The effectiveness of using pictures in teaching prepositions of place : (an experimental study at the eight grade students of Islamic Junior High School Al-Ghazaly Bogor)

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THE EFFECTIVENESS OF USING PICTURES

IN TEACHING PREPOSITIONS OF PLACE

( An Experimental Study at the Eight Grade Students of Islamic Junior High School Al-Ghazaly Bogor )

A” Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements

for the Degree of Strata 1 (S.Pd) in English Language Education

By :

AILIN MAULIDAH 104014000318

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

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THE EFFECTIVENESS OF USING PICTURES

IN TEACHING PREPOSITIONS OF PLACE

( An Experimental Study at the Eight Grade Students of Islamic Junior High School Al-Ghazaly Bogor )

A” Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements

for the Degree of Strata 1 (S.Pd.) in English Language Education

By :

AILIN MAULIDAH 104014000318

Approved by the Advisor

Drs. Sunardi Kartowisastro,Dip.Ed NIP. 150 022 779

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

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DEPARTEMEN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Telp : (62-21) 7443328, 7401925 Fax. (62-21) 7402982

Jl. Ir. H. Djuanda No. 59 Ciputat E-mail : uinjkt@cabi.net.id

KETERANGAN PERTANGGUNG JAWABAN PENULISAN SKRIPSI

Yang bertanda tangan dibawah ini:

Nama : Ailin Maulidah NIM / Angkatan : 104014000318 / 2004 Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi :THE EFFECTIVENESS OF USING PICTURES IN TEACHING

PREPOSITIONS OF PLACE AT THE EIGHT GRADE STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL AL-GHAZALY BOGOR

Menerangkan dengan sungguh – sungguh bahwa:

1. Skripsi yang segera diujikan ini adalah benar – benar hasil penelitian saya sendiri (bukan barang jiplakan/plagiat)

2. Apabila dikemudian hari terbukti/dapat dibuktikan skripsi ini hasil jiplakan/plagiat, maka saya akan menanggung risiko diperkarakan oleh Fakultas Tarbiyah dan Ilmu Keguruan UIN Syarif Hidayatullah Jakarta.

Jakarta, 2 Desember 2009

Mengetahui:

Yang menerangkan:

Pembimbing

Mahasiswa Ybs.

Drs. Sunardi Kartowisastro,Dip.Ed Ailin Maulidah NIP. 150 022 799

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ABSTRACT

Maulidah, Ailin. 2009, The Effectiveness of Using Pictures in Teaching Prepositions of Place at Even Semester of Eight Grade Students at Islamic Junior High School Al-Ghazaly Bogor, Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta

Advisor : Drs. Sunardi Kartowisastro,Dipl.Ed

Key words: Pictures, Prepositions of Place

This study aimed at describing the implementation of using pictures in teaching prepositions of place at even semester of eight grade students at Islamic Junior High School Al-Ghazaly Bogor. It includes the teaching preparation made by the English teacher, the strength and weakness of using pictures in teaching prepositions of place, and the students’ improvement in learning prepositions of place through pictures.

This study is categorized as experimental study, it is called experiment because it is intended to investigate the effect of using pictures in teaching prepositions of place at even semester of eight grade students at Islamic Junior High School Al-Ghazaly Bogor. Besides this study is also called evaluative, because it tries to evaluate objectively about the use of pictures in that school. The subject of this study is 80 students which is took randomly from 3 classes of eight grade. The techniques used in collecting the data are observations and test.

The findings of the study that (1) the teaching preparation made by the English teacher was poor,(2) the implementation of using pictures in teaching prepositions of place has been applied well, (3) teaching prepositions of place are not only have some strength but also some weakness that need to be concerned to, (4) the student’s score average without using pictures in learning prepositions of place is 65 or can be categorized as “enough standard”. Meanwhile, the students’ score average in learning prepositions of place using pictures is 70 or can be classified as “good standard”.

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ABSTRAK

Maulidah, Ailin. 2009, The Effectiveness of Using Pictures in Teaching Prepositions of Place at Even Semester of Eight Grade Students at Islamic Junior High School Al-Ghazaly Bogor, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta

Pembimbing : Drs. Sunardi Kartowisastro,Dipl.Ed

Kata Kunci: Gambar, Prepositions of Place

Penelitian ini ditujukan untuk menggambarkan kondisi yang objektif dalam penggunaan media gambar dalam pengajaran prepositions of place pada semester genap kelas delapan di MTs Al-Ghazaly Bogor. Hal ini mencakup penerapan penggunaan media gambar dalam mengajarkan Prepositions of place, keuntungan dan kerugian dalam penggunaan gambar pada pembelajaran prepositions of place, dan perolehan hasil belajar siswa dalam pembelajaran prepositions of place melalui media gambar

Adapun penelitian ini dikategorikan sebagai penelitian eksperimen, disebut eksperimen karena penelitian ini bertujuan untuk mengetahui efek dari penggunaan gambar dalam pengajaran prepositions of place di kelas 8 MTs Al-Ghazaly Bogor. Sampel yang diambil dari penelitian ini sebanyak 80 siswa keluas delapan. Penelitian ini menggunakan instrument mengumpulkan data yaitu dengan observasi dan tes.

Hasil yang diperoleh dari penelitian ini membuktikan bahwa (1) persiapan mengajar yang dibuat oleh guru Bahasa Inggris pada semester genap belum memenuhi kriteria, (2) penerapan pengajaran prepositions of place sudah berlangsung baik, (3) pengajaran prepositions of place dengan menggunakan media gambar selain mempunyai kelebihan, hal ini juga terdapat kekurangan yang harus diperhatikan, (4) rata – rata nilai siswa sebelum menggunakan media gambar adalah 65 atau bisa dikualifikasikan “standar cukup”. Sedangkan nilai siswa setelah mempelajari prepositions of place melalui media gambar adalah 70 dan ini dapat diklasifikasikan kedalam “standar baik”.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praise be to Allah, Lord of the World who has bestowed upon the writer in completing this “ skripsi”. Peace and Blessing be upon our prophet Muhammad SAW, his families, his companions and his followers.

