and at.
E. The Significance of the Study
The results of this study are expected to give useful information about
the use of pictures in teaching prepositions of place to develop students’
comprehension at the eighth grade students of Islamic Junior High School Al-
Ghazaly, Bogor. Besides, these findings can contribute to all people who are
involved in improving the quality of English education, such as the school
principal, the teachers and the students.
1. The Teachers
The result of this research is expected to be a useful input for the
English teachers as information about various teaching strategies to
improve the student’s prepositions using visual media such as pictures,
etc.
2. The Students
The result of this research is expected to be a useful input for the
students to encourage them to master and improve their English
Prepositions.
3. The School Principal
The result of this research is expected to be a useful input for the
school Principal to make a policy related and give the facilities and media
related to the English teaching and learning process in the classroom
especially in increasing the student’s knowledge.
F. Hypothesis
The statistic hypothesis states,
(1) Alternative hypothesis (Ha), there is significance difference between
students’ preposition score taught by using pictures and without using
pictures.
(2) Null hypothesis (Ho), there is no significance difference between students’
preposition score taught by using pictures and without using pictures.
G. Definition of Key Term
The following definition are given to make readers have the same
understanding or perception for some terms used in this study. They are also
intended to avoid ambiguity or misinterpretation. They are as follows:
1. Pictures : pictures are useful visual aids for presenting, practicing, and
revising preposition or as prompts for other activities.
2. Prepositions: a word or group of words used before a noun or pronoun to
show place, position, time or method.
3. MTs Al-Ghazaly is acronym of the Islamic Junior High School that refers
to “Madrasah Tsanawiyah” which is located in Bogor. Under the
supervision of Religion Department (Departemen Agama).
CHAPTER II
THEORETICAL FRAMEWORK.
A. Prepositions
1. Definition of Prepositions
It is not sufficient for the students who learn English to know
prepositions only without understanding the meaning. Prepositions, in fact,
are given a great deal of attention throughout the teaching process. They
occur in all textbooks for beginners, in the very first lessons. This is
understandable, since they are indispensable for presenting even the simplest
situation.5 Therefore, in this case, the writer would like to quote some
definition of prepositions defined as follows :
According to the Oxford Advanced Learner’s Dictionary,
“Preposition is a word or group of words, such as in, from, to, out of, and on
behalf of, used before a noun or pronoun to show place, position, time or
method.”6 It will be recalled that preposition is traditionally defined as a
word that indicates a relation between the noun or pronoun it governs and
another word, which may be a verb, an adjective or another noun or
pronoun.7
Greenbaum defined that prepositions are closed class of items
connecting two units in a sentence and specifying a relationship between
them.8 Since most forms used as prepositions may also occur as other parts
of speech, the preposition must be defined syntactically. A preposition is a
word which relates a substantive, its object, to some other word in the
5 Ana heckova, Teaching Prepositions and Adverbial Particles, in English Teaching
Forum,No.4 Vol XIX, October 1981,p.42 6 A S Hornby. Oxford Advanced Learner’s Dictionary of Current English. P. 996.
7 Rodney Huddleston, Introduction to the Grammar of English, (Cambridge : Cambridge
University Press, 1984), p.336. 8 Sidney Greenbaum. A Student’s Grammar of the English Language.
(London:Longman,1990),p.188.
sentence; the preposition and its object constitute a prepositional phrase,
which modifies the word to which the object is related.9
A prepositions signals that a noun or noun structure follows it: the
preposition- noun combination constitutes a prepositional phrase.
Prepositions as well as conjunctions differ from other parts of speech in that
(1) each is composed of a small class of words that have no formal
characteristic endings; (2) each signals syntactic structures that function as
one of the other parts of speech. For these reasons modern linguists prefer to
classify prepositions as structure words rather than as a part of speech.10
From those definitions above, it can be said that a preposition is a
word placed before noun or pronoun to show its relationship. For example, I
put my pencil in the box. This sentence is complete, but if the word “in” is
omitted, there is no sense of the sentences. The pencil might be placed under
the box, on the box, or behind the box, etc. Until some prepositions have
been inserted, the relations between the pencil and the box are unknown.
For the student the learning of these meanings is largely a matter of
practicing the association between each word and an observable situation.
In other uses, however, the choice of preposition is determined by a
preceding verb (to look at the evidence, to listen to it, to believe in it), or
noun (the investigation of a problem, the remedy for it, the solution to it) or
adjective (different from the others, similar to them, identical with them).11
According to the example, prepositions have very important
functions. And for some students, it is difficult to learn to use prepositions of
place because most of them have several different function, and different
prepositions can have similar use. So, the students are easily to make
mistakes in the placement of prepositions.
9 Paul Roberts. Understanding Grammar.( New york: Harper & Row Publisher,1953),
p.222. 10
Marcella Frank, Modern English: A Practical Reference Guide, ( Englewood Cliffs,
New Jersey: Prentice Hall,Inc., 1972) p. 163. 11 Charles W.Kreidler. English Prepositions, ELT Forum (Oxford University press,
January,1966) p.119.
2.Function of Prepositions
As explained before, the prepositions has function of connecting a
noun or a pronoun to another word, usually a noun, verb or adjective.
Sentence : The girl with the red hair is beautiful.
With connects hair with the noun girl.
Sentence : They arrived in the morning.
In connects morning with the verb arrived.
Sentence : She is fond of roses.
