1
THE CORRELATION BETWEEN THE USE OF LCD PROJECTOR MEDIA AND THE STUDENTS WRITING ACHIEVEMENT AT SEVENTH GRADE STUDENTS OF SMPN 2
PONOROGO IN ACADEMIC YEAR 2016/2017
THESIS Presented to
The State Institute for Islamic Studies of Ponorogo in Partial Fulfillment of the Requirement
For the Degree of Sarjana in English Education Department
By:
IRMA RAHMAWATI NIM: 210913030
FACULTY OF TEACHING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
THE STATE INSTITUTE FOR ISLAMIC STUDIES OF PONOROGO
IAIN PONOROGO
2017
ABSTRACT
Rahmawati, Irma 2017. The correlation between the use of LCD projector media and the students writing achievement at seventh grade SMPN 2 Ponorogo in Academic Year 2016/2017. Thesis, English Education Department, Education Faculty, Institute for Islamic Studies of Ponorogo, Advisor
Drs. Harjali, M. Pd.
Key Words: LCD Projector, writing skill
Writing skill is complex and sometimes difficult to teach, requiring mastery not only gramatical and rhetorical devices but also of conceptual and judgmental elements. The varied skills are necessary to produce a good writing Media is tools which are used by teachers during teaching and learning process to help teachers in presenting the materials. Media can facilitate teaching process. Thus, media has an important role in teaching and learning process to build students‟ interest to the material.
The problem statement of this research is as follows: Is there any correlation between the use of LCD projector media and the students writing achievement at seventh grade SMPN 2 Ponorogo in academic year 2016/2017. The purpose of this research is to identity the correlation between the use of LCD projector media and the students writing achievement at seventh grade SMPN 2 Ponorogo in academic year 2016.
This research applied quantitative approach and used the correlational research. The population was taken from the seventh grade students of SMPN 2 Ponorogo in academic year 2016/2017. The numbers of the sample was 32 students.
The instruments of collecting data use test and questionnaire. The test consist of objective test. And the questionnaire consists of 25 questions with the answer use likert scale. The technique of the data collection was test and questionnaire. To analyze the data, it used product moment.
The result showed that the value of to between the use of LCD projector media and writing skill is 0.6525. The result of computation based on t-test formula of significant level 5% was 0.349 and at significant level 1% was 0.449. The to was higherthan tt. So, Ha was accepted and Ho was rejected.
From the calculation above it can be concluded that there is a significant correlation between LCD Projector media and students writing skill at SMPN 2 Ponorogo in academic year 2016/2017. It becomes important for the teacher to use an media in teaching English especially in teaching writing.
CHAPTER I INTRODUCTION
A. Background of the Study
English is one of the international languages. As an international language, English has become an important subject taught at every level of education. To provide students with all language skills, English teaching has to give them an opportunity to achieve listening, speaking, reading and writing skill.
As we know that learning English is more difficult than learning a national language or a mother tongue. Because of English has completely different aspects and system which should be understood by students or learner such as pronunciation, spelling, cultural background of language, etc. English is a world language, with more than 60 countries where English is now the dominant or official language.1
As one kind of language skills, writing can be defined as a hard skill at which to excel for many our learners.2 It influences by many aspects or factors. They are punctuation, spelling structural, structure or vocabulary.3 From those can be concluded that writing is can not separate its factors. Writing lesson in junior high school is focused on developing the students‟ competence in written language.
1 Peter Lucantoni, Professional Development for Teachers Teaching and Assessing Skills as a Second Language (UK: Cambridge University Press, 2006), 3
2 Caroline woods, Teaching and Assessing Skill in Foreign Language, (UK: Cambridge University Press, 2005), 72
3Robert lado, Language Testing, (London: Longman, 1961), 250
The students are expected to be able to use English and communicate with it in daily life.
Writing is one of four skills should be mastered by students, as Bryne states that “writing is one of the language skills, which is use for medium of communication, especially in direct communication”. Likewise, Richard defines that “writing is written communication that work much on ability to generate expression in particular purpose”. Those experts above put down the perception of writing based on the real activity which prefers conveying the ideas, information, thought, and even argument through the written language.4
By knowing about the writing ability of students‟ seventh grade at SMPN 2 Ponorogo have problems in English writing. First, the students have low ability in generating, organizing, and elaborating ideas, for they did not understand how to specify this. Second, the students are confused in using correct grammar. Third, the students have limited vocabulary (diction). The last, the students are poor in using mechanical convention in their composition. As the result, they were not able to construct the writing well.
Perrin states that “writing is either hard or easy, as a person makes it. For most people who have not written very much, the chief difficulty is uncertainty as to
4Anas Yasin, Improving Students’ Writing Skill By Using Graphic Organizer At The Second Year Students English Education Department Faculty Of Education And Teachers Training Lancang Kuning University Pekanbaru, Language Education Program, State University of Padang, Journal English Language Teaching (ELT) Volume 2 Nomor 2, Juli 2014
what they should do”.5However, learning how to write well is very important for the students. Although writing is complex, this skill is very important especially to measure the students‟ literature. Students can develop their ability to put their ideas or opinions in a composition by writing. Moreover, they may accomplish or learn from errors which they make in their writings especially the faults in grammar, word choices, coherence, etc. The teacher should apply interesting techniques to engage their interest.
Teaching English at Junior High School is not easy task. Teacher usually still use traditional ways in English lesson especially writing. When the students find new difficult words to write the teacher only gives the example to the how to write good English words. It may take a long time for the students to create the good words. It can make the students bored and tired. Therefore, the teachers of Junior High School should teach the English lesson especially writing through enjoyable activities. By using media students hoped fell more interested and pay more attention to the teacher.
Robert states that ”media can serve many roles in learning. The instruction may be dependent on the presence of a teacher. Even in this situation, media may be heavily used by the teacher”.6 So that using teaching media is very important to help the students be more interest.
