VISUAL MEDIA USED IN INTRODUCING VOCABULARY AT TK IT AL-MA’UN SENGKALING
VISUAL MEDIA USED IN INTRODUCING VOCABULARY
AT TK IT AL-MA’UN SENGKALING
THESIS
By:
FAJRIN AL FERA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
OCTOBER 2013
VISUAL MEDIA USED IN INTRODUCING VOCABULARY
AT TK IT AL-MA’UN SENGKALING
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
By:
FAJRIN AL FERA
09360198
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
OCTOBER 2013
MOTTO AND DEDICATION
”” من جد وجد
“Whoever is taking seriously, he will be successful”
السبيل
َ اذا صدق العز وضح
“There is a will there is a way”
“ إلى الغد ما ت در أن تعم ه اليو
”ا تؤخر عم
“Do not put off your work until tomorrow, which you can spell it out today”
DEDICATION:
I dedicated this thesis to:
My beloved father & mother (Suparno & Sudarti)
My brothers & sister (Livi, miftah and aby)
Abi Asep and his family,
My friends (Danang, Nasrul, Yanti, Vika, Hera, Sri),
And my lovely Asrul Nur arif (mamas).
ACKNOWLEDGEMENTS
Praise be to Allah SWT, the Merciful and Charitable. Because of the guidance,
blessing, and effection, the researcher finally can finish this thesis.
The researcher would like to express her deepest gratitude to Dr. Hartono, M.Pd, her
first advisor, and Drs. Mas'udi, M.Ed, her second advisor, for their kindness in giving
suggestions, invaluable guidance and advice during the consultation period, and their
comments and corrections during the completion of this thesis.
Her sincere gratitude and appreciation are also extended to the TK IT Al-Ma’un
Sengkaling Malang, especially the English teacher Siti Chotimah, S.Pd and the students of
class A who had given her the opportunity to conduct the research.
Moreover, she would like to dedicate this research to her beloved and wonderful
parents, Suparno and Sudarti, who always become her inspiring people to do the best in every
chance she gets.
Finally, a special thank goes to her lovely (Mamas) who always gives support to her
in doing the thesis, her brothers and sisiter ( Miftah, Aby, Livi), her friends in Lampung (
Danang, Nasrul, Daryanti, Hendra, Dimas, Indah, Abas, Vika etc) and all of D class buddies
for their encouragement, love, care, and pray so that she can finish this thesis.
The Researcher,
Fajrin Al Fera
TABLE OF CONTENTS
APPROVAL .......................................................................................................... i
LEGALIZATION .................................................................................................. ii
MOTTO AND DEDICATION ............................................................................. iii
ABSTRACT........................................................................................................... iv
ACKNOWLEDGEMENTS ................................................................................... v
TABLE OF CONTENTS..................................................................................... vii
LIST OF FIGURE................................................................................................ xii
CHAPTER I INTRODUCTION
1.1 Background of Study .........................................................................................1
1.2 Statement of Problem.........................................................................................6
1.3 Purpose of Study ...............................................................................................7
1.4 Significance of Study .........................................................................................7
1.5 Scope and Limitation ........................................................................................8
1.6 Definition of Key Terms ....................................................................................8
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English to Young Learners .............................................................10
2.2 Teaching Vocabulary ...................................................................................... 12
2.2.1 Importance of Vocabulary Acquisition .................................................. 14
2.2.2 How to Teach Vocabulary ..................................................................... 14
2.2.3 How to Present New Vocabulary ........................................................... 15
2.2.4 How to Consolidate New Vocabulary Words ........................................ 15
2.3 The Definition of Media in Teaching ..............................................................16
2.3.1 Function of Media .................................................................................. 16
2.3.2 Criteria in Selecting the Media .............................................................. 17
2.3.3 Kinds of Teaching Media....................................................................... 18
2.3.4 Visual Media ...........................................................................................19
2.3.4.1 Still Pictures................................................................................ 20
2.3.4.2 Flash Cards.................................................................................. 20
2.3.4.3 Puppet.......................................................................................... 21
a. Finger Puppet............................................................................ 21
b.Card Puppets.............................................................................. 21
c.Glove Puppet.............................................................................. 21
2.3.4.4 Blackboard.................................................................................. 21
2.3.4.5 Real Object................................................................................. 22
2.4 Problems in Using Visual Media.................................................................... 22