Of connects roses with the adjective fond.12
3.Types of Prepositions
There are many kinds of prepositions. Some of them are the
simplest in form. Many of them are monosyllabic such as in, on, at, by, up,
from, with, down, into, before, after, behind, above, across,etc. According to
Frank, the types of prepositions can be divided into :
12
Marcella Frank, Modern English: A Practical Reference Guide, ( Englewood Cliffs,
New Jersey: Prentice Hall,Inc., 1972) p. 171-172.
1). Prepositions showing time
There are three kinds of prepositions that show time, they are :
a. One point of time
On I saw him on Saturday. (On used with a day of the week)
I saw him on September 16 (On used with a day of the
month)
On as a preposition of time may be omitted – I saw him
Saturday.
At I saw him at noon (or night, midnight). (At used with a part
of the day considered as a point).
I saw him at five o’clock. (At used with an hour of the day).
Occasionally, in informal usage, at may be omitted- I saw
him five o’clock.
In I saw him in September. (In used with a month)
I saw him in 1968. (In used with a year)
I saw him in the morning. (or afternoon, evening).(In used
with a part of the day).
I saw him in the spring. (In used with a season).
b. Extended Time.
These prepositions showing that the actions starts at one point and
ends at another (duration), are as follows :
Since I have not seen him since Monday. (Since gives the
beginning point. If it is used with the present perfect
tense, the end point is now).
By I can see you by Monday. (By implies no later than,
at any time up to this point).
From-to I can see you from ten o’clock to two o’clock. A
or Until,till beginning point with from generally requires an
end point with to. But : From now on (or from ten
o’clock on), I will study very hard;From ten on I
studied very hard. If only the end point is given,
until is used- I cannot see you until five o’clock. In
speech till is frequently heard.
For I can see you for an hour. For gives a quantity of
time, it is usually accompanied by a number (I
waited for two hours) or by an adjective or
indefinite quantity (I haven’t see him for some
time); (He has been working bery hard for many
weeks). In informal use, for may be omitted before a
number (I waited two hours)
During I can see you during the week. (During gives a
block of time, usually thought of as undivided)
In or within I can see you in an hour from now. (In gives a
quantity of time before which something will
happen).
The population has double in the last ten years. (In
corresponds to during, but it is used with a quantity
rather than with a single block of time. With a word
like decade that denotes an expanse of time, in or
during may be used, depending on whether the time
is felt as a quantity or as a single block of time- The
population has doubled in (or during) the last
decade.
C. Sequence of Time
These prepositions showing events that follow one another, are as
follows:
Before I will see you before Wedenesday. (The event
precedes the time given before phrase).
After I will see you after Wednesday. (The event follows
the time given after phrase).
Subsequent to this a literary equivalent of after.
Prepositions of time may introduce not only adverbial prepositional phrases,
as in those just given, but they may also introduce adjective phrases that
modify nouns or pronouns. For example : The meeting on September 16 has
been canceled.13
2) Prepositions showing the position, or place
There are three kinds of prepositions that show the position or place,
they are :
a. The point it self
In or inside Hang your coat in the closet. (In gives the area of
something enclosed-a container, a drawer, a room, a
building, the world).
There was no one inside the house.(inside
emphasizes the containment).
On Put the dishes on the table. (On indicates the surface
of something- a floor, a wall, a ceiling, a desk, a
street).
He is standing on top of the desk. (on top of
emphasizes the uppermost horizontal surface. It is
used with an object that has some height).
At He is at school. (at church, at the store).(at refers to
general vicinity. Were presence at a place is
indicated). At also used for addresses with street
numbers –He lives at 234 Park Avenue (but he lives
on Park Avenue).
After the verb arrive, at refers to a place smaller than a city or town-
He has arrived at the airport (or the station, the library); in refers to a place
larger than a city or town – He arrived in California (or Brazil, Europe). For
13 Marcella Frank, Modern English: A Practical Reference Guide, (Englewood Cliffs,
New Jersey: Prentice Hall,Inc., 1972) p. 165
a city, in is more usual, but at may also be used, especially in reference to
traveling-the plane arrived in (or at) Singapore an hour late.
b. Higher or lower than a point
1 Higher
Over The plane flew over the mountains.(Over is felt to
be generally higher than a point).
Above He lives on the floor above us. (Above is felt to be
directly higher than a point).
This distinction between over and above is not always carefully
observed.
2 Lower
Under A subway runs under this street. (Under is felt to be
generally higher than a point).
Underneath He swept the dirt under(neath) the rug.(Underneath
expresses the idea of close under, especially so as to
be hidden.
Beneath Beneath a tree laid a dog fast a sleep.(Beneath
expresses the idea of directly under, with some
space between).
Below He lives on the floor below us. (Below is felt to be
directly lower than a point).
3 Neighboring the point
Near He lives near the University. (Near has the most
general meaning of neighboring a point). By is a
synonym for near. Close to means very near.
Next to The theater is right next to the post office.(With
nothing else between them).
Alongside The tug pulled up alongside the tanker. (adjoining
persons or thing considered as lined up, or side by
side).
Beside He sat beside his wife during the party. (On one side
of a person or thing that has two sides).
Between He sat between his two sons. (On each side of a
person or thing are positioned around a point,
among is used-He sat among all his grandchildren.
Opposite The museum is just opposite the post
office.(Directly facing someone or something else).
3) Prepositions showing the Direction
The kind of movement designed by each prepositions given
below is illustrated by the diagram below :
To-From He always walks to school from his home.
To From
Toward (s) The Pilgrims headed toward(s) to Mecca.
