Power point show as visual media to teach recount writing for eight grades of visual, auditory, and kinesthetic students at SMP Bina Bangsa Surabaya

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Millah, Izzatul (2012) Power point show as visual media to teach recount writing for eight grades of visual, auditory, and kinesthetic students at SMP Bina Bangsa Surabaya. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

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Abstract

Writing is a language skill in English and it may become difficult subject for students. Many students usually face difficulties in exploring their ideas or even finding the appropriate words to write. Therefore, teachers have to overcome this problem and they have to find out a way to motivate their students to write for exploring and organizing the idea in order to have a good writing, especially writing recount text for eight grades of visual, auditory and kinesthetic students. In this thesis, the researcher tries to prove the theory of Bill Alexander, he states that the teachers need to be careful that they don't label students as specific kinds of learners, because students have different preferences in teaching and learning process. All learners can learn to process information in more than one style. So the teachers have to be able to process information in a variety of ways while teaching and learning process to receive the materials effectively. As well as media that they use, they may get variety. The teacher should not label specific media for specific learning style such as visual media for visual students, auditory media for auditory students etc. This thesis specifically focuses on Power Point show (PPS) as visual media to teach recount writing for eight grades of visual, auditory, and kinesthetic students. Therefore, the researcher conducts the research in the eighth grade students because this level has several problems in writing skill. The main objectives of this paper are (1) to describe how to use Power Point Show (PPS) as visual media to teach recount writing for eight grades of visual, auditory, and kinesthetic students (2) to know the students' ability in writing recount text before and after using Power Point Show as visual media. The design of this research is descriptive quantitative. The experiment approach is pretest posttest control group design. In this research, the researcher acts as participant (teacher) when the teaching and learning process conduct in the class. The real teacher and another observer observe the researcher and students' activities during the implementation of using PPS. Moreover; the researcher uses instruments to collect the data, namely: recount writing pre and post tests, extended checklist, and statements of observation by the observer. In implementing the study, the researcher acts the activities through five treatments for control group and experimental group. For experimental group, they are: pre test, giving materials about recount text in the form of PPS, strengthening the use of simple past in recount text in the form of PPS, giving example of recount text in the form of PPS, and the last by giving post test without any media to measure the improvement after implementing PPS. The researcher acts the same activities for control group. But it is without media, just by giving explanation or manual teaching. Based on the research which analyzed with t-test, it can be shown that the differences of the pre mean scores of two groups are far. The experimental groups' score (81.53) is higher than control groups' score (73.06). At beginning, the students of the two groups have a little difference in their writing ability while the scores of the experimental group are higher than the control group amount (33.49). Thus, Ho is rejected and Ha is confirmed. This means that using Power Point Show (PPS) as visual media for eight grades visual, auditory and kinesthetic is effective and get improvement in exploring their ideas. Finally, this research is expected to give useful contribution for teacher and students in teaching learning process of English writing. The English teacher should use any media (it can be visual, kinesthetic or auditory media) to explain the materials for VAK students when teaching and learning process, not just specific media for specific learning style. The teacher also must develop the creativity in teaching process to make enjoy the learning condition in the class. Therefore, the students can learn effectively and they must be encouraged in the learning process in the classroom to achieve the success of teaching learning process.