ABSTRAK. Kata kunci : Metode Quasy Eksperimental, Tekhnik Spot the Diffrences, Menulis Paragraph Perbandingan

Transcription

1 1 THE INFLUENCE OF USING SPOT THE DIFFERENCES TECHNIQUE ON STUDENTS ABILITY TO CONSTRUCT COMPARATIVE PARAGRAPH By: Ageng Sartika Dewi 1, Mursalim 2, Entis Sutisna 3 ABSTRAK Judul penelitian ini adalah Pengaruh Tekhnik Spot the Differences Terhadap Kemampuan Siswa dalam menulis Paragraf Perbandingan. Penelitian ini ditujukan kepada mahasiswa semester dua jurusan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan. Tujuannya yaitu untuk mengetahui dan membuktikan pengaruh dari penggunaan tekhnik spot the differences terhadap kemampuan siswa dalam menulis salah satu tipe paragraf perbandingan, yaitu paragraf kontras. Pelaksanaan penelitian ini menggunakan metode quasi eksperimental dengan tipe pre-test dan post-test. Terdapat enam kelas yang menjadi populasi dan penulis hanya memilih dua kelas sebagai sampel penelitian. Untuk mendapatkan data, penulis memberikan tes awal dan tes akhir kepada siswa menulis paragraf kontras. Hasil dari penelitian menunjukan bahwa t-hitung dengan derajat kebebasan 53 adalah , sedangkan t-tabel pada taraf signifikan 5% (0.05) adalah 1.67, ini menunjukan bahwa t-hitung lebih besar dari pada t-tabel. maksudnya, alternatife hypotesis (Ha) diterima dan Null Hypothesis (Ho) ditolak. Penulis menyimpulkan bahwa ada pengaruh dari penggunaan tekhnik spot the differences terhadap kemampuan siswa dalam membangun paragraf perbandingan. Dengan demikian, mengajar keterampilan menulis dengan menggunakan tekhnik spot the differences dapat digunakan untuk meningkatkan kemampuan siswa dalam membangun paragraf perbandingan. Kata kunci : Metode Quasy Eksperimental, Tekhnik Spot the Diffrences, Menulis Paragraph Perbandingan 1 Mahasiswa Program Studi Pendidikan Bahasa Inggris FKIP Pakuan 2 Staf Pengajar Program Studi Pendidikan Bahasa Inggris FKIP Pakuan 3 Staf Pengajar Program Studi Pendidikan Bahasa Inggris FKIP Pakuan

2 2 ABSTRACT The research title is The Influence of Spot the Differences Technique on Strudents Ability to Construct Comparative Paragraph. It is conducted to the second grade of English Educational Study Program in FKIP Pakuan University. The aim of this research is to investigate the influence of using spot the differences on students ability to construct one of tipe comparative paragraph, it is contrast paragraph. In conducted this research, Quasy experimental method with Pre-test and Post-test design is used. There are six classes of second grade of English Educational Study Program in FKIP Pakuan University and took two classes as the sample. To get the data, the writer gave pre-test and post-test of writing contrast paragraph. The result of the research shows that t- calculated with degree of freedom 53 is while the t-table with the table of significant 5% (0.05) is 1.67, it means that t-calculated is higher than t-table. Thus, her alternatife hypotesis (Ha) is accepted and the Null hypothesis (Ho) is rejected. It can be concluded there is an influence of using spot the differences as a teaching technique on students ability to construct comparative paragraph. Therefore, teaching writing by using spot the differences can be used to improve students ability to construct comparative paragraph. Key words : Quasy Eksperimental Method, Spot the Diffrences technique, Writing Comparative Paragraph BACKGROUND OF THE STUDY Writing is a means of communicating ideas and information that let students to express themselves effectively. In order for students to communicate well they need to expand their knowledge and learn how to think critically and creatively and improves their ability to think concisely and clearly. Amongst the writing skills, paragraph writing can make students learn to organize their ideas in a cohesive and folowing manner. It is the responsibility of improving and enhancing students' writing, in both content and in grammar by using several types of paragraph, including constructing a paragraph. Writing paragraph requires thinking process. Therefore, some students have difficulties to find and express their ideas when given task constructing a paragraph. There are many ways to help students solve difficulties in writing. One of the ways is using picture. Teaching through picture can stimulate students ideas so the process of contructing paragraph easier and students interested in studying English. As stated by Zenger (1991:79) that, picture can stimulate and motivate students to become more observant and express themselves. There are several techniques that use picture. One of them is Spot the differences activity. Hebert (2002: 188) states, One of the efffective ways that works is by practicing spot the difference activity in the class. It is two pictures and the students have to find the differences between the pictures. So it can be conclude that Spot the differences can be used to help students, especially in writing activity to find the differences between two things from the pictures. According to Reid (1994:135): Comparison as a method of developments means deciding on a reason for using that method. In U.S academic writing, comparative paragraph are sometimes used to explain (that is, in an explanation paragraph) a topic. More often, they are used to support the evaluation of two persons, places, things, or ideas. It means that Comparison is the way to explain two persons, places, things, or ideas and the writers whose purpose to evaluate and select one of them develop criteria to make the similarities or differences. Based

