The Influence Of Using Entertaining Power Point Media On Students’ Understanding Of Passive Voice (A Quasi-Experimental Research In The First Grade Of Senior High School Students At Sman 9 Tangerang Selatan)

(A Quasi-Experimental Research in the First Grade of Senior High School Students at SMAN 9 Tangerang Selatan)

By

MEGA ERNESVIA PERTIWI NIM. 109014000172

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

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(A Quasi-Experimental Research in the First Grade of Senior High School).

Advisor : 1. Dr. Atiq Susilo, MA

2. Atik Yuliyani, MA. TESOL

Keywords: Power Point, Learning Media,SMAN 9 Tangerang Selatan

Power Point has some advantages in delivering presentation. With simple operation and supported features, Power Point enables teachers to design an entertaining English material. Therefore, this research aimed to examine the influence of using entertaining Power Point media on students’ understanding of Passive Voice. This research was started on March until June 2013. Method which was used in this research was a quasi-experimental research with pretest-posttest control group design. The students in the first grade of SMAN 9 Tangerang Selatan were decided as population. By using purposive sampling, the students of X1 and X2 were the sample of this research. The instrument used in this research was test and observation. Hypothesis testing with t-test statistic formula was a technique in analyzing the data. Based on the result of hypothesis testing, the alternative hypothesis was accepted, it was proven by the value of tobserved> ttable(5.23 > 2.00). Thus, it can be concluded that

Power Point as a learning media gives the significant influence on students’ understanding. According to the observation, teaching and learning process took place effectively and interestingly through showing videos, pictures, and animations. The students participated more active in the learning process. And also, by utilizing Power Point media, teacher was motivated to be more creative in creating the teaching material.

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Voice_{(Penelitian Quasi-Eksperimen pada Siswa Kelas X di SMAN 9 Tangerang} Selatan).

Pembimbing : 1. Dr. Atiq Susilo, MA

2. Atik Yuliyani, MA. TESOL

Kata Kunci:Power Point, Media Pembelajaran, SMAN 9 Tangerang Selatan

Power Point memiliki beberapa kelebihan dalam kegiatan presentasi. Dengan pengaplikasian yang sederhana dan fitur pendukung, Power Point memudahkan guru membuat pengajaran bahasa Inggris yang menghibur. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Power Point yang menghibur terhadap pemahaman siswa pada materi Passive Voice. Penelitian dimulai pada bulan Maret sampai Juni 2013. Metode penelitian yang digunakan adalah metode quasi eksperimen dengan desain kelompok kontrol pretest-posttest. Siswa kelas X SMAN 9 Tangerang Selatan merupakan populasi dalam penelitian ini. Dengan menggunakan teknik purposive sampling, maka kelas X1 dan X2 dipilih sebagai sampel. Instrumen yang digunakan dalam penelitian ini adalah test dan observasi. Uji hipotesis dengan rumus t-test digunakan sebagai teknik dalam mengalisis data. Berdasarkan hasil uji-t, hipotesis alternatif diterima karena hasil thitung > ttabel (5.23 > 2.00). Jadi dapat disimpulkan bahwa media Power Point yang

menarik memberikan pengaruh yang siknifikan terhadap pemahaman siswa pada materi Passive Voice. Menurut hasil observasi, kegiatan belajar mengajar menggunakan Power Point berlangsung lebih efektif dan menghibur melalui tampilan video, gambar, dan animasi. Siswa menjadi lebih aktif berpartipasi dalam proses belajar mengajar. Dengan menggunakan media Power Point, guru menjadi termotivasi untuk lebih kreatif dalam menyusun materi pengajaran.

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In the Name of Allah, the Most Gracious, the Most Merciful

All praises be to Allah, the Beneficent and the Merciful, who has given His love and compassion to help the researcher finish this last assignment in this study. Peace and blessing be upon to the prophet Mohammed, his companions, and his adherence.

In particular, the researcher must single out her beloved parents who provided caring helpful suggestion and continued encouragement to her. This writing is dedicated to them. Then, she must express her deep appreciation to her advisors, Dr. Atiq Susilo, MA and Atik Yuliyani, MA. TESOL, who have given her their thoughtful advocate throughout writing thisskripsi.

She also wishes to thank the headmaster of SMAN 9 Tangerang Selatan, Drs. H. Ahmad Nana Mahmur MA, M.Pd who allowed her to conduct the research in this school. She is also grateful for the comments and supports of her teacher ‘pamong’, Wiwin Sambawa Rohmi, S.Pd based on her experience in studying and teaching.

The researcher realized that she would never finish this skripsi without the help and support of some people around her. Therefore, her thanks also go to:

1. All lecturers of English Education Department and staff of the State Islamic University Jakarta.

2. Drs. Syauki, M.Pd as the head of English Education Department. 3. Zaharil Anasy, M.Hum, the secretary of English Education Department.

4. Nurlena Rifa’i, M.A., Ph.D, the Dean of Faculty of Tarbiyah and Teachers Training.

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Thus, it will be pleasure for the researcher to receive critiques and suggestions from others to develop her writing. At last, She hopes thisskripsi helps her to get “A” and will be useful for others.

Jakarta, 17thNovember, 2013

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APPROVAL SHEET ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI_{... iv}

ABSTRACT (English Version) ... v

ABSTRACT (Indonesian Version) ... vi

ACKNOWLEDGEMENT... vii

TABLE OF CONTENT... ix

LIST OF TABLE ... xii

LIST OF APPENDICES ... xiii

CHAPTER I INTRODUCTION ... 1

A. Background of the Research... 1

B. Identification of the Research... 4

C. Limitation of the Research ... 5

D. Formulation of the Research ... 5

E. Objective of the Research... 6

F. Significance of the Research ... 6

CHAPTER II THEORETICAL FRAMEWORK... 7

A. Learning Media ... 7

1. Definition of Learning Media ... 7

2. The Role of Media in Learning... 9

3. Kinds of Learning Media... 11

4. Guidelines in Choosing Learning Media ... 15

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2. Formula of Passive Voice ... 21

3. The Key Points in Teaching Passive Voice ... 25

D. Relevant Studies ... 26

E. Conceptual Framework ... 28

F. Hypothesis ... 30

CHAPTER III RESEARCH METHODOLOGY ... 31

A. Place and Time ... 31

B. Research Method and Design ... 31

C. Population and Sample ... 32

D. Variable ... 33

E. Technique in Collecting Data ... 33

1. Test ... 33

2. Observation... 37

F. Technique in Analyzing Data ... 37

G. Procedure in Teaching Passive Voice ... 38

H. Statistical Hypothesis ... 39

CHAPTER IV RESEARCH FINDING... 40

A. Data Description ... 40

1. Pretest and Posttest Controlled Class ... 40

2. Pretest and Posttest of Experimental Class... 42

B. Analysis of Pretest and Posttest... 44

1. Normality Testing ... 44

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CHAPTER V CONCLUSION AND SUGGESTION ... 51

A. Conclusion... 51

B. Suggestion ... 52

BIBLIOGRAPHY ... 53

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Table 3.2 Item Validity of Multiple Choice and Essay ... 34

Table 3.3 Category of Reliability... 35

Table 3.4 Difficulty Level of Mulitple Choice and Essay ... 36

Table 3.5 Discriminating Power of Multiple Choice and essay ... 36

Table 4.1 The Test Result of Controlled Class ... 40

Table 4.2 The Test Result of Experimental Class... 42

Table 4.3 Normality Testing of Pretest in Controlled Class ... 44

Table 4.4 Normality Testing of Posttest in Controlled Class ... 45

Table 4.5 Normality Testing of Pretest in Experimental Class ... 45

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Appendix 2 T-Distribution... 56

