The Implementation of Using PowerPoint in Teaching Preposition of Place

at The Seventh Grade Students of MTsN Payakumbuh in 2012 / 2013

Academic Year

Submitted as requirements to fulfill the requirement for seminar of language

teaching lecture

BY

ILHAM SYAH PUTRA

STKIP ABDI PENDIDIKAN PAYAKUMBUH

ENGLISH DEPARTMENT

2012/2013 Academic year

TABLE OF CONTENTS

ABSTRACT....................................................................................TABLE OF CONTENTSCHAPTER I INTRODUCTION..................................................... 1

A. Background Of The Problem................................. 1B. Identification of The Problem................................ 2C. Limitation of The Problem.................................... 3D. Formulation of The Problem................................. 3E. Research Hypothesis.............................................. 4F. Purpose of The Research...................................... 4G. Significance of the Research................................. 4H. Definition of Key Terms........................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE................A. Review Of the Theories......................................... 6

a. English Preposition..................................... 6b. Teaching Media........................................... 11c. PowerPoint.................................................. 13

B. Review Of Related Finding................................... 18C. Conceptual Framework.......................................... 19

CHAPTER III RESEARCH METHOD..........................................A. Research OF Design.............................................. 20B. Population and Sample.......................................... 21C. Instrumentation...................................................... 22

1. Validity of The Test................ 232. Reliability of the test............... 23

D. Procedure of The Research................................... 24E. Technique of Data Gathering................................ 24F. Technique of Analysis Data.................................. 25

CHAPTER 1

INTRODUCTION

A. Background of the Problem

Language is one of the most important things in communication and it is used as a toll

of communication among the nations in all over the world. As an international language,

English is very important and has many interrelationships with various aspects of life owned

by human being. In Indonesia, English considered as the first foreign language and taught

formally from elementary school up to the university level.

In learning English, students should master four skills (Listening, speaking, writing

and reading). They are useful skill for communication. The students can use the book,

magazines, radio, TV, and internet to help them in daily activities and in their environment.

Grammar or structure is one aspect of language that learnt by students in order to be

able to use English for communication, in speaking and writing forms. Then, as we know that

grammar was the basic of English. It is used in all aspects of English, for instance in

listening, speaking, reading, and writing. They are many elements in grammar, such as

tenses, pronoun, noun, conjunction, elliptical construction, preposition, etc. Moreover, one of

the elements in grammar, which is important to be considering during the English teaching

and learning process, is prepositions.

There are many kinds of preposition. The writer chose preposition of place because

based on short observation the seventh grade students of MTsN Payakumbuh. The result of

students who learn preposition of place is still low. They are still in doubt with the

prepositions, especially preposition of place.

In learning English preposition, there are several of media that can be used such as,

whiteboard, flit charts, wall charts, pictures, overhead projectors, etc. But in this research the

writer used Microsoft PowerPoint as a media.

Based on the reason above, the writer conduct a researcher at MTsN Payakumbuh

about the implementation of using PowerPoint in teaching preposition of place at the seventh

grade students in 2010/2011 academic year.

B. Identification of the Problem

In teaching English prepositions, at least there are three factors that should be

considered, for instances method, materials, media. It means the teachers should know the

method and media that used. The teachers should really understand the material.

Nevertheless, in learning English grammar, the students also find some difficulties

especially preposition of place. They can not difference the meaning in Indonesia from

English, they do not understand the usage of each preposition, they do not interest in learning.

C. Limitation Of The Problem

Dealing with identification above, the writer limited the problem only to see the

effectiveness of using PowerPoint in teaching preposition of Place at the seventh grade

students of MTsN Payakumbuh in 2012 / 2013 academic year.

D. Formulation of the Problem

Based on the identification and limitation of the problem above, the writers formulate

the problem into the following question: “Was using PowerPoint Effective in teaching

Preposition Of Place at the seventh Grade Students of MTsN Payakumbuh in 2011 /2013

academic year? “

E. Hypothesis of The Research

To answer the problem of this research tentatively. The hypothesis is that:

Ho : t – table≥ t-calculated.