3 3 on the statement above, spot the differences can be concluded to construct comparative paragraph because one of the purposes of comparative paragraph is finding the differences. So, the influence of Spot the diiferences as a teaching technique on students ability to construct comparative paragraph is the title of the research that choosen by the writer. RESEARCH METHOD The aim of the research is to know the influence of spot the Diferences technique on students ability to construct comparative paragraph. The research has been planned in six meetings. English Educational Study Program in FKIP Pakuan University is choosen as a place to conduct the research. The students will get pre-test and post-test of writing one of types of comparative paragraph, it is contrast paragraph. Therefore, at the end of the treatments the students will get post test. The population of the research is the second grade students of English Educational Study Program in FKIP Pakuan University. It consists of six classes. She chooses two classes for sample. Quasy experimental method and pretest posttest control group design are used in this research. According to Sugiyono (2007:79), the pattern of this design is: O 1 X O O 3 O 4 X : treatment activity through spot the differences O 1 : pretest (writing comparative paragraph) in experimental group O 2: post test ( writing comparative paragraph) in experimantal group O 3 : pre test (writing comparative paragraph) in control group O 4: post test (writing comparative paragraph) in control group RESEARCH FINDINGS The data are analyzed by using T-test formula. It is intended to find out whether the hypothesis is accepted or not. The hypothesis is alternative hypothesis H a that there is an positif influence of spot the differences technique on students ability to construct comparative paragraph. The result of the experimental and control group pre-test and post-test scores are: Table 1 Pre-test and Post-test Scores of Experimental and Control Group Respondents N = 55 Pre-test Post test Experimental Group Control Group Experimental Group Control Group Based on the computation from table 1, the result are applied on T-test formula. the writer counts the deviation of experimental and control group to count the t-test. It is shown in table 2 and 3:

4 4 Table 2 Deviation of Experimental Group N Pre-test Post-test X 1 X 2 Deviation DX Total Scores x 1 = 1924 X 2 = 2311 Dx= 389 Dx 2 = 6605 In this group, Spot the Differences technique is used as the treatment. Table 3 Deviation of Control Group N Pre-test Post-test Y 1 Y 2 Deviation Dy

5 Total Scores Y 1 = 1856 Y 2 = 2099 Dy= 273 Dy 2 = 3876 In this group, Presentation Practice Production (PPP) technique is used as the treatment. After calculating the deviation of experimental and control group, the writer counts the mean of each group from the deviation. Mx = Dx My = Dy n 1 n 1 Mx = 389 My = Mx = My = Then, she calculated X 2 and Y 2 : SDx = Dx 2 ( Dx2) 2 SDy = Dy 2 ( Dy2) 2 n 1 n 1 SDx = 6605 (389) 2 SDy = 3876 (273) SDx = SDy = SDx = SDy = SDx = SDy =