5 Porter G Perrin, Writer’s Guide And Index To English, (New York: Scott foreman and company), 288
6Robert heinich et al, Instructional Media And Technologies For Learning 7th Edition, (New York: Macmillan Publishing Company, 1982), 11
Arsyad states that “Media is very important in teaching and learning process. There are three kinds of media. They are audio, visual, and audio visual media. By using audio visual, media that use sense of vision and hearing, students can get more than students learn by using media that only use one sense either vision or hearing.7 In this case, the researcher will take audio visual media for running the research. It is LCD projector media.
The use LCD projector can be an alternative media of teenager students to improve and enrich their mastery of English lesson especially writing. The teacher can show the material to improve the writing skill with the power point, videos, animation the writing material and example of the good writing.
Utilizing the appropriate instructional media is required because of several benefits. One of the benefits is to enhance students‟ motivation. By using instructional media e.g. showing pictures and having the students heard music, the students give more attention to the teachers, moreover, their curiosity is increasing towards the subject. Other benefits are stated by Ruis, (1) solving lack of experiences problem for the students, (2) reaching everything out of the class, (3) creating direct interaction between the students and environment, also (4) integrating experience from the concrete to the abstract information.8
7 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003),9 8Wildan Nurul Aini Instructional Media in Teaching English to Young Learners: A Case Study in Elementary Schools in Kuningan, English Education Study Program of Indonesia University of Education, Journal of English and Education 2013, 1(1), 196-205
Based on background above, it is necessary the researcher to write the research with the entitled “the correlation between LCD projector media and students‟ writing skill at seventh grade SMPN 2 Ponorogo in academic year 2016/2017”.
B. Limitation of the Study
In this research the researcher wants to focus his study only the use LCD projector media as learning media on English lesson especially in writing skill of seventh grade students of Junior High School.
The researcher want to get maximum result of the study and it will contribute advantage in English teaching and learning.
C. Statements of the Problem
Based on the background and limitation the research, the problem of this research as follows:
Is there any correlation between the use of LCD projector media and the students‟ writing achievement at seventh grade SMPN 2 Ponorogo in academic year 2016/2017?
D.Objectives the Study
Based on the problem statement above, the aim of this research is to identity the correlation between LCD projector media and students‟ writing skill at seventh grade SMPN 2 Ponorogo in academic year 2016/2017.
E.Significance of the Study
In the end of this research, the researcher hoped that this research would give a significant contribution for English teacher, students, or the readers in learning English better than before. Based on the formulation above, the significance of this research were:
1. Theoretical Significance
The results of the research can identity the LCD projector as media learning in English lesson especially in writing skill for the students.
2. Empirical Significance a. For the English teacher
This research hopefully gives a new alternative about how to teach writing in interesting way. Use the media as media learning can improve the quality the students in English lesson especially in writing skill.
b. For the students
It would be an effort to improve their writing skills and also their learning motivation. The use of LCD projector as media learning in
teaching writing is expected to be the best way to improve and develop their writing skills.
c. For the reader
This research is expected to give contribution to readers, particularly the students of English Department of IAIN Ponorogo, in enriching references concerned with the use of LCD projector as media learning to improve the students‟ writing skill.
F. Organization of the Thesis
This chapter consist five chapters. Every chapter has different description. This description will be explained in the organization of the thesis as follow:
CHAPTER I : Introduction
This chapter gives the explanation about the design of the research. It consist of background of study, limitation of the study, statements of the problem, objectives of the study, significance of the study, and organization of the thesis.
CHAPTER II : Review of Related Literature
This chapter gives explanation about the theories to analyze the problem of the research. Thus theories are theoretical analysis and theoretical framework. Theoretical analysis consists of media and writing skill. Explanation about media such as the definition of media, the importance of media as
learning, definition of LCD projector, the advantages and disadvantages of LCD projector, the importance of LCD projector as media learning. Explanation about writing skill such as the definition of writing, the characteristic of writing, the stages of writing, the aspect of writing, and the scoring of writing, the correlation between LCD projector media and writing skill. And the last, the explanation about theoretical framework and hypothesis.
CHAPTER III : Research Methodology
This chapter gives the explanation about technique use to make research. It consists of research design, population, and sample, instrument of data collection, technique of data collection, and technique of data analysis.
CHAPTER IV : Research Result
This chapter gives explanation about the research location, data description, data analysis and discussion
CHAPTER V : Conclusion
This chapter consists of the conclusion of the first until fourth chapter and about the recommendation.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents review of literature, previous study, theoretical framework and hypothesis. Review of literature discusses the theories related to the topic. In the previous study, the researcher presents about the studies that are relevant to this research. In the theoretical framework, the researcher discusses the link between theories and study of the research.
A. Review of Literature 1. Media
a. Definition media
A medium is a channel of communication. Derived from the latin word meaning “between” the term refers to anything that carries information between a source and a receiver. Examples of media are film, television diagrams, printed materials, computers and instructors. These are considered instructional media when the carry messages with an instructional purpose. The purpose of media is to facilitate communication.9
Many provide limitations on the media. Association of Education and Communication Technology (AECT) in the United States limits the
9 Robert Heinich et al, Instructional Media And The New Technologies Of Instruction 4th Edition, (New York: Macmillan Publishing Company, 1985), 4
media as all forms and channels that can be used by people to deliver messages or information. Gagne states that media are various kinds of component in the environment that can stimulate students to learn.
Meanwhile, Briggs argues that media are all the physical tools that can present messages and stimulate students to learn by themselves.10
According to National Education Association (NEA), media are the forms of communication either printed or audivisual.11 Since the turn of the century, teachers have used various types audio and visual aids to help them teach. The teacher is no longer limited to the confines of the classroom.12
From the definition above, the writer can conclude that media is tool which are used by teachers during teaching and learning process to help teachers in presenting the materials. Media can facilitate teaching process. Thus, media has an important role in teaching and learning process to build students‟ interest to the material. Besides that, media can help students in acquiring lessons that was being taught by teachers. So that, students can understands more the material that is presented.