Ho : Using PowerPoint in teaching Prepositions of place is not significant effect at the

seventh grade students of MTsN Payakumbuh in 2012/2013 academic year.

H1 : t- calculated ≥ t – table

H1 : Using PowerPoint in teaching English preposition of Place is a significant effect at

the seventh grade students of MTsN Payakumbuh in 2012/ 2013 Academic year.

F. Purpose of the research

The purposes of this research were:

1. To find out whether Using PowerPoint in teaching Prepositions of place is a

significant effect at the seventh grade students of MTsN Payakumbuh in

2012/2013 academic year.

2. To find out whether using PowerPoint in teaching English preposition of Place is

not significant effect at the seventh grade students of MTsN Payakumbuh in 2012/

2013 Academic year.

G. Significance of the Research

This study is expected to give meaningful information to the development of the

English teaching and learning, especially in English prepositions. This study is hoped to

inform the English teacher about appropriated method of teaching English prepositions to the

students. This study is also hoped in order to make the students more understand about

preposition of place. Furthermore, this study is beneficial for the writer her self to enlarged

her knowledge about how to apply an appropriate method of teaching English prepositions,

especially preposition of place.

H. Definition of The Key Terms

In order to avoid in understanding with the terms used in this research, it is necessary

to define them as follows:

1. Preposition of place refers to prepositions which shows a place

2. PowerPoint is a program in the Microsoft Office suit that allows user to create

presentations handouts. By creating PowerPoint “slides” user can add color, images,

sound and movies to their text presentation.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. REVIEW OF THE THEORIES

1. Nature of Grammar

Grammar is one of component in language skills. Azar (1992: xiii) state that

English grammar can develop students’ skills in English as a second or foreign

language. It means that grammar one of the keys in getting the skills in English and it

can not be separated from the other skills. As we know, that grammar introduces the

students to the form, meaning, and usage of basic structure in English.

Furthermore, Emelia (2004: 11) states that grammar can support the students

dealing with the four language skills. There are speaking, reading, listening and

writing. It means grammar is an important component, and with a good grammar the

students can get another skill in English.

Based on the explanation above, we conclude that grammar is important

component in language skills. Grammar can support the four language skills.

There are many elements in grammar, such as tenses, pronoun, noun,

conjunction, elliptical construction, preposition, etc. Moreover, preposition, which is

important during the English teaching and learning process at the seventh grade

students. There are many kinds of preposition, such as preposition of place,

preposition of movement, preposition of time and the writer focused in preposition of

place.

2. English Prepositions

In studying English, one topic that learnt by students at the seventh grade of

Junior High School is preposition. According to Quirk and Friends (1973: 143) a

preposition expresses a relation between two utilities, and Quick also add about

preposition.

Then, According to Harmer (1998: 37) preposition is a word (or group of

word) which is used to show the way on which other are connected. So, many people

call preposition used to connect two utilities or two words. While according to

Wishon and Burk ( 1980 : 288 ) prepositions have been called the biggest little words

in English. They are usually quite short and significant looking, but they have very

important function.

Wishon and Burk (1980 : 289) also say about used of preposition in:

a. Meaning categories

1) Place, position

Table 1: Preposition of Place

Preposition ExampleAcrossAfterAgainstAmongAroundAtBeforeBehindBellowBetweenByInIn front ofInsideNearOnOn top ofOppositeOutsideOverToUnderUnderneath

Her house is across the streetThe first street after the bridge is State StreetHis bicycle was learning against the fenceThe letter might be among those papersThe shop is just around the cornerHe used to be a students at a North American UniversityI have your letter before me nowThe garage is behind the houseThey live in the apartment below oursHis shop is between the bank and the post office.That house by the lake is my dream houseShe was dozing in an armchair when we got thereThe ball stopped in front of the busCome it. It is warmer inside the houseYou shouldn’t smoke near gasolineHe found the book on the tableI want wiped cream on top of my strawberriesThe school is opposite the churchThere’s a bird’s nest outside my windowThe window is over the radiatorAttach the rope to the bumper of the carThe book was under the deskThe book is underneath the papers.

