Vous êtes sur la page 1sur 65

CHAPTER I

INTRODUCTION

A. Background Of Study

Learning is a complex process that happens to everyone from babies

to death seen from changes in behavior themselves.1 Learning is an effort to

improve oneself to be better to achieve it and learning media are needed.

Learning is learning activities and teaching that planed, directed towards

achieving indicators as result of the learning process. 2 The development of the

era at this time was which marked by the rapid product and the use of

information technology. Therefore, conception of the implementation of

learning has shifted to the effort to realize modern learning. The development

of information technology is able to process, pack, display, and disseminate

learning information in audio, visual, audio - visual and even multimedia.3 We

are as teachers can take advantage of existing technological developments as

a tool in the learning process to create interesting and innovative learning.

Learning system components include: students, teachers, learning objectives,


learning materials, methods, media, facilities and infrastructure

1 Arief Sadiman, MEDIA PENDIDIKAN Pengertian, pengembangan dan Pemanfaatannya


(Jakarta:Pustekkom Dikbud dan PT RajaGrafindo Persada, 2009), 2.

2Didi Supriadie dan Deni Darwawan, Komunikasi Pembelajaran (Bandung:PT Remaja


Rosdakarya,2013), 9.

3Deni Dermawan, Inovasi Pendidikan Pendekatan Praktik Teknologi Multimedia dan


Pembelajaran Online (Bandung: PT Remaja Rosdakarya, 2012), 41.

20
2

evaluation and learning environment.4 In the learning process, teacher needs

teaching media in communicating the subject matter in order to be understood

easily by the students. Learning media includes physical tools used to convey

the contents of teaching materials including books, tape recorders, video

cameras, video recorders, films, slides (picture frames), photos, images,

graphics, television, and computers. In other words, media is learningresource

unit that contains instructional material in the environment that can encourage

students to learn. We should be selected in using media in the learning

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

method. The weakness of using instructional media in class making

monotony students in receiving lessons every day. The low learning

motivation of students in learning English also makes students not pay too

much attention and listen, during the lesson in class because some students

are weak in vocabulary mastery. The lack of vocabulary mastery causes

students not be able to answer a number of questions given by the teacher. It

also causes students become weak or lack in understanding a text. Therefore,

teachers need effective and efficient learning media to overcome the

problems.

4Hendyat Soetopo,Pendidikan dan Pembelajaran: Teori, permasalahan dan Praktek (Malang:


Summ Press,2005), 143.
3

The media used by teachers can facilitate the learning process of

students, so that it will also affect in the learning evaluation. According to

Levie & Lentz, learning visual-based media has four functions of its use are:
1) Attention Function, a core function in learning that uses visual

media, representation displayed through projector can attract students'

attention so that it focuses on the subject matter.


2) Affective function can see from the extent to which students feel

comfortable and enjoy learning. The projector presents a picture this can

exciting students' emotions and attitudes.


3) Cognitive Function, images make it easy in achieving the goal to

understand and remember information or messages contained in the image.


4) Compensatory Function, visual media that provide context for

understanding text helps students who are weak in reading to organize

information in the text and then remember it again.5


The researcher chose learning media, namely the projector. The

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

interesting and very innovative way. Projector is used to display videos,

images, data from a computer on a screen or something with a flat surface

such as a wall, etc. In the modern era we know the development of science and

technology is growing rapidly where everything uses technology. We are no

longer alive in the past still uses blackboard media in communicating learning

material.
Projector can help the teacher in communicating the material without

having to write it on the blackboard. Using a projector can maximize the

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

forms of learning activities in the classroom so the process of improving the

quality of education can be done. When the teacher communicating the

material with a series of sentences some of the words cannot be received

clearly by the students' memories but when an explanation accompanied by

images, symbols, and sounds of music it can be easily understood.


Projector allows teachers to provide a variety of content and students

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

books, projectors make educational information more available to students.

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

awareness and attract students' attention so that it can increase student

motivation. Projector can familiarize students with technology and it can

indirectly educate students to give creative ideas to use technology in this

modern era. Expected gap in using projector as a learning media in teaching

and learning activities is expected to help students understanding a reading.

The projector displays images accompanied by their meanings to make it

6Rifan Humaidi, Media Pembelajaran Konsep dan Implementasi(Jember:STAIN Jember


Press,2013), 32.
5

easier for students to remember. When students remember a lot of the words

given by the teacher, it will facilitate students in reading comprehension.


English learning at junior high school level has a very important

position in achieving goals which determined by the curriculum. English

language competence in K-13 is the ability to use English to communicate in

interpersonal, transactional, and functional discourse by showing attitudes,

knowledge, and skills.7 There are four special skills in English, namely

speaking, listening, reading, and writing.


From these four skill researchers only focus on reading. Allah say in

Holy Qur’an in Surat AL-Alaq verse 1-5:


(٤)َ ‫( َاَلسبذىِّقعلقمذباَلقلقذم‬٣)َ ‫( َإذقِسسقراَسءقوقربقكسساَلقسكقرمم‬٢)َ ‫( َقخلقققاَذلنسقسسساَقنذسنِمَسقعلققق‬١)َ ‫إذقِسسقراَسءباَ سذسس سقربقكاَلذذقخلققق‬
(٥)َ ‫ َقعلقماَذلنسقساَققناَلقسميْقسسعلقسم‬
Meaning: Read, In the name of your Lord, Who has created (all that
exist).Has created man from a clot (a piece of thich coagulated blood), read
and your Lord is the most Generous, who has thought (the writing) by the
pen (the first person to write was prophet idress (Enoch). Has taught man
that which he know not.8
Reading is very important. Read it opens up our insight into many

things. As a proverb says that reading is the window of the world . In this

case, reading is regarded as important skill that should be taught. Because

by reading a language learner can develop his or her language competence.

Success in reading is very important to students both for academic and

vocational advancement and also for the student physiological well-being.

Reading comprehension weakness can be caused by internal attitude, such

as motivation, interest, intelligence, aptitude and attitude. Researchers see


7SitiWachidah (Dkk), BahasaInggris, When English Rings the Bell :buku guru/
KementerianPendidikandanKebudayaan,(Jakarta: PusatKurikulumdanPerbukuan, Balitbang,
Kemendikbud,2017), 2.

8Al-Quran, 96:1-5
6

the difficulties experienced by students in understanding a text, choosing the

right learning media can help students in understanding a text.


As the English teacher, the teacher must create an innovative method

for learning process. Teacher also must create the condition that makes

students relax and fun in the classroom to comprehend reading text.

However, the researcher helps students to comprehend reading text by using

projector. The researcher would like to know the effect of projector as a

learning media on students reading comprehension.


Considering the importance of using projector as a learning media,

the researcher is interested in conclusion whether the effect of projector as a

learning media on students reading comprehension by using this research

title: “The Effect of Using Projector as a Learning Media to Increase

Reading comprehension at the Seventh Grade of Junior High School 2

Rambipuji?”.

B. Research Question

Referring to the background of the study, the research question

is formulated as follows “Is there any significant effect of using projector as

a learning media to increase reading comprehension at the seventh grade of

Junior High School 2 Rambipuji?”

C. Research Objectives

This study aimed to finding out the significant effect of use projector

as a learning media to increase reading comprehension.


7

D. Significance Of The Research

Based on the research objectives, this research is expected to have

benefits in education both directly and indirectly. The significance of this

study are as follow:


a. Theoretical benefit
Theoretically, this study examines the use of learning media,

namely the use of a projector whether it has an effect in improving

students' reading comprehension. Thus the findings of this study enrich

the repertoire of knowledge in the field of learning media. Reference for

further studies related to the use of projector learning media to improve

students' reading comprehension and become further study material.