10 Arif S Sadiman dkk, Media P endidikan, (Jakarta: PT Raja Grafindo Persada), 2009, 6
11 Nuhung Ruhis, et all, Instructinal Media, (Jakarta: Ministery of national Educatin, 2009), 2
12 Robert heinich et al, Instructional Media And Technologies For Learning 7th Edition, (New York: Macmillan Publishing Company, 1982), 10
b. Kinds of Media
There are so many instructional media are used in teaching that starting from the simplest or cheapest ones to the most complex ones, without the need of the electricity, up to the most expensive ones which needed the electricity.
Vernon states that there are six kinds of media;13 1) Drawing or teacher mode drawings
This media can be constructed and supported the topic which is being taught. The teacher can prepare it at home and apply it easily in the class to achieve the goals of the teaching and learning process.
2) Still pictures
This media can be shown into the real objects or the events of outside the class. A still picture is a record or a copy of a real object or event which may be longer or smaller than the real object or events, for examples: photograph, bulletin board material, brochure, etc.
3) Audio recording
Recording is a mode of magnetic, on disc, or on motion picture soundtracks. This is the reproduction of actual event of sound effects.
Sound is presented in the sequence in which they actually happen unless the recording is edited. Audio recording may be used individually or displayed directly to the audience.
13 Nuhung Ruhis, Instructional Media, 4
4) Motion picture and TV
A motion picture or video tape recording is a moving image on color or black and white produced from live action or from graphic presentation. Objects or events may be in normal motion and edited for abbreviating or high lighting. It can be silent or having sound. All types of audio-video electronic system can be appeared on a cathode ray tube or TV monitor.
5) Real object, simulation and models
This category includes people, events, objects and demonstration. Real objects as contrasted with other media are not substituted by the artificial objects or events. They are, in fact, life, often in its natural setting. There are the immediate community. As long as they are readily and economically available, use countless real objects in them. Simulation is the replication of real situation which has been designed to be as near actual events or process as possible. A model is a replica or reality. It is often in scale and may be in miniature, exact side or an enlargement.
6) Programmed and computer-assisted instruction
Programs The example of a computer-assisted instruction. are sequences of information which are designed to elicit predetermined response. The most common examples are programmed text books or instructional programs prepared for computers.
Mulyana, Kim classifies the instructional media for teaching language into:14
1. Games and simulation, for example: Simon says, Scrabble, Bingo, Words
2. Puzzle. Some examples of simulation: role playing, socio drama, psycho drama, puppet show.
3. Visual media, for example : a black board, flannel board, magnetic board, wall chart, flash card, reading box, reading machine, module, picture card, slide,film, OHP.
4. Audio Media, for example: radio, recordings, record player.
5. Audio-visual media, for example: voiced slide, film, TV, Video Tape Recorder.
There are also visual media that can be effectively used by teachers in the classroom. Those media are as follows :
a) Pictures
b) Realia or real objects.
c) Drawings or teacher-mode drawings d) Chart, poster and cartoon
e) Black board or white board f) Audio media
g) Over Head Projector (OHP)
14 Ibid, 6
h) LCD Projector
c. The Role and Function of Media in Learning
Media can serve many roles in learning. The instruction may be dependent on the presence of a teacher. Even this situation, media may be heavily used by the teacher. On the other hand, the instruction may not require a teacher. Such student directed instruction is often called “self instruction” even though it is in fact guided by whoever designed the media.15
The purpose of media is to facilitate communication. However, it can give visual experience for students motivation in teaching, to make easier complicated complicated concept and to make the abstract to be concrete. Besides it all, media will make more interesting in learning process, positive attitude about material able to help students active and direct learners.
One of the main functions of the media is teaching as a tool `to help teach that also influence the climate, conditions and the learning environment is created and styled by the teacher.
d. Advantages of Media in Teaching
There are some advantages of using instructional media in a classroom teaching, namely:
1) Instructional media is increased the learners‟ experiences.
15 Robert heinich et al, Instructional Media And Technologies For Learning 7th Edition, 11
2) Instructional media is reached everything out of the class, such as:
markets, stations, harbors, bacteria, virus, etc.
3) Instructional media is created the possible direct interaction between learners and their environment.
4) Media is produced some observation done by the learners to achieve the teachers‟ aims.
5) Media is kept the basic, concrete and real concepts of the teaching.
6) Media is aroused the learners‟ motivation to learn.
7) Media is integrated the experience from the concrete things to the abstract ones.
8) Media is avoided the learners bored.
9) Media make the learners easily to understand the instructional materials.
10) Media is reinforced the students‟ comprehension.
11) Media is made the teaching-learning process more systematic16 Azhar Arsyad states that there are many advantages of media in teaching and learning, they are;
1) Learning media can clarify the presentation of messages and information that can facilitate and improve the process of teaching learning activities.
16 Nuhung Ruhis, Instructional Media, 17
2) The media can enhance students‟ attention so that media can lead some motivations of learning. The more direct interaction between students and their environment, the more possible students learn independently in accordance with the abilities and interests.6
3) Teaching media can overcome the limitations of the senses, space and time;
a) Objects that are too large to be displayed directly in classroom can be replaced with images, photographs, slides, reality, film, radio, or a model.
b) Objects or images that are too small can be presented with the aid of a microscope, movies, or pictures.
c) A rare occurrence that happened in the past or happened once in decades can be displayed through video, films, photographs, or slides.
d) Object that has very complicated process such as blood circulation can be displayed in a concrete way through the movie, pictures, slides, or computer simulations.
e) Dangerous experiments can be simulated with media such as computer, movie, or video.
f) Occurrence of natural events such as volcanic eruptions or process that in reality the process takes a long time like a cocoon becomes
a butterfly can be presented with the techniques of time-lapse recording of film, video, slides, or computer simulations.