Appendix 3 Normality Testing of Pretest in Controlled Class ... 57

Appendix 4 Normality Testing of Posttest in Controlled Class... 58

Appendix 5 Normality Testing of Pretest in Experimental Class... 59

Appendix 6 Normality Testing of Posttest in Experimental Class ... 60

Appendix 7 AnatesV4... 61

Appendix 8 Try Out Test of Multiple Choice Items... 63

Appendix 9 Try Out Test of Essay Items ... 68

Appendix 10 Pretest and Posttest of Multiple Choice Items ... 69

Appendix 11 Pretest and Posttest of Essay Items ... 74

Appendix 12 Rancangan Pelaksanaan Pembelajaran I Kelas Kontrol... 75

Appendix 13 Rancangan Pelaksanaan Pembelajaran II Kelas Kontrol ... 80

Appendix 14 Rancangan Pelaksanaan Pembelajaran I Kelas Eksperimen.. 84

Appendix 15 Rancangan Pelaksanaan Pembelajaran II Kelas Eksperimen. 90 Appendix 16 Observation Sheet of Students Learning Activity in Controlled Class... 96

Appendix 17 Observation Sheet of Students Learning Activity in Experimental Class ... 102

Appendix 18 Observation Sheet of Teaching Activity in Controlled Class .. 108

Appendix 19 Observation Sheet of Teaching Activity in Experimental Class 114 Appendix 20 References Endorsement Sheet ... 120

Appendix 20 Surat Izin Telah Melakukan Penelitian... 123

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A. Background of the Research

To understand the English language, people need to comprehend the English grammar. The ability to understand and talk in English is a fundamental goal because it may be difficult to discuss the accuracy of sentence or message without knowing the rules itself (grammar). Referring to the educational field, teaching and learning process in the class may not be effective if students do not know about the basic of language. Moreover, the understanding of English and the ability to use it are the objective of teaching and learning.

To achieve the educational objective of English teaching and learning, teachers teach grammar to help students understand about the accuracy of the language. By understanding the English grammar, students can arrange the language form correctly, so the interlocutor catches the accuracy of meaning. For example, when people say “The girl has watered her flower garden”, its meaning must be

different from “Her flower garden has watered the girl.” In this case, grammar plays

its function as a regulator of the language to make a logic meaning.1

There are many elements of grammar that should be understood by students, for instance, understanding tenses, parts of speech, pronoun, and one of topic which is available in curriculum is Passive Voice. Passive Voice does not talk about a little part of grammar but talks about some parts of grammar. Henceforth, it is stated that Passive Voice which involves some aspects of grammar may confuse the Indonesian learners.

Based on the preliminary study at SMAN 9 Tangerang Selatan, the data showed that the students got low achievement on Passive Voice. All students there whose first language is not English might be confused by the structure of Passive

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Voice because of several reasons. First, the structure of English language is fundamentally different from Indonesian language, namely the position of noun and adjective in a sentence, the verb-change, etc.

Second, some of common mistakes when students speak or write are when predicate and subject do not agree. Third, in producing passive sentence, students should know about pronoun of each subject or object. It is caused that in passive sentence, the position of subject and object exchanges. For example, ‘The door was opened by he’ from active voice ‘He opened the door’. That sentence is error because

of the misuse of pronoun. Instead, the correct sentence is ‘The door was opened by him’. Hence, they should know which one the subject and object to be placed in different position then.

Last but not least, the reason of why Passive Voice is difficult is the change of verb-form. The change of verb-form into past participle is complicated because there are some irregular verbs which must be different from the change of regular verb.

Moreover, the preliminary study showed that the process of teaching Grammar had been running conventionally. Teachers gave too many explanations without any eye-catching aid to make the material easy to understand and to attract

students’ attention and motivation in learning. Then, the activity in the classroom tended to be monotonous because teachers gave a few chances to students to speak up. According to those reasons, this research raised Passive Voice as the topic. To follow up the phenomenon, it is needed such an aid to solve the problem.

Basically, teaching and learning process is a communication between teachers

and students. Learning is a change at person’s behavior as a result of interaction between students, teachers, and learning sources.2Interaction and communication are the process to give and take message from the sender to the receiver. In this case, teachers take a main role as the ones who send the information to student.

2

Suyono,Belajar dan Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2011), p. 13.

The success of people in doing a communication process depends on how they deliver the information and what media they use. Media can be defined as the instrument which is used to help people deliver such information.3 Likewise in teaching and learning process, teachers should use media to support the communication process between them and their students. Media which are provided by teachers aim to help students process the information easily. As a result, the use of media in teaching and learning is necessary to facilitate the communication in the class.

To solve the problem, this research proposes an alternative media which is a familiar thing to teachers. Teachers are expected to use and develop media to modernize their teaching. One of teachers’ roles in teaching is the ability to utilize media. Yet, teachers have not used the media which is suitable to students’ needs in the present era. In reality, there have been many teaching processes which appointed teachers as the ones who give the information and students accept that information. Teachers tend to deliver much explanation by speech rather than to attract students’

attention and let them make their own thinking. Unfortunately, in this global era, teachers still use conventional media which may not be practically functioned in a bigger class. Therefore, it is needed another media which is applicable and appropriate to the condition in the class.

In line with the need of using media in learning, nowadays the advanced of technology is getting better. Technology has been created to facilitate people’s life,

and it can be a medium for teachers and students in learning process. Technology has impacted virtually every aspect of society around the world. In short, the globalization of technology should essentially be taken advantage by teachers to produce a more interesting teaching and learning process. The utilization of advanced technology as a medium in learning is expected to help the process of learning.

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Besides that, one of technologies which is globally utilized by people is multimedia. Multimedia can be used by teachers to create a fun and enjoyable learning process. By using media with the help of showing pictures, colors, sounds, etc. the delivered information will be easily comprehended by students, so the learning objective can successfully be achieved.

Undeniably, media help teachers to motivate students by bringing a contextual point and help students process the information given.4 Related to the explanation of the development of technology above, teachers should think creatively to make an innovation to their teaching process. In this case, one of multimedia which can be applicable in language teaching and easily utilized by the teachers is Microsoft Power Point. Supported by colorful pictures, texts, and sounds, Power Point can be one of media used by teachers to either get students’ attention or enhance their

understanding in learning material. Moreover, the benefits of Power Point can be functioned by teachers to make their teaching process is up-to-date; that’s why, the

development of technology, in this case Power Point, can be utilized to avoid the conventional process in the classroom.

According to the explanation and the problem above, this research will be conducted to look at the influence of entertaining Power Point as a media in language learning. In short, this research raised a title “The Influence of Using Entertaining Power Point Mediaon Students’ Understanding of Passive Voice.”

B. Identification of the Research

Based on the background of the research above, the problems which are identified as follow:

1. Teachers have not still used the appropriate media yet in teaching process. 2. Teachers tend to use conventional media in teaching that give much

explanation rather than encourage their students to practice.

4

Marianne C. Murcia,Teaching English as a Second or Foreign Language, (Wadsworth: Heinle & Heinle Publishers, 1991), 2ndEdition, p. 454.

3. Many advanced technologies and multimedia can be utilized by teachers to develop their teaching style.

4. Schools and teachers just lack of maximizing the advanced technology to support teaching and learning process.

5. The students have low motivation and achievement in English learning. 6. Learning Passive Voice may be a complex material for students because it

consists of learning about be, tenses, subject, object, and some parts of grammar.

C. Limitation of the Research

There are many kinds of learning media can be utilized by teachers in teaching and learning process to enhance students’ understanding. The limitation is

important to make this research is neither too broad nor too narrow. Therefore, this research focuses on finding the influence of using entertaining Power Point as a learning mediaon students’ understanding ofPassive Voice subject.

D. Formulation of the Research

Based on the explanation above, this research will be conducted to figure out the information of using entertaining Power Point as one of learning media in teaching English. Thus, the problem is formulated as follow:

“Is there any influence of using entertaining Power Point media on students’

understanding ofPassive Voice?”

It is a quantitative research by applying a quasi-experimental method with pretest-posttest control group design.

E. Objective of the Research

According to the formulation above, this research will be conducted to look at the influence of using entertaining Power Point media on students’ understanding of

Passive Voice subject.

