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INTRODUCTION
A. Background Of Study
era at this time was which marked by the rapid product and the use of
learning has shifted to the effort to realize modern learning. The development
20
2
easily by the students. Learning media includes physical tools used to convey
unit that contains instructional material in the environment that can encourage
process because not all media can be used. However, it must be adapted to the
learning objectives.
The research problem found by researchers was that teachers were still
teaching without utilizing existing learning media or still teaching with direct
motivation of students in learning English also makes students not pay too
much attention and listen, during the lesson in class because some students
problems.
Levie & Lentz, learning visual-based media has four functions of its use are:
1) Attention Function, a core function in learning that uses visual
comfortable and enjoy learning. The projector presents a picture this can
projector can be categorized to visual media because the projector can used in
any form of media that can display material from any sector in a more
such as a wall, etc. In the modern era we know the development of science and
longer alive in the past still uses blackboard media in communicating learning
material.
Projector can help the teacher in communicating the material without
learning process because it saves the duration so that learning can be more
5Ibid, 19.
4
effective. Besides, teacher gains free time to interact with students. Students
can freely express their ideas openly so that the concepts of learning are
interesting and interactive. Projector makes it easier for teachers to evaluate all
have visual learning experiences when lessons are given. The role of visual
media can foster student interest and can provide a connection between the
content of subject matter and the real world.6 Teachers don’t only rely on
Students can focus on learning because they see one large screen without any
difficulty. For students who have vision problems with the projector they will
easily see the material presented by the teacher. Projector can increase student
easier for students to remember. When students remember a lot of the words
knowledge, and skills.7 There are four special skills in English, namely
things. As a proverb says that reading is the window of the world . In this
8Al-Quran, 96:1-5
6
for learning process. Teacher also must create the condition that makes
Rambipuji?”.
B. Research Question
C. Research Objectives
This study aimed to finding out the significant effect of use projector
b. Practical benefit
Practically this research can be useful as follows:
a) For the Teacher
It is expected that the teacher gets more information about one of
this media. Then, the data of the research are also very useful for the
teacher.
b) For the Students
It is expected that the result gives motivation to the students in the
E. Research Limitation
We know that the technology grow rapidly in this modern world. Using a
education term. The projectors used in this study are LCD types. Images
produced by LCD projectors have a good color level because of the color
produced if the LCD panel goes directly to the screen on the lens.
G. Hypothesis
H. Research Methodology
a. Research Design
treatment, students are tested using pre-test and post-test. These tests
compared. If the post-test results after treatment are higher than the pre-
comprehension. However, if the pre-test results are higher than the results
of the post-test, it means that the projector does not affect students'
1:
1. Population
11
junior high school 2 Rambipuji that consist of five classrooms there are
students. The total number of the population were 157 students for first
grade.
2. Sample
Sample is a portion of the population that has the same
from two classes that have similar characteristics. The sample was class
VII C and VII D. Class VII C was decided as experimental group and
class VII D as control group. The sample of this research also can see as
follow:
12Ibid, 243.
12
1.Pre-Test
The pre-test was administered before treatment. The same pre-
and control group were asked to answer a reading text based on the
topic given.
2.Treatment
The treatment was conducted after pre-test. In the experimental
group, the students were taught by using projector while control group,
experimental and control group were taught with the same material.
3.Post-Test
Post-test was given after the treatment has been completed. It
was aimed to get the mean scores of experimental group and control
both groups.
13
1. Research Instrument
The instrument used to collect the data was a reading test. The
can be used as the basis for setting a score. This test is in the form of a
between 4 and 5.13 Students choose one correct answer in each item.
2. Validity of the Instrument
Validity is a measure that shows the validity of a research
the material which was considered that descriptive text had been taught
semester. The materials used in this research were taken from English
textbook. In other words, the material was well prepared so that they
13Bermawy Munthe, Desain Pembelajaran (Yogyakarta: Pustaka Insan Madani, 2009), 115.