4) The teaching media can provide a common experience of teaching the students about the events of their environment, and allow direct interaction with teachers, community, and environment for example through study tours, visits to museums or zoos.17
According to Sudjana and Rivai relating to the benefits of teaching media in teaching and learning of students include:
a) Teaching and learning process will be more so attractive that it can get more attention from students. Because of it, media can cultivate students‟ motivation to learn.
b) Teaching materials will be more obviously the meaning so it can be more understood by students and students to master the purpose of learning process more.
c) Teaching methods will be more varied, so students do not get bored and the teacher does not run out of steam, especially if the teacher teaches for every hour lesson.
d) Students learn to be more active, because not only listen to teachers‟
explanations but also other activities such as observing, performing, and others demonstrating.18
17 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003),27
18 Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru, 1997),2
From the explanation above, the writer concludes that media are very important in teaching and learning process. Media can give many advantages in teaching learning process. Media can make students easy to understand the material because they are interested in teaching learning process. Media can provide the material that can‟t be provided when teachers explain the material without media. By using media, students will also be more active in giving response to the teachers‟ explanations.
2. LCD Projector
a. Definition LCD Projector
Digital and analog images can be shown to individuals using a computer monitor. For showing these images to a group, you can use a large television monitor, an LCD panel on an overhead projector, or a data projector. Designed for use with presentation graphics software, Liquid crystal display (LCD) projection panels project computer images onto a screen the electronic equivalent of an overhead transparency.19 An LCD panel is plugged into a computer and placed onto the stage of high intensity overhead projector (but not the table top reflective type. The overhead projector light shines through the LCD panel, projecting the image on screen.20
19 Robert heinich et al, Instructional Media And Technologies For Learning 7th Edition, (New York: Macmillan Publishing Company, 1982), 164
20 Robert Heinich et al, Instructional Media And The New Technologies Of Instruction 4th Edition, (New York: Macmillan Publishing Company, 1985), 137
LCD projectors are also available as separate, fee standing units data projectors that do not require an overhead projector as their light source. The light source is built into the data projector. LCD projectors have audio capabilities in addition to the visual output. With a LCD projector, images can be projected from a computer, a video player (video tape, videodisc or DVD), or a television signal. The advantage the projector brings is the ability to show full motion video signals in addition to the still images of a traditional presentation software package. 21
b. LCD Projector as Media Learning.
Harmer said that this instructional media has two vital components. They are hardware and software. The hardware needed for this instructional media are computer and LCD projector. This instructional media combine both audio and visual material. Utilizing the appropriate instructional media is required because of several benefits.
One of the benefits is to enhance students „motivation.22
The media used during teaching and learning process in the classroom.
It indicated that the teacher did not only use the books, maker, and whiteboard as the media, but also the teacher used LDC projector, laptop,
21 Robert heinich et al, Instructional Media And Technologies For Learning 7th Edition, 164,165
22 Wildan Nurul Aini, Instructional Media in Teaching English to Young Learners: A Case Study in Elementary Schools in Kuningan, Journal of English and Education 2013, 1(1), 196-205
and handout to support teaching and learning process especially in teaching writing.23
Based on the data gotten from observation checklist, field notes, and interview showed that by using the LCD projector, laptop, and handout made the students enjoyed and interested in learning writing. It also helped the teacher in teaching and learning process because media guided the teacher to achieve the purpose of the classroom. In short, media could help the teacher to handle the material and help the students to increase their motivation while teaching and learning process.24 It was supported by Sanaky states that media is a tool of communication in teaching and learning process which can be used by the teacher in transferring information to the teacher25.
Technology not only facilitates the teachers‟ tasks and saves their time and effort but also gives immediate, accurate and individual feedback which interests students and benefits students who are not confident doing their tasks in front of the class. Applying LCD Projector, the students motivated in teaching and learning activity. Students can acquire their lessons better and more interestedly than other ways. The main focus of using of LCD Projector in the classroom was not only to help students to
23 Jurnal English Language Teaching (ELT) Volume 2 Nomor 2, Juli 2014
24 Jurnal English Language Teaching (ELT) Volume 2 Nomor 2, Juli 2014
25 Ibid
learn more effectively but also to have fun. And also applying LCD Projector can help teacher in explaining material easily.
c. Advantages of LCD Projector
1) Images choices. The great advantages of digital image projection is that it enables you to project anything that appears on your computer monitor text, data, or visual onto a large screen
2) Vast capacity. The computer can store a nearly infinite number of visuals, which you may summon by pressing a key.
3) Interactivity. You can change the display just before or even during a showing, so digital image projection is ideal for “what if” displays of spreadsheet data or graphs. This becomes an interactive medium when viewers‟ decisions or ideas are fed into the program and the outcome is displayed on the screen.26
d. The Disadvantages of LCD Projector Media
1) Lack of brightens. The room must be darkened more than LCD panels and data projections.
2) Legibility. Low resolution makes LCD presentations best suited to small or medium size groups (up to about 50 people) in which no one is seated more than four screen widths from the screen.
26 Robert heinich et al, Instructional Media And Technologies For Learning 7th Edition, (New York: Macmillan Publishing Company, 1982), 166
3) Expense. LCD projector still have a higher price tag than do LCD panels, however, this is changing. 27
3. Writing
a. Definitin of Writing
Writing is either hard or easy, as a person makes it. For most people who have not written very much, the chief difficulty is uncertainly as to what they should do. 28 The development of writing was one of the great human inventions. It is difficult for many people to imagine language without writing; the spoken word seems intricately tied to the written word.