Away-From They moved away from their old neighbor.
Toward(s) Away from
In (to)-out of He ran into the house quickly. After a few minutes
he ran out of the house with an umbrella under his
arm.
into out of
Up-down He climbed up (or down) the stairs.
up
down
Around The ship sailed around the island.
Around
Through You can drive through that town in an hour.
Through
Past (or by) He walked past (or by) his old schoolhouse without
stopping.
Θ -------------------
Past
As far as (up to) We will walk only as far as (up to) the old school
house.Then we will turn back.14
Θ---------
As far as
14 Marcella Frank, Modern English: A Practical Reference Guide, ( Englewood Cliffs,
New Jersey: Prentice Hall,Inc., 1972) p.168.
4. Prepositions of Place ( in, at, on)
a. We use in when we think of a place as three-dimensional.
For Example: Simon is in his room.
We also use in when we think of a place as an area.
For example: We went for a walk in the park.
b.We use at when we think a place as a point.
For example : I will meet you at the station. (a meeting point)
c. We use on when we think of a place as a surface.
For Example : I will put this picture on the wall.
We also use on when we think of a place as a line.
For Example : Memphis is on the Missisipi river.
d. With cities, towns and villages, we use at when we think of the place as
a point e.g. a point on a journey. For example, Our train stops at
Brighton. But we use in when we think of the place itself e.g. He’s got
a flat in Milan.
e. With buildings, we can often use at or in. She works at/in the post
office.We normally prefer at when we think of the building quite
generally as a place where something happens.for example, My brother
is at university.But we use in when we think of the building itself.
f. With addresses, we use at when we give the house number; in British
English,we use in when we just give the name of the street. For
example, I live at 42 East Street and I live in East Street. We use on
for the number of the floor e.g. I live in a flat on the first floor.15
B. Pictures
1. Definition of Pictures
A picture is not only worth a thousand words, it can also be used in
a wide variety of teaching activities.16 Pictures have motivated the students,
15
Digby Beaumont and Colin Granger, English Grammar, (Oxford:Heinemann,
1989),p.252. 16 Robert J. Nielsen. Picture-Based Drills and Exercises, (English Teaching Forum
XXII,No.3, 1984),p.30.
made the subject clearer, and illustrated the general idea and forms of an
object or action which is particular to a culture.
Pictures are versatile and useful resources for teaching aspects of
grammar that require a structure-meaning match. They can be used in all
phases of a grammar lesson for example in presentation, focused practice,
communicative practice and for feedback and correction. Interesting or
entertaining pictures motivate students to respond in ways that more routine
teaching aids, such as a textbook or a sentence on the board, cannot.
Although they can be used to advantage at all levels of proficiency, they are
especially useful with beginning and low-intermediate learners, who
sometimes have trouble understanding long or complicated verbal cues.
Pictures can also be used in various configurations to enhance
learning a nd practice. They introduce a great deal of variety into the
classroom. Pictures can be presented in pairs: the same object or person on
two different occasions or two different objects or people. Pictures can be
grouped into semantically related sets that contain from ten to twenty items,
representing animals,vehicles,flowers, fruits,etc.17
From the statements above, it shows that picture is one of the
visual media that can be used as a tool for explaining material presented or
the real things that can give a clear description about the problem described.
In order to be understood, teaching and learning process will go more
effectively if there is a picture.
2. Types of Pictures
There is a wide variety of uses to which pictures can be put to
provide meaningful practice in the classroom at different levels of
linguistics attainment. They can be used at the practice stage of a lesson,
for review, or as a stimulus for discussion. There are some kinds of picture
17 Marianne Celce-Murcia. Techniques and Resources in Teaching Grammar.(England:
Oxford University Press, 1988),p.73.
which are useful as teaching aids. In this case, the teacher does not hesitate
to use any kinds of pictures.
According to Grazyna Szyke, there are two kinds of pictures that
are useful as teaching aids: pictures of individual presons and objects and
pictures of situations in which persons and objects are “in action”.18
a. Pictures of Individuals
Pictures of individual persons or things may be used, mainly at the
elementary level, to introduce or test vocabulary items, for example, a
man, a car. They may be used in pairs, for example: The man goes to
work by car.How does he go to work?
Portraits, that is, pictures that show a person in close detail, are useful
for intermediate and advance learners. The students can be asked
questions about the age and profession of the person, whether he/she is
married, his/her interests and traits of character.
b. Situational pictures
Situational pictures that show or suggest relationships between objects
and/or people can be perfect teaching aids for introducing, practicing,
or reviewing grammatical structures,from the simplest to the most
complex.
Mary Finocchiaro said that pictures are divided into three kinds.
First, pictures of persons and single objects. Second, pictures of people
engaged in activities presenting the relationship between individuals and
objects. Third, a series of six to ten pictures mounted on one chart of count
nouns (as pieces of furniture) or mass nouns ( as foods) or of sports or
work activities. 19
18
Grazyna Szyke, Using Pictures as Teaching Aids, (English Teaching
Forum,October,1981),p.45. 19 Marry Finocchiaro, Visual Aids in Teaching English as a Second Language,
(Washington: Hunter College,English Teaching Forum.Vol XIII (34),1975).p.265.