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

the learning media teaching, in this case is projector. The teachers

expected to create an interesting teaching learning process by using

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

learning process so that it increases their reading comprehension.

Through projector, students are expected to have good enthusiasm and

participation in increasing reading comprehsension.


c) For the Readers
It can inform them about the effect of using projector as a learning

media to increase reading comprehension


8

E. Research Limitation

The limitation of the study focuses on the effect of using projector as a

learning media to increase reading comprehension and the object is absolutely

for students at the seventh grade of junior high school 2 Rambipuji in

academic year 2018-2019.

F. Definition Of Key Term

Projector as learning media is used to facilitate the teacher in

explaining the learning material to students. Besides the projector gives an

interesting impression, we can use attractive designs in the style of teaching.

We know that the technology grow rapidly in this modern world. Using a

projector as a learning media is one of the result of technology utilization in

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.

Reading Comprehension is defined as the level of understanding of a

text or message or an activity to understand and get general or specific

information of the (English) text.

G. Hypothesis

The hypotheses of this research:


9

a. Alternative hypothesis (Ha): There is significant effect of using

projector as a learning media to increase reading comprehension.


b. Null hypotheses (H0): There is no significant effect of using

projector as a learning media to increase reading comprehension.

H. Research Methodology

a. Research Design

Experiments are observations under artificial conditions where

the condition created and regulated by the researcher.9 Experimental

designs may also be classified according to how well they provide

control of the threats to internal validity: pre-experimental, true-

experimental, and quasi-experimental designs. Pre-experimental designs

do not have random assignment of subjects to groups or other strategies

to control extraneous variables. True-experimental designs (also called

randomized designs) use randomization and provide maximum control of

extraneous variables. Quasi-experimental designs lack randomization but

employ other strategies to provide some control over extraneous

variables.10 Experimental research is a research which the researchers can

manipulate the object of research and control.

9Nazir, Metode Penelitian(Bogor:Ghalia Indonesia,2015), 51.

10 Donald Ary, Introduction to Research in Education (United States of America:


WadsworthThomson Learning, 2002), 302.
10

This research is a quasi- experimental quantitative research study.

The research design is a pre-test and post-test design. It involves a group

of students in the experimental group and a group of students in the

control group. Researchers provide treatment to students, before and after

treatment, students are tested using pre-test and post-test. These tests

choose as available. To find out the effect of the projector in improving

students' reading comprehension, the pre-test and post-test scores are

compared. If the post-test results after treatment are higher than the pre-

test, it means that the projector has influenced students' reading

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'

reading comprehension. The design of the research is visualized in Table

1:

Table 1.1: Design of the Research

Pre-test Treatment Post-test


Experimental Group O1 X O2
Control Group O1 - O2
Notes:
O1: pre-test
O2: post-test
X : treatment

b. Population And Sample

1. Population
11

Hadjar concludes population is a large group of individuals who

have the same general characteristics. Population is an entire object that

has the same characteristics.11


The population of the research was the seventh grade classes of

junior high school 2 Rambipuji that consist of five classrooms there are

VII A consist of 32 students, VII B consist of 32 students, VII C consist

of 32 students, VII D consist of 32 students, VII E consist of 29

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

characteristics as the overall source.12 The researcher chose the sample

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. There were 64 students as the sample, 32

students for class VII C as experimental groups and 32 students for

class VII D as control group. The sample of this research also can see as

follow:

Table 1.2: Samples

Group Strategies Samples


Class Students
Experimental Projector VII C 32 Students
Control Conventional VII D 32 Students
Total 62 Students

11Purwanto, Metodologi Penelitian Kuantitatif untuk Psikologi Pendidikan (Yogyakarta:Pustaka


Pelajar), 94.

12Ibid, 243.
12

c. Techniques Of Collecting Data

Techniques of collecting data are the techniques or methods that

can use by researchers for collecting data, through: questionnaires,

interviews, observations, test, documentation, and others. Researchers

can use one or a combination of these techniques depends on the

problems encountered or studied. In this research, it used pre-test,

treatment, and post-test.

1.Pre-Test
The pre-test was administered before treatment. The same pre-

test was given to both experimental and control group in order to

investigate the students’ reading comprehension. Both experimental

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,

the students were taught by using conventional method. Both

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

group. It was applied to know the effect of teaching presentation in

both groups.
13

d. Instrument of Collecting Data

1. Research Instrument
The instrument used to collect the data was a reading test. The

test material based on the Standard of Competence and Basic

Competencies of the School Based Curriculum of Junior High School

seventh class the second semester of English subject. The instrument is

multiple choice type text consist of 20 questions. Test is a set of

stimulation given to someone with the intention of getting answers that

can be used as the basis for setting a score. This test is in the form of a

student worksheet. Multiple choice tests is items whose answers chosen

from more than two alternatives. Alternative answers mostly range

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

instrument. Instruments are valid if the instrument can use to measure

what you want to measure. Content validity was established in this

research because the items were constructed by considering the

indicators to be measured. Those were based on the consideration stated

in English curriculum (K-13). The researcher used descriptive text as

the material which was considered that descriptive text had been taught

to the seventh grade students of Junior High School in the second

semester. The materials used in this research were taken from English

textbook. In other words, the material was well prepared so that they

were in accordance with the students level of ability and grammatically

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

competency that should be achieved.


3. Reliability of the Instrument
Reliability is a measure to assess whether the measuring

instrument used is able to provide consistent measurement values.

Inconsistent measuring instruments will produce "doubtful" data. A

reliable instrument is an instrument when used several times to measure

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

reliability of the test was estabilished by administering a try out to one

of the five classes of the seventh grades which neither belonged to the

experimental nor to the control group.


Estimating the reliability index of the whole test using formula

the Cronbach Alpha formula, namely:14


r= { }{
k
k −1
1−
⅀σb ²
Vt ² }
The descriptions of the formula above are explained as follow:
r = instrument reliability
k = number of questions
⅀ơb² = number of item variants
Vt² = total variant
An instrument has a high level if the value of reliability r > 0,6.
The value of reliability coefficient is presented in table 3.
Table 1.3: The value of Reliability Coefficient

No. Reliability Coefficient Category


1 0,800 - 1,000 Very High
2 0,600 — 0,799 High
3 0,400 — 0,599 Fair

14Anas Sudjono, Pengantar Statistik Pendidikan(Jakarta: Raja Grafindo, 2008), 365.


15

4 0,200 — 0,399 Low


5 0,00 — 0,199 Very Low

4. The Difficulty Index of the Test

The difficulty index of the test shows how easy or difficult

particular items provided in the test. The difficulty level is an item

about the proportion or percentage of subjects who answered certain

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

easy, it cannot give the significance information to distinguish among

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:

P = the difficulty index

⅀X = the total number of students answer correctly

Sm = Maximum Score

N = the total number of students

5. Data Analysis

15Mansyur, Harun Rasyid & suratno, Asesmen Pembelajaran Sekolah, (Yogyakarta: Pustaka
Plajar, 2015), 179.
16

In this research, data was obtained from the scores of research

subjects to show whether teaching reading using a projector was more

effective than reading not using a projector. The data obtained in this

research was analysed by using independent sample t-test. The t-test

analyzes the significant difference on particular means of normality

distributed interval dependent variable between two independent groups.

In this research, the independent sample t-test was used because the mean

of two different groups, namely the experimental and control groups were

be compared. The results of data analysis was analyzes quantitatively by

using independent sample t-test with 5% significant level.


