Relevant Studies 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)

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: H a : There is a significant influence of using entertaining Power Point media on students’ understanding of Passive Voice. H o : There is no significant influence of using entertaining Power Point media on students understanding of Passive Voice. 31 CHAPTER III RESEARCH METHODOLOGY

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 during PPKT occurred 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 Sugiono, Prosedur Penelitian Pendidikan, Bandung: Alfabeta, 2010, p. 114.