14
free error text. It was also consulted to the consultants and the English
teacher first to know whether the test materials were suitable with the
the same object will produce the same data. To know whether the test
was appropriate for the seventh grade students or not, the researcher
tried the test items out before the post-test was administered. The
of the five classes of the seventh grades which neither belonged to the
test items correctly.15 The good test items are not too difficult or not
too easy. If the test is too difficult, it can show that the students do not
have capability to solve the problem. On the contrary, if the test is too
high achievers and low achievers. The result of the try out was
analyzed by using the degree of the test item difficulties. The formula
is:
⅀X
P=
SmN
Notes:
Sm = Maximum Score
5. Data Analysis
15Mansyur, Harun Rasyid & suratno, Asesmen Pembelajaran Sekolah, (Yogyakarta: Pustaka
Plajar, 2015), 179.
16
effective than reading not using a projector. The data obtained in this
In this research, the independent sample t-test was used because the mean
of two different groups, namely the experimental and control groups were
control group, the t-test formula was applied. The formula was stated as
the following:
t0 =
XA− XB
√ nAS ² A+ nBS ² B √
nAnB( nA+nB−2)
nA+nB
S2A :
varian deviation of A
I. Systematic Of Thesis
17
research, and each chapter has 3 parts, namely the initial part, the core part
and theory.
3. Chapter III is research methodology such as research design that
and attachment such as matrix of research, form of collecting data, picture, letter
A. Previous Research
conducted by other researcher that have similar focus with review some
The result of this study found that the usage of projector had improved the
students’ attention in learning English. The students were not bored or sleepy
during the class, also had good interaction between teacher and students.
They also could finish the task individually. Accordingly, it was conclude that
learning attention and thus affected their achievments. The researcher carried
out a Descriptive Qualitative research in this study. The action research was
16Dara Anjar Sasmita, “Using Projector to Improve Students Learning Attention in English
Subject of the Eleventh Grade at SMA N 3 LANGSA”, (Thesis, IAIN Zawiyah Cot Kala Langsa,
Langsa,2016), t.d.
19
done by observing for a month the condition of the class and undertook some
Amin, Mahedi Azim, and Md. Abul Kalam the title is “The Benefit of Using
17Muhammad Afwan Taufiq, “Hubungan Media Pembelajaran LCD Proyektor dan Motivasi
Belajar dengan Prestasi Belajar Siswa SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran
2013/2014”, Journal Anthropology Sociology Education (Surakarta, 2013/2014), t.d.
18Md. Ruhul Amin, Mahedi Azim, and Md. Abul Kalam, “The Benefit of Using Multimedia
Projector in English Language Teaching Classroom”, International Journal of Social Sciences &
Humanities, 1(Agustus, 2018), t.d.
20
use projector to
increase reading skill
while Afwan to find
out relationship
between LCD
Projector learning
media and learning
motivation with
students achievement.
1 2 3 4
3. Md. Ruhul Amin, Discuss The object of the
Mahedi Azim, and about reading research are different
Md. Abul Kalam/The Observing The method of
Benefit of Using the usage and the researcher use
Multimedia Projector benefit of quasi-experimental
in English Language projector while Ruhul use
Teaching Classroom quantitative and
qualitative
The collecting
data of the researcher
use test while Ruhul
use observation,
interview with
students and English
teacher
B. Theoritical Framework
A. Media
1) Definition of Media
According to Gerlach & Ely, media is human, material, or
activities of the teaching and learning process. The following are the
they receive.
h. The role of the teacher can change in a more positive
direction.
Teacher no longer explains the subject matter repeatedly so
only an advisor.
According to Arif S, Sadiman in thesis “Pengaruh
like :
22Abd. Wahab Rosyidi dan Mamluatul Nimah, “Memahami Konsep Dasar Pembelajaran Bahasa
Arab”, (Thesis, UIN Maliki Press, Malang, 2011), 107.
24
timelapse or high-speed-photography.
4) Events that occurred in the past can display again
media.
a.Visual Media silent, for example photos, illustrations,
media.
a.Silent audio-visual media, examples, silent TV, soundtrack,
c.Original objects
For example: the use of reality like teachers bring rabbits,
school farm.
d. Sources of learning in the community
For example: tourism and camping.