F. Significance of the Research

It is expected that this research can give some advantages for the readers. By accomplishing this research, the readers get information about Microsoft Power Point, learning media, and Passive Voice. Then, it will give a portrait especially for the English teachers about techniques to teach English using entertaining Power Point media. Next, teachers know the appropriate media in the classroom. Furthermore, utilizing media can help teachers solve the problem in teaching language and enhance

students’ outcome. In addition, this research may encourage teachers’ creativity in

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A. Learning Media

1. Definition of Learning Media

Media are the plural form of the word ‘medium’. It comes from Latin. Learning media is actually the media which are used in learning. Media are such things that are used by teachers and students in teaching and learning process. Literally, media are mediator. In the communication process, media are used as the mediator or channel to deliver message between interlocutors. Media are all kinds of aid to give the valuable contribution to teaching process, in another word, media are something that drive the curriculum.1 A set of plan which has been stated in curriculum should be run effectively by teachers. By using media, a process in transferring knowledge occurs with the help of mediator.

According to another definition, media and technology are regarded as the central element in the approach to study.2In this case, the systematic instruction takes place in the classroom, and media are as the prominent things in facilitating the agent in that learning process. In connection with the preceding argument, media are really needed in teaching and learning process. It is caused that learning media are such the instruments which are used to facilitate the communication and interaction process between teachers and students.3 Therefore, learning process in the classroom can be considered as a good process if teachers utilize media in their teaching.

1

Marianne C. Murcia,Teaching English as a Second or Foreign Language, (New York: Heinle & Heinle Publishers, 1991), 2ndEdition, pp. 454—455.

2

Jon Davison,Learning to Teach English, (New York: Routledge Falmer, 2003), 2ndEdition, pp. 169—170.

3

Association for Education and Communication Technology (AECT) defines media as the things used to help the information transfer successfully.4 In line with AECT, Association for National Education says that learning media are all kinds of communications through either written or spoken form. Media should be used as the channels to help people deliver the information.5 Based on both definitions above, learning media can be argued as a something that supports the conveying knowledge in the educational process. Teachers may creatively organize or construct the media which are going to be implemented in the classroom depends on the instructional objective. Thus, teachers have authority to select and apply the instrument as a learning media as long as it is appropriate to the curriculum, provided facility, and capacity of school.

Quoted from certain book, media is roughly defined as a mediator of communication derived from the Latin word ‘between’, the term refers to anything

that carries information between speakers to receivers, and media need such equipment to deliver the information.6 Actually, communication and media connect to each other. When people communicate with others, they directly use media to convey their intention. It is necessary to carry the information to receiver easily. Therefore, media which are used in the learning process proposes to deliver knowledge to students, and help them comprehend the delivered information quickly.

Media in learning are all kinds used to convey the information in the classroom between teachers to the students. It can be printed and non-printed media. Both kinds of media should be something that can be seen, listened, and read by students. Teachers may create, organize, or construct their own media to design an interesting teaching style. In another word, learning media must be something that can be used by teachers to stimulate and attract students’ interest in learning.

4

Arief S. Sadiman,Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatannya, (Jakarta: PT Raja Grafindo Persada, 2005), 5thEdition, p. 6.

5

Ibid.,p. 7. 6

According to the experts (Sadiman, Murcia, Basyiruddin, and Davison), definition of media are basically something that help the communication. Because learning process is also the process of communication between teachers and students, so media are really necessary in learning. It can be concluded that learning media is a prominent element that should be available in teaching and learning process. Media may be channel for teachers to make their information be interesting to students. Therefore, media in learning is possible to help teachers control their students. Hopefully, by using media, they are not forced to study, but students themselves have their own interest to listen and comprehend the information given.

Henceforth, media and learning related to each other. Teachers use media to convey their meaning in a better way. Teaching and learning process may occur effectively, so the educational objective can be achieved.

2. The Role of Media in Learning

All kinds of aids which are used in learning are fundamentally to support teaching and learning process. Using one of those aids, learning media, is to create an effective teaching. Therefore, utilizing media in learning can be one of vigorous ways of teachers to help them achieve the learning objective.

Essentially, the use of media in learning is to facilitate the interaction between teachers and students. Improving the way of communication in learning is also an effort to improvestudents’ understanding. Enhancing students’ understanding on the subject taught should be interesting through seeing and listening. It is better for teachers to establish their teaching by stimulating all senses of students than giving much verbalization. Giving information in the classroom by explanation and speech should be decreased to avoid verbalizing, because verbalizing gives less image and experience to students. Learning experience can be conveyed to the students by showing abstract or concrete example. The concrete example given by teachers, the

better students’ understanding will be. By giving the concrete learning experience, it may strengthen students’ memory.

By giving a more visual example to students, the intended message will be processed and stored in their mind better. It is intended to make students work actively because they are given an entertaining material to attract their attention. On the contrary, delivering information verbally or using symbols will give less experience to students, for they get the information by processing the words only. Referring to the advantages of Power Point, it may give information through either visual or audio. Moreover, Power Point can be modified to give students an instruction to conduct discussion or simulation.

The use of media can support teachers to provide the concrete learning to their students. Indirectly, by utilizing media, teachers may decrease their speech to avoid much verbalization, and give more concrete experience to sharpen students’ understanding. The following points are the role of media in learning.

a. Media can elucidate the information. In presentation stage, for example, teachers can function media to clear their information and underline the main point of their teaching.

b. Media are put in learning to stimulate the communicative interaction between teachers and students.

c. Media appeal to students’ sense and help them process the information.7 d. Media can enhance teaching and learning process.8 Because the main role of

media is to facilitate the communication, so media used in learning have also a role as the aid to support teaching process in the class.

e. In line with the previous point, using media in learning makes teaching and learning process more exciting and can be meaningful.

f. Media reduce verbalization to avoid conventional method; hence teachers may not explain in much speech.

7

Marianne C. Murcia.op. cit., p. 456. 8

g. Media help teachers motivate students by showing a more communicative material in the class.

h. Media enhances students’ memory, for the learning stimulates all sense of students.

i. Media can handle the inadequacy of students’ experience, teachers’ ability, and school facility. Therefore, media assist teaching process and interaction between teachers, students, and environment. For example,

• A big object, such as elephant, house, etc. which cannot be taken to the class can be replaced by realia, model, or picture that may show the smaller object.

• An event or accident cannot be repeated any more, but teachers can replay it to students by functioning media.

j. The regulation of providing media in learning can stimulate teachers’ creativity to select and design media for their teaching.

k. Media can boost students’ attentionand imagination to the learning material. The use of media can enhance the quality of teaching and learning. Teachers may select their media which are suitable for their teaching and students. The use of media can also help students process the information and store them in their mind. By stimulating the senses, teachers give a more concrete input to them, because students can process the knowledge through especially their sight and hearing.

3. Kinds of Learning Media

There are many media can be functioned by teachers in the class. To simplify the implementation of media in learning, teachers should select the most appropriate media. The kinds of media in learning are provided as follow; in order to teacher get guideline in choosing media.9

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a. Graphics Media

Graphic media is used to deliver message or information by using symbols, numbers, or texts. Graphic media emphasizes on people’s sight in processing the information. It strengthens visual messages in attracting people’s attention, and also simplifies the intended message. Literally, visual element is something that can be seen by people, and give a meaningful point to teaching.10 It means the use of visual element for teaching gives a very similar description about the object is being learnt; and it surely helps students process the information.

In teaching and learning process, normally, the students will be enthusiastic about the visual material. It can be interesting pictures or eye-catching poster that helps students remember the information. There are some media which can be identified as graphics media.

• Pictures / Photos

This one of graphic media is commonly used in teaching because of its advantage. Pictures or photos are easy to bring to the class and relatively cheap. Teachers can use this kind of graphic media repeatedly. By showing pictures or photos, students can visualize the real object because this media gives very alike visualization.

• Sketch

According to Cambridge Dictionary, sketch is a simple, quickly-made drawing which does not have many details. If teachers cannot provide picture or photo for showing the object; they may draw it which is possibly can describe the intended object. Unfortunately, to use this media, teachers are expected to be able to draw the object, and it is quite difficult to be applied for complex object.

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• Diagram / Chart

This kind of media is really suitable for explaining symbols, numbers, and conditions which are difficult to be explained through writing or speaking.

• Poster

Poster basically includes picture and inscription in its use. It is usually made to attract people’s attention and to enhance people’s motivation by showing interesting picture, persuasively clear-brief writing, and sparkling color.