3. The Use of Pictures in Teaching and Learning Activities
One way pictures can be used in drills and exercises is to cue a
student to make a question. The picture determines specifically what is
asked. The answer, on the other hand, can be anything that is true.Used
this way, pictures are valuable in any exercise or drill, because they are
provide an alternative to pictureless exercises, thus adding variety to
classroom activities and they can force the student to verbalize what he
sees-a helpful skill and they can reduce the quantity of teacher talk,
allowing the students more opportunities both to reflect and to speak.20
Teachers have always used pictures or graphics-whether drawn,
taken from books, newspapers and magazines, or photographs- to facilitate
learning. Pictures can be in the form of flashcards, large wall pictures, cue
cards, or illustrations. Some teachers also use projected slides, images
from an overhead projector or projected computer images. Teachers also
draw pictures on the board to help with explanation and language work.
Pictures of all kinds can be used in a multiplicity of ways, as the follows:
1. Drills
With lower-level students a traditional use for pictures-
especially flash cards- is in cue-response drills. We hold one up (the
cue) before nominating a student and getting a response. Then we
hold up another one, and nominate a different student and so on.
Flashcards are particularly useful for drilling grammar items, for
cueing different sentences, or practicing vocabulary.
Sometimes teachers use larger wall pictures, where pointing
to a detail of a picture will elicit a response such as There is some
milk in the fridge, etc.
Sometimes teachers put students in pairs or groups and give
them some cue cards so that when a student picks up the top cue card
in a pile he or she has to say a sentence that the card suggests.
20 Robert J. Nielsen, Picture-Based Drills and Exercises,(English Forum, Vol
XXII(3),July,1984),p.30.
2. (Communication) Games
Pictures are extremely useful for a variety of communication
activities, especially where they have a game like feel, such as
describe and draw activities where one student describes a picture
and a paired classmate has to draw the same picture without looking
at the original. We can also divide a class into four groups and give
each group a different picture that shows a separate stage in a story.
Once the members of group have studied their picture, we take it
away. New groups are formed with four members each-one from
group A, one from group B, one from group C, and one from group
D. By sharing the information they saw in their pictures, they have to
work out what story the pictures together are telling.
Teachers sometimes use pictures for creative writing. They
might tell students to invent a story using at least three of the images
in front of them (on cue cards,for example). They can tell them to
have a conversation about a specified topic, and at various stages
during the conversation, they have to pick a card and bring whatever
card shows into the conversation.
3. Understanding
One of the most appropriate uses for pictures is for the
presenting and checking of meaning. An easy way of explaining the
meaning of the word aeroplane, for example, is to have a picture of
one. In the same way it is easy to check students’ understanding of a
piece of writing or listening by asking them to select the picture (out
of, say, four) which best corresponds to the reading text or the
listening passage.
4. Ornamentation
Pictures of various kinds are often used to make work more
appealing. In many modern coursebooks, for example, a reading text
will be adorned by a photograph which is not strictly necessary, in
the same way as in newspaper and magazine articles. The rationale
for this is clearly that pictures enhance the text, giving readers (or
students) a view of the outside world.
Some teachers and materials designers object to this use of
pictures because they consider it gratuitous. But it should be
remembered that if the pictures are interesting they will appeal to at
least some members of the class strongly. They have the power (at
least for the more visually oriented) to engage students.
5. Prediction
Pictures are useful for getting students to predict what is
coming next in a lesson. Thus students might look at a picture and try
to guess what it shows (are the people in it brother and sister,
husband or wife, and what are they arguing about-or are they
arguing?etc). They then listen to a tape or read a text to see if it
matches what they expected on the basis of the picture. This use of
pictures is very powerful and has the advantage of engaging students
in the task to follow.
6. Discussion
Pictures can stimulate questions. Pictures can also be used
for creative language use, whether they are in a book or on cue cards,
flashcards, or wall pictures. We might ask students to write a
description of a picture; we might ask them to invent the
conversation taking palce between two people in a picture, or in a
particular role-play activity, ask them to answer questions as if they
were the characters in a famous painting.21
According to Ann Raimes, the use of pictures in the
classroom might be useful :
1) Whole-class discussion, which then leads to writing, can be
generated by many types or pictures, such as posters, textbook
pictures, magazine pictures pasted onto stiff cardboard and displayed
21 Jeremy harmer. The Practice of English Language Teaching,3th Edition.(England:
Longman, 2001), p.
at the front of the room, simple pictures drawn on the blackboard, or
duplicated drawings.
2) To provide a student audience for student writers, give half the class
one picture, the other half another. A range of communicative tasks
for small groups opens up now, with students conveying real
information to others.
3) With students working in pairs or small groups, give each student of
the pair or give each group a different picture to work with.
4) Real communicative tasks can be developed by using in the
classroom pictures that the students themselves provide.
5) Do not limit classroom work to what the students can actually see in
the picture. Remember that the students can make inferences,
predictions, and suppositions about the world beyond the frame of
picture. Ask the students to use their imagination to visualize what
happened just before the moment in the picture and what will happen
next and what the result will be.22
From the descriptions above, it can be denied that there are many
things that will influence the result of teaching and learning process
such as material to be taught, the environment of teaching and learning
process, the instruments used in explaining material, method and
techniques of teaching and so on.
4. Strength and Weakness of Using Pictures
In applying teaching prepositions using pictures, on the one hand,
there are always obstacles or problems that should be faced by a teacher.
In this case, it is usually called as weaknesses.
Pictures has several weaknesses as a medium in teaching learning
process. It can be caused by the size and distance. May be it is too small
and the distance is too far. So, it is too difficult to be seen clearly by the
22 Ann Raimes, Techniques in Teaching Writing, ( England : Oxford University Press,
1983), p. 28.
students. The lack of color in some pictures will also restrict proper
interpretation. Besides, students do not always know how to read pictures.