a.Availability............................................................................................ 22
b.Cost........................................................................................................ 22
c. Teacher’s Ability in Creating Media..................................................... 23
2.5 The Problem Solving of Using Visual Media.................................................. 24
a. Attending Some courses........................................................................ 24
b. Using the Appropriate Media................................................................ 24
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design...............................................................................................26
3.2 Research Subject ..............................................................................................27
3.3 Research Instrument ........................................................................................27
3.3.1 Observation ............................................................................................28
3.3.2 Interview ...............................................................................................29
3.4 Data Collection ................................................................................................30
3.5 Data Analysis ...................................................................................................30
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Research Findings ............................................................................................31
4.1.1 Visual Media the Teacher Used in Teaching Vocabulary ..............31
a. Whiteboard ..............................................................................32
b. Real Object..............................................................................32
c. Stick Cards.................................................................. ........... 32
d. Magic Box ...............................................................................33
4.1.2 The Teacher’s Problems in Using Visual Media ........................... 33
a. The Lack of Teacher’s Ability in Creating the Media........... 34
b. Time Allotment in prepare the media .....................................34
4.1.3 The Teacher’s Solution of the Problems in Using Visual
Media......................................................................................... 34
4.2 Discussion. ...................................................................................................... 35
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .....................................................................................................38
5.2 Suggestion ...............................................................................................39
5.2.1 For English Teacher.................................................................. .....39
5.2.2 For the Next Researchers.............................................................. 39
REFERENCES.................................................................................................... 40
APPENDICES
Appendix I: Interview Transcript...........................................................................42
Appendix II: Observation Notes ............................................................................46
Appendix III: Photos of Visual Media ..................................................................48
Appendix IV: Photos of Activities .........................................................................50
Appendix V: Letter................................................................................................ 52
Appendix VI: Letter............................................................................................... 52
REFERENCES
Ardhianti, Siska.2012.A Study On The Use Of Media In Teaching English To Young Learners
At SDN RSBDI Tunujng Sekar 1. Skripsi tidak dipublikasikan. Fakultas Keguruan dan
Ilmu Pendidikan. Universitas Muhammadiyah Malang.
Akyuni, Kurata. 2007.The Teaching Strategies Used By The Teacher In Teaching English At
SDN Dinoyo 1 Malang. Skripsi tidak dipublikasikan. Fakultas keguruan dan ilmu
pendidikan. Universitas Muhammadiyah Malang.
Ariyanto, Yopi.2003.Media Used In Teaching Vocabulary To Young Learners.Skripsi
dipublikasikan. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah
Malang.
Arsyad, Azhar.2009.Media Pembelajaran. Jakarta: Rajawali Pers.
Ary, Donald. 2002. Introduction to Reseach in Education. Ney York : Holt Rinehart and
Winstor.Inc
Cahyono, dkk.2008. Teaching Of EFL Vocabulary In The Indonesian Context: The State Of
The Art. Jurnal. Universitas Negeri Malang.
Cahyono, dkk.2011. Practical Technique For English Language Teaching: State University
Of Malang Press. Universitas Negeri Malang
Endarwati, Nanik.2004. A Study On The Use Of Visual Media In Teaching English At SLTP
Negeri 3 Batu. Skripsi tidak dipublikasikan. Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Muhammadiyah Malang.
E,Sharon.2008.Instructional Technology & Media For Learning.Indonesia: Kencana
Prenanda Media Group.
Fajarianti, Briana. 2010. Teaching Media For Teaching Vocabulary To The First Grade
students Of Elementary School At Pucang 2 Sidoarjo. Skripsi tidak dipubliksikan.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Malang.
Grassick, Laura.2007. Primary Innovation Regional Seminar. Hanoi; British Council
Vietnam.
http://rahot21.wordpress.com/2008/11/02/materieyl
http://www.Merriamwebster.com/dictionary/game.
Juliana.2011. The Used Of Visual Media In Teaching Vocabulary Of Second Year Students At
SMP PGRI Kunir Lumajang.Skripsi ini tidak dipublikasikan. Fakultas Keguruan dan
Ilmu Pendidikan.Universitas Muhammadiyah Malang.