6 6 After that, all the result of the calculation are put in the t-test formula: t = ( ) ( ) t = ( ) ( ) t = 3.78 ( ) ( ) t = 3.78 ( )( ) t = 3.78 t = t = The writer found that the value degree of freedom is as follow d.f = Nx +Ny -2 = = 53 DISCUSSION There are some procedures in conducting the research. Pre-test and posttest are giving to both of groups. For the first meeting, the experimental and control groups were giving pre-test to measure their ability in constructing contrast paragraph. For the second until fourth meeting, the treatments are given to both of groups. The experimental group is taught by using Spot the Differences technique. Meanwhile, for the control group, the writer used PPP (Persentation, Practice, and Production) technique. Finally, the experimental and control groups are given post-test, to know the progress of students ability in constructing contrast paragraph. After having the research, the writer found some factors beside Spot the differences technique which affect students ability to construct comparative paragraph. During the lesson, the writer found that experimetal group had more passion to follow the class than control group, it could be the control group s students felt the teaching learning process had not different than usual. In the first treatment began by asking them about the differences between american football and european football. Most of them did not know about them, it was because they do not know the points of the differences about them. In the experimental group, the writer showed two pictures on the slide and asked the students about the differences of them. In the end of the treatment, the writer gave two pictures again and she asked them to write contrast paragraph based on those pictures. In control group, there was not picture to compared, so

7 7 the result show most of the students were not idea to write it. The second treatment was began by review the last material given. Some of the students still remembered the last materials. The writer stimulated them by using Spot the Differences. After that, the activity was continued by showing the students how to make contrast sentence using the differences of two objects, comparative adjectives, and contrast connectors. The writer gave the example how to make contrast sentence. After that the students were asked to make contrast paragraph. The third treatment was began by giving students topic about how to compare person Sule Bieber and Justine Bieber. The students were showed two pictures on the slide and were given them two pictures. In this treatment, the students seemed easy to write contrast paragraph The last treatment was held by taught the students how to make the contrast sentence using contrast connectors again, and then the students were asked to write contrast paragraph about the difference between school and college. The control group was also taught contrast paragraph. this group was taught by PPP (Presentation, Practice and Production), the usual technique used by the teacher. They also had four treatments as same as the experimental group. This group is also given post-test to measure the students ability to contruct contrast paragraph. After the four treatments have been done, the students were given post-test. The post-test was purposed to measure the students ability to construct comparative paragraph, especially contrast paragraph. The result of both of group post-test are used to calculate the t-test value whether the hypothesis is accepted or not. After that, the calculated begin to find out the t-calculated which will be compared with the t-table to verify whether the hypothesis is accepted or not. After the results of t-calculated are found, then the result are compared to the t- table. It can be seen t-calculated is higher than t-table. As the result, it can be said that Spot the Differences affect the students ability to construct comparative paragrapah. So, the hypothesis of the treatments is accepted. The comparison betweeen t- calculated and t-table with 0.01 and 0.05 accuracy is shown on the figure below Figure 4.1 Comparison Between t-calculated and t-table t-calculated t-table 0.01 t-table 0.05 Both groups show good improvements in constructing comparative paragraph. The experimental group is shown significance influence of spot the differences technique on students ability to construct comparative paragraph, especially contrast paragraph. In the pre-test, both groups showed pair to write contrast paragraph score. This score is used to see whether spot the differences affects students ability to construct comparative paragraph according to post test score after the treatments. From the data, it can be seen that Spot the differences affect the students ability to contruct comparative paragraph. The significants results are shown after the treatments given. Today, teching English writing had been done using spot the differences. Teachers become more creative in finding new media and technique to teach writing. By the technological development, it is easy to find media or strategies to support the teaching learning proces. The selection of the picture should be related to the theme. Teacher should notice what should be taught to the students, because not all the material can be explained using spot the differences. The teacher may use specific picture to make them clear, so the sudents can be easy to get the point of the differences of the objects. Spot the differences is one kind of technique which the students could be able to find the idea of the objects which will be compared. It can be used as one of teaching technique to teach writing to the students. Based on theory that picture can give the