The projector can be categorized to visual media, namely
visual motion media and silent visual media because the projector
can used in any form of media. It depends on the use of the projector
media in what media form, but the projector is not included in the
print media.
B. Projector
1) Definition of Projector
LCD projector is a technology developed from the previous
because the OHP data is still written on clear paper. Projector function
media such as Plasma / LCD Display, the projector also has several
advantages such as, can make a very large display, can be easily
easier to understand.
Projector is an optical and electronic device. The optical
off the room lights so that it can operate text and images that can
emitted properly to the screen.25 In this case the researcher meant was
to project onto the white board which would be useful for projecting
source).
2) Types of Projector
Projector that is always used turns out to have several types of
25Nana Sydjana dan Ahmad Rivai, Media Pengajaran (Bandung: PT. Sinar Baru, 1997), 6.
is less common.
2. LCD Projector
Works based on the principle of refraction of light produced
colors, red, green and blue (R-G-B). So there are three LCD panels
result of refraction from the LCD panels that have been specially
integrated. Some of the images that have been put together are then
passed through the lens and displayed on the screen so that it can
projector has a good color level because the color produced if the
addition the image on the LCD projector is also sharper than the
suitable for playing movies because it will feel like seeing a movie
lens, are used to throw an image onto the screen. The CRT is used
to project the main colors, red, blue and green. The existence of
large colors. because the images are not scanned with electron
beams, they are not limited to a certain range and offer greater
the film. Unlike DLP and LCP models, the CRT projector does not
money.
4. Digital Light Processing Projector
The first DLP was developed by Texas Instrument. In DLP,
From DMD, then the light will be projected by reflecting it onto the
mirrors, each layer separated by an air cavity that allows the mirror
to tilt as far as -10 to +10 degrees. The slope of each DMD mirror
makes DLP only require an optical set. This simplicity makes DLP
less than 250 grams. Contrast Ratiod and DLP pixel structure are
DLP. Although on some sides DLP is better than LCD, DLP also
the light to form the image. This mirror can move to bend light up
to 5000 times per second. Other differences also exist in the way
DLP gives color to the light that passes through the projector lamp.
The micro mirror on the DLP chip does not have a specific color to
give color to the image. So that a color filter is needed (in the form
of a circle that contains the basic colors of red, green and blue) that
movement of the micro mirror. Light that is not used in the final
image will be deflected out of the path biased by the micro mirror.
projectors is very good with better black quality. Pixels seen in the
slides.
4) Advantages and Disadvantages of Projector
28Munir, Kurikulum Berbasis Teknologi dan Informasi (Bandung: Alfabeta, 2008), 118.
32
the teacher and students can still see. 5)Can reach large groups. 6) Can
after 1000 hours of use. 5) Need special skills in its use. 6) Need
29Abdul Wahid, Pengaruh Penggunaan Media Proyektor LCD Terhadap Minat Belajar Siswa
Pada Mata Pelajaran Fiqih di Madrasah Aliyah Darul Ulum Waru, Thesis, Islamic Education
Department(Surabaya: Institut Agama Islam Negeri Sunan Ampel Surabaya, 2010), 19.
ability to correlate the black marks on the paper - the patern shapes -
this is the ability to correlate the black marks on the paper through
from the text and knowledge possessed by the reader has a major role
interactive the involvement of the reader with the text depends on the
context.
2) Purpose of Reading
The purpose of reading plays a role in controlling the overall
31Geoffrey Broughton, christopher broughton,roger flavell, peter hill, anita pincas, Teaching
English as a Foreign Language(USA: Great Britian by T.J. press, 1981), 89.
34
there are seven purpose for reading are:331) Reading to search for
give the students a reason for why they are reading a text, or else they
will often skim or scan the text without being able to remember or
(Broughton 1978:211)
To achieve the goals contained in mechanical skills the most
silent reading.
4) Kinds of Reading
1. Intensive Reading
Intensive reading is careful study, research, and detailed
create interest in the topic and taks. However, there are further
it, and how long they have to do this), 2) Observer (when we ask
the task, we can lead a feedback session to check that they have
35Ibid, 36.