In summary, those all kinds of graphics media have some benefits in teaching, for instance, they can attract students’ attention by colorful and interesting pictures. The use of graphics media more focuses on stimulating visual ability, so it is good for students who are visual learners. Then, graphics media also simplifies teacher’s explanation because it does not use much text; and then it is practical in use.

b. Audio

Different from graphics media, this kind of media is helpful for auditory students. The use of this media only manipulates the sounds, such as music or even teachers’ voice to stimulate sense of hearing. Teachers use audio as a learning media should rely on the ability of such a thing to produce sounds. The examples of audio are radio, tape recorder, etc. In fact, the use of radio or tape recorder in teaching may not be practical because it needs other aids to support it; and sometimes the broadcast is not appropriate to the material.

c. Multimedia

Fundamentally, multimedia involves the use of any other media, namely visual and audio which are connected to computers. Multimedia is a mean of connecting some equipment to computer with the purpose to present such information interactively.11 Referring to the literal meaning, multimedia means having more than one media, so multimedia combines the advantage of each kind of media, visual,

11

Adrianne L. Hernel,50 Strategies for Teaching English Language Learners, (Boston: Pearson, 2012), 4thEdition, p. 276.

audio, and audiovisual to produce much more interesting presentation. Multimedia supposedly means the process and presentation of information in two or more media involving high technology.

Similar to the previous meaning of multimedia, Cohen said that “multimedia can also be defined as a mean of accessing, storing, sharing, processing, editing, selecting, presenting, and communicating information through a variety of media.”12

According to the above definition, multimedia has totally functioned the use of computer system. In this modern era, the complex system of multimedia may not be a barrier for people or especially teachers to utilize it. Another definition from Shelly explained that “multimedia is as those technologies that allow user to create new forms of interaction, expression, communication, and entertainment in a digital format.”13 Based on those definitions, multimedia lets teachers be more active in designing their presentation. By using the combination of texts, colors, graphics, animations, and audios, teachers can strengthen their performance because the program combines the benefit of each kind of learning media. The use of multimedia is actually proposed to optimize the presentation by showing the fascinating explanation to the audience; it also helps teachers teach either visual, auditory, and kinetic students.

To sum up, this kind of technological media can support teaching and learning process; teachers as the main actor in the class may design an attractive process for students. Students are motivated to learn because of an impressive teachers’ presentation. Therefore, learning from that interactive technology can be more efficient, and students may achieve a better mastery than only remember the material. On the contrary, teachers should notice the creativity of using the technology, for it can be out of focus of the learning objective.

12

Louis Cohen,A Guide to Teaching Practice, (London: Routledge Falmer, 2006), 5th Edition, p. 60.

13

Gary B. Shelly, et al.,Integrating Technology and Digital Media in the Classroom, (Boston: Course Technology, 2010), 6thEdition, p. 6.

4. Guidelines in Choosing Learning Media

For the first, graphics media emphasizes on visual aids as its strength in teaching; meanwhile audio media determines its purpose on reinforcing sounds or music in the class. For all kinds of media stated before, each media has its own strength and weakness in its application; thus, teacher is expected to be able to select the most appropriate media to be implemented in teaching process.

Actually, there is no the best media in teaching because it depends on the condition and any other factors influence the use of media. As a director in the class, teachers should consider the advantage and disadvantage of each media. Before utilizing such a media, teachers should think about first, what the instructional objective want to be achieved. Second, the characteristic of students is also the crucial thing to be considered, and many other considerations influence the selection of media. Some guidelines are provided for teacher in choosing media before they apply the media in the classroom. Here are some.

a. Teachers should consider that media are appropriate to the learning objective.

b. Teachers should make sure the media can support the teaching and learning process.

c. Teachers should evaluate the availability of the equipment before utilizing it in order not to slow the process.

d. The media should be relevant to either the students’ need and ability or the school condition.

e. Teachers should make sure students recognize and understand the media used easily.

f. It is also important that a teacher is a person who utilizes the media, thus he/she must be expert in using the chosen media.

Teachers should recognize which one the most relevant media to their teaching, besides the consideration of cost, place, and procedure to use it. Basically, teachers and students will not make much progress in the process if they rely solely on the ordinary media. Therefore, the guidelines give teacher some consideration before deciding and developing which one can exactly facilitate the process. All in all, the role of media in the classroom will give a positive effect to the teaching process if they are relevant to students’ need and teaching point.

B. Microsoft Power Point

1. Definition of Microsoft Power Point

Microsoft Power Point is one of software available in Microsoft Office. Power Point provides a program to facilitate people deliver the information through a sophisticated presentation. Previously, Power Point is widely used in business. People function Power Point to present the information related to economic, but now, people may use Power Point in educational context. O’leary defined “Power Point is a graphics presentation program designed to help people produce a high-quality presentation that is both interesting to audience and effective in its ability to convey message.”14 By using Power Point, people can add graphic, animation, or video into their presentation. It is proposed to make the information which is being delivered

can attract people’s attention, so they catch the intended point of the speaker.

Supported by other definition from Stephen Haag, “Power Point is a fully-featured presentation graphics application capable of creating dynamic slide show, and it can contain audios, videos, graphics, and be fully interactive.”15

In line with that, the progress of Power Point in this era can also be implemented to teaching. Teaching is not merely a process to give knowledge to students, but it deals with the complex activity, such as to persuade, motivate,

14

Timothy J. O’Leary,Microsoft PowerPoint 2002, (New York: McGraw-Hill, 2002), p. 1.7. 15

Stephen Haag,Microsoft Office Power Point 2003, (New York: McGraw-Hill, 2004), p. PP 1.3.

educate, and entertain the students. Thus, Power Point may be an alternative media for teachers to do those activities simultaneously. In teaching process, Power Point can be something that allows the user to produce simple attractive diagram, which needs certain skill of the users to design entertaining style into their slide presentation.16

Actually, the use of Power Point is quite easy because the software is directly available in Microsoft Office program. Nowadays, software of Power Point has been known by mostly people, furthermore the icons to operate this program is widely comprehended by people who are even not a programmer. Thus, the procedure to use it, is as simple as Microsoft Word. Therefore, although teachers are not a programmer, they can operate this program to develop their teaching easily.

Other definition defines “Power Point as a multimedia allows people to use stunning visuals-graphics, charts, diagrams, photos, and artworks with video, sounds effect, and narration.”17 Basically, Power Point is multimedia that combines the advantages of media, namely visual, audio, and audiovisual into the slide presentation program. Microsoft Office Power Point needs computer system and other sufficient components to support its software. For delivering knowledge in teaching, “Power Point program permits teachers to add all kinds of visual and audio aids.”18

Therefore, Power Point surely facilitate the students with different characteristics

without alter teachers’ role in the class.

The recently development of technology hopefully can initiate teachers develop their style in teaching. Based on the definitions above, it can be concluded that Power Point is a type of presentation software which allows the user show colored text and image with simple animation and sound. It can be easily utilized by teachers to design such a something new into their teaching. It assists teachers with

16

Nicholas B. Oulton,Killer Presentations, (Oxford: How to books, 2007), 2ndEdition, p. 7. 17

Harry Mills,Power Points!, (New York: AMACOM, 2007), p. 30. 18

Donald R. Cruickshank,The Act of Teaching, (New York: McGraw-Hill, 2006), 4thEdition, p. 191.

simple and fascinating presentations. Teachers may decrease their speech to avoid much explanation, and strengthen the essential point to students. In other word, teachers will create an efficient and effective teaching to get the learning objective.

2. The Advantages of Microsoft Power Point

Generally, technology gives teachers much opportunities to create a more deeply impressive teaching. Teachers may utilize those all technologies with the purpose to improve the quality of teaching. One of those technologies which is quite possible to use in the classroom is Microsoft Office Power Point. Power Point provides a program to facilitate teachers design a high quality presentation, thus it allows teachers to be more creative in designing a learning material.

Delivering such knowledge to students via Power Point incorporates slides with graphics, sounds, texts, and colors. Clark and Pavio argue that information which is elaborated through either visual or auditory association provides better memory than words.19 In another word, through interesting presentation, students will give more attention to the material; they will process the information better with the help of either visual or audio elements. Therefore, the presentation via Power Point may not give big effect to teaching if teachers provide text into slides without images or sounds.