On this occasion, the writer would like to express her great honor and deepest gratitude to her beloved parents, H.M. Edy Farichin and Misni Farichin, who always give support, motivation and moral encouragement to finish her study. She also thanks to her beloved little brother and sister Ahmad Nidzom Hilmi and Nurhikmah. Besides, she also express her thanks and great gratitude to her beloved husband Saeful Bahri, S.H. and her son, Azka Diyasri Rizqy, who always give love and spirit in completing this scientific paper.

The great gratitude is dedicated to these amazing people. Particularly to Drs. Sunardi Kartowisastro, Dip.Ed., the writer’s advisor who always gives her occasions, valuable helps, guidance, corrections and suggestions to complete this “skripsi”. Besides, all lectures in English Department for teaching precious knowledge, sharing philosophy of life and giving wonderful study experience.

Moreover, her specially thanks also expressed to Drs.Syauki, M.Pd. and Neneng Sunengsih, S.Pd., as the Head of English Department and the Secretary of English Department and Prof.Dr. Dede Rosyada,M.A., as the Dean of Tarbiyah and Teachers Training Faculty.

The writer also would like to express her thanks to Ahmad Karmiyatna, S.Ag., as the Headmaster of Islamic Junior High School Al-Ghazaly Bogor for giving chance and help to do the research and all her beloved friends for their encouragement and support. May Allah, the Almighty bless them all, amien.

In the end, the writer hopes any suggestions and criticism for this “skripsi” better as she realizes that this Paper still contains many mistakes and so far from perfection.

Jakarta, December 2, 2009

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LIST OF TABLES

A. Table 3.1 The description of the test items ...29

B. Table 4.1 The test scores of the experimental class students ...32

C. Table 4.2 Interval of the student’s score of experimental class ...33

D. Table 4.3 The test scores of the controlled class students ...34

E. Table 4.4 Interval of the student’s score of control class ...35

F. Table 4.5 The result calculation of experimental class ...36

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LIST OF APPENDICES

A. Lesson Planning: Teaching Prepositions of Place

without using Pictures ...45

B. Lesson Planning: Teaching Prepositions of Place Using Pictures ...57

C. The Students’ Test ...70

D. Answers Key of Students’ Test ... E. Surat Pengajuan Judul Skripsi ...74

F. Surat Permohonan Penggantian Dosen Pembimbing ...75

G. Surat Bimbingan Skripsi ...77

H. Surat Permohonan Izin Penelitian ...78

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CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study, the statement of the problem, the scope and limitation of the study, the objective of the study, the significance of the study, hypothesis and, definition of key term.

A. The Background of the Study

English is one of the International languages that has an important role in the world. It is widely studied and used as a tool of communication among people all over the world.

Learning a foreign language is different from the first language. Main basic of all the troubles in using English is that many students use the way of thinking like in Indonesian language. And also there are a lot of different items between English as a foreign language and Indonesia as a national language.

It is not easy to learn a language, and it is not easy to teach a language as well. Every language especially English has it own rules and its own skills, and grammar has a great role on one’s acquisition in English which is different from Indonesian language. The problem now is how far the students understand and can apply those rules.

As they know there are eight parts of speech in English grammar, namely noun, pronoun, adverb, verb, adjective, conjunction, preposition, and interjection. As one of parts of speech, preposition used in communication and preposition is a problem for most English learners that often get confused due to their insufficient knowledge of English students. A.J Thomson and A.V. Martinet said :” The students have two main problems with preposition. They have to know whether in any construction a preposition is required or not, and which preposition to use when one required.”1

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Although English has been taught since the fourth grade of Elementary School, many Indonesian students still do not understand and cannot apply those rules especially in using prepositions. The preposition is a problem for most English learners that often make students confused. Unfortunately, many teachers still teach the students using a list of words and explanation of uses that can be boring as well as an ineffective method. For instance, many of them translate literally from Indonesian into English. For example “in” equals to di dalam, “on” equals to di atas, “under” equals to di bawah, “behind” equals to di belakang, etc. this method really makes the student feel bored and sometimes make the students uninterested in their learning process.

Prepositions are as the same important as other materials, but in fact the students still find some difficulties in learning them. It naturally happens because learning English prepositions is not easy.

To comprehend English, it requires the adjusted method, because it determines the purpose in learning English. As Freeman said, “It is told that method principles and techniques. The principles involve five aspects of second or foreign language teaching: the teacher, the learner, the teaching process, the learning process, and the target language/culture. Taken together, the principles represent the theoretical frame work of the method.

The techniques are the behavioral manifestation of the principles in other word, the classroom activities and procedures derived from an application of

the principles. Based on the statement above, it can be concluded that method is way how to derive the subject that is taught and the appropriate method determines the success of teaching”.2

There are many ways in teaching English method that give solutions for teacher’s problem. Exactly, they usually use the easiest and simplest method of their problem in teaching learning process. Teachers can use various sources in teaching language. For instance, teaching language using tape recorders, pictures, flash cards and television. By using a suitable

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technique, the subject matter will be more interesting and the teaching learning process can be more effective and efficient, therefore the purpose of teaching can be achieved.

Based on the description above, the writer chooses one of visual media that is picture; because the writer considers that picture is an effective and helpful medium to motivate students in language learning, especially in learning prepositions. Marie Ernestova said, “ Pictures provide necessary variety, are popular, and foster a high degree of interest”. 3They serve as a ready means of establishing a clear, immediate concept of what a word or a structure may mean.

Besides, it can remain learner to clarify the meaning of a word that cannot be brought into the classroom. There are many things which are difficult to bring into the classroom, but pictures make it possible. Using pictures is more efficient, effective and practical than words, and make easier to recall and remember furthermore, they expose real life situation. As stated by Marie Ernestova “ Students will understand and retain the word better if they have seen the same object associated with the word”.4

It shows that pictures have important role in learning process. They can improve the motivation and teaching learning process that will not be successful without motivation. It suggests that using pictures will be more effective to motivate the students in learning process.

Based on the statements above, the writer intended to study more and choose her topic about “The Effectiveness of Using Pictures in Teaching Prepositions of Place at Islamic Junior High School Al-Ghazaly Bogor”.

B. The Statement of the Problem

Based on the identification of the problems the writer formulates the research problem on this paper is : “ Is there any significant different on the

3

Marie Ernestova. How to Use Ready-Made Pictures, (English Teaching Forum, vol XIX. October ,1981), p. 9

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student’s score between using pictures and without pictures in teaching prepositions of place?”