In order to find the different effect between experimental and

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

The descriptions of the formula above are explained as follow:

n : the number of trial respondents

XA : mean of A (experimental group)

XB : mean of B (control group)

S2A :
varian deviation of A

S2B : varian deviation of B

I. Systematic Of Thesis
17

Systematic of thesis is a summary of the contents in the thesis that

aims to understand globally from all existing discussions. Related to the

material to be discussed basically consists of 4 chapters in quantitative

research, and each chapter has 3 parts, namely the initial part, the core part

and the final part. The explanation is as follows:


The first, the initial part include the title page, counselors approval

page, endorsement page, motto page, dedication, abstract, and

acknowledgement, table of content and table list or picture.


The second is core part that includes:
1. Chapter I, this chapter presents the general issues related to the

present study. These include the background of the study, research

question, research objective, significance of the research, research

limitation, definition of key terms, assumption, hypothesis, research

methodology and systematic of thesis.


2. Chapter II is review of related literature such as previous research

and theory.
3. Chapter III is research methodology such as research design that

includes object research, location of research, subject of research, data

collection, data analysis, and finding discussion.


4. Chapter IV is conclusion and suggestion
The third is final part that includes references, statement of authenticity of writing

and attachment such as matrix of research, form of collecting data, picture, letter

(research permit etc), and bibliography of researcher.CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research

This part of reviews is about several previous research

conducted by other researcher that have similar focus with review some

previous studies related to my research entitled “The Effect of Using

Projector as a Learning Media to Increase Reading Skill at the Seventh Grade

of junior high school 2 Rambipuji in Academic Year 2018/2019”


First previous study is from research thesis by Dara Anjar Sasmita,

Made (2016), the title is “Using Projector to Improve Students Learning

Attention in English Subject of the Eleventh Grade at SMA N 3 LANGSA”.16

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

by using projector in teaching-learning process had improved students

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

interviews with the selected English teacher.


Second previous study is from research journal by Muhammad

Afwan Taufiq the title is “Hubungan Media Pembelajaran LCD Proyektor

dan Motivasi Belajar dengan Prestasi Belajar Siswa SMA Negeri 1

Ngemplak Boyolali Tahun Pelajaran 2013/2014”.17 The method used in the

research is descriptive quantitative correlation method. The techniques of data

collection are questionnaires, tests, and documentation. The data analysis

technique used is multiple regression statistical analysis. The result of the

study is there is a significant relationship between LCD projector learning

media and learning motivation with learning achievement of students in

junior high school 1Ngemplak Boyolali in Academic Year 2013/2014.


Third previous study is from research journal by Md. Ruhul

Amin, Mahedi Azim, and Md. Abul Kalam the title is “The Benefit of Using

Multimedia Projector in English Language Teaching Classroom”.18 The

purpose of this study is to investigate the benefits that the language

teachers as well as the learners get in using multimedia projector in

teaching English language. The techniques of data collection of this research

are qualitative and quantitative methods to conduct the research. It contains

observation, interview of the teachers and students.

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

Table 2.1: the Differences and Similarities Research

No Name/title of Similarities Differences


Research
1 2 3 4
1. Dara Anjar Sasmita Observing the  Discuss about the
Made/Using Projector usage of projector technology of
to Improve Students education and
Learning Attention in classroom
English Subject of the management
Eleventh Grade at  The sample of
SMA N 3 LANGSA the research are
different
 Method of the
researcher use quasi-
experimental while
Dara use adescriptive
qualitative.
 The collecting
data of the researcher
use test while Dara
use observing and
interview
 The researcher
focused on reading
skill while Dara
focused on students
learning attention
2. Muhammad Afwan  The  The object of the
Taufiq /Hubungan collecting data research are different
Media Pembelajaran of the research  The method of
LCD Proyektor dan the researcher the researcher use
Motivasi Belajar use test while quasi experimental
dengan Prestasi Afwan use while Afwan use
Belajar Siswa SMA questionnaire, correlation descriptive
Negeri 1 Ngemplak test, and quantitative method
Boyolali Tahun documentation  The research
Pelajaran 2013/2014  Observing objective of the
the usage of researchers to find out
projector whether or not there is
significant effect of
21

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

events that build conditions that make students able to obtain

knowledge, skills and attitudes.19 So the media includes teachers,

textbooks, and school environments. In particular, the media in the

teaching and learning process are graphical tools, photographic,

19Azhar Arsyad, Media Pembelajaran(Jakarta: Rajawali Press,2013), 3.


22

electronic, to capture, process, and reconstruct visual information.

Association for education and communication technology (AECT),

media is all means used for a process of distributing information.

While National Education Assocition (NEA), media is objects that

can be manipulated, can be seen, can be heard, can be read,

discussed along with instruments that are used well in teaching

learning activities and media can influence the effectiveness of

instructional programs.20 Media is all forms that are used to convey

information or messages, usually used to facilitate and accelerate

learning activities both at school, and in other places.


2) Benefits of Learning Media
The benefits of learning media are very important for the

activities of the teaching and learning process. The following are the

benefits of learning media according to Kemp & Dayton are:21


a. Submission of lessons becomes more standard.
Students can see and hear the presentation of material

through the media receiving the same message. The same

information can conveyed to students as a basis for further

assessment, practice, and application.


b. Learning can be more interesting.
Media attracts students' attention and focuses on learning.

Clarity, message chaos, the attractiveness of the image

presented, the use of effects that can lead to curiosity cause

students to laugh and think, all showing the media has

motivational aspects and increases interest.

20Asnawir, Media Pembelajaran (Jakarta : Ciputat Pers, 2002), 11.

21Azhar Arsyad, Media Pembelajaran (Jakarta: Rajawali Press,2013), 23.


23

c. Learning becomes more interactive with the application of

learning theories and accepted psychological principles in terms

of student participation, feedback, and reinforcement.


d. Shorten the time
The existence of media can shorten the time because the

media only requires a short amount of time to deliver the

message and content of the lesson in the learning material that

can easily understood by students.


e. The quality of learning outcomes can improve if the

combination of words and images in learning media can be well

organized, clear, and specific.


f. Learning can given anytime and anywhere if learning

media are designed for individual use.


g. Increase students' positive attitudes towards the lessons

they receive.
h. The role of the teacher can change in a more positive

direction.
Teacher no longer explains the subject matter repeatedly so

the teacher can focus to students' attention, and the teacher is

only an advisor.
According to Arif S, Sadiman in thesis “Pengaruh

Pemanfaatan Media LCD Proyektor terhadap Peningkatan Prestasi

Mahărah” by Maripatun Ni’mah the benefits of learning media are:22


a. Clarify the presentation of the message so that it is not

verbalistic (form written or oral words).


b. Overcoming limitations of space, time, and sense power

like :

22Abd. Wahab Rosyidi dan Mamluatul Nimah, “Memahami Konsep Dasar Pembelajaran Bahasa
Arab”, (Thesis, UIN Maliki Press, Malang, 2011), 107.
24

1) Objects that too large can be replaced with reality,

images, frame films, models.


2) Objects that too small can help with micro

projectors, frame films, images.


3) Motion that is too slow or too fast can help with

timelapse or high-speed-photography.
4) Events that occurred in the past can display again

through recording films, videos, film frames, photos.


5) Objects that too complex can presented with

models, diagrams, and others.


c. The use of learning media correctly and varied can be

overcome by the passivity of students. In this case the learning

media is useful for :


1) Raising the spirit of learning
2) Enables more direct interaction between students

and the environment


3) Enables students to learn on their own according to

their abilities and interests


4) Make it easy to dig up the information needed
So the benefits of learning media in the teaching and learning

process is to generate student motivation, student learning stimuli,

and facilitate interaction between teachers and students so that

learning will be more effective and efficient.