2) TimeTable 2: Preposition of Time

Preposition ExampleAboutAfterAroundAtBeforeByDuringFrom….toFrom…untilIn

I think, She will be away about a weekWould you please call after eightI get to may office around nine every morningI told her to meet us at six o’clock sharpTake this medicine before mealtimeShe should be back by seven at the latestDuring the winter, I think I’II go to FloridaThe office will be open from nine to one every dayShe works from eight until two six’s day a weekI’ll meet you in an hour

3. Using Media

In teaching and learning process, the teachers do not rely on spoken word only. Most

activities for the learners should include movement and involved the senses. It means that the

teacher had to have some media, such as plenty of object and pictures or demonstrates what

she/he wants the students do.

4. Power Point

There are many kinds of computer software for example: Microsoft words, Microsoft

excel Microsoft FrontPage, and Microsoft PowerPoint. Microsoft PowerPoint is one of

computer software that can be use to teach Preposition of place. It made the teachers and the

students easy in teaching and learning proceed.

PowerPoint is a program in the Microsoft office suite, which allows user to create

presentation and handouts (Fisher, 2003 :1) by creating PowerPoint “slide” user can add

color, image, sounds and movies to their text presentations.

B. REVIEW OF THE RELATED FINDING

Based on Arlan (2008:1), about “The effectiveness of using Pictures in Teaching

Preposition of Place toward the first year Students Achievement at MTsN Lubuk Buaya”,

The result of her research shows that there was a significant difference in achievement

between the students who are thought by using pictures and those who are though without

using pictures. The picture media can create situation quickly and easily in drills, pictures can

give reality to what may misunderstanding verbally by the students, and to provide decoration

for the classroom.

But, on this research, the writer will use PowerPoint in teaching preposition of Place

because PowerPoint enjoy the students very much, spend much time on the project then the

other on see to be more involve in their product.

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The design of this research is experimental research. In this research, the writer would

like see whether there is a significant effect between two classes; one class is taught by using

PowerPoint and the other is taught conventional media.

The design as follow:

Table 3: Design of test

Class Pre – Test Treatment Post - TestA Y X X1B Y - X1

A = the experimental class

B = the control class

X = treatment of the experimental class

X1 = post test for experimental and control class. (Gay: 2001: 369)

Based on the explanation above, after the writer choose two classes for the sample,

the writer do the pre-test to both of classes (the control class and experimental class). The

pretest do to see the basic ability of the student’s preposition of place before teaching in the

experimental and control class. Then, the treatment did to the experimental class only, then

the writer do the post test to both of the classes (experimental class and control class) to see

the significant effect of using PowerPoint in teaching preposition of place at the seventh

grade students of MTsN Payakumbuh in 2009/2010 academic year and to answer the

hypothesis.

B. Population and Sample

1. Population

The population of this study was all the seventh grade students of MTsN

Payakumbuh in 2012/2013 academic year which consisted of 217 students divided into 6

classes.

2. Sample

The writer was only need two classes among them. One class will used the

experimental class than the second class for the control class.

C. Instrumentation

The instrument of this research is grammar test in form of multiple choice tests.

After do the treatment, the writer give the post test to the students. Brown (2004:3) states

that a test is a method of measuring a person’s ability or performance and knowledge in

given domain. The writer give sixty four (40) item in the test among 75 minutes. And the

writer deliver into the following specification:

Table 5: Item Specification of test

No Preposition The Total Number of Items1 In 62 On 63 Under 44 Beside 35. In front of 46. Behind 67. At 68. Below 5

Total 40 item test

1. Validity of the Test

According to Gay (1987:191), validity is the most important and quality of a test. The

instrument was valid because the materials of the test are suitable with the curriculum of

seven grade students of Junior high school level. In this research the writer will use one type

of validity, namely content validity.

2. Reliability of the Test

The reliability of this test is achieved by doing try out test in form multiple choices.