C. The Objective of the Study

In line with the statement of the problem stated above, the objective of the study is to investigate the effect of using pictures in teaching prepositions of place at the eight grade of Islamic Junior High School Al-Ghazaly Bogor.

D. The Scope and Limitation of the Study

The scope of this study focuses on the effectiveness of using pictures in teaching prepositions of place. There are many kinds of factors that can cause the problems of the student’s prepositions. The problems can be identified as the following :

1. How intensive is the use of pictures in teaching prepositions of place? 2. To what extent is the effectiveness of teaching prepositions of place

through the pictures on their achievement?

There are many problems that can be identified. However the writer limits them only on the effectiveness of using pictures in teaching prepositions of place most commonly used, at the eight grade of Islamic Junior High School Al-Ghazaly Bogor, there are in, on, and at.

E. The Significance of the Study

The results of this study are expected to give useful information about the use of pictures in teaching prepositions of place to develop students’ comprehension at the eighth grade students of Islamic Junior High School Al-Ghazaly, Bogor. Besides, these findings can contribute to all people who are involved in improving the quality of English education, such as the school principal, the teachers and the students.

1. The Teachers

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improve the student’s prepositions using visual media such as pictures, etc.

2. The Students

The result of this research is expected to be a useful input for the students to encourage them to master and improve their English Prepositions.

3. The School Principal

The result of this research is expected to be a useful input for the school Principal to make a policy related and give the facilities and media related to the English teaching and learning process in the classroom especially in increasing the student’s knowledge.

F. Hypothesis

The statistic hypothesis states,

(1)Alternative hypothesis (Ha), there is significance difference between students’ preposition score taught by using pictures and without using pictures.

(2)Null hypothesis (Ho), there is no significance difference between students’ preposition score taught by using pictures and without using pictures.

G. Definition of Key Term

The following definition are given to make readers have the same understanding or perception for some terms used in this study. They are also intended to avoid ambiguity or misinterpretation. They are as follows:

1. Pictures : pictures are useful visual aids for presenting, practicing, and revising preposition or as prompts for other activities.

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CHAPTER II

THEORETICAL FRAMEWORK.

A. Prepositions

1. Definition of Prepositions

It is not sufficient for the students who learn English to know prepositions only without understanding the meaning. Prepositions, in fact, are given a great deal of attention throughout the teaching process. They occur in all textbooks for beginners, in the very first lessons. This is understandable, since they are indispensable for presenting even the simplest situation.5 Therefore, in this case, the writer would like to quote some definition of prepositions defined as follows :

According to the Oxford Advanced Learner’s Dictionary, “Preposition is a word or group of words, such as in, from, to, out of, and on behalf of, used before a noun or pronoun to show place, position, time or method.”6 It will be recalled that preposition is traditionally defined as a word that indicates a relation between the noun or pronoun it governs and another word, which may be a verb, an adjective or another noun or pronoun.7

Greenbaum defined that prepositions are closed class of items connecting two units in a sentence and specifying a relationship between them.8 Since most forms used as prepositions may also occur as other parts of speech, the preposition must be defined syntactically. A preposition is a word which relates a substantive, its object, to some other word in the

5

Ana heckova, Teaching Prepositions and Adverbial Particles, in English Teaching Forum,No.4 Vol XIX, October 1981,p.42

6

A S Hornby. Oxford Advanced Learner’s Dictionary of Current English. P. 996. 7

Rodney Huddleston, Introduction to the Grammar of English, (Cambridge : Cambridge University Press, 1984), p.336.

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sentence; the preposition and its object constitute a prepositional phrase, which modifies the word to which the object is related.9

A prepositions signals that a noun or noun structure follows it: the preposition- noun combination constitutes a prepositional phrase. Prepositions as well as conjunctions differ from other parts of speech in that (1) each is composed of a small class of words that have no formal characteristic endings; (2) each signals syntactic structures that function as one of the other parts of speech. For these reasons modern linguists prefer to classify prepositions as structure words rather than as a part of speech.10

From those definitions above, it can be said that a preposition is a word placed before noun or pronoun to show its relationship. For example, I put my pencil in the box. This sentence is complete, but if the word “in” is omitted, there is no sense of the sentences. The pencil might be placed under the box, on the box, or behind the box, etc. Until some prepositions have been inserted, the relations between the pencil and the box are unknown. For the student the learning of these meanings is largely a matter of practicing the association between each word and an observable situation. In other uses, however, the choice of preposition is determined by a preceding verb (to look at the evidence, to listen to it, to believe in it), or noun (the investigation of a problem, the remedy for it, the solution to it) or adjective (different from the others, similar to them, identical with them).11

According to the example, prepositions have very important functions. And for some students, it is difficult to learn to use prepositions of place because most of them have several different function, and different prepositions can have similar use. So, the students are easily to make mistakes in the placement of prepositions.

9

Paul Roberts. Understanding Grammar.( New york: Harper & Row Publisher,1953), p.222.

10

Marcella Frank, Modern English: A Practical Reference Guide, ( Englewood Cliffs, New Jersey: Prentice Hall,Inc., 1972) p. 163.

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2.Function of Prepositions

As explained before, the prepositions has function of connecting a noun or a pronoun to another word, usually a noun, verb or adjective. Sentence : The girl with the red hair is beautiful.

With connects hair with the noungirl.

Sentence : They arrived in the morning.

In connects morning with the verbarrived.

Sentence : She is fond of roses.

Of connects roses with the adjective fond.12

3.Types of Prepositions

There are many kinds of prepositions. Some of them are the simplest in form. Many of them are monosyllabic such as in, on, at, by, up, from, with, down, into, before, after, behind, above, across,etc. According to Frank, the types of prepositions can be divided into :

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1). Prepositions showing time

There are three kinds of prepositions that show time, they are : a. One point of time

On I saw him on Saturday. (On used with a day of the week) I saw him on September 16 (On used with a day of the

month)

On as a preposition of time may be omitted – I saw him Saturday.

At I saw him at noon (or night, midnight). (At used with a part of the day considered as a point).

I saw him at five o’clock. (At used with an hour of the day). Occasionally, in informal usage, at may be omitted- I saw him five o’clock.

In I saw him in September. (In used with a month) I saw him in 1968. (In used with a year)

I saw him in the morning. (or afternoon, evening).(In used with a part of the day).

I saw him in the spring. (In used with a season). b. Extended Time.