3) Media Classification
According to Bretz and Briggs the classification of learning

media is divided into 4 groups, namely:23


1) Audio Media
Audio media serves to channel audio messages from the

message source to the recipient of the message. Audio media

23Rifan Humaidi, Media Pembelajaran Konsep dan Implementasi(Jember:STAIN Jember


Press,2013), 13.
25

closely related to the sense of hearing. For example: radios, tape

recorders, telephones, language laboratories, etc.


2) Visual Media
Visual media is media that relies on the sense of sight.

Visual mediaconclude silent visual media and visual motion

media.
a.Visual Media silent, for example photos, illustrations,

flashcards, pieces of pictures, frame films, series of films,

OHP, graphics, charts, diagrams, posters, maps, etc..


b. Visual media motion, for example projection images

move like silent films etc.


3) Audio Visual Media
Audio Visual Media is media that displays sound and

images, seen from their characteristics is divided into two

namely silent audio-visual media and audio-visual motion

media.
a.Silent audio-visual media, examples, silent TV, soundtrack,

voiced pages, voiced books.


b. Audio-visual motion media, examples, TV movies,

TV, sound films, sound pictures, etc.


4) Multifarious Media
Multifarious media is a media that adapted to the

potential in an area, around the school, the location of the

community that can use as a learning media. Example:


a.Blackboard
For example: bulletin boards, flannel boards, magnetic

boards, electric boards, and nail boards.


b. Three-dimensional media
For example: models, mock ups, and dioramas.
26

c.Original objects
For example: the use of reality like teachers bring rabbits,

birds, fish or invite students directly to the garden and to the

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

type with the same function namely Overhead Projector (OHP)

because the OHP data is still written on clear paper. Projector function

is to display video, images, or data from a computer on a screen or

something with a flat surface like infocus or walls. Compared to other

media such as Plasma / LCD Display, the projector also has several

advantages such as, can make a very large display, can be easily

carried and high flexibility.24 Projector is very useful to help someone

in terms of presentations, explanations or presentations in the form of

text, images, animations, or even videos to the audience to make it

easier to understand.
Projector is an optical and electronic device. The optical

system is efficient which produces very bright light without turning


24Yulia Utami, “Pengaruh Pemanfaatan Media Pembelajaran Proyektor LCD Menggunakan
Program Power Point Terhadap Hasil Belajar Siswa Dalam Menentukan Volume Kubus Dan
Balok Pada Bangun Ruang”, Jurnal Mantik Panusa, 1(Medan, 2017), 54.
27

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

English lessons. Projector can work with additional equipment,

namely a data cable (connecting between the projector and a

computer) and a power supply (connecting a projector with a power

source).
2) Types of Projector
Projector that is always used turns out to have several types of

projectors. Users can determine the projector according to the needs to

be used. there are some types of projectors:26


1. Digital Projector
Digital Projector is a technological device used to convert

image data directly from a computer to a screen through a lens

system. Digital projectors provide visualization of data that is

actually stored on a computer for presentation. This projector

allows viewers to watch moving images from a DVD. Digital

projectors have an important role in forming a home theater

system. This projector uses the SVGA resolution standard. e.

800,600 pixels. The cost of the projector is determined by the

resolution and brightness.


If you are going to use it in a large room or a large

conference hall that has brightness from 1,000 to 4,000 ANSI

lumens. The first digital projector, the projector Eidophor was

25Nana Sydjana dan Ahmad Rivai, Media Pengajaran (Bandung: PT. Sinar Baru, 1997), 6.

26Yusman Fauzan, “Rancang Bangun Perangkat Wireless Untuk Projector Konvensional”,


(Tugas Akhir, Universitas Komputer Indonesia, Bandung, 2015), 8-13.
28

introduced in 1950. Eidopher projector uses an oily surface on a

rotating disk with light shining through it and employs an electron

beam to disrupt oil in certain ways. The Eidopher projector cannot

produce color. Currently there are several models of high quality

digital projectors available in the market so that projector Eidopher

is less common.
2. LCD Projector
Works based on the principle of refraction of light produced

by LCD panels. This panel is made separately based on the basic

colors, red, green and blue (R-G-B). So there are three LCD panels

in a projector. The color of the image issued by the projector is the

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

be seen as a complete picture. Image produced by the LCD

projector has a good color level because the color produced if the

LCD panel is directly refracted to the screen on the lens. In

addition the image on the LCD projector is also sharper than the

results of the DLP projector image. Another advantage of LCD is

the use of more efficient light so that it can produce "ANSI

lumens" which is higher than the projector with DLP technology.

While the weakness of LCD technology is the large pixel that is

clearly visible in the image. This is why LCD technology is less


29

suitable for playing movies because it will feel like seeing a movie

from behind a blocked eye.


3. CRT projector
CRT or often called KatodaRay Tubeyang utilizes an old

projector picture tube that has been used on conventional TV for

decades. With this type of projector, three CRTs, plus a magnifying

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

three different colored tubes in a CRT projector, making this

projector quite large and heavy. So it is considered less flexible to

be used in presentations in small spaces. This kind of projector

works well to produce great contrast, very different blacks, and

large colors. because the images are not scanned with electron

beams, they are not limited to a certain range and offer greater

latitude pixels in terms of screen resolution. Overall, a CRT

projector provides a very satisfying user, on the image quality of

the film. Unlike DLP and LCP models, the CRT projector does not

have a light bulb that requires replacement, which saves consumers

money.
4. Digital Light Processing Projector
The first DLP was developed by Texas Instrument. In DLP,

light will first be about a wheel-shaped Color Filter. Then the

colors obtained will be about Digital Micromirror Devices (DMD).

From DMD, then the light will be projected by reflecting it onto the

screen. DMD is an optical chip consisting of three layers of micro


30

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

will be governed by a special chip in DMD. The existence of DMD

makes DLP only require an optical set. This simplicity makes DLP

projectors more compact and lightweight. The weight can reach

less than 250 grams. Contrast Ratiod and DLP pixel structure are

also better. This is caused by the transmisive system owned by

DLP. Although on some sides DLP is better than LCD, DLP also

has disadvantages. Using the color wheel on DLP reduces the

projector's brightness value.


DLP has a very different way of working with LCD. One of

the differences in DLP is the presence of a DLP chip (also called

DMD-Digital Micro Device). On this DLP chip there is a micro-

sized mirror (one millionth) made of aluminum and serves to fix

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

rotates with a certain rhythm and is synchronized with the

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.

Hi-end projectors that store 3 DLP chips in the device. The


31

advantages of DLP technology are summarized in the light space

needed. In addition, the contrast of colors produced by DLP

projectors is very good with better black quality. Pixels seen in the

images produced by LCD projectors can also be minimized by DLP

technology. Whereas DLP weaknesses are in the color circle which

is one of the important components.


3) Objectives of Projector
The objectives of a projector as a learning media is motivating

students, stimulating students to remember the subjects that have been

given, and stimulating students to be active in the class 27 Operating a

projector requires and uses a computer or laptop. Usually computer

programs designed with power point programs. Some things teachers

need to prepare in learning to use a projector are:28 1). Teachers can

already operate the projector and computer. 2) Include important

points in power point 3) Use attractive colors. 4) Use enough

animation to not disturb. 5) Avoid using sound in animation because it

will interfere with the conversation of the facilitator. 6) Use animated

images 7) Use photos. 8) Use short films if possible. 9) Immediately

minimized if the power point is not used. 10)One minute one-slide

principle. 11) Don’t use many slides in each session, a maximum of 20

slides.
4) Advantages and Disadvantages of Projector

27Hujair AH Sanaky, Media Pembelajaran(Yogyakarta: Kaukaba, 2011), 130.