36Jeremy Harmer, The Practice of English Language Teaching (Harlow, England: Pearson
Longman, 2007),213.
36
text)
2. Extensive Reading
Extensive reading is bringing out reader to accomplish a
states that extensive reading are reading a lot—at least one book
teacher might ask some questions once the students have read the
text. While one student reads aloud, the teacher enquires the other
students to focus to the text rather than just listen to how their
friend reads.
Reading aloud moreover play significant role in teaching
37Ibid , 210.
38Hedge, T, Advanced Reading Power (United States of America: Pearson Longman, 2007), 3.
37
which have been written to read loudly like poetry, dialogue, and
other form of text. The texts that have no necessity to not read
is one type of reading where in the text reading must use a loud
voice.
4. Silent Reading
Silent reading also means reading completely silently,
than the ability to read individual words and know what those words
39M.F Patel and Praveen M. Jain, English Language Teaching (Methods, Tools & Tecniques)
(Jaipur: Sunrise Publisher & Distributors, 2008), 120.
going to read before they actual read. For example when they
receive a letter, they usually look first at the return address or the
stamp to find out where it come from and who sent it. Then they
skill that readers often use in daily life.42 For example, readers
When readers skim, readers should not read the whole text.
41Linda Jeffries & Beatrice S.Mikulecky, More reading power 3 (United States of America:
Pearson Longman, 2012), 31.
42Ibid, 26.
43Cambridge Advanced Learner’s Dictionary Third Edition, 03/ 07/ 19, 12: 36.
39
Readers’ eyes should move very quickly over the pages and they
should read only the parts of the text that will help readers answer
or readers’ question.
d. Using vocabulary knowledge for effective reading
Guessing is the best srategy, in order to try and understand
coming. Then they use the clues to guess about the text and about
connection they need to be sure that they know what they are
reading about.
g. Discovering topics of paragraph
It is difficult to understand what the readers read if they don’t
sentence that includes both the topic and the ideas that the author
that they have understood it. From the explanation above, the writer
Understanding the words and the grammar is not enough. You need
think logically.
Reading comprehension is devided into 4 parts of
the students have difficulty to get the idea or information from the
text because they do not know the meaning of the word (unknown
The examples are chair and head. Chair has two meanings and so
ways as follows:47
a.Identifying key ideas
The key idea is likely as the core of the sentence. Every
47McWhorter, Guide to College Reading (Second Edition) (New York: Harper Collins Publisher,
1989), 86.
42
the subject and the predicate will really helpful in locating the
deatils.
c.Combining sentences into a sentence
Some sentences may have more than one key idea.
There are two ways to combine two or more key ideas. They
unraveling it, identifying its key idea, and analyzing how the
a topic sentence.
b. Identifying the supporting details
Supporting details are those facts and ideas that prove
details.
2) Stages in Reading Comprehension
Reading is an activity to communicate with the written text.
skills. This skill consists of macro skills and micro skills that
49Wingersky, Writing Paragraph and Essays Integrating Reading, Writing, and Grammar Skills
(Third Edition) (London: Wadsworth Publishing Co, 1999), 25.
44
50A. Ghani Johan , Reading and translation (Yogyakarta: pustaka pelajar, 1996), 1-9.
45
CHAPTER III
1. History of School
1984, this school has graduated more than 3,000 students. Most of the
served from April 2009 to July 2014. Previously, Rambipuji State Junior
High School 2 was led by (1) Drs. Hadi Ponidjo (2) Suwono Hadi (3)
develop into a school that serves the people of Rambipuji and its
leaders who are superior in skill and culture. With the cooperation of all
2. Location Of School
46
Rambipuji, Jember East Java. The location of the school is located in west
of the city of Jember feels very cool and shady. The developing area is
dominated by people who work as traders and tobacco farmers. To the left
and right of the school are lined with residential housing and rice fields,
learning.
Indicators:
personnel
5) Establishment of educational facilities
6) Establishment of quality education management
7) Establishment of financing for transparent and accountable
educational activities
8) Establishment of learning assessment
9) Establishment and increase in devotion to God by carrying
personnel
5) Establishment of educational facilities
6) Establishment of quality education management
7) Establishment of financing for transparent and accountable
educational activities
8) Establishment of quality learning assessments
9) Establishment and increase of devotion to Allah SWT by
assessment system.