These prepositions showing that the actions starts at one point and ends at another (duration), are as follows :

Since I have not seen him since Monday. (Since gives the beginning point. If it is used with the present perfect tense, the end point is now).

By I can see you by Monday. (By implies no later than, at any time up to this point).

From-to I can see you from ten o’clock to two o’clock. A or Until,till beginning point with from generally requires an

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until is used- I cannot see you until five o’clock. In speech till is frequently heard.

For I can see you for an hour. For gives a quantity of time, it is usually accompanied by a number (I waited for two hours) or by an adjective or indefinite quantity (I haven’t see him for some time); (He has been working bery hard for many weeks). In informal use, for may be omitted before a number (I waited two hours)

During I can see you during the week. (During gives a block of time, usually thought of as undivided) In or within I can see you in an hour from now. (In gives a

quantity of time before which something will happen).

The population has double in the last ten years. (In corresponds to during, but it is used with a quantity rather than with a single block of time. With a word like decade that denotes an expanse of time, in or during may be used, depending on whether the time is felt as a quantity or as a single block of time- The population has doubled in (or during) the last decade.

C. Sequence of Time

These prepositions showing events that follow one another, are as follows:

Before I will see you before Wedenesday. (The event precedes the time given before phrase).

After I will see you after Wednesday. (The event follows the time given after phrase).

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Prepositions of time may introduce not only adverbial prepositional phrases, as in those just given, but they may also introduce adjective phrases that modify nouns or pronouns. For example : The meeting on September 16 has been canceled.13

2) Prepositions showing the position, or place

There are three kinds of prepositions that show the position or place, they are :

a. The point it self

In or inside Hang your coat in the closet. (In gives the area of something enclosed-a container, a drawer, a room, a building, the world).

There was no one inside the house.(inside emphasizes the containment).

On Put the dishes on the table. (On indicates the surface of something- a floor, a wall, a ceiling, a desk, a street).

He is standing on top of the desk. (on top of emphasizes the uppermost horizontal surface. It is used with an object that has some height).

At He is at school. (at church, at the store).(at refers to general vicinity. Were presence at a place is indicated). At also used for addresses with street numbers –He lives at 234 Park Avenue (but he lives on Park Avenue).

After the verb arrive, at refers to a place smaller than a city or town- He has arrived at the airport (or the station, the library); in refers to a place larger than a city or town – He arrived in California (or Brazil, Europe). For

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a city, in is more usual, but at may also be used, especially in reference to traveling-the plane arrived in (or at) Singapore an hour late.

b. Higher or lower than a point 1 Higher

Over The plane flew over the mountains.(Over is felt to be generally higher than a point).

Above He lives on the floor above us. (Above is felt to be directly higher than a point).

This distinction between over and above is not always carefully observed.

2 Lower

Under A subway runs under this street. (Under is felt to be generally higher than a point).

Underneath He swept the dirt under(neath) the rug.(Underneath expresses the idea of close under, especially so as to be hidden.

Beneath Beneath a tree laid a dog fast a sleep.(Beneath expresses the idea of directly under, with some space between).

Below He lives on the floor below us. (Below is felt to be directly lower than a point).

3 Neighboring the point

Near He lives near the University. (Near has the most general meaning of neighboring a point). By is a synonym for near. Close to means very near.

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Alongside The tug pulled up alongside the tanker. (adjoining persons or thing considered as lined up, or side by side).

Beside He sat beside his wife during the party. (On one side of a person or thing that has two sides).

Between He sat between his two sons. (On each side of a person or thing are positioned around a point, among is used-He sat among all his grandchildren. Opposite The museum is just opposite the post

office.(Directly facing someone or something else). 3) Prepositions showing the Direction

The kind of movement designed by each prepositions given below is illustrated by the diagram below :

To-From He always walks to school from his home. To From

Toward (s) The Pilgrims headed toward(s) to Mecca.

Away-From They moved away from their old neighbor. Toward(s) Away from

In (to)-out of He ran into the house quickly. After a few minutes he ran out of the house with an umbrella under his arm.

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Up-down He climbed up (or down) the stairs. up

down

Around The ship sailed around the island.

Around

Through You can drive through that town in an hour. Through

Past (or by) He walked past (or by) his old schoolhouse without stopping.

--- Past

As far as (up to) We will walk only as far as (up to) the old school house.Then we will turn back.14

--- As far as

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4. Prepositions of Place ( in, at, on)

a.We use in when we think of a place as three-dimensional. For Example: Simon is in his room.

Wealso use in when we think of a place as an area. For example: We went for a walk in the park.

b.We use at when we think a place as a point.

For example : I will meet you at the station. (a meeting point) c. We use on when we think of a place as a surface.

For Example : I will put this picture on the wall. We also use on when we think of a place as a line. For Example : Memphis is on the Missisipi river.

d. With cities, towns and villages, we use at when we think of the place as a point e.g. a point on a journey. For example, Our train stops at Brighton. But we use in when we think of the place itself e.g. He’s got a flat in Milan.

e. With buildings, we can often use at or in. She works at/in the post

office.We normally prefer at when we think of the building quite generally as a place where something happens.for example, My brother is at university.But we use in when we think of the building itself. f. With addresses, we use at when we give the house number; in British

English,we use in when we just give the name of the street. For example, I live at 42 East Street and I live in East Street. We use on for the number of the floor e.g. I live in a flat on the first floor.15

B. Pictures

1. Definition of Pictures

A picture is not only worth a thousand words, it can also be used in a wide variety of teaching activities.16 Pictures have motivated the students,

15

Digby Beaumont and Colin Granger, English Grammar, (Oxford:Heinemann, 1989),p.252.

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made the subject clearer, and illustrated the general idea and forms of an object or action which is particular to a culture.

Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match. They can be used in all phases of a grammar lesson for example in presentation, focused practice, communicative practice and for feedback and correction. Interesting or entertaining pictures motivate students to respond in ways that more routine teaching aids, such as a textbook or a sentence on the board, cannot. Although they can be used to advantage at all levels of proficiency, they are especially useful with beginning and low-intermediate learners, who sometimes have trouble understanding long or complicated verbal cues.