Those reasons above that can cause misunderstanding as stated below :
1). Sizes and distances are often disorted
2). Lack of color in some pictures limits proper interpretation
3). Students do not always know how to read the pictures.23
On the first hand, there are some things that make teacher become
easier to teach goal of teaching and learning process. Then, it is called the
strength of pictures. The possibilities of using pictures in teching a foreign
language are practically unlimited, and success comes to teacher with
foresight, ingenuity, and imagination. Many of the advantages are obvious.
Pictures provide necessary variety, are popular, and foster a high degree of
interest.24
Tang Li Shing said that teaching English through pictures is not
only effective and interesting, but also practical and economical.25
According to Grazyna, the advantages of using pictures are
indisable. They add variety, providing a change space important in
maintaining a high level interest. To give a clear concept of what a word or
structure may mean, they are much simpler and more vivid than a long
explanation would be. 26
There are some strength of using pictures in teaching learning English, are
as follows :
a. Easy to prepare.
b. Easy to organize.
c. Interesting.
d. Meaningful and authentic.
23
Vernon S. Gerlach, Teaching and Media, A systematic approach,2nd
Edition,(New
Jersey,1980),p.273. 24
Marie Ernestova, How to Use Ready-Made Pictures, (English Teaching Forum,Vol
XIX (4),October,1981),p.9. 25
Tang Li Shing, English Through Pictures,(English Teaching Forum XIX,October
1981),p.15. 26 Grazyna Szyke, Using Pictures as Teaching Aids, (English Teaching Forum XIX,
October 1981), p.46.
e. Sufficient amount of language.27
Pictures can be used to provide students with either the general
context or to illustrate particular points. Pictures also can be used by the
students to show their understanding non-verbally for example by pointing
to detail in a picture or adding information to a drawing. It helps the
teacher in order to send the massages of the materials to their students as
good as possible. The use of pictures is helpful when pupils have limited
experiences and when they are just beginning to develop a stock of words.
Therefore, some of the teachers use this approach to get the purpose of
teaching-learning process and make the class alive.
27 Andrew Wright. Pictures for Language Learning.( Cambridge: Cambridge University
Press,1989),p.3.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research methodology used in
the study. It consists the reseach design, place and time of the study, population
and sample, procedure of using pictures in teaching preposition of place, research
instruments, technique of collecting the data, and technique of data analysis.
A. Research Design
Research method in education (and the other social sciences) are often
divided into two main types : quantitative and qualitative methods. In this
study, the writer used the quantitative methods which can be defined as:
quantitative research is obstrusive and controlled, objective, generalisable,
outcome oriented, and assumes the existence of ‘facts’ which are somehow
external to and independent of the observer of researcher.28
In quantitative
research, there are two main types of design, experimental design and non
experimental design.
Based on the explanation on the previous chapter that the writer
investigated an effort of using pictures in teaching prepositions of place , so
the writer took the experimental method.
In this research, the writer taught the students in experimental class by
using pictures and controlled class without using pictures. The research was
done for five meetings. After five meetings the writer gave the post-test to
both of the class. Test was the same in qualities and quantities to keep the
reliability of the research. It was given to know how the using of pictures to
prepositions knowledge of the students.
When all the researches have done, the writer used the t-test to master
the gain of experimental class and controlled class. This research investigated
the using of pictures in teaching prepositions of place at the eight grade of
Islamic Junior High School Al-Ghazaly Bogor.
28 David Nunan, Research Methods in Language Learning, ( New York : Cambridge
University Press, 1992) p.3.
B. Place and Time of the Study
The writer did the research at Islamic Junior High School Al-Ghazaly
Bogor, which is located at Jalan Cempaka 6 Kelurahan Kebon Kalapa
Kecamatan Bogor Tengah kota Bogor,phone.0251 8385170 . It began with on
observation to the school on Wednesday, January 14th 2009. She conducted
this research at the school from 16th
of January 2009 to 18th
of February
2009. During the research consisted of held an experiment by applying the use
of pictures and without pictures in teaching prepositions of place, and last
meeting the writer gave a post test to students. After doing the research in the
classroom, the writer collected the data from post-test, and then the writer
began to analyze them.
C. Population and Sample
In this research the whole students of the population of the eight grade
students at Islamic Junior High School Al-Ghazaly Bogor are 120 students,
namely class 8.A, 8.B, and class 8.C. For the research, the writer only took
sample 80 students, namely class 8.A (40 students) as the Control class and
class 8.B (40 students) as the experiment class.
D. Procedure of Using Pictures in Teaching prepositions of Place
One of those things that can be used as a tool in explaining material of
pictures, especially in teaching language because students not only study from
what they hear and read, but also from what they see. By looking, it will make
students easy to grasp or define what they see for instance; they can say the
name of thing, activity, and others.
A picture is one of many kinds of teaching aids which can be used for
teaching a foreign language like English to the non native students. Through
pictures the students are able to see clearly the real objects being taught by the
teacher. As Holden said that in every day life pictures are the object of the
activity rather than an accessory.29
For example, the teacher wants to teach
English prepositions ‘ above and on’ and wants to explain their different usage
to the students; he/she can use the following pictures.
The light is above the table The computer is on the table
From two pictures above, the students can see clearly and
understand easily the different sight and meanings between the prepositions
‘ above’ and ‘on’. The preposition above used if the object does not attach
the surface of the other object, and the preposition on is used if the object
attaches closely the surface of the other object.