2) School can achieve the standard of the learning process by
approaches.
3) School has / achieve standards for achieving competency /
achievement / graduation.
48
SNP.
6) School develops school management management patterns
administration.
7) School carries out financing for transparent and
creative and creative power of art that does not conflict with
scouting.
2019. It was given to one classof the seventh grade which did not belong to
the respondents (neither the experimental group nor the control group) and
had almost the same ability with the research respondents. It was from class
VII E. The analysis of the try out was important to know whether the
instruction of the test was clear or not, the test was suitable for seven year
students, the test script was clear or not, the test was reliable or not, and the
items were neither too easy nor too difficult. 51 The analysis below was
focused on establishing the reliability coefficient and finding out the difficulty
items, the value of “r” was taken into the following formula:
{ }{
k
r = k −1 1− Vt ²
∑ σb ²
}
51The test items of tryout test can see Appendix 3
= {50−1
50
}{1− 45.31
9.96
} = 0.79
From the calculation above, the reliability coefficient of the whole
test was 0.79. Concerning with this research, according to Sudjono that the
reliability coefficient is > 0.70.53Since 0.79 higher than 0.70, this means
that the researcher did not make any changes of the test items. Therefore,
To know whether the test items were too difficult or too easy, the
difficulty index of the test items was analyzed by using degree of the test
item difficulties.54 From the result of computation, it was known that the
test range of difficulty index was from 0.20 up to 0.79. Based on the
sufficient/fair. It means that the test items were not too difficult or too easy.
questions, there were 11 questions that were too easy and too difficult, the
Dealing with the time allocation, it was found that the time
allocation for the try out was sufficient since the students were able to do
all the test items within the available time, 80 minutes. From the
clarification above, it could be concluded that the test items did not need to
be revised and the time allocation for the test did not need to be lengthened
or shortened.
content validity since it was arranged based on the material stated in the
materials which were considered that descriptive text had been taught to
the seventh grade students of Junior High School in the second semester.
The text used in homogeneity test, tryout test and posttest in this research
were taken from English textbook. The books are Practice Your English
Competence SMP Class VII from Erlangga, and When English Rings Bell
from kemendikbud. In other words, the material was well prepared so that
grammatically free error text. It was also consulted to the consultants and
the English teacher first to know whether the test materials were suitable
with the competency that should be achieved. For this reason, the test
4. Normality Testing
52
the next step was to find out the normality of the test. It meant that the test
Lo = 0.0014 with n = 36 and at real level α = 0.05 from the list of critical
normal.
5. Homogeneity Testing
S 1²
Fhit = S 2²
S2exp = 13.12 N = 32
57The calculation of normality writing descriptive text can see Appendix 13.
S2con = 20.61 N = 32
S 1² 20.61
So :Fhit = = = 1.57
S 2² 1.12
F0.05(35,35) = 1.84
variant is homogenous.
S 1²
Fhit = S 2²
S2exp = 17.40 N = 32
S2con = 11.17 N = 32
S 1² 17.40
So :Fhit = = = 1.55
S 2² 11.17
F0.05(31,31) = 1.84
variant is homogenous.
C. Description of Data
There were two groups in this research, namely experimental and control
group. This research applied a reading test which the total score was 100. The
pre test was given before the treatment and the posttest was given after the
After conducting the research, the researcher got the data of students
scores in pre test and post test from both experimental and control group.60
was 20, and the highest score of pre-test was 65 and the mean of pre-test was
44.37. On the other hands, the lowest score of post-test was 15, and the
highest score of post-test was 75 and the mean of post-test was 37.96.
text in control group showed the lowest score of pre-test was 20, and the
highest score of pre-test was 85 and the mean of pre-test was 50.93. On the
other hand the lowest score of post-test was 15, and the highest score of post-
score in experimental group was higher than students score in control group,
that was 37.96 and the students pre-test score in experimental group was
lower than students score in control group, that was 50.93. The total score of
the mean score in experimental and control group showed that there was
test.