28Munir, Kurikulum Berbasis Teknologi dan Informasi (Bandung: Alfabeta, 2008), 118.
32

Projector is often used to improve the quality of learning, but

in fact the projector has advantages and disadvantages as follows:29


The advantages of the projector are: 1) Produce great colors 2)

High light intensity. 3) The most powerful type ofprojector. 4) The

reflection of the projection is clearly visible in a bright room so that

the teacher and students can still see. 5)Can reach large groups. 6) Can

be stored and use repeatedly. 7) The wall can be use as a projection

field. 8) Display media elements such as images, texts, videos,

animations, movies etc.


The disadvantages of the projector are: 1) Replacement of light

bulb is quite expensive. 2) Electricity in the room or presentation

location must exist. 3) It is easier to heat, requires extra cooling to

avoid interference with the projector. 4) The color becomes yellowish

after 1000 hours of use. 5) Need special skills in its use. 6) Need

special care. 7) Requires others media to operate.


C. Reading
1) Definition of Reading
Reading is a complex information processing skill in which the

reader interacts with a text in order to (re) create meaningful

discourse.30 Reading is receptive language process, where meaning

decodes from the authors thinking. It is psycholinguistic process that

starts with a linguistics surface representation encoded by the writer

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.

30Sandra Silberstein, Techniques and Resources in Teaching Reading(New York:


OxfordUniversity Press, 1994), 12.
33

and ends with meaning, which the readerconstruct.31 Reading is a

complex skill, that is to say that it involves a whole series of lesser

skills. First is the ability to recognize stylished shape. Second is the

ability to correlate the black marks on the paper - the patern shapes -

with language. It is impossible to learn to read without at least the

capacity to acquire language. Third is essentially an intelectual skill;

this is the ability to correlate the black marks on the paper through

formal elements of language. According to Klein, reading is a process,

strategic and interactive. Reading is a process meant that information

from the text and knowledge possessed by the reader has a major role

in shaping meaning. Reading is strategic, effective readers use a

variety of reading strategies accordance with the text and context in

order to construct meaning when reading. This strategy varies

according to the type of text and the purpose of reading. Reading is

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

process of understanding so that the goal achieved. Generally, the

purpose of reading is to find some information from the text.

According to Cohen the purpose of reading helps the reader decide

whether they needs skimming, scanning, reading responsively, reading

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

for entertainment, and so on.32 Reading will be recognized as a

successful activity if the purpose of reading achieved. In this case

there are seven purpose for reading are:331) Reading to search for

information (scanning and skimming). As teachers, it is important to

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

learn a lot from it. 2) Reading to learn 3) Reading for general

comprehension (in many cases, reading for interest or reading to

entertain) 4) Reading for quick understanding 5) Reading to integrate

information 6) Reading for evaluate, critique, and use information


3) Aspect of Reading
Reading is a complex skill that involves a series of other

smaller skills. There are two important aspects of reading are:34


1. Mechanical skills that can be considered to the lower order.

This aspect includes: 1) Introduction of letter shapes 2)

Introduction of linguistic elements (phonemes/graphemes, words,

phrases, clause patterns, sentences, etc.) 3) Introduction of the

relationship of spelling and sound patterns (ability to voice

written material) 4) Reading speed to slow level.


2. Comprehension skills that can be considered to a higher

order. This aspect includes: 1) Understanding simple definition

32Istiarto Djiwandono, Strategi Membaca Bahasa Inggris(Jakarta: PT Gramedia Pustaka


Utama,2001), 76.

33William Grabe, Reading in a second Language : Moving From Theory to Practice(Cambridge:


Cambridge University Press, 2009), 11.

34Henry Guntur Tarigan, Membaca : Sebagai Suatu Keterampilan Berbahasa(Bandung: CV


Angkasa,2015), 12.
35

(lexical, grammatical, rhetorical) 2) Understand the meaning (a.l.

author's intent and purpose, relevance / state of culture, and reader

reaction) 3) Evaluation or assessment (content, form) 4) Flexible

reading speed which is easily adapted to circumstances.

(Broughton 1978:211)
To achieve the goals contained in mechanical skills the most

suitable activity is to read loudly or oral reading. While for

comprehension skills the most appropriate thing should be dones is

silent reading.
4) Kinds of Reading
1. Intensive Reading
Intensive reading is careful study, research, and detailed

handling carried out in the classroom for a short assignment of

approximately two to four pages every day. 35In order to get

students to read enthuaisastically in class, we need to work to

create interest in the topic and taks. However, there are further

roles we need to adopt when asking students to read intensively: 36

1) Organiser (we need to tell students exactlywhat their reading

purpose is and give them clear instructions about how to achieve

it, and how long they have to do this), 2) Observer (when we ask

students to read on their own we need to give them space to do

so), 3) Feedback Organiser (when our students have completed

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

completed the task successfully, 4) Prompter (When students have

read a text we can prompt them to notice language features in that

text)
2. Extensive Reading
Extensive reading is bringing out reader to accomplish a

general understanding of a usually somewhat longer text (book,

long article, or essays, etc). Extensive reading is also to get a

general understanding of a topic and consist of reading longer text

for pleasure and also to improve general knowledge.37Hedge

states that extensive reading are reading a lot—at least one book

every two or three weeks, choosing a book that is interesting

toyou, no tests on comprehension or vocabulary and reading at

your own pace.38


3. Reading Aloud
Some of the major purpose of reading aloud is to identify

the sounds of words; however, teachers may also vary their

activities to enlarge their students reading comprehension. A

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

of English. Teacher who knows that the training of reading aloud

given at primary level creates the base of words pronunciation. If

37Ibid , 210.

38Hedge, T, Advanced Reading Power (United States of America: Pearson Longman, 2007), 3.
37

it is not concerned, it will be very difficult at secondary level.

According to Venktes, only those texts have to be read loudly,

which have been written to read loudly like poetry, dialogue, and

other form of text. The texts that have no necessity to not read

aloud should not be read aloud.39 It concludes that reading aloud

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,

without even moving the lips. Silent reading is intended to obtain

a large number of information. It means that silent reading is one

type of reading where the purpose is to get more information

contained in the text.


D. Reading Comprehension
1) Definition of Reading Comprehension
Reading comprehension is the process of making meaning

from text. The goal, therefore, is to gain an overall understanding of

what is described in the text rather than to obtain meaning from

isolated words or sentences.40 Reading comprehension is much more

than the ability to read individual words and know what those words

mean. To comprehend what one reads is to understand the meaningful

message sent by the author. it means comprehension is to understand

the meaning of material or what the author means.

39M.F Patel and Praveen M. Jain, English Language Teaching (Methods, Tools & Tecniques)
(Jaipur: Sunrise Publisher & Distributors, 2008), 120.

