PENGARUH MEDIA PEMBELAJARAN DAN INTERAKSI SOSIAL TERHADAP HASIL BELAJAR BAHASA INGGRIS

Abstract

The objectives of this research were to find out: (1) the different effect between using Learning media, (2) the difference of the English achievement between student with cooperative social interaction dan competitive social interaction, an (3) the interaction between instuctional strategy and social interaction toward English learning achievement. The population of this research was all student of Grade VIII, State Junior High School of Medan of eight classes. The sampling technique applied was cluster random sampling taught with two stay two stray instructional strategy and the student taught with expository instructional strategy. The instrument used to measure the English learning achievement was a multiple choice. The instrument used to measure the students’ social interaction was questionaire. The normality test used liliefors and the homogeneity test was Fisher test and Bartlett test. The data analysis technique was Analysis of Variance with two-way at the level of significance followed by Scheffe test. The research findings were: (1) on average the students’ English learning achievement taught with two stay two stray instructional strategy was which was higher than the average the students’ English learning achievement taught with expository strategy, which was , with Fcount = 35.08 Ftable 3.96, (2) on average the student English learning achievement with cooperative social interaction was which was higher tha the students’ English learning achievement with competitive social interaction was , with Fcount = 4.28 Ftable =3.96, and (3) there was interaction between instructional strategy and social interaction toward English learning achievement with Fcount = 9.94 Ftable = 3.96. Based on the data analysis result, it can be concluded that students with cooperative social interaction characteristics should be best taught with two stay to stray instructional strategy while students with competitive social interaction with expository instructional strategy. The implication is that the implementation of two stay two stray and expository instructional strategies should be in accordance with the social interaction. It also suggested that teachers who plan ti implement the instructional strategy should know the characteristics of students’ social interaction.