Suwarni
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Preposition of direction is one of the materials in the grammar aspect that is commonly used in many sentence buildings. However, the fact shows that there are many students who still get confused or face the problems related to the way of understanding and applying it. So, they need a certain technique to help them understand and memorize the material more easily.
This research tried to implement a technique of using the system of dots, arrows and boxes related to the use of the preposition of direction. It was performed through the chart and flashcards in the aim of taking the students’ interest in learning the material, and making the teacher easy in delivering it. Thus, they got fun or enjoyment during the teaching-learning process and were able to overcome the difficulties which they had.
The purposes of this study were to know how the students and teacher interacted in the teaching-learning process and how it influenced the students’ motivation and mastery, as well as to identify the problems which appeared among them. The methodologies applied in this research were descriptive qualitative and quantitative. The techniques used to support them were observation, questionnaire, and interview, and the instrument used was the test. All of them were applied to collect the data for being analyzed to gain the result of study.
The data obtained from the observation, interview and questionnaire were analyzed through the constant comparative analysis and taxonomic analysis, and the data obtained from the test were analyzed through the hypothesis test. The results of the research were as follows: Through the system of dots, arrows and boxes, the students were motivated to learn the preposition of direction, in which there was good interaction between the students and the teacher. This system also influenced the students’ mastery in understanding the materials, that could be proved through the tests consisting of pre-test and post-test. The result of post-test showed that there was good improvement of the students’ mastery compared with the result of pre-test. The mean gained in the post-test was 7.6; meanwhile the mean gained in the pre-test was 5.6. It was also proved through the hypothesis test in which the t-counted was bigger than t-table (7.968 > 0.49006). It means that the system of dots, arrows and boxes was effective to be applied in the teachinglearning process of the preposition of direction. However, the problems also appeared among them. Some of the students were still confused of using the certain prepositions of direction, and the teacher got difficulties in helping them because of lack of the objects which could support her to do it.
Finally, the system of dots, arrows and boxes gave good contribution to both students and teacher in the teaching learning process of the preposition of direction, though they still had some difficulties related to it. It attracted the students’ motivation or interest, and helped them understand the materials more easily. It also helped the teacher facilitate his or her students in delivering the materials. So, they could create good interaction during the teaching-learning process conducted.