Pictures can also be used in various configurations to enhance learning a nd practice. They introduce a great deal of variety into the classroom. Pictures can be presented in pairs: the same object or person on two different occasions or two different objects or people. Pictures can be grouped into semantically related sets that contain from ten to twenty items, representing animals,vehicles,flowers, fruits,etc.17

From the statements above, it shows that picture is one of the visual media that can be used as a tool for explaining material presented or the real things that can give a clear description about the problem described. In order to be understood, teaching and learning process will go more effectively if there is a picture.

2. Types of Pictures

There is a wide variety of uses to which pictures can be put to provide meaningful practice in the classroom at different levels of linguistics attainment. They can be used at the practice stage of a lesson, for review, or as a stimulus for discussion. There are some kinds of picture

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which are useful as teaching aids. In this case, the teacher does not hesitate to use any kinds of pictures.

According to Grazyna Szyke, there are two kinds of pictures that are useful as teaching aids: pictures of individual presons and objects and pictures of situations in which persons and objects are “in action”.18

a. Pictures of Individuals

Pictures of individual persons or things may be used, mainly at the elementary level, to introduce or test vocabulary items, for example, a man, a car. They may be used in pairs, for example: The man goes to work by car.How does he go to work?

Portraits, that is, pictures that show a person in close detail, are useful for intermediate and advance learners. The students can be asked questions about the age and profession of the person, whether he/she is married, his/her interests and traits of character.

b. Situational pictures

Situational pictures that show or suggest relationships between objects and/or people can be perfect teaching aids for introducing, practicing, or reviewing grammatical structures,from the simplest to the most complex.

Mary Finocchiaro said that pictures are divided into three kinds. First, pictures of persons and single objects. Second, pictures of people engaged in activities presenting the relationship between individuals and objects. Third, a series of six to ten pictures mounted on one chart of count nouns (as pieces of furniture) or mass nouns ( as foods) or of sports or work activities. 19

18

Grazyna Szyke, Using Pictures as Teaching Aids, (English Teaching Forum,October,1981),p.45.

19

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3. The Use of Pictures in Teaching and Learning Activities

One way pictures can be used in drills and exercises is to cue a student to make a question. The picture determines specifically what is asked. The answer, on the other hand, can be anything that is true.Used this way, pictures are valuable in any exercise or drill, because they are provide an alternative to pictureless exercises, thus adding variety to classroom activities and they can force the student to verbalize what he sees-a helpful skill and they can reduce the quantity of teacher talk, allowing the students more opportunities both to reflect and to speak.20

Teachers have always used pictures or graphics-whether drawn, taken from books, newspapers and magazines, or photographs- to facilitate learning. Pictures can be in the form of flashcards, large wall pictures, cue cards, or illustrations. Some teachers also use projected slides, images from an overhead projector or projected computer images. Teachers also draw pictures on the board to help with explanation and language work. Pictures of all kinds can be used in a multiplicity of ways, as the follows: 1. Drills

With lower-level students a traditional use for pictures-especially flash cards- is in cue-response drills. We hold one up (the cue) before nominating a student and getting a response. Then we hold up another one, and nominate a different student and so on. Flashcards are particularly useful for drilling grammar items, for cueing different sentences, or practicing vocabulary.

Sometimes teachers use larger wall pictures, where pointing to a detail of a picture will elicit a response such as There is some milk in the fridge, etc.

Sometimes teachers put students in pairs or groups and give them some cue cards so that when a student picks up the top cue card in a pile he or she has to say a sentence that the card suggests.

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2. (Communication) Games

Pictures are extremely useful for a variety of communication activities, especially where they have a game like feel, such as describe and draw activities where one student describes a picture and a paired classmate has to draw the same picture without looking at the original. We can also divide a class into four groups and give each group a different picture that shows a separate stage in a story. Once the members of group have studied their picture, we take it away. New groups are formed with four members each-one from group A, one from group B, one from group C, and one from group D. By sharing the information they saw in their pictures, they have to work out what story the pictures together are telling.

Teachers sometimes use pictures for creative writing. They might tell students to invent a story using at least three of the images in front of them (on cue cards,for example). They can tell them to have a conversation about a specified topic, and at various stages during the conversation, they have to pick a card and bring whatever card shows into the conversation.

3. Understanding

One of the most appropriate uses for pictures is for the presenting and checking of meaning. An easy way of explaining the meaning of the word aeroplane, for example, is to have a picture of one. In the same way it is easy to check students’ understanding of a piece of writing or listening by asking them to select the picture (out of, say, four) which best corresponds to the reading text or the listening passage.

4. Ornamentation

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for this is clearly that pictures enhance the text, giving readers (or students) a view of the outside world.

Some teachers and materials designers object to this use of pictures because they consider it gratuitous. But it should be remembered that if the pictures are interesting they will appeal to at least some members of the class strongly. They have the power (at least for the more visually oriented) to engage students.

5. Prediction

Pictures are useful for getting students to predict what is coming next in a lesson. Thus students might look at a picture and try to guess what it shows (are the people in it brother and sister, husband or wife, and what are they arguing about-or are they arguing?etc). They then listen to a tape or read a text to see if it matches what they expected on the basis of the picture. This use of pictures is very powerful and has the advantage of engaging students in the task to follow.

6. Discussion

Pictures can stimulate questions. Pictures can also be used for creative language use, whether they are in a book or on cue cards, flashcards, or wall pictures. We might ask students to write a description of a picture; we might ask them to invent the conversation taking palce between two people in a picture, or in a particular role-play activity, ask them to answer questions as if they were the characters in a famous painting.21

According to Ann Raimes, the use of pictures in the classroom might be useful :

1) Whole-class discussion, which then leads to writing, can be generated by many types or pictures, such as posters, textbook pictures, magazine pictures pasted onto stiff cardboard and displayed

21

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at the front of the room, simple pictures drawn on the blackboard, or duplicated drawings.

2) To provide a student audience for student writers, give half the class one picture, the other half another. A range of communicative tasks for small groups opens up now, with students conveying real information to others.

3) With students working in pairs or small groups, give each student of the pair or give each group a different picture to work with.

4) Real communicative tasks can be developed by using in the classroom pictures that the students themselves provide.

5) Do not limit classroom work to what the students can actually see in the picture. Remember that the students can make inferences, predictions, and suppositions about the world beyond the frame of picture. Ask the students to use their imagination to visualize what happened just before the moment in the picture and what will happen next and what the result will be.22

From the descriptions above, it can be denied that there are many things that will influence the result of teaching and learning process such as material to be taught, the environment of teaching and learning process, the instruments used in explaining material, method and techniques of teaching and so on.