But children speak before they learn to write. And millions of people in the world speak languages with no written form.29 For writing a paper is work, and it should be gone about in a workmanlike manner. There is no mystery about it (unless you find yourself doing very much better than you expect to do. An, as in all jobs, there is a definite series of steps. Each step has its characteristic problems and makes its characteristic contribution to the finished paper30
Written text has a number of conventions which separate it out from speaking. Apart from differences grammar and vocabulary, there are issues
27 Ibid, 166
28 Porter G Perrin, Writer’s Guide And Index To English, (New York: scott foreman and company), 288
29 Holt Rinehart and Winston, An Introduction To Language Third Edition, (New York: The Dryden press), 141
30 Porter G Perrin, Writer’s Guide And Index To English, (New York: scott foreman and company), 288
of letter, word, and text formation, manifested by handwriting, spelling and layout punctuation.
The ther definition of writing is a Robert lado defines:
“writing a foreign language as the ability to user the language and its graphic representatin prductively in rdinary writing situatins, especially speaking, writing a foreign language means the ability to use the structure, lexical items, and their cnventinal presentation in rdinary mother-offact writing”
Two major elements are identified: the language elements and graphic prsentation of the language.
From definitions above, it can be stated that writing is the result of employing strategies to manage the compsing process, which is one of gradually developing a text. It involves a number of activites: setting goals, ideas, organizing information, selecting appropriate language, making a draft, reading, and reviewing it, then revising and editing.
b. Writing Skill
Based on John Brian Heaton, writing skill are complex and sometimes difficult to teach, requiring mastery not only gramatical and rhetorical devices but also of conceptual and judgmental elements. The varied skills are necessary a produce a good writing. The skills are grouped into five general component, they are:
1) Language use: the ability to write correct and appropriates sentences.
2) Mechanical skills: the ability to use correctly those conventions peculiar to the written language (e.g. punctuation, spelling)
3) Treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information.
4) Stylistic skills: the ability to manipulate sentences and pragraph, and the use of language effectively.
5) Judgement skills: the ability to write in an appropriate manner for a particular prpse with a particular audience in mind, together with an ability to select, organized and order relevant information.31
L.G. Alexander also points that writing skill can be best being developed through carrefully controlled and graded comprehension or precise exercise. Precis writing is not a sterile academic exercise useful only for examination purpose. It can be used effectively to develop a students‟ writing ability.32
According to Ann Hogue good writing is more than just using correct grammar, it is als thinking, planning, checking and revising.33
c. The Process of Writing
The basic process of academic writing according to LAS La Trobe University can be divided into the following five steps:
31 J.B.Heaton, Writing English Language Test, (New York: Longman INC, 1989), 135
32 L.G.Alexander, Practice and Progress, (Yogyakarta: Kanisus, 1975), ix
33 Ann Hogue, First Step in Academic Writing, (New York: Longman, 1996), 6
1) Question analysis: identifying key instruction words, the topic and specific aspects to be written.
2) Topic study, find sources supporting our opinion
3) Essay planning: organize keys ideas and related themes that will be discussed.
4) Writing process: writing our ideas into the key elements of an essay.
5) Include references of sourced used.
Other opinion as proposed by dailywritingtips.com, the process of academic writing follows the steps bellow:
1) Prewriting: This step includes: finding an idea, building the idea, and planning and structure.34
2) Writing: the process of real writing where we write down what we done in the first step.
3) Revising: these steps may include adding, rearranging, removing and replacing. We add some words, phrases or even sentences to meet the required word count.
4) Editing: Editing is different with revising in terms of detailed changes.
In editing we need to go through line by line and make sure that each sentences, phrases and words is as strong as possible to express our ideas.
34Jonathan Sarwono and Yudhy Purwanto, English For Academic Purpose, (Yogyakarta:CV.
ANDI OFFSET), 61
5) Publishing: the last step is optional. If we write for the class assignment, we need not to publish our writing. Nevertheless, we can publish our writing if we want it to be read by the public.35
d. The Aspect of Writing 1) Punctuation
Gower points that the conventions of English capital letters and punctuation are not universal and might have to be taught. Bram also states using correct punctuation is indispensable to careful writing.
2) Spelling
Parkinson also states as new students learn new words. They should also learn to spell them. Many of us who are learners of English might agree that the most English words are spelled strangely. We find the spellings difficult to remember, to spell well, however, is something that cannot be ignored.
To help make things clear, we should get out students to focus on a particular variety of English (British or American English, for example as a spelling model for them to aspire to. But we should also make them aware of other spelling varieties, drawing their attention to dictionary entries which show such differences.36
35 Ibid, 62
36 Jeremy Harmer, The Practice Of English Language Teaching, (longman: third edition), 256
3) Structure
The head of phrase has the same structural function as the total phrase in a particular structure.
4) Vocabulary
It is defined as all the words known and used by a particular person.
e. The Characteristic of Writing
According to Mary K. Ruetten, there are three characteristics of a well-written. They are unity, cherence, and cohesion.the clearly explanation as follow:
1) Unity
If a sentence or idea in paagraph does not relate to the main idea, the paragraph lacks unity. The sentences that do not relate to main idea should be taken out of the paragraph and perhaps developed in another paragraph.
2) Coherence
In a coherent paragraph, the ideas are arranged logically. The ideas and sentences are in an order that makes sense of the reader. If the ideas are logically arranged, the reader can easily follow the progession of idea.