t0 = XA−XB
√
√ n � ㅤ � S ² A +nBS ² B
nAnB(nA+ nB−2)
nA+nB
=
37.96−30.15
√( 32 ) ( 17.40 ) +(32)(11.17)
= 10.09
√( 32 ) (32 )( 32+ 32−2)
32+ 32
56
From the computation above, it can be seen that t observed = 8.13. The
if the tobserved> ttable. In this study the calculation of the scores uses t-test for the
accepted and the null hypothesis (H0) is rejected. It means that using
E. Discussion
high school 2 Rambipuji, then the researcher analyzed the data by using
t-test to find the difference between the experimental class which was taught
by using projector and the control class which was taught using conventional
teaching . After conducting the research, the researcher found that there
were several evidences which proved theories that support the hypothesis
that the researcher has formulated. The evidences were in the form of
stimulate students to remember the subjects that have been given, and
stimulate students to be active in the class. 61 The data were collected before
school 2 Rambipuji.
LANGSA”.62 The result of this study found that the usage of projector had
improved the students attention in learning English. The students were not
bored or sleepy during the class, also had good interaction between teacher
and students. They also could finish the task individually. Accordingly, it was
students learning attention and thus affected their achievments. So, it has been
proven that using a projector during the teaching and learning process can not
descriptive text, firstly, the researcher conducted the test. Validity test was
used to test whether the instrument was appropriate to measure the student’s
reading ability or not. After getting the students’ pre-test and post-test score,
62Dara Anjar Sasmita, “Using Projector to Improve Students Learning Attention in English
Subject of the Eleventh Grade at SMA N 3 LANGSA”, (Thesis, IAIN Zawiyah Cot Kala Langsa,
Langsa,2016), t.d.
58
the researcher found out the mean score of both classes. The mean from the
data was used to found out the average score from each classes. The next test
was used to calculate the pre-test and post-test was normality test and
homogeneity test. The normality test was used to test whether the
The homogeneity test was used to test whether the variance of the data was
homogeneous or not.
In this research, the reading test was applied to get the quantitative
data about the students reading comprehension. The total number of the test
items in pre-test and post-test were 20 in the form of multiple choice. In this
comprehension before and after the treatment. The data of pre-test and post-
test were gathered from reading test of descriptive texts. Then, the treatment
reading ability can be identified through the result of t-test. There was a
descriptive text by using projector. The students who were taught by projector
Moreover, the result of t test showed that tobserved is higher than the ttable
(8.13 > 1.670). It means that using projector as a learning media to increase
the hypothesis proposed in this research which says “The students who are
using projector as a learning media on their class will have better reading
the effect of the using projector as a learning media was gradually good
because the students increased by themselves that this media was useful for
them.
CHAPTER IV
A. Conclusion
From the data obtained it was seen that the result of using projector as
through the result of t test. The result was a difference significant effect on
students who were taught by projector have higher score than who were
B. Suggestion
as follows:
comprehension.
Jeffries, Linda & Mikulecky, Beatrice S. 2012. More reading power 3. United
States of America: Pearson Longman.
Md. Ruhul Amin, Mahedi Azim, and Md. Abul Kalam.2018.The Benefit of Using
Multimedia Projector in English Language Teaching Classroom.
International Journal of Social Sciences & Humanities.
63
Patel, M.F & Jain, Praveen M. 2008. English Language Teaching (Methods, Tools
& Tecniques). Jaipur: Sunrise Publisher & Distributors.
Rosyidi, Abd. Wahab & Ni’mah, Mamlu’atul. 2011. Memahami Konsep Dasar
Pembelajaran Bahasa Arab,. Malang: UIN Maliki Press.
Tim Penyusun. 2017. Pedoman Penulisan Karya Ilmiah. Jember: IAIN Jember
Press.
Wachidah, Siti (Dkk). 2017. Bahasa Inggris, When English Rings the Bell :buku
guru/ Kementerian Pendidikan dan Kebudayaan. Jakarta: Pusat Kurikulum
dan Perbukuan, Balitbang, Kemendikbud.
65