4. Strength and Weakness of Using Pictures

In applying teaching prepositions using pictures, on the one hand, there are always obstacles or problems that should be faced by a teacher. In this case, it is usually called as weaknesses.

Pictures has several weaknesses as a medium in teaching learning process. It can be caused by the size and distance. May be it is too small and the distance is too far. So, it is too difficult to be seen clearly by the

22

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students. The lack of color in some pictures will also restrict proper interpretation. Besides, students do not always know how to read pictures. Those reasons above that can cause misunderstanding as stated below : 1). Sizes and distances are often disorted

2). Lack of color in some pictures limits proper interpretation 3). Students do not always know how to read the pictures.23

On the first hand, there are some things that make teacher become easier to teach goal of teaching and learning process. Then, it is called the strength of pictures. The possibilities of using pictures in teching a foreign language are practically unlimited, and success comes to teacher with foresight, ingenuity, and imagination. Many of the advantages are obvious. Pictures provide necessary variety, are popular, and foster a high degree of interest.24

Tang Li Shing said that teaching English through pictures is not only effective and interesting, but also practical and economical.25

According to Grazyna, the advantages of using pictures are indisable. They add variety, providing a change space important in maintaining a high level interest. To give a clear concept of what a word or structure may mean, they are much simpler and more vivid than a long explanation would be. 26

There are some strength of using pictures in teaching learning English, are as follows :

a. Easy to prepare. b. Easy to organize. c. Interesting.

d. Meaningful and authentic.

23

Vernon S. Gerlach, Teaching and Media, A systematic approach,2nd Edition,(New Jersey,1980),p.273.

24

Marie Ernestova, How to Use Ready-Made Pictures, (English Teaching Forum,Vol XIX (4),October,1981),p.9.

25

Tang Li Shing, English Through Pictures,(English Teaching Forum XIX,October 1981),p.15.

26

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e. Sufficient amount of language.27

Pictures can be used to provide students with either the general context or to illustrate particular points. Pictures also can be used by the students to show their understanding non-verbally for example by pointing to detail in a picture or adding information to a drawing. It helps the teacher in order to send the massages of the materials to their students as good as possible. The use of pictures is helpful when pupils have limited experiences and when they are just beginning to develop a stock of words. Therefore, some of the teachers use this approach to get the purpose of teaching-learning process and make the class alive.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research methodology used in the study. It consists the reseach design, place and time of the study, population and sample, procedure of using pictures in teaching preposition of place, research instruments, technique of collecting the data, and technique of data analysis.

A. Research Design

Research method in education (and the other social sciences) are often divided into two main types : quantitative and qualitative methods. In this study, the writer used the quantitative methods which can be defined as: quantitative research is obstrusive and controlled, objective, generalisable, outcome oriented, and assumes the existence of ‘facts’ which are somehow external to and independent of the observer of researcher.28 In quantitative research, there are two main types of design, experimental design and non experimental design.

Based on the explanation on the previous chapter that the writer investigated an effort of using pictures in teaching prepositions of place , so the writer took the experimental method.

In this research, the writer taught the students in experimental class by using pictures and controlled class without using pictures. The research was done for five meetings. After five meetings the writer gave the post-test to both of the class. Test was the same in qualities and quantities to keep the reliability of the research. It was given to know how the using of pictures to prepositions knowledge of the students.

When all the researches have done, the writer used the t-test to master the gain of experimental class and controlled class. This research investigated the using of pictures in teaching prepositions of place at the eight grade of Islamic Junior High School Al-Ghazaly Bogor.

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B. Place and Time of the Study

The writer did the research at Islamic Junior High School Al-Ghazaly Bogor, which is located at Jalan Cempaka 6 Kelurahan Kebon Kalapa Kecamatan Bogor Tengah kota Bogor,phone.0251 8385170 . It began with on observation to the school on Wednesday, January 14th 2009. She conducted this research at the school from 16th of January 2009 to 18th of February 2009. During the research consisted of held an experiment by applying the use of pictures and without pictures in teaching prepositions of place, and last meeting the writer gave a post test to students. After doing the research in the classroom, the writer collected the data from post-test, and then the writer began to analyze them.

C. Population and Sample

In this research the whole students of the population of the eight grade students at Islamic Junior High School Al-Ghazaly Bogor are 120 students, namely class 8.A, 8.B, and class 8.C. For the research, the writer only took sample 80 students, namely class 8.A (40 students) as the Control class and class 8.B (40 students) as the experiment class.

D. Procedure of Using Pictures in Teaching prepositions of Place

One of those things that can be used as a tool in explaining material of pictures, especially in teaching language because students not only study from what they hear and read, but also from what they see. By looking, it will make students easy to grasp or define what they see for instance; they can say the name of thing, activity, and others.

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activity rather than an accessory.29 For example, the teacher wants to teach English prepositions ‘ above and on’ and wants to explain their different usage to the students; he/she can use the following pictures.

The light is above the table The computer is on the table From two pictures above, the students can see clearly and understand easily the different sight and meanings between the prepositions ‘ above’ and ‘on’. The preposition above used if the object does not attach the surface of the other object, and the preposition on is used if the object attaches closely the surface of the other object.

Pictures can be made and brought easier into the classroom and they represent the real objects without translating their meanings into students’ native language can be shown to the students clearly.

To make easy in giving materials, the teacher have some steps of technique in presenting materials as follows:

1. Teacher prepares some pictures to the students. 2. Teacher shows some pictures to the students.

3. Teacher explains materials to be taught based on picture provided. 4. Teacher orders students to look at and pay attention to the pictures. 5. Teacher orders the students to say the name or an activity of the pictures

that seen.

6. In presenting material, teacher must be able to make graduation; teacher explains material to be taught from the easiest to the difficult one.

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7. To know the result of teaching and learning process, the teacher can see the use of pictures as tools to test the students. For instance by showing some pictures then the teacher orders them to say what they see.

The steps to learn prepositions by using pictures are : a. Write the prepositions on the board

b. Read the prepositions and ask the students to repeat after the teacher c. Write down the examples

d. Ask students to make sentences

e. Ask the students to remember the prepositions f. Ask the students to practice the prepositions

g. In the last activity, the teacher gives a test to know how far the students understand what the teacher teaches.