There are 64 items which represent 8 kinds of preposition of place for the try out test. These

items analyze to see its reliability. After trying out, each item analyze to know the difficulty

level and discrimination level by using formula suggested by Gronlund (1981: 258).

a. Item Difficulty

In order to know the items difficulty it calculated by using formula:

P = x 100 %

P = item difficultly

RU = Number of students who got right answers of the lower group

T = Number of students who got right answers of the lower group

Table 6: The classification of item difficulties

00 % - 30 % Difficult

31 % - 79 % Moderate

80 % - 100 % Easy

If the level of teach item was 0 % to 30 %, it means that the test’s item was

difficult, if the level of each item was 31 % up to 79%, it was moderate, and if the

level of teach item was 79 % up to 100 %, it means that it was easy.

b. Item discrimination

The item discrimination difficulties of item were differentiating between

students who have high achievement and students who have low achievement.

(Gronlund, 1981) the formula as follows:

D = x100 %

D = Item discrimination power

RU = The population of the high class who answer correctly

RL = The population of low class who answer correctly

T = the total numbers of the students who analyzed

Brown (2004: 59) suggests the following classification of the items

discrimination:

Table 7: Items discrimination level

0,0 – 0,2 Discarded

0,2 – 0,3 Revised

0,3 – 1,0 Accepted

According to Brown (2004:59) if the level of each item was 0,0 – 0,2 it

was discarded. If the level of each item 0,02 – 0,3 was revised, and if the level

of each item 0,3 -1,0 the item was accepted.

D. Procedures of the Research

The procedure of the research as followed:

1. Determine the place of doing the research

2. Select the population of the research

3. Select the sample of the research

4. Give pre-test on the sample classes

5. Do the treatment for the experimental class

6. Give post test on the sample after did the treatment

7. Analyze the result of the post test using t-test.

8. Analyze the data, get finding of the research based on hypothesis and giving

the conclusion

E. Technique of Data Gathering

The briefly steps shown as follows:

1. Pre-test in experiment class and control class

2. Treatment

3. Post-test in experiment and control class

F. Technique of Data Analyzing

For scoring the test, the writer use the formula as follow:

P = x 100 %

P = Percentage of the students’ score

f = Frequency on the students’ answer

N = Total number of the test items

Then, the score of the students classify into five categories based on the

following classification, Haris (1969:134)

Table 8: The classification of students’ level ability

No Test Score Probable Class Performance1 90 – 100 Very Good2 80-89 Good3 70 - 79 Fair4 60 - 69 Poor5 < 59 Very Poor

In analyzing the data, the writer analyze the data both experiment and control

class in pre-test and post-test. First, the writer found the standard deviation both of

classes by using :

SD =

Note:SD = Standard deviation

∑X1 = The result of post-test

N = Sample size of the sample

Then, the writer used the formula t-test by Sudijono (2003:40).

t =

Note:t : Value of t calculatingM1 : Mean score of the experimental classM2 : Mean score of the control classS1 : Standard deviation of the experimental classS2 : Standard deviation of the control classN1 : Sample size of the experimental classN2 : Sample size of the control class ( Sudijono, 2003:40)

The t-test is used whether the t-calculated indicates a significant difference

between the mean score of the two classes. After the writer get t-calculated, then he

find the t-table by using coefficient significant 0, 05 and used degree of freedom (df)

by formula:

df = (N1 + N2 ) – 2

Note:

df : Degree of freedom

N1 : Number of Students of experiment class

N2 : Numbers of Students of control class (Sudijono,2003:40)

If the value of the t calculate the same as or less than the value of t-table,

whether the Null hypothesis is rejected, it mean that there is no significant effect of

using PowerPoint in teaching preposition of place at the seventh grade students of

MTsN Payakumbuh in 2012/2013 academic year but if t-calculated is bigger than the

value of t-table, the hypothesis of the research was accepted, it means that there is a

significant effect of using PowerPoint in teaching preposition of place at the seventh

grade students of MTsN Payakumbuh in 2012/2013 academic year.