3) Cohesion
The reader will be able to follow a paragraph easily if the paragraph flows smoothly. This means that one sentence leads easily into the next sentence, the sentence are well connected. There are number of ways to increase the smooth flow of paragraph. The methods of cohession are: repletion of ideas, pronoun cobsistency, and connecting word.37
4. Teaching writing
a. Definition of Teaching Writing
Accrording Douglas Brown that “teaching is guiding and facilitating learning enabling to the learner to learn, setting condition for learning.38 The teacher shuld be a facilitator to give opportunity for the students to learn. Writing teachers were mostly concerned with the final product of writing. Compositins were supposed to: 1) meet certain standards of prescribed English rhetorical style, 2) reflect accurate grammar, 3) be organized in conformity with what the audience would consider to be conventional.39
37 Jack C. Ricard, Willy A. Renandya, Methodology in Language Teaching, (Cambridge:
University Press, 2002), 315
38 Douglas Brown, Principle of Language Learning and Teaching (Precentice Hall Regent:
Englewood Cliffs, 1987), 7
39 Douglas Brown, Teaching by Principles in Interactive Approach to Language Pedagogy, (San Fransisco: Addison Wesley Longman, 2001), 335
b. The Important of Teaching Writing
Jeremy Harmer said that there are four reasns four teaching writing to students of English as a foreign language:
1) Reinforcement
Some students acquire languages in a purely oral or aural way, but most of us benefit greatly from seeing the langugae written dvwn.
Students often find it useful to write sentence using new language shortly after they have studied it.
2) Language Development
The actual process of language helps learners to learn as they go along. The mental activity we have to go through in order to construct proper written texts is all part of the ongoing learning experience.
3) Learning Style
Writing is appropriate for learners who take little longer time at picking up language just by looking and listening. It can also be quiet reflective activity instead of the rush and brother of interpersonal face to face communication.
4) Writing Skill
Teaching writing is a basic language skill just as important as speaking, listening and reading. Students need to know to write letters, how to reply advertisement etc. They also need to know some of
writing‟s special conventins such as punctuation, paragraph construction etc.40
Because of the importance of teaching writing, the teacher should teach writing skills as part of an integrated skil approach of language learning. In classroom, an appropiate teaching method is very important too for helping students to become better writers.
5. The scoring of writing test
The following rating scale is the result of considerable and careful reserach conducted in the scoring of compotitions in the United states, only a summary of the scale is shown here an according to Heaton, there are scale orders in rating scale. The rating scale is as follow:
Table 2.1 the scoring of writing test Content
30-27 excellent to very good: knowladgeable_substantive_etc
26-22 good to average: some knowladge of subject-adequate range-etc 21-17 fair to poor: limited knowledge of subject-little substance-etc 16-13 very poor: does not show knowledge of subject-nn substantive-etc
B. Previous Study
The researcher has some relevant researches that support this research.
They are:
40 Jeremy Harmer, How to Teach English, (England: Longman, 1998), 79 80
1) Fathorrahman the students of English Education Department Faculty of FKIP Unisma University with the title Improving Students‟ English Achievement through Lcd Projector as Media of Teaching.
The result the conclusions are made on the basis of the research findings and discussions as explained in the previous part. After LCD Projector is implemented, it can be concluded that the English achievement of second year students of SMP ISLAM Banyuglugur Situbondo is improved.
It is proved by the improvement of the average of English score in cycle I to cycle II, the average of English score in cycle I is 64.7%, and in cycle II improve to 70.3%. Besides, the students have interactive in teaching and learning process. In brain storming step, while the researcher showing up a picture or giving the questions, the students are active to answer the leading question, the students are happy and enthusiastic in doing the activity while the learning. It is also proved by the result of field notes and observation check list.
The following are the activities of LCD Projector that is implemented:
(1) brainstorming to the students by giving some questions and showing a picture that is related with the topic, (2) giving the students material in applying flash dictionary and flash game (3) repeating the words that shown by flash dictionary, (4) asking the difficult word (5) discuss what the LCD Projector shows.
2) Sofyan Arifiansyah Education of machine technique University State Surabaya with the title the Implementation of LCD Projector-Based Module to Improve Competence Safety and Health in X TKR 1 SMK 01 YPK 17 Lumajang.
The study is categorized in Classroom Action Research (CAR). The subject of the study is students of X TKR 1 SMK 01 YP 17 Lumajang. The data collection do through observation and evaluation test. The research uses class‟ observation sheet and assessment to measure students‟ learning outcome. The collected data will be analyzed using descriptive quantitative method.
The result of the study is the implementation of LCD projector-based module in X TKR 1 SMK 01 YPK 17 Lumajang to improve both students‟
competence in safety and health and students‟ score in related subject. The data analysis shows that students‟ participation in Cycle I (62,83%) and Cycle II (76,29%) are categorized as „Good‟, shown students‟ rising participation. The participation also highly correlates with students‟ score in final test. It is proved by the increase of students‟ score during Cycle I (78,12%) and Cycle II (87,05%), which categorized as „Excellent‟. Classical learning score accomplishment have been attained in Cycle II, since the percentage is beyond the criteria (≥85%).
C. Theoretical framework
As stated earlier, Writing is either hard or easy, as a person makes it. For most people who have not written very much, the chief difficulty is uncertainly as to what they should do. During the process of writing in the classroom the students should be stimulated and motivated by the use of appropriate media. The use of LCD Projector media in students writing skill is helpful to stimulate and motivate them for how to write English words. The media used during teaching and learning process in the classroom. It indicated that the teacher did not only use the books, maker, and whiteboard as the media, but also the teacher used LDC projector, laptop, and handout to support teaching and learning process especially in teaching writing.
So if the teacher can apply the media can improve the students understand especially in writing skill for the students. Writing skill is a hard skill, so the teacher must be the ways to give the clearly when explain the material especially about writing.
D. Hypothesis
Based on the literature review, previous studies and conceptual above, the hypothesis of this study can be formulated as follow:
1) Alternative Hypothesis
There is a correlation between the use of LCD projector media and students‟
writing achievement at seventh grade SMPN 2 Ponorogo in academic year 2016/2017.
2) Null Hypothesis
There is no correlation between the use of LCD projector media and students writing achievement at seventh grade SMPN 2 Ponorogo in academic year 2016/2017.
CHAPTER III
RESEARCH METHODOLOGY
A. Research design
In this research, the researcher used quantitative research method.