The indicators of prepositions used: a. Pronunciation

b. The meaning of word c. Fluency

E. Research Instruments

The research instruments that are used for this study include observation and evaluation (test). The observation is used to observe the teaching-learning conducted by the English teacher in the classroom including English teacher’s activity in the classroom, the book used by the English teacher and students, problems faced by the English teacher in teaching prepositions of place, teacher’s performance including their teaching methods and the evaluation used by the English teacher.

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F. Techniques of Collecting the Data

In this research, the writer used the quantitative research approach, so the technique used to get the data related to the teaching vocabulary by the writer is doing some:

1. Observation

Observation technique is the main technique in collecting the data about teaching English in the classroom. It was conducted once for observing English teaching-learning process in the real English classroom activities at the eight grade students of Islamic Junior High School Al Ghazaly Bogor on January 14th 2009. In this case, the researcher acted as an observer who observed the teaching-learning process without being involved in the process. Therefore, this technique can be categorized as non-participant observation.

2. Test

It was used to find out the effectiveness of using pictures in teaching prepositions of place. The test consists of 30 (thirty) questions and it is divided into two test forms, they are multiples choice and essay test. They are divided into three categories; easy (30%), moderate(60%),and difficult(10%). Multiple choices consist of 20 items from number 1 to 20. it’s score per item is 3; it means if the students can choose the right answer, they will get 60 scores. While essay test consists of 10 items from number 21 to 30. It’s scores per item is 4, it means if the students can answer correctly, they will get 40 scores. So,the total score of the questions is 100 points if students can answer all of question correctly.

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[image:40.612.116.508.125.498.2]

Table 3.1

The description of the test items

No

Prepositions of

Place Question Number Total

Easy (30%) 1, 11, 22, Moderate (60%) 3, 5,8, 10, 14, 26 1 In

Difficult (10%) 30

9

Easy (30%) 7, 19

Moderate (60%) 2, 9, 16, 18, 21 2 At

Dificult (10%) 27

8

Easy (30%) 1, 12, 13, 20

Moderate (60%) 4, 6, 15, 17, 23, 24, 25, 29 3 On

Difficult (10%) 28

13

From the table of specification for the test item, the writer divided them into easy 30%, moderate 60% and difficult 10% after decided the types of prepositions of place, they are in, at and on.

G. Techniques of Analyzing the Data

Data analysis is the last step in the procedure of experiment, in this case, processing the data. Data processing is the step to know the result of both the experimental class and the controlled class and also their differences.

To find out the differences of students’ score in using pictures in teaching prepositions compared to the students’ score that without using pictures in teaching prepositions, the writer used Anas Sudijono’s formula30 to analyze the data namely t-test.

Before using the t-test formula, the writer has to seek the differences of mean variables by using formula as follows:

30

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M1 = M’ + ) ( ) ' ( N fx Σ

and M2 = M’ + i

Σ

N fy'

Note :

M1 : Mean variable of experiment class

M2 : Mean variable of controlled class

M’ : The value of mean (‘mean taksiran’) : Interval class

: frequency of experiment class : Frequency of controlled class

N1 : The total of number of students in experiment class

N2 : The total number of students in controlled class

And after getting mean variables, the writer has to seek the standard of deviation of variable and standard error mean of variable by using formula as follows :

1. SD1 = i

(

)

( )

2 2 2 ' ' N fx N fx Σ − Σ

2. SD2 = i

(

)

( )

2 2 2 ' ' N fy N fx Σ − Σ

3. SEM1 =

1 1 1 − N SD

4. SEM2 =

(42)

Note :

SD1 : Standard of deviation from experiment class

SD2 : Standard of deviation from controlled class

SEM1 : Standard error mean of variable from experiment class

SEM2 : Standard error mean of variable from controlled class

: The total frequency of experiment class

: The total frequency of controlled class

N1 : The total number of student in experiment class

N2 : The total number of student in controlled class

The next step is seeking the standard error mean difference of variables by using formula as follows :

SEM1-M2 =

2 2 2

1 M

M SE

SE +

Then the last step is determining t-test by using formula :

to =

2 1

M M

SE M M

−

Note :

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CHAPTER IV

RESEARCH FINDINGS

This chapter presents and discusses data description, test of hypothesis, and data discussion.

A. Data Description

[image:43.612.114.509.163.544.2]

To know the result of the test, the writer makes the table of student’s score for each class as follows :

Table 4.1

The Test Scores of the Experimental Class Students

Student Score Student Score Student Score Student Score

1 75 11 80 21 77 31 77

2 59 12 76 22 61 32 64

3 86 13 72 23 76 33 92

4 48 14 58 24 50 34 72

5 75 15 70 25 61 35 85

6 58 16 85 26 73 36 78

7 59 17 65 27 70 37 65

8 63 18 48 28 63 38 70

9 62 19 64 29 73 39 50

10 86 20 54 30 80 40 90

Number of Class (C)

C = 1 + 3.322 log N = 1 + (3.322) log 40 = 1 + (3.322) (1.6) = 1 + 5.31

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Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1 R = H – L + 1

= 92 - 48 + 1 = 44 + 1 = 45

Interval (I) is obtained from ratio (R) divided number of class (C)

I =

C R

= 45 6.31 = 7.13

= 7

[image:44.612.115.503.114.619.2]

Next, after finding the result of formula explained previously, the writer divided the students’ score into several classes equal with their interval.

Table 4.2

Interval of the Students’ Score of Experimental Class Score

90-96 2

83-89 4

76-82 7

69-75 9

62-68 7

55-61 6

48-54 5

N=40

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[image:45.612.114.506.135.519.2]

Table 4.3

The Test Scores of the Controlled Class Students

Student Score Student Score Student Score Student Score

1 58 11 45 21 73 31 65

2 50 12 48 22 58 32 63

3 86 13 82 23 76 33 54

4 46 14 50 24 50 34 45

5 76 15 90 25 87 35 72

6 75 16 54 26 78 36 50

7 48 17 88 27 76 37 76

8 50 18 79 28 81 38 82

9 40 19 58 29 65 39 60

10 63 20 63 30 84 40 72

Number of Class (C) C = 1 + 3.322 log N

= 1 + (3.322) log 40 = 1 + (3.322) (1.6) = 1 + 5.31

= 6.31

Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1

R = H – L + 1 = 90 – 40 + 1 = 50 + 1 = 51

Interval (I) is obtained from ratio (R) divided number of class (C)

I =

(46)

= 51 6.31 = 8.08

= 8

[image:46.612.112.504.196.506.2]

Next, after finding the result of formula explained previously, the writer divided the students’ score into several classes equal with their interval.