When teachers present the material, the first thing that should be done is grabbing students’ attention. When teachers get students’ attention, it may cause the increase of students’ understanding because they focus on attending the presentation. Referring to it, the better quality presentation makes the better teaching process. Harry Mills says that “seventy-five percent of what people learn comes from the visual aid, 13 percent through hearing, and the rest through smell, taste, and touch.”20

Consequently, the utilization Power Point as a learning media is acceptable because

19

Karen Gardner, Power Point and Learning Theories,Transformative Dialogues: Teaching and Learning Journal, Vol. 5, July 2011, p. 2.

20

the impressive presentation can stimulate all students’ sense. So, why should teachers consider using Power Point in teaching? These following points are the advantages of Power Point to answer the question.

a. Power Point provides an encouragement and a support the material by facilitating the presentation in a professional manner.21 It gives user a default template to design an easily clarity presentation, so, not only can programmer create an interesting performance, but also teachers.

b. It gains and grabs students’ attention by showing impressive and memorable presentation, in other word, Power Point gives opportunity for students to notice the material more.

c. The software prepares simple slides that enables teachers incorporate only clear and briefly texts and add sophisticated visual and auditory media in it. It is proposed to teachers deliver an exactly effective information. d. The files are easily printed and distributed in any form. Moreover, it can

be saved in a certain format to be presented or distributed again in which technology is available.

e. Delivering information through visual and audio system enables different characteristic of students, either visual or audio and combination of those student learning modes.

f. Power Point has easy-designed animation programs which permits teachers to make a simple presentation with entrance, motion path, emphasis, andexit. With those program, teachers can design a stimulating material to get heed of students.

g. Power Point can appeal to students’ senses, and motivate students by bringing such a comprehensible input in learning. Thus, it can help them process the information well.

21

Allan M. Jones, The Use and Abuse Power Point in Teaching and Leaning in Life Sciences, BEE Journal, November 2003, p. 2.

In general, teachers may utilize Power Point in learning because of many advantages it gives. Delivering presentations via Power Point is more effective when they incorporate images and sounds with briefly explanations. Those advantages of Power Point may lead to a better teaching and learning by stimulating all senses of students to process the information. Moreover, teachers should notice that Power Point is not complicated program to design. Many facilities provided by this software simplifies teachers’task to structure the material. Therefore, supported by technology in modern era, teachers are expected to create and develop an effective teaching.

C. Passive Voice

1. Definition of Passive Voice

Talking about passive voice cannot be separated to talking about active voice because students should be encouraged to form passive voice from the active sentence given. Both sentences need transitive verbs to indicate them as a passive or active sentence.“Voice itself means the form of transitive verb takes to show whether the subject of the verb performs or receives the action.”22When the subject of a verb performs the action; it is called an active voice. Meanwhile, the subject which receives the action is called passive voice.

The passive form allows people to focus on the action and the receiver of that action. In line with the above definition, passive voice is a sentence in which the verb indicates the object of the action or the effect of the verb.23 In this case, students should understand which one as a subject or object in a sentence, either active or passive. As the following examples show subjects, verbs, and objects in active and passive voice.

22

John E. Warriner,Literature and Language Arts, (Austin: HOLT, RINEHART, And WINSTON, 2009), p. 211.

23

Active Voice : My brother broke the mirror.

S V O

Passive Voice : The mirror was broken by my brother.

S V O

Active Voice : Dianne will invite Tom to her party.

S V O

Passive Voice : Tom will be invited by Dianne to her party.

From the sentences above, it can be explained that, first, the object in active voice becomes the subject in the passive form. Second, the subject in active voice may become the one who receives the action begun with by. In active sentence, my brother is the focus idea, but in passive sentence, the mirror is the main point.

To understand the passive form, students should know the grammatical term of subject, object, and transitive verb. The term ‘by-phrase’ is used for the

prepositional phrase that includes the doer of the verb’s action. Yet, it sometimes

does not require identification of the doer because it may not important or necessary to know who did something.24

In summary, passive voice is a sentence in which it focuses on what happens to the subject (who/what gets the action), whereas an active voice shows the action of what subject does. In the passive voice, the subject of active sentence becomes the object of passive sentence.

2. Formula of Passive Voice

There are some rules to change an active sentence becomes passive voice. a. Students change the subject in active becomes the object in passive. So, the

position of agent in active will be put after the verb which is preceded by

‘by’.

24

Martha Hall and Betty S. Azar,Understanding and Using English Grammar, (New York: Pearson, 2010), 4thEdition, p. 70.

b. The active voice should be a transitive sentence; it is defined as a sentence that needs object to complete the verb.

For example:

Active : Alex is preparing that report.

That sentence has an object (that report), so it can be changed into passive voice.

Passive : That report is being prepared by Alex.

c. The formula of passive voice is subject followed by tobe (depends on tenses) and past participle.

d. If people need to know the agent of the action, passive voice should place the agent after the verb begun with by.

e. In passive voice, the information about the doer is often unknown or unimportant,25 for passive voice prefers focusing on the receiver of the action to the doer (agent) who performs the action.

Example:

• A lot of money was stolen in the residence. (Someone stole it, but people do not know who).

• That beautiful building was built in 1991. (Someone built it, but it is not important exactly who built that beautiful building).

Table 2.1

Formula of Passive Voice Tenses S U B J Tobe V3 Example

S. Present Tense is/am/are The door is opened by

Rani

S. Past Tense was/were The email was sent by

my friend

25

Raymond Murphy,Grammar in Use, (New York: Cambridge University Press, 2000), p. 78.

Present Continuous E C T

is/am/are+being The computer is being repaired now

Past Continuous was/were+being The computer was being repaired now

Present Perfect has/have+been The cake has been eaten by my sister

Past Perfect had+been Many cars had been

repaired by George

Future Tense will+be My birthday cake will be

made by my mom

Those seven tenses showed in table are the main tenses which should be taught in the first grade of senior high school. In addition, the material of passive voice requires students to understand the passive in form of positive and negative sentences. Therefore, this research limits the explanation of passive voice into seven tenses which are developed in the table above.

a. Simple Present Tense

Active Voice (+) S + V1 + O + …

(-) S + do/does + not + V1 + O + … PassiveVoice (+) S + tobe + V3 + by O + …

is am

are

(-) S + tobe + not +V3 + by O + … b. Simple Past Tense

Active Voice _(+) S + V2 + O + …

(-) S + did + not + V1 + O + … Passive Voice _(+) S + tobe + V3 + by O + …

(-) S + tobe + not + V3 +by O + … c. Present Continuous Tense

Active Voice (+) S + tobe + V_ing + O + … (-) S + tobe + not + V_ing + O + … Passive Voice (+) S + tobe + being + V3 + by O + …

(-) S + tobe + not + being + V3 + by O + … h. Past Continuous Tense

Active Voice (+) S + tobe + V_ing + O + … (-) S + tobe + not + V_ing + O + … Passive Voice (+) S + tobe + being + V3 + by O +…

(-) S + tobe + not + being + V3 + by O + … i. Present Perfect Tense

Active Voice _(+) S + has/have + V3 + O +… (-) S + has/have + not + V3 + O + … Passive Voice _(+) S + has/have + been + V3 + by O +...

(-) S + has/have + not + been + V3 + by O + … j. Past Perfect Tense

Active Voice _(+) S + had + V3 + O + … (-) S + had + not + V3 + O +… Passive Voice _(+) S + had + been + V3 + by O + …

(-) S + had + not + been + V3 + by O + … g. Future Tense

Active Voice (+) S + will + V1 + O + … (-) S + will + not + V1 + O + … Passive Voice (+) S + will + be + V3 + by O +…

3. The Key Points in Teaching Passive Voice

Aspect Grammar and Writing are the intended aspects to be achieved by students in learning Passive Voice. Its objective has been stated in syllabus. Students are expected to use Passive Voice in sentence grammatically correct. Therefore, there are some key points should be considered by teachers in teaching Passive Voice.

a. Teaching Active Sentence.

Teaching Passive cannot be separated to teaching Active Voice. Teachers need to give information about active voice to differ the meaning from passive voice. By giving understanding on the active sentence may help students identify the meaning of passive sentence.

b. Teaching the position of Subject, Predicate, and Object.