Pictures can be made and brought easier into the classroom and
they represent the real objects without translating their meanings into
students’ native language can be shown to the students clearly.
To make easy in giving materials, the teacher have some steps of
technique in presenting materials as follows:
1. Teacher prepares some pictures to the students.
2. Teacher shows some pictures to the students.
3. Teacher explains materials to be taught based on picture provided.
4. Teacher orders students to look at and pay attention to the pictures.
5. Teacher orders the students to say the name or an activity of the pictures
that seen.
6. In presenting material, teacher must be able to make graduation; teacher
explains material to be taught from the easiest to the difficult one.
29 Susan Holden, Visual Aids for Classroom Interaction, (London: Modern English
Publications,Ltd, 1978),p.254.
7. To know the result of teaching and learning process, the teacher can see
the use of pictures as tools to test the students. For instance by showing
some pictures then the teacher orders them to say what they see.
The steps to learn prepositions by using pictures are :
a. Write the prepositions on the board
b. Read the prepositions and ask the students to repeat after the teacher
c. Write down the examples
d. Ask students to make sentences
e. Ask the students to remember the prepositions
f. Ask the students to practice the prepositions
g. In the last activity, the teacher gives a test to know how far the students
understand what the teacher teaches.
The indicators of prepositions used:
a. Pronunciation
b. The meaning of word
c. Fluency
E. Research Instruments
The research instruments that are used for this study include observation
and evaluation (test). The observation is used to observe the teaching-learning
conducted by the English teacher in the classroom including English teacher’s
activity in the classroom, the book used by the English teacher and students,
problems faced by the English teacher in teaching prepositions of place, teacher’s
performance including their teaching methods and the evaluation used by the
English teacher.
Test is used to know how well the students have already mastered
prepositions and it also to prove the effectiveness of using pictures in teaching
prepositions of place.
F. Techniques of Collecting the Data
In this research, the writer used the quantitative research approach, so
the technique used to get the data related to the teaching vocabulary by the
writer is doing some:
1. Observation
Observation technique is the main technique in collecting the data
about teaching English in the classroom. It was conducted once for
observing English teaching-learning process in the real English classroom
activities at the eight grade students of Islamic Junior High School Al
Ghazaly Bogor on January 14th 2009. In this case, the researcher acted as
an observer who observed the teaching-learning process without being
involved in the process. Therefore, this technique can be categorized as
non-participant observation.
2. Test
It was used to find out the effectiveness of using pictures in teaching
prepositions of place. The test consists of 30 (thirty) questions and it is
divided into two test forms, they are multiples choice and essay test. They
are divided into three categories; easy (30%), moderate(60%),and
difficult(10%). Multiple choices consist of 20 items from number 1 to 20.
it’s score per item is 3; it means if the students can choose the right
answer, they will get 60 scores. While essay test consists of 10 items from
number 21 to 30. It’s scores per item is 4, it means if the students can
answer correctly, they will get 40 scores. So,the total score of the
questions is 100 points if students can answer all of question correctly.
From the description of each test form above, we can see that the
high score of this test is 100 scores. To make the writer easy in making the
test from the students in experiment and control class, the writer made
description of the test item as follows:
Table 3.1
The description of the test items
No
Prepositions of
Place Question Number Total
Easy (30%) 1, 11, 22,
Moderate (60%) 3, 5,8, 10, 14, 26 1 In
Difficult (10%) 30
9
Easy (30%) 7, 19
Moderate (60%) 2, 9, 16, 18, 21 2 At
Dificult (10%) 27
8
Easy (30%) 1, 12, 13, 20
Moderate (60%) 4, 6, 15, 17, 23, 24, 25, 29 3 On
Difficult (10%) 28
13
From the table of specification for the test item, the writer divided
them into easy 30%, moderate 60% and difficult 10% after decided the
types of prepositions of place, they are in, at and on.
G. Techniques of Analyzing the Data
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the step to know the result of both the
experimental class and the controlled class and also their differences.
To find out the differences of students’ score in using pictures in
teaching prepositions compared to the students’ score that without using
pictures in teaching prepositions, the writer used Anas Sudijono’s formula30
to
analyze the data namely t-test.
Before using the t-test formula, the writer has to seek the differences of
mean variables by using formula as follows:
30 Anas Sudijono, Pengantar Statistik Pendidikan, ( Jakarta :PT Raja Grafindo Persada,
2004), p.282
M1 = M’ + )(
)'(
N
fxΣand M2 = M’ + i
Σ
N
fy'
Note :
M1 : Mean variable of experiment class
M2 : Mean variable of controlled class
M’ : The value of mean (‘mean taksiran’)
i : Interval class
fx : frequency of experiment class
fy : Frequency of controlled class
N1 : The total of number of students in experiment class
N2 : The total number of students in controlled class
And after getting mean variables, the writer has to seek the standard of
deviation of variable and standard error mean of variable by using formula as
follows :
1. SD1 = i ( )
( )
2
2
2''
N
fx
N
fx Σ−
Σ
2. SD2 = i ( )
( )
2
2
2''
N
fy
N
fx Σ−
Σ
3. SEM1 = 11
1
−N
SD
4. SEM2 = 12
2
−N
SD
Note :
SD1 : Standard of deviation from experiment class
SD2 : Standard of deviation from controlled class
SEM1 : Standard error mean of variable from experiment class
SEM2 : Standard error mean of variable from controlled class
∑fx : The total frequency of experiment class
∑fy : The total frequency of controlled class
N1 : The total number of student in experiment class
N2 : The total number of student in controlled class
The next step is seeking the standard error mean difference of variables by
using formula as follows :
SEM1-M2 =2
2
2
1 MM SESE +
Then the last step is determining t-test by using formula :
to = 21
21
MMSE
MM
−
−
Note :
to : The value of ‘t’observation
CHAPTER IV
RESEARCH FINDINGS
This chapter presents and discusses data description, test of hypothesis,
and data discussion.
