of pictures in explaining the learning materials positively. As Wasti Soemanto stated that a positive perception would lead to happiness, on the other hand, a negative
perception would lead to unhappiness.
8
Those happiness and unhappiness would influence t
he learners’ desire in learning and action. Further, the result of this research showed that one of six learners who had little gained score perceived negatively the use
of pictures in learning comparative adjective. Hence, it was also in line with the Wasti Soemanto’s statement above that unhappiness would not lead to learners’ desire in
learning and action. Further, to know a reason why one learner perceived negatively the use of pictures
in learning comparative adjective, the researcher did a further unstructured and unofficial interview to the learner. In that interview, the researcher asked why he
disliked the use of pictures in learning comparative adjectives. From that interview, the researcher knew that he disliked the use of pictures in learning comparative adjectives
because he liked another media used in teaching learning process. He stated that he liked using game in teaching learning process. By using game, he could learn more
happily than the pictures did. Based on the result of the interview, it can be seen that teaching method and media
used in teaching learning process plays important role to the learners’ score and perception. The teaching method can affect on learners’ score and perception positively
an d negatively. The result of interview proved the M. Ngalim Purwanto’s statement
that there are some social factors which influence the learners’ learning and
achievement.
9
Those social factors are family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, and social
motivation. Lastly, selecting media for the teaching learning process is important. By using
interesting media, such as the use of pictures in learning comparative adjectives, the l
earners’ positive perceptions can be encouraged. Then, those learners’ positive
8
Wasti Soemanto, Psikologi Pendidikan, Jakarta: Rineka Cipta, 2006, p.26
9
M. Ngalim Purwanto, Psikologi Pendidikan, Bandung: Remaja Rosdakarya, 2010, p. 102
perceptions can lead to happiness and reduce the anxiety which then can affect the learners’ score positively. On the other hand, the learners’ negative perception of
media used in teaching learning process also can affect learners’ score negatively.
In this research, learners’ who had positive perceptions toward the use of pictures in learning comparative adjectives had high gained score. It means that the positive
perception could affect learners’ score positively. In contrast, the learner who had
negative perception toward the use of pictures had low gained score which means that it affected
on learner’s score negatively. Therefore, the media used in teaching learning process, such as pictures, can affect
learners’ score and perception positively and negatively.
53
CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion based on the research which had been done at MTs. Al-Islamiyah Ciledug Tangerang on August 2014
about the effect of the use of pictures in learning comparative adjective to learners’ score and perception.
A. Conclusion
After collecting and analyzing the data of this research about the effect of the use of pictures
in learning comparative adjectives to learners’ score and perception, the researcher concludes some points related to this research as
following: 1. The use of pictures as one of media used in teaching comparative adjectives
affected the learners’ score positively. It can be seen from the analysis of
quantitative data where the t-value was higher than t-table, 18.086 2,028, and the high gained score of pre- test and post- test.
2. Interesting media and interesting activities could encourage learners’
positive perceptions. 3. The use of pictures in learning comparative adjectives promoted
learners’ positive perception. It can be seen from the analysis of qualitative data
which showed that 5 of 6 learners perceived the use of pictures in learning comparative adjectives positively.
4. As the result of the interview, the l earners’ who were happy when learning
comparative adjectives by using pictures perceived the use of pictures positively, they came from high achiever or high gained score.
5. In contrast, the learner who perceived the use of pictures in learning comparative adjectives negatively came from low achiever or low gained
score. He was unhappy or dislikes learning comparative adjectives by using pictures.
B. Suggestion
As closing of this research, the researcher provides some suggestions as following:
1. Teachers can use pictures as media in teaching comparative adjective because they can affect learners’ score positively.
2. Teachers have to create interesting activities by using interesting media in order to encourage learners
’ positive perceptions. 3.
Teachers have to pay attention on learners’ perceptions toward teaching media because they
can affect on learners’ learning achievement. 4. For further research, different genders can be investigated to know whether
or not the genders, boy and girl, had different perception toward the use of pictures in learning comparative adjectives which can affect the learners’
achievement.
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