8 8 students stimulus, so they are motivated to follow the lesson and through picture can attract them to focus on the materials, So, picture could be the most powerfull media. The powerfull effect of picture can be seen immediately after the students write contrast paragraph using spot the differences activity technique. The data and theories show that teaching writing using this technique has a positive influence. Spot the differences is also using picture so it might use to teach writing to the students. Those pictures are easy to be found, the teacher can download it from the internet. There are many pictures in it, but the teacher should be able to choose which pictures are appropriate to compare each other. The result of using spot the differences technique can be seen on the result of test. The students will be very helpful and confident to write contrast paragraph using spot the differences technique. The significance improvement on students s ability to construct comparative paragraph is shown after the students are taught contrast paragraph by using spot the differences technique. It means that the students ability to write have increased. Therefore, spot the differences can be used by the teacher to develop students ability to construct comparative paragraph. BIBLIOGRAPHY Anselmo, Bernstein and Schoen Thinking and Writing in College. Boston/Toronto: Little, Brown and Company Arikunto, Suharsimi Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT. Bina Aksara Brown, H Doughlas Teaching by Principles. United States: Prentice Hall. Inc Collard, Mark No Props: Great Games with No Equipment. Beverly: Project Adventure. Inc Donald, Morrow, Warget and Werner Writing Clear Essays. United States: Prentice- Hall Farrell, Jacobs Essentials for Successful English Language Teaching. New York: Continuum International Publishing Group Harmer, Jeremy How to Teach Writing. London: Longman Group Ltd Harmer, Jeremy How to Teach English. London: Longman Group Ltd Herawati, Atti Learning to Conduct the Research. A Handbook of Research on ELT. Bogor: Unpublished Hogue, Ann Introduction to Academic Writing. New York: Pearson Education Mackey, M. Gass Second Language Research. Francis: Lawrence Elbaum Associates, Inc McCrimmon, James M, Writing with a Purpose. USA: Houghton Mifflin Company Mill, Paul Writing in action. New york: Routledge Reid, Joy M The Process of Paragraph Writing. New Jersey: Prentice Hall Regents Rensink, Ronald A Change Detection. Columbia: University of British of Columbia Scmitt, Nobert Vocabulary in language teaching. Cambridge: Cambridge University Press Stanley, Stinmkin, and Lanners Ways to Writing. New York: Macmillan Publishing Company Sulaiman. (1985). Jenis-jenis Media Pembelajaran Seni Rupa. Available (On-line) at au/yrs1-10/kla/arts/pdf/rp-jalan.pdf. html (Juni 2003) Sugiyono Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta Tarver, Josephine Koster Teaching Writing Theories and Practices. United States of America: Harper Collins College Teresa Pica. (2005). The Classroom Learning, Teaching, and Research. The Modern Language Journal. 89, p.345 Thornbury, Scot How to Teach Grammar. England: Perason Education Limited

9 9 BIOGRAPHY Ageng Sartika Dewi. She was born in Cianjur on August, 10 th She is moesloem. She is the first daughter from Drs. Akhmad Lukman and Dra. Tini, M.MPd. She lives in Perum Kota Baru C2 No. 17 Cilaku, Cianjur, she was graduated in 2002 and continued to SMP Negeri 4 Cianjur. In 2005, She went to SMA Negeri 1 Cibeber and she finished study in She continued to Pakuan University for her first degree (S1). She took English Education Study Program on Faculty of Teacher Training and Educational Sciences and she was graduated on May 2013.