A complete sentence has the basic parts – the subject and the predicate. Because one of the objectives in teaching Passive Voice is the ability to change the active sentence into passive, so the object is also necessary in sentence. Students should know which one the subject and the object in the active sentence before transforming into passive. The subject of active sentence becomes the object of the preposition by in the passive sentence and the direct object of the active becomes the subject of passive.

c. Teaching Verb-form.

The form of Passive Voice is followed by the past participle of the main verb. Thus, it is important for teachers to introduce the verb-form to students, especially the irregular verb because it does not have the same form as the regular verb.

d. Teaching Tenses.

Introducing students about tenses indicates the time of the event expressed in sentence. By knowing tense, students will understand the right verb used in the passive sentence.

The subject and verb of a sentence must agree in number.26 It means a singular subject should be matched with a singular verb (be). In teaching passive voice, the agreement of subject and verb should be taught to avoid students making error in this part.

f. Teaching Pronoun Reference

One cause of ambiguity in writing is the use of pronouns without clear antecedents.27 Sometimes, students make mistake when they have to convert pronoun as a subject becomes an object. Actually, the meaning of pronouns will be clear when the readers know to which its words refer to, but teachers should teach pronouns reference to avoid students doing mistake in producing passive sentence.

D. Relevant Studies

Lilis Purwaningsih conducts a research about the use of Power Point in Biology learning process titles “Pemanfaatan Media Power Point untuk Meningkatkan Pemahaman Konsep oleh Siswa pada materi Sistem Reproduksi Manusia Berbasis Nilai”. The research aims to know the use of Power Point in

improving students’ understanding on the concept of human reproductive system. Different from the design of this research, Purwaningsih conducts class action research design with thirty six students as the sample of research.

Purwaningsih’s research has the difference in its dependent variable with this research. This research is conducted to know the influence of entertaining Power Point media on students’ understanding of Passive Voice meanwhile Purwaningsih accomplishes her research to find out the benefit of PowerPoint to improve students’

understanding on Biology subject.

26

Marjorie Farmer,Composition and Grammar, (Illinois: Laidlaw Brothers, 1985), p. 404. 27

Based on the result of her research, Purwaningsih concludes that the use of Power Point media on the learning of human reproductive system has improved students’ understanding. Her research shows that the average of students’ test has increased. The average of pre-test is 71.53 and then, after doing treatment, the average of students’ post-test is 82.50.

To sum up, the use of Power Point media through showing pictures, colors, sounds, etc. can surely help teachers in teaching. Therefore, it can be considered that Power Point may diminish the speech, and develop students’ participation.

The second relevant study which is also about the use of Power Point in learning process is conducted by Agnurani Naomi. Her research is “Power Point in

Evaluating Students’ Grammar”. In her research, she explains that the use of Power Point is appliedto evaluate students’ learning achievement. Naomi suggests that the

use of Power Point can simplify teachers’ duty in preparing language test (Grammar).

Then, Power Point can attract students’ attention and motivation to do the language

test because the test has been designed interestingly.

In this case, Naomi takes advantage of the benefit of Power Point, first is to

enhance students’ motivation, the second is to help teachers prepare and evaluate the language test for students. Naomi uses qualitative method to conduct her research, while this research is conducted by applying the quantitative method – a quasi-experimental design. If Naomi’s research focuses on the use of Power Point in

evaluating students’ Grammar, this research not only focuses on the evaluation but also the learning process.

Another study is from Silvya Hanuryanti, 2012 under the title “Pengaruh Media Power Point terhadap Keterampilan Menulis Argumentasi pada Siswa Kelas XI IPA 2 SMAN 109 Jakarta”. The objective of her research is to know the influence of using Power Point media onstudents’ writing skill of Indonesian language subject. The method of her research is quantitative, it is same with this research design. Yet, Hanuryanti conducts an experimental design with only one group pretest and posttest

design. So, she just looks at the influence based on the data pretest and posttest from one group. This research is conducted by implementing the quasi-experimental design with pretest and posttest control group design. Thus, this research compares students’ test score betweenthe controlled and experimental class.

Besides that, her research has similarity with this research. Both research are conducted in the language learning in the Senior High School students. One is Indonesian, and other is English. Based on her research, Hanuryanti concludes that there is a positive influence of using Power Point media on improving students’ writing skill.

From the calculation, the average of pre-test is 69.88 and then the average of post-test becomes 82.93. The score of tobserved, Hanuryanti gets score 0.726 (ttable:

0,304). It shows that there is significant influence of using Power Point in the language learning on students’ writing skill. Meanwhile, this research focuses on looking at the influence of using entertaining Power Point media on students’ understanding about grammar. In this case, the researcher wants to look at students’ understanding on Passive Voice.

E. Conceptual Framework

Based on the explanation about the key points in teaching Passive Voice which has been stated before, there are some parts of grammar should be taught by teachers to their students related to the subject of Passive Voice. Teachers should introduce the rules of language before they get students to produce passive sentence correctly. The process in introducing such information in front of people may be defined as presentation. Conducting presentation in the classroom is more emphasized on teachers because they are the source of information for their students. As the experts say that presentation can help teachers enhance the outcomes of teaching and learning because a good presentation may lead to good production.

In line with the necessity of delivering good presentation to help students understand about Passive Voice, the researcher suggests Power Point, one of software from Microsoft Office, to be a learning media to facilitate the communication between teachers and students. Some theories stated in this chapter define that Power Point is a computer program provided by Microsoft Office to enable people to create a sophisticated presentation. By functioning Power Point, people may modify the information become an interesting and easily understandable talk to the audience through showing animations, pictures, and videos.

Power Point can make the comprehensible input for students through the use of well-designed multimedia. By utilizing Power Point as a learning media, teachers may simplify Passive Voice subject which involves some grammar rules. Teachers can show the change of active to passive sentence through moving and running texts. Then, students will see the example of sentences through pictures, videos, and colorful presentations. The use of Power Point to teach Passive Voice may give some benefits to teachers and also students. By interesting visual and audio effects, teachers can grab students’ attention to learn. Teachers may decrease verbalization in explaining Passive Voice to avoid boredom, so it will indirectly increase students’ motivation in learning. Then, the functioning of visual, audio, and audiovisual effects can appeal students’ sense, thus it will help students process the information before storing in their mind. Good input provided for students will strengthen their ability in remembering the subject, and it leads to good output.

Based on the explanation above, it is assumed that Microsoft Power Point can be an alternative media to design an entertaining Passive Voice presentation in teaching and learning process for the students. By utilizing Power Point, teachers may reinforce presentation through showing colorful pictures, videos, sound effects, and animations to get students’ attention. Thus, the use of Power Point in teaching and learning process may give positive influence to teaching and learning on achieving the learning objectives of Passive Voice.

F. Hypothesis

Based on the explanation above, the hypothesis was decided as follow:

Ha : There is a significant influence of using entertaining Power Point media on

students’understanding of Passive Voice.

Ho : There is no significant influence of using entertaining Power Point media on

31

A. Place and Time

This research was conducted in SMAN 9 Tangerang Selatan located at Jl. Hidup Baru 31 Serua Raya, Ciputat, Kota Tangerang Selatan. It took place for about four months or duringPPKToccurred on March until June 2013.

B. Research Method and Design

This research was conducted to know the cause and effect of the variables. It proposed to answer the question of research formulation about how the independent variable affects the dependent variable. Thus, the quantitative approach was required in this research and a quasi-experimental research was decided as a method with Pretest-Posttest Control Group Design. A quasi-experimental research is a research that is used to overcome the difficulty in deciding sample.1 A research with this design is used to enable the researcher conducts an experimental research although it cannot strictly control other variables.

The procedure of conducting this design was dividing the participants into two groups; in this case, the students were chosen and grouped into controlled and experimental class. The students in the experimental class got treatment. They were given the material by utilizing entertaining Power Point media, while students in controlled class did not.

At the first meeting, pre-test was given to both groups to make sure the students of two groups have relatively the same understanding on Passive Voice. And then, at the last meeting, the post-test was carried out to the experimental and controlled class. The result of post-test has given the information about the

1

understanding of these two classes after being analyzed. To make clear, below is a table to describe the procedure of quasi-experimental design.