Quantitative research is a means of testing objective theories by examining the relationship among variable. These variables in turn can be measured typically on instruments, so that numbered data can be analyzed using statistical procedures.41 The method is the way, which uses to reach the aim of the result.
This research applies a correlative research. This research has goal of the study that is to know correlation between LCD projector media and students‟
writing skill at seventh grade SMPN 2 Ponorogo in academic year 2016/2017. A correlation is the measurement of the correlation between two or more variables using correlation statistics.42 Product moment is one technique to find the correlation between two or more variables which used very often.43
The hypothesis offers two variables, those variable are LCD projector media (X) as independent and students‟ writing skill (Y) as dependent. The researcher tries to express phenomenon by collecting data from LCD projector media is using questioner and students‟ writing skill took from documentation of
41 John W. Creswell, Research Design Qualitative, Quantitative and mixed method approaches (United State of America), 4
42 Muhammad Adnan Latief, Research Methods on Language Learning, (Malang: UM PRESS, 2012), 112
43 Retno Widyaningrum, Statustika Pendidikan Variabel Bivariat, (Yogyakarta: Puataka Felicha, 2007), 112
test. The result of test is use to know whether there is a significant correlation between LCD projector media and students‟ writing skill at seventh grade SMPN 2 Ponorogo in academic year 2016/2017.
B. Population and Sample 1. Population
Population is all cases, situations or individuals who share one or more characteristic.44 According to Sugiyono, population is generalization that composed of the subject / objects that has certain qualities and characteristics of the applied researcher to learn and be concluded.45 According to Donald Ary, population is defined as all members of any well defined class of people, events or subject.46
From the statements above the writer can make conclusion that population is the entire subject that will be conducted. Based on the definition above the population of the research are the seventh grade students of SMPN 2 Ponorogo in academic year 2016/2017. That have 10 classes and each class is about 32 students.
44 David Nunan, Research Methods In Language Learning, (Cambridge ; Cambridge university press, 1992), 231
45 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung : Alfabeta, 2008), 11
46 Donald Ary, Introduction To Research In Education, (United State of America; library of congress cataloging in publication data, 1979), 129
Table 3.1 the population at SMPN 2 Ponorogo Class Total of the students
VII A 32 Students
VII B 32 Students
VII C 32 Students
VII D 32 Students
VII E 32 Students
VII F 32 Students
VII G 32 Students
VII H 32 Students
VII I 32 Students
VII J 32 Students
2. Sample
Sample is a subset of individuals from a given population.47 According to James H. McMillan “The sample is the group of elements, or a single element, from which Sample: Group of subjects from data is obtained.48 According to Nanang Martono “The sample is part of the population that has certain characteristics or circumstances to be studied. Or the sample can be defined as a member of the selected population using a specific procedure so that it is expected to have a population”.49
47 David Nunan, Research Methods In Language Learning, 27
48 James H. McMillan, Educational Research Fundamentals for the Consumer, (New York: R.
R. Donnelly & Sons Company1986), 86.
49 Nanang Martono, Metode Penelitian Kuantitative, ( Jakarta: PT Raja Grafindo Persada, 2010), 74
Sampling technique is a method or procedure or process of taking a representative sample of the population. Sampling technique can basically be dividing into two groups:
a. Probably sampling include: of simple random sampling, proportionate random sampling, disproportionate stratified random sampling, and cluster sampling.
b. No probability sampling include of systematic sampling, purposive sampling, quota sampling, boring sampling, accidental sampling, and snowball sampling.50 And from here the researcher used simple random sampling to examine school of SMPN 2 Ponorogo.
Simple random sampling is a basic type of sampling, since it can be a component of other more complex sampling methods. The principle of simple random sampling is that every object has the same probability of being chosen.
In this research, the researcher will take class from VII E of SMPN 2 Ponorogo in academic year 2016/2017 as a sample.
a. Instrument data collection
Instrument is used to get data. In this research researcher uses a questionnaire and documentation. Then, the researcher also uses
50 James H. McMillan, Educational Research Fundamentals for the Consumer, (New York: R.
R. Donnelly & Sons Company1986), 86-93.
documentation method to get some data about students‟ writing skill. Thus
design describe as follows:
Title Variables Indicator Instrument of data collection
No. item of instruments.
The correlation between LCD projector media and students‟
writing skill at seventh grade SMPN 2 Ponorogo in academic year
2016/2017
Independent variable:
LCD projector media
Dependent variable:
writing skill
a. Efficiency uses the lesson of writing process.
b.Give support the lesson of writing process.
c. Give
understanding the lesson of writing process.
d.Give variation of lesson the writing.
e. Give optimized the students when the lesson of writing process.
a. Students are able to use spelling.
b. Students are able
to use
punctuation.
c. Students are able to use structure.
d. Students are able to use vocabulary.
Questionnaire
Test
1, 2, 3, 4, 5
6, 7, 8, 10,
12,15,
16,17, 18,19, 20
21, 22, 23, 25
3
6, 7, 8, 9, 10
11, 12, 13, 14
16, 17, 19, 20
e. Students are able to use style.
f. Students are able to use content.
21, 22, 23,24
26, 28, 29, 3 In the quantitative research, the instrument of data collection must be valid and reliable. Reliability and validity are the two most important characteristics of a test. Reliability and validity is a statistical technique for determining these qualities in the test.51 Suharsimi Arikunto said that the good test instrument as the measure tool must full. A test is valid if the test or instrument you are using actually measures what you need to have measured.52 Validity always refers to the degree to which that evidence supports the inferences that are made from the score. Validity must consider to the tests content and method, how test takers perform.
Not only validity is used to integrity of the instrument, but also reliability more important. The test is reliable or can be trusted if it can give the constant result if the test is tested in many times.53
The instrument in this research is questionnaire and test. The questionnaire includes 20 statements with 4 answer options for each question. The writing test include 30 with multiple choice A, B, C, or D. Data from questionnaire and test is used to measure the validity and the reliability of it.