A. Data Description
To know the result of the test, the writer makes the table of student’s score
for each class as follows :
Table 4.1
The Test Scores of the Experimental Class Students
Student Score Student Score Student Score Student Score
1 75 11 80 21 77 31 77
2 59 12 76 22 61 32 64
3 86 13 72 23 76 33 92
4 48 14 58 24 50 34 72
5 75 15 70 25 61 35 85
6 58 16 85 26 73 36 78
7 59 17 65 27 70 37 65
8 63 18 48 28 63 38 70
9 62 19 64 29 73 39 50
10 86 20 54 30 80 40 90
Number of Class (C)
C = 1 + 3.322 log N
= 1 + (3.322) log 40
= 1 + (3.322) (1.6)
= 1 + 5.31
= 6.31
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1
R = H – L + 1
= 92 - 48 + 1
= 44 + 1
= 45
Interval (I) is obtained from ratio (R) divided number of class (C)
I = C
R
= 45
6.31
= 7.13
= 7
Next, after finding the result of formula explained previously, the writer divided
the students’ score into several classes equal with their interval.
Table 4.2
Interval of the Students’ Score of Experimental Class
Score ffff
90-96 2
83-89 4
76-82 7
69-75 9
62-68 7
55-61 6
48-54 5
N=40
From the table above, it showed 7 for the interval of class, it was from 90-
96 to 48-54. most of students got 69-75, it can be seen from the frequency of the
table was 9.
Table 4.3
The Test Scores of the Controlled Class Students
Student Score Student Score Student Score Student Score
1 58 11 45 21 73 31 65
2 50 12 48 22 58 32 63
3 86 13 82 23 76 33 54
4 46 14 50 24 50 34 45
5 76 15 90 25 87 35 72
6 75 16 54 26 78 36 50
7 48 17 88 27 76 37 76
8 50 18 79 28 81 38 82
9 40 19 58 29 65 39 60
10 63 20 63 30 84 40 72
Number of Class (C)
C = 1 + 3.322 log N
= 1 + (3.322) log 40
= 1 + (3.322) (1.6)
= 1 + 5.31
= 6.31
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1
R = H – L + 1
= 90 – 40 + 1
= 50 + 1
= 51
Interval (I) is obtained from ratio (R) divided number of class (C)
I = C
R
= 51
6.31
= 8.08
= 8
Next, after finding the result of formula explained previously, the writer divided
the students’ score into several classes equal with their interval.
Table 4.4
Interval of the Students’ Score of control Class
Score ffff
88-95 2
80-87 6
72-79 10
64-71 2
56-63 7
48-55 9
40-47 4
N2=40
From the table above, it showed took 8 for the interval of class for control
class. It was from 88-95 to 40-47. most of students got 72-79, it can be seen from
the frequency of the table was 10.
Table 4.5
The Result Calculation of Experimental Class
Score ffff X x’ xxxx’2 fxfxfxfx’ fxfxfxfx’2
90-96 2 +3 9 6 18
83-89 4 +2 4 8 16
76-82 7 +1 1 7 7
69-75 9 M’ (72) 0 0 0 0
62-68 7 -1 1 -7 7
55-61 6 -2 4 -12 24
48-54 5 -3 9 -15 45
N = 40 ∑fxfxfxfx’ =
- 13
∑fxfxfxfx’2 =
117
From the table of result calculation above, the writer gained the total
frequency of the students’ score in experiment class were -13, and the double
value of frequency students’ score in experiment class were 117 from the total
number of experiment class was 40 students.
Table 4.6
The Result Calculation of Controlled Class
Score f Y yyyy’ yyyy’2 fyfyfyfy’ fyfyfyfy’2
88-95 2 +2 4 4 8
80-87 6 +1 1 6 6
72-79 10 M’(75.5) 0 0 0 0
64-71 2 -1 1 -2 2
56-63 7 -2 4 -14 28
48-55 9 -3 9 -27 81
40-47 4 -4 16 -16 64
N = 40 ∑fy’=
-49
∑fy’2 =
189
From the table of result calculation above, the writer gained the total
frequency of the students’ score in control class were -49, and the double value of
students’ score in experiment class were 189 from 40 students, the total number of
control class.
After calculate the data given above, finally the writer continued the next
step, which the steps comprise of Determining mean of experiment and control
class, Determining of Standard Deviation of Variable experiment and control
class, Determining of Standard Error Mean of variable experiment and control
class, Determining of Standard Error Mean Difference of experiment and control
class, and Determining to, the value of t observation.