Table 3.1 Research Design

Controlled group Pre-test No special treatment Post-test Experimental group Pre-test Experimental treatment Post-test

C. Population and Sample

1. Population

Population can be defined as the all members of research subject who have representative characteristic or fulfill the requirement to be the research subject. It is a target to be researched. In this research, the students in the first grade of SMAN 9 Tangerang Selatan(academic year: 2012/2013) were the population.

2. Sample

Sample is part of the population. Because the population is too big, sample was taken to make this research was effectively conducted. In this research, purposive sampling was used as a technique to decide the representative subject to be sample of this research. Purposive sampling is defined as a technique to choose the member from the population based on some considerations. Thirty seven students of class X-1 and X-2 was chosen as the sample of this research. The first consideration was the students of these two classes basically have the same characteristic and intelligence. It was convinced by the observation in the beginning of PPKT, data of students’ learning achievement, and the information gotten from the teachers in that school. The consideration of time, fund, and practicality was as another consideration in deciding X-1 and X-2 as sample.

D. Variable

In this research, Power Point media is appointed as the independent variable, the variable influencing other variable, and as the dependent variable was students’ understanding on Passive Voice. Dependent variable is the one which is influenced by the independent variable whether it changes or not. To make clear:

Independent variable (X): The Power Point media

Dependent variable (Y): The students’ understanding on Passive Voice

E. Technique in Collecting Data

1. Test

Technique in collecting data was test. Kind of test was paper and pencil test (written test). Hence, this test is a test designed to measure how successful students in understanding material that have been learned, in short, it is conducted at the end of learning process.

The test given to the subject consists of forty items. It was divided into thirty items for multiple choice and ten items for essay. Each true answer of multiple choice has two points, so the highest score is 60. For essay, the highest score is 40 with the calculation of each item is four points. Every one point for essay items is given to the right subject, object, to be, and verb-change. The items of test were taken from several books about grammar.

Related to the research design, the two groups of sample have been measured twice by the pre-rest and post-test. They were grouped into the experimental and controlled group, and then they got pre-test. Pre-test was carried out to give the information about the characteristics of these two groups. The result of pre-test gave meaning of checking whether the two groups were similar before being researched. After that, the experimental group has gotten the treatment of this research. And then, post-test was needed to measure the final result of the groups to get the information of research question.

Before conducting test to the sample, the writer should try out the items of test to another group of students. It was intended to check the eligibility of test items. The category of good items is interpreted from the value of validity, reliability, index difficulty power, and discriminating power that has been calculated by AnatesV4 software with the basic formula as follows:2

a. Validity

N : Number of students X : Score of test items Y : Total score

After conducting try out, it was found that there was one invalid item, five items is adequate, ten items is significant, and the rest is very significant. The result of item analysis is described as follows (df= 0,304):

Table 3.2

Item Validity of Multiple Choice and Essay

Category Multiple Choice Essay

Very Significant 14 1

Significant 10 5

Adequate 5 4

Insignificant 1

-Source: ANATES V4

Based on the table above, the insignificant item (23) could not be used because the correlational value is really low. For the adequate items, they need to be checked in depth to know whether the stem or the optional was bad. Then, the errors should be changed before they are going to be used as pre-test and post-test item.

2

Zainal Arifin,Evaluasi Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2011), pp. 254—280.

b. Reliability

k : number of items

ΣSa² : number of variance of test items S² : variance of total score

X : score for each item

Table 3.3

Category of Reliability

Value Remark

0.00–0.20 Unreliable

0.21–0.40 Less reliable

0.41–0.60 Sufficient

0.61–0.80 Reliable

0.81–1.00 Very Reliable

Try out was conducted to 37 students who were not the sample of this research. This try out was proposed to know the quality of test. After conducting try out, it showed the value of test reliability of multiple choice test was 0.85 and essay was 0.77. It means that this test was very reliable and good to be used.

c. Difficulty Level

Difficulty level is used to know whether the items are easy or difficult for students. Good test item is the item that can be answered by the upper group and the lower group cannot. The higher value of difficulty level gotten, the easier test item will be. The formula of calculating difficulty level is:

: number of right answer from upper group : number of right answer from lower group n : number of both groups

Table 3.4

Difficulty Level of Multiple Choice and Essay Item Index of

Difficulty

p < 0.30 0.30 < p < 0.70

p > 0.70

Remark Very

Difficult

Adequate Very Easy

Multiple Choice 2 16 12

Essay - 6 4

Source: ANATES V4

d. Discriminating Power

Categorization of discriminating power: 0.40 and up : Very good items 0.30–0.39 : Good

0.20–0.29 : Mediocre (need to be improved)

Below–0.19 : Poor, to be rejected or improved by revision

Table 3.5

Discriminating Power of Multiple Choice and Essay

Index 0.40 and up 0.30–0.39 0.20–0.29 Below–0.19

Remark Very Good Good Mediocre Poor

Multiple Choice 24 4 1 1

Essay 9 - 1

2. Observation

Observation was conducted to look at the condition of teaching and learning in the class. The process either in the experimental class or controlled class was observed to compare how the activity in the classroom using entertaining Power Point and not using Power Point media. The observation data has been a qualitative data to support the result of test as a quantitative data.

In this process, there were two kinds of observation. The first, teacher (as also the researcher) observed the students’ activity in both of class. The second, teacher

‘pamong’ noticed teaching activity in the experimental and controlled class which was delivered by the English teacher, in this case, the researcher.

F. Technique in Analyzing Data

After gathering the data, gained score from pre and post-test formulated by the t-test formula with the significance level 5%. By using t-test formula, the value showed whether the use of entertaining Power Point media has significant influence on students’ understanding of Passive Voice. The first step was examining the normality and homogeneity of data by statistically computation. After examining the data, the result of post-test was calculated by the t-test formula as follows:3

Before calculating the t-test value to know whether the hypothesis is accepted or rejected, the result of pre-test and post-test were analyzed. Here are some procedures:4

3

Anas Sudijono,Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2010), pp. 346—347.

4

Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), pp. 148—149.

1. The Normality of Data

Normality testing is intended to check whether or not the data is normally spread. It is necessary to look at the range of students’ score. The examining of normality uses Lillyfors formula by using Microsoft Excel program (the data will be showed in the appendix).

2. The Homogeneity of Data

Looking at the value of homogeneity is to know whether the data of this research is homogenous or heterogeneous. Homogeneity testing is calculated by Fisher formula.

G. Procedure in Teaching Passive Voice

Procedure in teaching Passive Voice either in experimental class or controlled class is the same. The difference of both classes is only the use of entertaining media in the class. The experimental class used media Power Point in teaching Passive Voice while the controlled class did not. The procedure in teaching was divided into several steps.

a. At the first step, students were taught about Passive Voice in general including function of subject and object in sentence, the formula, the differentiation between passive and active voice, and the verb-change. b. In the next step, students learnt about the use of Passive Voice in simple

present and simple past tense.

c. At the third step, learning was continued on understanding the use of Passive Voice in present continuous and past continuous tense.

d. Then, at the fourth step, teaching about present perfect and past perfect was conducted.

e. At the fifth step, students learnt about the use of Passive Voice in future tense, and then teacher reviewed all the tenses which have been taught to strengthen students’ understanding.

f. At the last step, students practiced in making Passive Voice and converting Active sentence into Passive.

H. Statistical Hypothesis

Ha : if tobserved > ttable, hypothesis alternative is accepted. It means that there is a

significant influence of using entertaining Power Point media on students’ understanding of Passive Voice.

Ho : if tobserved < ttable, hypothesis alternative is rejected. It means that there is no

significant influence of using entertaining Power Point media on students’ understanding of Passive Voice.