51 Sharon A. Shrock and William C. Coscarelli, Criterion Referenced Test Development:
Technical and Legal Guidelines for Corporate Training “3rd Edition”, (US: Pfiffer, 2007), 18.
52Salkind, Eploring Research “Eight Edition”, 123.
53 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, 60.
In this research, the researcher conducts validity test in order to know whether the instrument of the use of LCD projector media as media learning and writing skill. The correlation is positive, when rxy > 0.349, so the question item is valid, and if rxy < 0.349, so the question item is invalid54. After getting data from the score of the use LCD projector media as media learning and writing skill the researcher counting the validity uses the formulation of product moment. Finally the result of the questionnaire and test validity as follows:
Table 3.2 the result of Questionnaire LCD projector media as media learning No of
rt Total/rxy Criteria instruments
1 0.349 0.800 Valid
2 0.349 0.837 Valid
3 0.349 0.716 Valid
4 0.349 0.887 Valid
5 0.349 0.735 Valid
6 0.349 0.640 Valid
7 0.349 0.399 Valid
8 0.349 0.449 Valid
9 0.349 0.252 Invalid
10 0.349 0.830 Valid
11 0.349 0.307 Invalid
12 0.349 0.700 Valid
13 0.349 0.348 Invalid
14 0.349 0.328 Invalid
15 0.349 0.689 Valid
16 0.349 0.503 Valid
17 0.349 0.787 Valid
18 0.349 0.510 Valid
54 Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R & D, (Bandung: 2006, Alfabeta), 178.
No of
rt Total/rxy Criteria instruments
19 0.349 0.689 Valid
20 0.349 0.786 Valid
21 0.349 0.893 Valid
22 0.349 0.853 Valid
23 0.349 0.510 Valid
24 0.349 0.311 Invalid
25 0.349 0.749 Valid
From table above, there are 25 questions with the index of correlation >
0.349. And from 25 questions there are 20 valid questions, namely question number 1, 2, 3, 4, 5, 6, 7, 8, 10, 12, ,15, 16, 17, 18,19, 20, 21, 22, 23, 25 so can be used as instrument to collect data.
Table 3.3 the result of writing skill of validity No of
rt total/rxy criteria instruments
1 0.349 0.102 Invalid
2 0.349 0.030 Invalid
3 0.349 0.644 Valid
4 0.349 0.185 Invalid
5 0.349 0.145 Invalid
6 0.349 0.734 Valid
7 0.349 0.538 Valid
8 0.349 0.363 Valid
9 0.349 0.390 Valid
10 0.349 0.945 Valid
11 0.349 0. 945 Valid
12 0.349 0.130 Invalid
13 0.349 0.636 Valid
14 0.349 0.557 Valid
15 0.349 0.130 Invalid
No of
rt total/rxy criteria instruments
16 0.349 0.357 Valid
17 0.349 0. 499 Valid
18 0.349 0. 061 Invalid
19 0.349 0. 548 Valid
20 0.349 0.183 Invalid
21 0.349 0.445 Valid
22 0.349 0.785 Valid
23 0.349 0.732 Valid
24 0.349 0. 419 Valid
25 0.349 0.202 Invalid
26 0.349 0.355 Valid
27 0.349 0. 067 Invalid
28 0.349 0.811 Valid
29 0.349 0.538 Valid
30 0.349 0.356 valid
From table above, there are 30 questions with the index of correlation >
0.349. And from 30 questions there are 20 valid questions, namely question number 3, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17, 19, 20, 21, 22, 23, 24, 26, 28, 29, 30so can be used as instrument to collect data.
Reliability is constancy or carefulness of instrument evaluation. In quantitative research, reliability is an essentially a synonym for dependability, consistency, and reliability over time, over instrument and over groups of respondent.55 To measure reliability used rank method of correlation (spearman method). The formulation is below;
55 Louis Cohen et al., Research Method in Education, (New York: Madison Avanue, 2007), 146
ri = 2.rb 1 + rb
ri = the total of test rb = split half56
Table 3.4 the result of reliability the questionnaire of the use LCD projector and the test of writing skill.
Variable Rt Rxy/total criteria Variable X 0.349 0. 922 reliable Variable Y 0.349 0. 853 reliable
b. Technique data collection
The researcher will carry out two instruments to collect data containing questionnaire and writing test. They are:
1) Questionnaire
Questionnaire is written instrument consistency of a question to be answered or statement to be responded by respondent.57 The questionnaire is a data collection of the list of written questions to obtain information from a number of respondents.58
“The questionnaire is a number of written questions that are used to obtain information from respondents in the sense of reports about his
56 Sukardi, Metodologi Penelitian Pendidikan, , (Jakarta: Pt Bumi Aksara, 2003), 131
57 Mohammad Adnan Latief, Research Method On Language Learning, (Malang: UM PRESS, 2014), 193
58 Nanang Martono, Metode Penelitian Kuantitative, 54.
personality or things he knows”.59It means that questionnaire a represents a containing list of question that must answered or done by people which are wished to be investigated.
In this research, to find out questionnaire score, the writer in this study used closed questionnaire. To know use the LCD projector media in English lesson especially in writing skill in SMPN 2 Ponorogo used questionnaire which consist of 25 numbers and prepare 4 answers in each question that count as follow:
(1) If the answer is Always (SL), the score is 4 (2) If the answer is Often (SR), the score is 3 (3) If the answer is Sometimes (KD), the score is 2 (4) If the answer is Never (TP), the score is 1 2) Writing test
In teaching activity, test has been considered as important instrument. It is used to measure the students‟ achievement and to know whether the teaching is success or not. Test may be constructed primarily as devices to reinforce learning and motivate the student of primarily as a means of assessing the student performance in the language.60
59 Ibid, 124
60 J.B Heaton, Writing English Language Test, (New York: Longman Group UK Limited, 1989), 5.
