THE EFFECT OF USING ANIMATED PICTURES IN POWER POINT PRESENTATION ON THE SEVENTH GRADE STUDENTS’ TENSE ACHIEVEMENT AT SMP ACHIEVEMENT AT SMP ENGLISH ANIMATED PICTURES IN POWER POINT E SEVENTH GRADE STUDENTS’ TENSE ANIMATED PICTURES IN POWER POINT E SEVENTH GRADE STUDENTS’ TENSE ANIMATED PICTURES IN POWER POINT E SEVENTH GRADE STUDENTS’ TENSE ANIMATED PICTURES IN POWER POINT E SEVENTH GRADE STUDENTS’ TENSE ACHIEVEMENT AT SMPN 2 Balung

Abstract

SUMMARY

The Effect of Using Animated Pictures in Power Point Presentation on the Seventh Grade Students’ Tense Achievement at SMP Negeri 2 Balung; Titis Purwitasari, 070210401015; 2012:56 pages; English Language Education Study Program of Language and Arts Education department, the Faculty of Teacher Training and Education, Jember University. As part of grammar, tenses are very important in learning English because they become the basic knowledge in mastering the language skills. In English teaching and learning process, the students are expected to understand the materials given by the teacher. To reach this goal, the English teacher should find the appropriate teaching media and interesting materials for the teaching learning process in order to help the students understand the subject more easily. Then, the researcher decided to use animated pictures in power point presentation as teaching media to teach tenses. This research was conducted to investigate the effect of using animated pictures in power point presentation on the seventh grade students’ tense achievement at SMP Negeri 2 Balung. The population of this research was all of the seventh grade students of SMP Negeri 2 Balung. The research respondents were determined by using lottery to all seventh grade classes sine the research design was pretest-posttest nonequivalent group design. The number of the respondents was 73 students, consisting of 36 students of grade VIIA as the experimental group, and the control group consisted of 37 students of grade VII E. the experimental group was given a treatment that was teaching tenses using animated pictures in power point presentation, while the control group was taught tenses using lecturing method. The first meeting was conducted on Saturday, May 5

th 2012 for the experimental group and Tuesday, May 1 viii st 2012 for the control group. Then, the second meeting was conducted at the same day on Monday, May 7 th 2012 for both the experimental group and the control group. The try out was conducted to VII B class on April 28 th 2012 and May 14 th 2012, the result of the try out for the pretest and posttest, there were 28 items and 26 items which had difficulty index ranging from 0.31 up to 0.69 (70%) and 0.31 up to 0.69 (65%).

There were 6 items and 8 items which had difficulty index ranging from 0.22 up to 0.28 (15%) and 0.19 up to 0.28 (20%). There were 6 items which had difficulty index ranging from 0.72 up to 0.94 (15%) and 0.72 up to 0.92 (15%). Then for the result of correlation coefficient of product moment for pretest was 0.77 and for posttest was 0.81. They were considered reliable since the standard reliability coefficient of teacher made test 0.70, as quoted from Sudijono (1998:209), so the tests were reliable. Dealing with the time, the researcher found that the time allocation for the try out was sufficient because the students were able to do all the test items within the allocated time. About the test instruction, there was not necessary to be revised because the instructions were clear enough. From the clarification above, it could be concluded that the test items did not need to be revised. There are two kinds of data in this research, namely primary data and supporting data. The primary data of this research were collected from the students’ scores of tense test. The primary data were collected from the scores of the pretest and posttest to compare the two different groups before and after the treatment, and the result was analyzed by using Independent sample T-Test (SPSS). And for the supporting data were collected from interview with the English teacher and documentation from the school. Based on the calculation, the result of this research showed that there was a significant effect of using animated pictures in power point presentation on the seventh grade students’ tense achievement. It was proved by the value of significant column of t-test table by using SPSS software, and the result was 0.00 which was lower than 0.05 (significance level of 5%).This means that the null hypothesis (H ) which was formulated: There is no significant effect of using animated pictures in power point presentation on the seventh grade students’ tense achievement at SMP Negeri 2 Balung” was rejected. Thus the alternative hypothesis: “There is a significant effect of using animated pictures in power point presentation on the seventh grade students’ tense achievement at SMP Negeri 2 Balung” was accepted. The research results proved that there was a significant effect of using animated pictures in power point presentation on the seventh grade students’ tense

achievement at SMPN 2 Balung. Therefore, it is recommended to the English teacher to also use animated pictures in power point presentation as an alternative media in teaching tenses to improve the students’ tense achievement.