40

A. Data Description

1. Pretest and Posttest of Controlled Class Table 4.1

The Test Result of Controlled Class

No. Pretest Posttest Gained Score

1. 59 75 16

2. 53 74 21

3. 64 82 18

4. 52 75 23

5. 46 80 34

6. 60 78 18

7. 69 73 4

8. 51 72 21

9. 43 87 44

10. 48 67 19

11. 47 76 29

12. 62 77 15

13. 51 72 21

14. 49 82 33

15. 60 65 5

16. 52 69 17

17. 33 59 26

18. 41 75 34

20. 37 74 37

21. 49 62 13

22. 48 68 20

23. 43 66 23

24. 44 81 37

25. 42 61 19

26. 65 78 13

27. 40 85 45

28. 56 69 13

29. 44 87 43

30. 52 70 18

31. 49 69 20

32. 55 65 10

33. 50 63 13

34. 48 66 18

35. 41 73 32

36. 55 70 25

37. 47 64 17

n=37

Based on the data of controlled class showed in Table 4.1, it explains that the highest score of pretest is 69 and the lowest is 33 with the average of pretest score is 49.78. Besides that, the average of posttest score increases with the value 72.40. The

highest score of posttest is 87; the lowest is 59. The result of posttest indicates that only 14 students who pass the standard of minimal score of English subject (KKM), and the rest gets under 75.

2. Pretest and Posttest of Experimental Class Table 4.2

The Test Result of Experimental Class

No. Pretest Postest Gained Score

1. 53 78 25

2. 48 66 18

3. 56 83 28

4. 55 80 25

5. 33 80 47

6. 55 84 29

7. 64 85 21

8. 56 82 26

9. 64 75 11

10. 49 92 43

11. 54 66 12

12. 60 80 20

13. 54 83 29

14. 62 77 15

15. 56 79 23

16. 16 82 66

17. 62 84 22

18. 63 81 18

19. 60 79 19

21. 24 79 55

22. 40 76 36

23. 64 88 24

24. 44 78 34

25. 44 80 36

26. 65 88 23

27. 72 88 16

28. 45 71 26

29. 57 80 23

30. 67 82 15

31. 58 82 24

32. 66 80 14

33. 54 85 31

34. 34 84 50

35. 24 76 52

36. 54 80 26

37. 24 70 46

n=37

According to the result of pretest and posttest from the experimental class, it shows the average of pretest is 51.89 and posttest is 80.45. The average of posttest from the students who got treatment using entertaining Power Point is higher than the students from controlled class. The lowest score of posttest is 66 and the highest

score is 94. In this class, students who did not pass the minimal score are four students.

B. Analysis of Pretest and Posttest

Before calculating the value of t-test to look at the difference of significant level, it is necessary to find out the value of normality and homogeneity of the data. The examination of normality is needed to know whether the data has been normally distributed. Then, after getting the normality, the next step is calculating the homogeneity of data. It is proposed to look at whether the data is homogeneous or heterogeneous.

1. Normality Testing

The result of normality has been gotten by comparing the value of Ltable(Lt) to

Lobserved(Lo) with the significance level (α) is 5%.

a. Data of Controlled Class

1) Ha : Data has been distributed normally (Lo< Lt).

Ho : Data has not been distributed normally (Lo> Lt).

2) Because number of data is more than 30, the value of standard error is gotten from Lt= (significance level, number of sample).

Lt(see appendix 1) = (0.05, 37)

3) Lo(see appendix 2 and 3)

Table 4.3

Normality Testing of Pretest

S² = 67.175

Lo= 0.096

Table 4.4

Normality Testing of Posttest

S² = 50.494

Lo= 0.088

Lt= 0.145

According to the Table 4.3 and 4.4, the value of Loof pretest and posttest are

0.096 and 0.088, so Lo< Lt(0.096 and 0.088 < 0.145). It means Hais accepted, so the

normality testing of pretest and posttest for controlled class indicates that data are distributed normally.

b. Data of Experimental Class

1) Ha : Data has been distributed normally (Lo< Lt).

Ho : Data has not been distributed normally (Lo> Lt).

2) Because number of data is more than 30, the value of standard error is gotten from Lt= (significance level, number of sample).

Lt(5%) = (0.05, 37)

3) Lo(see appendix 4 and 5)

Table 4.5 Normality of Pretest

S² = 76.887

Lo= 0.1084

Table 4.6 Normality of Posttest

Based on the table above, it is gotten 0.1084 and 0.088 as the value of Lofor

the pretest and posttest of experimental class. Then, the value of Lois compared to the

value of Lt to get the result of normality testing of the data. From the data, Lo< Lt. It

means the data of this research are distributed normally.

2. Homogeneity Testing

a. Ha : Condition of experimental class is not different from controlled class.

Ho : Condition of experimental class is different from controlled class.

b. α = 5%: Significance Level

c. Ftable(see Distribution table for the statistic):

Ft(α, n-1, n-1) = F (0.05, 36, 36) = 1.74

d.

e. Conclusion : Fo < Ft(1.14 and 1.43 < 1.74), Hais accepted, so the data of

pretest and posttest from controlled and experimental class are homogenous. S² = 35.243

Lo= 0.088

3. Hypothesis Testing

Hypothesis testing is the last step to answer the formulation of this research. From the hypothesis testing, it will be found the result whether entertaining Power Point media gives significant influence onstudents’ understanding of Passive Voice.

a. Ha: There is an influence of using Power Point media on students’

understanding of Passive Voice (to> tt).

Ho: There is no influence of using Power Point media on students’

understanding of Passive Voice (to< tt)

b. α = 5%

c. tt(see appendix 2) = (0.05, n1+n2-2)

= (0.05, 72) = 2.00

d. Hypothesis testing is calculated by the formula, as follows:

in which:

: mean score of controlled class : mean score of experimental class

: Standard Error of experimental and controlled class SE : Standard Error

SD : Deviation Standard n : number of students

e. The steps in calculating hypothesis testing 1) MX : 72.40

MY : 80.45

2) SDX : 7.1

Calculating towith the formula:

C. Data Interpretation

1. Quantitative Data

According to the result of numerical calculation, it explains that the mean of pretest from the controlled class is 49.78 and after doing posttest, the mean is 72.40. The students of controlled class who pass the criterion (KKM) in posttest are 14. The rest of the students are below the minimum standard of English subject (75).

Based on the experimental class, the average of pretest is 51.89, and the value is not so different from the controlled class has. Then, the students of experimental class got Power Point treatment in teaching and learning process while the controlled class did not. In fact, the mean of posttest has increased. The result of posttest shows the value 80.45. The students who get mark under 75 are four students, and approximately 89% of the students pass the minimal criterion of success.

Before calculating the hypothesis testing, it is necessary to examine the normality and homogeneity of the data. Normality testing of controlled class shows that Lopretest < Lt (0.096 < 0.145) and Loposttest < Lt (0.091 < 0.145). It means that

the data is normal. Normality testing explains that the distribution of students’ score of upper and lower group is regular. Then, homogeneity testing is conducted, and the result shows that the condition of the students from two classes is homogenous because the value of Fo< Ft.

The last step is testing the hypothesis by using t-test statistic formula with the significance level (α) 5%. Hypothesis testing is conducted to get the quantitative research finding. Normality and homogeneity testing are aimed to look at the condition of data and to decide the formula of testing, so it uses parametric test to examine t-test statistic.

According to the result of t-test, it shows that the value of to is 5.23 while tt

shows the value 2.00. In short, hypothesis testing indicates that tois higher than tt. The

condition in which to > tt shows that null hypothesis (Ho) is rejected. It means

alternative hypothesis, “there is an influence of usingentertaining Power Point media on students’ understanding of Passive Voice”, is truly proven. The result of t-test statistic shows the entertaining Power Point media gives significant influence on enhancing students ‘understandingof Passive Voice.

2. Qualitative Data

The observation was conducted to know the condition in the classroom while teaching and learning process took place and to support the quantitative data. The observation involved the researcher, teacher pamong, and students. The activity to observe the students in the classroom was done by the researcher who was also the teacher in that class, while teacher pamong observed the researcher in teaching Passive Voice.

Based on the observation conducted in the experimental and controlled class, it showed that the students in the experimental class which functions Power Point in their learning process learnt more active and effective than the students in controlled class did. The students where they were in the experimental class was attracted to attend to the material given by the teacher. Moreover, students’ motivation in

learning improved, it was proven by students’ performance in the classroom. They become more confident to ask and do the task from the teacher.

The development in teaching and learning was not only about the students’ performance, but also teacher’s performance. By utilizing Power Point, teachercould easily grab students’ attention to learn through showing colorful pictures and animation. The teacher also became more creative in designing learning material to create an effective teaching process.