To get the description about the comparative scores between the
calculation scores of experimental class (see table 4.5) and the calculation scores
of control class (see table 4.6) were further analyzed by using the formula below :
1. Determining Mean I with formula :
M1 = M’ + i ( )
( )N
fx'Σ = 72 + 7
( )
( )40
13− = 72-2,275 = 69,725
2. Determining Mean II with formula :
M2 = M’ + i ( )
( )N
fx'Σ = 75.5 + 8
( )
( )40
5,75− = 75,5-15,1 = 60,4
3. Determining of Standard Deviation of Variable I :
SD1 = i ( )
2
22 ''
N
fx
N
fx Σ−
Σ
= 7 ( )
( )2
2
40
13
40
117 −−
= 7 1600
169925,2 −
= 7 8,2
= 7 x 1,67
= 11,69
4. Determining of Standard Deviation of Variable II :
SD2 = i( )
2
22 ''
N
fy
N
fx Σ−
Σ
= 8 ( )
( )2
2
40
49
40
189 −−
= 8 1600
2401725,4 −
= 8 5,1725,4 −
= 8 225,3
= 8 x 1,795
= 14,4
5. Determining of Standard Error Mean of Variable I :
SEM1 = 11
1
−N
SD
= 140
69,11
− =
24,6
69,11 = 1,87
6. Determining of Standard Error Mean of Variable II :
SEM2 = 12
2
−N
SD
= 140
4,14
− =
24,6
4,14 = 2,3
7. Determining of Standard Error Mean Difference of M1 and M2 :
SEM1-M2 = 2
2
2
1 MM SESE +
= 22 3,287,1 +
= 29,5496,3 +
= 786,8
= 2,964
8. Determining to with formula :
to = 964,2
325,9
964,2
4,60725,69
21
21 =−
=−
−MMSE
MM = 3,146
9. Determining t-table in significance level 5 % and 1% with df :
df = (N1 + N2 – 2 ) = (40 + 40 – 2 ) = 78
The writer gained t-table :
S.L. 5 % = 1,99
S.L. 1 % = 2,64
10. The Comparison between t-score with t-table
t-score = 1,99 < 3,164 > 2,64
B. Test of Hypothesis
The writer states hypothesis as follows : (1) Alternative Hypothesis (Ha) =
There is significance difference between the students’ prepositions scores taught
by using pictures and without using pictures for students at Islamic Junior High
School Al-Ghazaly Bogor. (2) Null Hypothesis ( Ho) = There is no significance
difference between the students’ prepositions scores taught by using pictures and
without using pictures for students at Islamic Junior High School Al-Ghazaly
Bogor.
Sudijono states, if the result of calculation to ( t observation) is higher than
tt (t table), to > tt ; so the null hypothesis (Ho) is rejected. It means that there is a
significant difference between students’ prepositions scores taught by pictures and
without using pictures, and if the result of calculation to (t observation) is lower
than tt (t table), to < tt; so the null hypotheses (Ho) is accepted.31
As stated above, the result of the statictic calculation indicates that the
value of to is 3,146 and the value of df (78) on degree of significance of 5% and
1%, are 1,99 and 2,64. Comparing the to with each values of the degree of
significance, the result is 1,99 < 3,146 > 2,64.
Since to which is obtained from the result of calculating is higher than the
tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
rejected.
C. Data Discussion
The test of hypothesis shows that there is a significant difference between
the students’ prepositions scores taught by pictures and without using pictures.
The difference is students’ score in prepositions taught by pictures are higher than
they are taught by without using pictures.
Based on the explanation about the analysis of the result on the tables
above, the writer can interpret that teaching prepositions of place using pictures is
effective and quite success. It can be seen on the table above that the students who
were taught by pictures in teaching prepositions of place generally get bigger
scores than the students who were taught without using pictures, and it can be
seen from the activities they followed in the class actively.
It means that the influence of using pictures in teaching prepositions of
place in experiment class is bigger than teaching prepositions of place without
pictures in control class. It can draw the conclusion that teaching prepositions of
place through pictures has a great influence at the eight grade of Islamic Junior
High School Al-Ghazaly Bogor.
31
Anas Sudijono, Pengantar Statistik Pendidikan, ( Jakarta :PT Raja Grafindo Persada,
2004), p.328
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion and suggestion from the researcher
based on the research done at Islamic Junior High School Al-Ghazaly Bogor.
A. Conclusion
Based on the result of the analysis of the research, it showed that the
value of “to” (t observation) was 3,146. And the value of “tt” (t table) from the
df (78) on degree of significance of 5% was 1,99. It means that the value of to
is higher than the value of tt. So, the alternative hypothesis (Ha) is accepted
and the null hypothesis (Ho) is rejected, or it can be concluded that there is
significance influence of using pictures in teaching prepositions of place.
Finally, the writer concluded that using pictures in teaching
prepositions of place is quite success. It showed from the students’
prepositions scores taught by using pictures is higher than the students’
prepositions scores taught by using without pictures. It is a significant
difference, and since the value of to is higher than the value of tt. Therefore,
teaching prepositions of place by using pictures is more effective than without
using pictures in teaching prepositions of place.
B. Suggestions
There are some suggestions that can be given in relation to the writers
conclusion. The suggestions are as follows :
1. The English teacher should be creative in developing the teaching learning
activities in classroom and making the class alive. To help the students in
mastering English prepositions, the teacher is expected can use visual
media such as pictures as an alternative technique in teaching English.
2. The English teacher should improve their knowledge of English language
methods of English language teaching.
3. The teacher should give the opportunities to be active in learning English
prepositions and the teacher should be like a facilitator in teaching learning
process.
4. The English teacher should be a motivator for the students to increase their
interest in learning English prepositions.
5. The teacher should give a good atmosphere in the classroom , so the
students feel comfort and it can reduce the students’ stress in learning
English especially in learning prepositions.
Those are some suggestions to the teacher as an addition to complete
the way of teaching learning process in the classroom.
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