How Does The Power Of Two Improve Students’ Skill In Using Preposition? A Classroom Action Research Study

Abstrak / Ringkasan

This study aimed to identify using the power of two strategy
to improve students' ability to use prepositions in sentences.
This study applied classroom action research in which the
data was gathered in four steps: plan, action, observation, and
reflection. The participants of this study were 27 junior high
school students in the ninth grade. This study applied
quantitative and qualitative methods in interpreting the data.
The quantitative data was collected from the exam, while the
qualitative data gathered from the interview, observation
sheet, diary note, and documentation. The study revealed that
there was an increase in the students' abilities to use
prepositions. The number of students who received a score of
70 or higher in the pre-test was 25.92 percent indicated that
seven students obtained a score of 70 or higher in the pre-test.
The post-test percentage of the first cycle was 40.74 percent,
indicating that 11 students achieved a score of 70 or higher;
meanwhile, in the post-test of second cycle it was 88,89%. It
amounted to a 14,82 percent increase from pre-test to post-test
I and a 48,15 percent higher from the first cycle's post-test to
the second cycle's post-test. It showed that using the power of
two strategy in teaching prepositions is beneficial and that
using the power of two strategy enhanced students' ability to
use prepositions in sentences. The researcher used the t-test
formula to test hypotheses. The t count coefficient was
calculated to be 13,22, and the coefficient of t table to df= N-1
= 26 with level = 0,05 was 2,06. It indicated that the t count
coefficient (13,22) was higher than t table's coefficient (2,06).
As a result, the hypothesis alternative (Ha) is obtained. Ha
implies that the power of two strategy would improve
students' ability to master prepositions.

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