40G.Wooley, Reading Comprehension: Asisting Children with Learning Difficulties (Australia:


Springer, 2011), 15
38

Clearly we need to find some accomodation between our

desire to have students develop particular reading skils, according to

Mikulecky states some important comprehension skills, they are:41


a. Previewing for better comprehension
The aim of previewing is to find out what the readers are

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

make some guesses about what will be about.


b. Scanning
The readers do not read every word, only key words that will

answer their question. Skip over unimportant words so that they

can read faster. Mikulecky and Jeffries stated that scanning is a

skill that readers often use in daily life.42 For example, readers

might scan the list of names in a telephone directory in order to

find a phone number.


c. Skimming
It means running the readers eyes over a text to get a quick

idea of the abstract of a text. They skim to get a general sense of

what its all about.Based on Cambridge offline dictionary,

skimming is to read/ consider something quickly in order to

understand the main points, without studying it in detail. 43

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

what is being written or talked about. Their reading more enjoy

because they dont have to stop often.


e. Making inferences
Good readers constantly make inferences as they read. It

means, sometimes they look forward, trying to predict what is

coming. Then they use the clues to guess about the text and about

the wrriters ideas.


f. Findings topic
In order to understand what the readers are reading, they need

connect it to something they already know. To make this

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

know what it is about. Even when there are no dificult words or

grammar they cannot make sense of the sentences if they don’t

know the topic.

h. Understandinng main idea


The main idea of a paragraph is a statement of the authors

idea about the topic. A main idea statement is always a complete

sentence that includes both the topic and the ideas that the author

wishes to express about the topic.


i. Summarizing
40

Summarizing is the process of retelling the important parts of

a passage in much shorter form. It is an important reading skill

when they are able to summarize a passage, they can be confident

that they have understood it. From the explanation above, the writer

suggests that if you think in another language and translate into

English, you will always have difficulty with comprehension.

Understanding the words and the grammar is not enough. You need

to be able to make logical connection between the ideas and

information in your reading. This means using the information you

already know to reach a conclusion. In other words, you need to

think logically.
Reading comprehension is devided into 4 parts of

comprehension, they are words comprehension, sentence

comprehension, text comprehension and paragrapgh comprehension.44

The explanation of word, sentence, text comprehension, and

paragraph comprehension is discussed in the next below.


1.1 Word Comprehension
Word comprehension can be an initial way to comprehend

a reading. Basically, word comprehension is more likely as

knowing vocabulary. Reading comprehension depends on the

reader’s vocabulary knowledge.45 More vocabulary knowledge

may lead to better reading comprehension. It can be said that the

44G. Hennings D, Communication in Action: Teaching Literature based languageart (New


York:Houghon Mifflin Company, 1997), 269.

45S. Mickulecky B, Teaching Reading in a Second Language(New Jersey:Pearson Education,Inc,


2008), 5.
41

student who lack in vocabulary will have difficulties to identify

and grasp the meaning of words in reading process. Sometimes,

the students have difficulty to get the idea or information from the

text because they do not know the meaning of the word (unknown

woed). In this case, the students have to look at the dictionary to

understand or comprehend the meaning of the unknown word.

The examples are chair and head. Chair has two meanings and so

does head, namely “ketua” or “kursi” and “ketua” or “kepala”. So,

the students will be able to choose the appropriate meaning.


1.2 Sentence Comprehension
Comprehending sentences is more complicated than

comprehending words. Sentence comprehension is majorly

determined by words that the readers have already heard or

known.46 To be able to undersatand a sentence, porposes four

ways as follows:47
a.Identifying key ideas
The key idea is likely as the core of the sentence. Every

sentence express at least one key idea, or basic message. The

key idea is constructed from two parts a simple subject and a

simple predicate. In finding the key idea, the first step is

identify what or who the sentence is about and followed by

identify what is happening in the sentence.


b. Locating details

46Boston, Parallel Processing and Sentence Comprehension Difficulty(New York: Cornell


University, 2010), 7.

47McWhorter, Guide to College Reading (Second Edition) (New York: Harper Collins Publisher,
1989), 86.
42

Most details can affect the meaning of the key idea of

the sentence, either to add or to change the meaning itself.

The use of what, where, which, how, or why questions about

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

are looking at the comma or connecting word, and looking at

the semicolon used in the sentence.

d. Reading complicated sentence


Complicated sentence may be tricky to understand by

the reader. To understand a complicated sentence is by

unraveling it, identifying its key idea, and analyzing how the

additional piece (fact) modifies the meaning of the sentence.


1.3 Text Comprehension
The most important thing in reading is that the readers

understand the content of what they read. Comprehending the text

means being able to understand the whole text covering both

general information and specific informations. In comprehending

the text, students background knowledge is really helpful to make

comprehension process easier.


1.4 Paragraph Comprehension
According to McWhorter a paragraph is a group of related

sentences that develops one main thought about a single topic. 48

In other words, a paragraph contains several related sentences


48McWhorter, Guide to College Reading (Second Edition) (New York: Harper Collins Publisher,
1989), 40.
43

that e have a single main idea. Thus, in order to comprehend a

paragraph, the readers need to comprehend the whole sentences

in the paragraph. In this case, the readers are expected to

understand what the paragraph is talking about. Therefore, they

should be able to identify or decide whether it is a topic sentence,

supporting details, or concluding sentence in a paragraph.49


a.Identifying the topic sentence
Identifying topic sentence should be done in the first

section in order to get the idea of the paragraph. The term

used to identify this main idea is the topic sentence. This

shows that the main idea of the paragraph is usually stated in

a topic sentence.
b. Identifying the supporting details
Supporting details are those facts and ideas that prove

or explain the main idea of a paragraph. The purpose of

supporting details is to support the main idea in a paragraph.

In supporting details, the readers can get the explanation or

examples of the main idea of the paragraph. Besides, the

readers also get the additional information of the supporting

details.
2) Stages in Reading Comprehension
Reading is an activity to communicate with the written text.

One of the reading theory based on empirical approach is skill

theory,consider that ability to read is consist of inter-related reading

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

classified into based skills as follow:501) Deducing the meanings of

words from context. 2) Understanding the forms and meaning of non

idiomatic phrases. 3) Understanding sentence meaning through

syntactical structures. 4) Recognizing and understanding rhetorical

structures. 5) Critical reading skills.

50A. Ghani Johan , Reading and translation (Yogyakarta: pustaka pelajar, 1996), 1-9.
45

CHAPTER III

DATA ANALYSIS AND RESEARCH FINDINGS

A. Description Of The Object Research

1. History of School

Junior high school 2 Rambipuji was established on 7 November

1984, this school has graduated more than 3,000 students. Most of the

graduations have been involved in the community with various professions

ranging from civil servants, police / military, teachers, village officials,

employees, entrepreneurs and so on.


Junior high school 2 Rambipuji led by Moh. Rokhim, a

mathematics teacher who was given an additional assignment as

headmaster replaced his predecessor, Sigit Suyitno, S.Pd., M.Pd. who

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)

Juana, S.Pd. (4) Dra Warsini, (5) Sunarti S.Pd.


This school established based on SK 07 / M / 84 has now begun to

develop into a school that serves the people of Rambipuji and its

surroundings with the vision of the realization of a generation of religious

leaders who are superior in skill and culture. With the cooperation of all

the academic community and all components of the community, it is

expected that the school's vision will soon be realized.

2. Location Of School
46

Rambipuji Middle School 2 is located at Jl Widuri No 1, Pecoro,

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,

this school is directly adjacent to elementary school Pecoro 02 and close to

senior high school 2 Rambipuji so the environment is very conducive to

learning.

3. Vision, Mission and Objective of School

a. Vision of Junior High School 2 Rambipuji.


The intelligence person, skilled, cultural persons based on faith and
taqwa.