Table 4.4

Interval of the Students’ Score of control Class Score

88-95 2

80-87 6

72-79 10

64-71 2

56-63 7

48-55 9

40-47 4

N2=40

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[image:47.612.114.504.117.705.2]

Table 4.5

The Result Calculation of Experimental Class

Score X x’ ’2 ’ ’2

90-96 2 +3 9 6 18

83-89 4 +2 4 8 16

76-82 7 +1 1 7 7

69-75 9 M’ (72) 0 0 0 0

62-68 7 -1 1 -7 7

55-61 6 -2 4 -12 24

48-54 5 -3 9 -15 45

N = 40 ’ =

- 13

’2 = 117

From the table of result calculation above, the writer gained the total frequency of the students’ score in experiment class were -13, and the double value of frequency students’ score in experiment class were 117 from the total number of experiment class was 40 students.

Table 4.6

The Result Calculation of Controlled Class

Score f Y ’ ’2 ’ ’2

88-95 2 +2 4 4 8

80-87 6 +1 1 6 6

72-79 10 M’(75.5) 0 0 0 0

64-71 2 -1 1 -2 2

56-63 7 -2 4 -14 28

48-55 9 -3 9 -27 81

40-47 4 -4 16 -16 64

N = 40 fy’=

-49

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From the table of result calculation above, the writer gained the total frequency of the students’ score in control class were -49, and the double value of students’ score in experiment class were 189 from 40 students, the total number of control class.

After calculate the data given above, finally the writer continued the next step, which the steps comprise of Determining mean of experiment and control class, Determining of Standard Deviation of Variable experiment and control class, Determining of Standard Error Mean of variable experiment and control class, Determining of Standard Error Mean Difference of experiment and control class, and Determining to, the value of t observation.

To get the description about the comparative scores between the calculation scores of experimental class (see table 4.5) and the calculation scores of control class (see table 4.6) were further analyzed by using the formula below : 1. Determining Mean I with formula :

M1 = M’ + i

(

)

( )

N fx'

Σ

= 72 + 7

(

)

( )

40 13

−

= 72-2,275 = 69,725

2. Determining Mean II with formula :

M2 = M’ + i

(

)

( )

N fx' Σ

= 75.5 + 8

(

)

( )

40 5 , 75 −

= 75,5-15,1 = 60,4

3. Determining of Standard Deviation of Variable I :

SD1 = i

(

₂

)

2 2 ' ' N fx N fx Σ − Σ

= 7

(

)

( )

2 2 40 13 40 117 − − = 7 1600 169 925 , 2 −

(49)

= 7 x 1,67

= 11,69

4. Determining of Standard Deviation of Variable II :

SD2 = i

(

)

2 2 2 _' ' N fy N fx Σ − Σ

= 8

(

)

( )

2 2 40 49 40 189 − − = 8 1600 2401 725 , 4 −

= 8 4,725−1,5

= 8 3,225

= 8 x 1,795

= 14,4

5. Determining of Standard Error Mean of Variable I :

SEM1 =

1 1 1 − N SD = 1 40 69 , 11

− = 6,24 69 , 11

= 1,87

6. Determining of Standard Error Mean of Variable II :

SEM2 =

1 2 2 − N SD = 1 40 4 , 14

− = 6,24 4 , 14

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7. Determining of Standard Error Mean Difference of M1 and M2 :

SEM1-M2 = SEM12 +SEM22

= 2 2

3 , 2 87 , 1 +

= ₃_,₄₉₆+₅_,₂₉

786 , 8

= 2,964

8. Determining to with formula :

to =

964 , 2 325 , 9 964 , 2 4 , 60 725 , 69 2 1 2

1− ₌ − ₌

−M M SE M M = 3,146

9. Determining t-table in significance level 5 % and 1% with df :

= (N1 + N2 – 2 ) = (40 + 40 – 2 ) = 78

The writer gained t-table :

S.L. 5 % = 1,99

S.L. 1 % = 2,64

10.The Comparison between t-score with t-table

t-score = 1,99 < 3,164 > 2,64

B. Test of Hypothesis

The writer states hypothesis as follows : (1) Alternative Hypothesis (Ha) =

There is significance difference between the students’ prepositions scores taught

by using pictures and without using pictures for students at Islamic Junior High

School Al-Ghazaly Bogor. (2) Null Hypothesis ( Ho) = There is no significance

difference between the students’ prepositions scores taught by using pictures and

without using pictures for students at Islamic Junior High School Al-Ghazaly

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Sudijono states, if the result of calculation to ( t observation) is higher than

tt (t table), to > tt ; so the null hypothesis (Ho) is rejected. It means that there is a

significant difference between students’ prepositions scores taught by pictures and

without using pictures, and if the result of calculation to (t observation) is lower

than tt (t table), to < tt; so the null hypotheses (Ho) is accepted.31

As stated above, the result of the statictic calculation indicates that the

value of to is 3,146 and the value of df (78) on degree of significance of 5% and

1%, are 1,99 and 2,64. Comparing the to with each values of the degree of

significance, the result is 1,99 < 3,146 > 2,64.

Since to which is obtained from the result of calculating is higher than the

tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is

rejected.

C. Data Discussion

The test of hypothesis shows that there is a significant difference between

the students’ prepositions scores taught by pictures and without using pictures.

The difference is students’ score in prepositions taught by pictures are higher than

they are taught by without using pictures.

Based on the explanation about the analysis of the result on the tables

above, the writer can interpret that teaching prepositions of place using pictures is

effective and quite success. It can be seen on the table above that the students who

were taught by pictures in teaching prepositions of place generally get bigger

scores than the students who were taught without using pictures, and it can be

seen from the activities they followed in the class actively.

It means that the influence of using pictures in teaching prepositions of

place in experiment class is bigger than teaching prepositions of place without

pictures in control class. It can draw

The effectiveness of using pictures in teaching prepositions of place : (an experimental study at the eight grade students of Islamic Junior High School Al-Ghazaly Bogor)