Indicators:

1) Establishment of educational unit level curriculum


2) The formation of an effective and efficient learning process
3) Establishment of increasing yield of graduates
4) Establishment of improving the quality of education

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

out Allah's commands and avoiding His prohibitions through

habituation and self-development activities


10) Establishment of togetherness values in community,

national and state life


47

11) Establishment of art appreciation, creativity and artistic

creativity that does not conflict with religious teachings.


b. Mission ofJunior High School 2 Rambipuji.
1) Establishment of educational unit level curriculum
2) The formation of an effective and efficient learning process
3) Establishment of increasing yield of graduates
4) Establishment of improving the quality of education

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

carrying out the commands of Allah and avoiding its prohibitions

through habituation and self-development activities


10) Establishment of togetherness values in community,

national and state life


11) Establishment of art appreciation, creativity and artistic

creativity that does not conflict with religious teachings


c. Objectives of School
1) School develop content standards based on education unit

level curriculum (K.13), syllabus, learning implementation planand

assessment system.
2) School can achieve the standard of the learning process by

implementing scientific based contextual learning strategies,

learning approaches, completeness and individual learning

approaches.
3) School has / achieve standards for achieving competency /

achievement / graduation.
48

4) The school carries out the development of educational

standards and education personnel including: all teachers have at

least S1 qualifications, all teaching according to their fields.


5) School improves school infrastructure facilities include:

learning facilities and infrastructure, equipment facilities, and

maintenance of equipment to meet the SPM and according to the

SNP.
6) School develops school management management patterns

include: achievement of management standards: learning,

curriculum, facilities, human resources, scholarships, and

administration.
7) School carries out financing for transparent and

accountable educational activities.


8) School carries out assessment of the learning process and

quality and proportional learning outcomes.


9) School carries out fostering and increasing devotion to God

by carrying out the commands of Allah and avoiding their

prohibitions through habituation activities.


10) Schools carries out coaching values together in community

life, nationhood, and through religious self-development activities.


11) Schools carries out guidance on the appreciation of art, the

creative and creative power of art that does not conflict with

religious teachings through self-development in sports, arts and

scouting.

B. The Result of Try Out Test


49

The tryout of the research instrument was conducted on 6 th March

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

index were presented respectively.

1. The Analysis of Reliability Coefficient

Reliability Coefficientis used to measure the level of validity items

and to determine whether an item is worthy to use or not. In determining

whether or not an item is feasible to be used a significance test of the

correlation coefficient is carried out at a significance level of 0.05, it

means that an item is considered valid if it is significantly correlated with

the total score.52

In order to obtain the reliability coefficient of the whole test

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

52The summary table of the validity test can see Appendix7.


50

= {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,

the test was administered.

2. The Analysis of the Index of Difficulty

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

analysis of index difficulty, the test items were categorized into

sufficient/fair. It means that the test items were not too difficult or too easy.

From the results of the analysis of the index of difficulty of 50

questions, there were 11 questions that were too easy and too difficult, the

researcher took 39 questions from 50 questions, to be divided into 20 pre

test and 20 post test questions.55

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

53Anas Sudjono, Pengantar Statistik Pendidikan(Jakarta: Raja Grafindo, 2008), 209.

54The calculation results of Index difficulties can see in Appendix 8.

55see Appendix 4 and Appendix 5.


51

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.

3. The Analysis of the test validity

Regarding with the validity of the test, this research established

content validity since it was arranged based on the material stated in the

institutional based Curriculum (K-13) used by junior high school 2

Rambipuji. The material was based on the consideration stated in the

English Curriculum (K-13). The researcher used descriptive text as 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

they were in accordance with the student level of ability and

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

could be said to fulfill the requirement of content validity.

4. Normality Testing
52

Normality testing was used to determine if a data set is well-

modeled by a normal distribution and to compute how likely it is for a

random variable underlying the data set to be normally distributed.56

After getting the calculation of mean and standard deviation, then

the next step was to find out the normality of the test. It meant that the test

was given to the students was observed by Liliefors test.57

From the Appendix 13 it can be seen that Liliefors observation or

Lo = 0.0014 with n = 36 and at real level α = 0.05 from the list of critical

value of Liliefors table Lt = 147.66. It is known that the coefficient of Lo

(0.0014) < Lt (147.66). So it can be concluded that the data distribution of

the students ability in reading comprehension of descriptive text is

normal.

5. Homogeneity Testing

b. Homogeneity Testing of Pre — Test

S 1²
Fhit = S 2²

Where : S12 = the biggest variant58

S22 = the lower variant

Based on the variants of both samples of pre-test found that :

S2exp = 13.12 N = 32

56Frequency Distribution of Tryout Group can see Appendix 12.

57The calculation of normality writing descriptive text can see Appendix 13.

58see Appendix 14.


53

S2con = 20.61 N = 32

S 1² 20.61
So :Fhit = = = 1.57
S 2² 1.12

Then the coefficient of Fhit = 1.57 is compared with Ftable,

where Ftable is determined at real level � = 0.05 and the same

numerator dk = N - 1 = 32 - 1 = 31 that was exist dk numerator 31, the

denominator dk = n - 1 (32 - 1 = 31). Then Ftable can be calculated

F0.05(35,35) = 1.84

So Fhit<Ftable or (1.57 < 1.84) so it can be concluded that the

variant is homogenous.

c. Homogeneity Testing of Post – Test

S 1²
Fhit = S 2²

Where : S12 = the biggest variant59

S22 = the lower variant

Based on the variants of both samples of pre-test found that :

S2exp = 17.40 N = 32

S2con = 11.17 N = 32

S 1² 17.40
So :Fhit = = = 1.55
S 2² 11.17

Then the coefficient of Fhit = 1.55 is compared with Ftable,

where Ftable is determined at real level � = 0.05 and the same

numerator dk = N - 1 = 32 - 1 = 31 that was exist dk numerator 31, the


59see Appendix 15.
54

denominator dk = n - 1 (32 - 1 = 31). Then Ftable can be calculated

F0.05(31,31) = 1.84

So Fhit<Ftable or (1.55< 1.84) so it can be concluded that the

variant is homogenous.

C. Description of Data

This study was conducted by applying an experimental research.

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

treatment. The researcher gave the treatment to students in the experimental

group by applying Projector as a learning media while control group without

applying Projector as a learning media.

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

Based on the Appendix 16 the students achievement in reading

descriptive text in experimental group showed the lowest score of pre-test

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.

60See Appendix 16 &Appendix 17.


55

Based on the Appendix 17 the students score in reading descriptive

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-

test was 70 and the mean of post-test was 30.15.

Based on the explanation above, it shows that the students post-test

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

significant effect in improvement of students score between pre-test and post-

test.

D. Data Analysis of Hypothesis Testing

The hypotheses of this research:


a. Alternative hypothesis (Ha): There is significant effect of using

projector as a learning media to increase reading comprehension.


b. Null hypotheses (H0): There is no significant effect of using

projector as a learning media to increase reading comprehension


The hypothesis testing in this research, it is used two average

similarity test by using statistic, as follow:

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

testing hypothesis is conducted in order to find out whether that hypothesis is

accepted or rejected. The basis of testing hypothesis is that the Ha is accepted

if the tobserved> ttable. In this study the calculation of the scores uses t-test for the

degree of freedom 62 (df = nA + nB - 2) at the level of significant 0.05 that

the critical value is 1.670. So it can be seen that ttable =1.670.


After the scores were calculated, it was found that in this study the

tobserved is higher than the ttable. It can be seen as follow:


tobserved>ttable(α = 0.05) with df 62
8.13 >1.670
From the result above, it shows that the alternative hypothesis (Ha) is

accepted and the null hypothesis (H0) is rejected. It means that using

projector as a learning media to increase reading comprehension affect

student’s in reading descriptive text.

E. Discussion

This research study was conducted the research study in junior

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

numerical data based on the analyzing process. Regarding on the result of

data analysis above, it was strongly related to some advantages served by

using projector. Projector gave an advantage that can motivate students,


57

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

(pre-test) and after (post-test) conducting the experiment in junior high

school 2 Rambipuji.

This was also supported by first previous study by Dara Anjar

Sasmita, Made (2016), the title is “Using Projector to Improve Students

Learning Attention in English Subject of the Eleventh Grade at SMA N 3

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

concluded that by using projector in teaching-learning process had improved

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

only improve students' reading comprehension but also improve student

achievement and attention.

Before the further analysis about the using of projector in reading

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,

61Hujair AH Sanaky, Media Pembelajaran(Yogyakarta: Kaukaba, 2011), 130.

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

distribution of the research data consistent with the normal distribution.

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

research, the pre-test and post-test have been administered to both

experimental and control classes to find out the students’ reading

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

of using projector as a learning media was only given to the experimental

class. Therefore, the effect of using projector as a learning media on students’

reading ability can be identified through the result of t-test. There was a

difference significant effect on students’ reading comprehensions in

descriptive text by using projector. The students who were taught by projector

had higher score than who were taught by conventional strategy.

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

reading comprehension affect student’s in reading descriptive text. Finally,


59

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

comprehension than the students who are not” is accepted.

In conclusion the above discussion showed students responses toward

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

CONCLUSION AND SUGGESTION

A. Conclusion

From the data obtained it was seen that the result of using projector as

a learning media to increase students’ reading comprehension was higher than

by using conventional strategy at the seventh grade of junior high school 2

Rambipuji. Projector is significant to be used in improving the students

reading comprehension on descriptive text. Therefore, the effect of using

projector as a learning media on students’ reading ability can be identified

through the result of t test. The result was a difference significant effect on

students’ reading comprehensions in descriptive text by using projector. The

students who were taught by projector have higher score than who were

taught by conventional strategy. It means that H0 is rejected and Ha is

asccepted. There is a significant effect of using projector as a learning media

to increase students’ reading comprehension.


60

B. Suggestion

Based on the conclusion above, the researcher gives some suggestions

as follows:

1. English teachers are suggested to use projector in their teaching

learning process in order to increase the students’ reading

comprehension.

2. The researchers who are interested in doing a research related to

this study should try to apply projector as a learning media on different

level of learners through different genre to prove the effectiveness of

projector on students’ reading comprehension.


Finally, the researcher considers that this study still need validity from the next

researcher that has the similar topic with this study.REFERENCES

Abdul Wahid. 2010. 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.

Asnawir. 2002. Media Pembelajaran. Jakarta :Ciputat Pers.

Arsyad, Azhar. 2013. Media Pembelajaran. Jakarta: Rajawali Press.

Ary, Donald. 2002. Introduction to Research in Education. United States of


America: Wadsworth Thomson Learning.

Broughton Geoffrey,broughton christopher, flavell, roger, hill peter, pincas anita .


1981. Teaching English as a Foreign Language. USA: Great Britian by
T.J. press.

Dara Anjar Sasmita. 2016. Using Projector to Improve Students’ Learning


Attention in English Subject of the Eleventh Grade at SMA N 3 LANGSA.
Thesis English Education Department.Langsa: IAIN Zawiyah Cot Kala
Langsa.

Dermawan, Deni. 2012. Inovasi Pendidikan Pendekatan Praktik Teknologi


Multimedia dan Pembelajaran Online. Bandung: PTRemaja Rosda karya.

Djamarah, Syaiful Bahri. 2014. Strategi Belajar Mengajar. Jakarta: PT Asdi


Mahasatya.
62

Fauzan, Yusman. 2015. Rancang Bangun Perangkat Wireless Untuk Projector


Konvensional. Tugas Akhir. Bandung: Universitas Komputer Indonesia.

Grabe, William. 2009. Reading in a second Language : Moving From Theory to


Practice. Cambridge: Cambridge University Press.

Harmer, Jeremy. 2007. The Practice of English Language Teaching. Harlow,


England: Pearson Longman.

Hennings D, G. 1997. Communication in Action: Teaching Literature based


language art . New York:Houghon Mifflin Company

Humaidi, Rif’an. 2013. Media Pembelajaran Konsep dan Implementasi. Jember:


STAIN Jember Press.

Jeffries, Linda & Mikulecky, Beatrice S. 2012. More reading power 3. United
States of America: Pearson Longman.

Johan, A. Ghani. 1996. Reading and translation. Yogyakarta: pustaka pelajar.

Mansyur, Rasyid, Harun & Suratno, 2015. Asesmen Pembelajaran Sekolah.


Yogyakarta: Pustaka Plajar.

McWhorter, K. T. 1989. Guide to College Reading (Second Edition). New York:


Harper Collins Publisher.

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

Mickulecky, B.S. 2008. Teaching Reading in a Second Language. New


Jersey:Pearson Education,Inc.

Muhammad Afwan Taufiq. 2014. 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: University of Sebelas Maret Surakarta.

Munir.2008. Kurikulum Berbasis Teknologi dan Informasi. Bandung: Alfabeta.

Munthe, Bermawy. 2009. Desain Pembelajaran. Yogyakarta: Pustaka Insan


Madani.

Nazir. 2015. Metode Penelitian. Bogor: Ghalia Indonesia.

Patel, M.F & Jain, Praveen M. 2008. English Language Teaching (Methods, Tools
& Tecniques). Jaipur: Sunrise Publisher & Distributors.

Purwanto. 2010. Metodologi Penelitian Kuantitatif untuk Psikologi dan


Prendidikan. Yogyakarta: PustakaPelajar.

Rosyidi, Abd. Wahab & Ni’mah, Mamlu’atul. 2011. Memahami Konsep Dasar
Pembelajaran Bahasa Arab,. Malang: UIN Maliki Press.

Sadiman, Arief. 2009. MEDIA PENDIDIKAN Pengertian, pengembangan dan


Pemanfaatannya. Jakarta: Pustekkom Dikbuddan PT Raja Grafindo
Persada.

Sanaky, Hujair AH. 2011. Media Pembelajaran. Yogyakarta: Kaukaba.


64

Silberstein, Sandra. 1994. Techniques and Resources in Teaching Reading. New


York: Oxford University Press.

Soetopo, Hendyat. 2005. Pendidikan dan Pembelajaran: Teori, permasalahan


dan Praktek. Malang: UMM Press.

Sudjana, Anas. 2008. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo.

Sudjana, Nana &Rivai, Ahmad. 1997. Media Pengajaran. Bandung: PT.


SinarBaru.

Supriadie, Didi & Darwawan, Deni. 2013. Komunikasi Pembelajaran. Bandung:


PT Remaja Rosdakarya.

Tarigan, Henry Guntur. 2015. Membaca :Sebagai Suatu Keterampilan Berbahasa.


Bandung: CV Angkasa.

T, Hedge. 2007. Advanced Reading Power. United States of America: Pearson


Longman.

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

Wingersky. 1999. Writing Paragraph and Essays Integrating Reading, Writing,


and Grammar Skills (Third Edition). London: Wadsworth Publishing Co.

Wooley, G. 2011. Reading Comprehension: Asisting Children with Learning


Difficulties. Australia: Springer.

Yulia Utami. 2017. Pengaruh Pemanfaatan Media Pembelajaran Proyektor LCD


Menggunakan Program Power Point Terhadap Hasil Belajar Siswa
Dalam Menentukan Volume Kubus Dan Balok Pada Bangun Ruang.
Jurnal. Medan: STMIK Pelita Nusantara Medan.

Vous aimerez peut-être aussi