Phiplips, Sarah.1993.Young Learners; Oxford University Press
Sabillah, Fardini.2004.Teaching English Young Learners.Faculty of Teacher Training and
Education. Muhammadiyah University of Malang.
Yuhartini, Tri.2005.The Technique Of Teaching Vocabulary Used By Teachers At SBN Bugih
III Pamekasan Madura. Skripsi tidak dipublikasikan. Fakultas Keguruan dan Ilmu
Pendidikan. Universitas Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
1.1
Background of the study
In Indonesia, Kindegarten students have the opportunity to learn English as
one of the local load subjects when necessary. Teaching English in Kindegarten
seems to be in line with the assumption that learning at young age will gain a better
result than at older age. This assumption is supported by Brown (2000:8, in
Fajarianti, 2010) who states that childhood is the best period for acquiring a native or
near native pronunciation because children speech muscles are still flexible, so it is
easy for them to learn the sound system of the foreign language. We know that young
children learn language fast. Therefore, it is not mistaken if English is given from the
earlier ages because children in the earlier ages are easier to learn something,
especially language.
Young learners have their own characteristics such as biological, affective,
personality and social characteristic. According to Scot and Treberg (In Fajarianti,
2010), teaching to young learners should be matched with their cognitive and
language development. In this context, the teachers of Kindegarten have to know
their students’ characteristics. A teacher of young learners needs a special skill.
Besides having sufficient English proficiency, a young learner teacher has to be
active, creative, helpful and open Sabilah (2004:20).
Grassick (2007) wrote that althought teaching English to young learners is a
relatively new phenomenon; the demand is huge with the starting age for learning
1
2
getting younger and younger. This is also the case in Indonesia. Nowdays, In
indonesia, teaching English to young learners has become a trend. More and more
elementary schools and pre-schools include English as an additional lesson in their
school. Suryanto (2008;15) stated that English is also introduced to preschool where
the students are grouped into very young learners.
Learning English as early as possible has become so popular nowdays. The
greater responsiveness from the parents on the importance of English makes them
willing equip their children with this skill earlier. They send their very young learners
to schools that offer English programs. They do this with assumption that learning a
foreign language will be much easier at an early age. Hence, very young learners
have a better chance to be successful in acquiring a foreign language.
The fact that children learn language easier and faster makes the demand of
teaching English higher. Unfortunately, in the reality the paractice of English
language, teaching especially for young learners is far from satisfactory and is not
supported by a good infrastucture. From the researcher’s observation and informal
talk to some kindegarten’s heads (teachers), it was found out that although they had
introduced English to their students. In reality, they still doubt since there is no
curriculum or fixed guidelines for teaching English to Kindegarten students. Besides,
some Kindegartens’ teachers also admit that they are only graduated from a diploma
program. Consequently, they do not have sufficient knowledge as teachers of
English.
Some of them are even only SMU graduates who get a short training to be
Kindegarten teachers. They admit that they often feel unconfident when some of them
3
come to teach English since they have insufficient knowledge on that field. Some of
them also never follow any training on how to teach English to young learners. They
tend to use the same method all the time they teach English to the students. Despite
the lack of teaching and learning sources, they also admit that the schools do not have
sufficient fund to provide various media for teaching and learning English. So, it can
be concluded that although the English teaching for young learners has become a
trend and a need, in practice, it is not supported by skilled or competent English
teachers and good infrastuctures.
Research in English primary teaching in Indonesia also support this facts.
According to Rahot (2008) that there are some facts of the English teching in
Indonesia: (1) Many of primary English teachers do not have English background; (2)
There is no fixed curriculum and syllabus; (3) There is no facility to support the
English teaching; (4) There is no suitable textbook or source book.
Teaching vocabulary is important to support mastery of language skills.
Accordingly, vocabulary research and practice are usually related to the teaching and
learning of language skills, with a special emphasis on the relation between
vocabulary and reading. In Indonesia, in particular, research studies on vocabulary
are needed to fully understand the role of vocabulary in a second or foreign language
learning and to overcome teaching and learning problems related to vocabulary
acquisition (Mukminatien, 1994). The students will have many difficulties to
understand what they read and listen as well as to express their aim in
communication. On the other hand, they can develop their ability in English if they
have a lot of vocabulary since a great number of words are needed for the real
4
language use. Lado (1964:38, in Yuhartini, 2005) states that the aspects of English
include
phonology, grammar, and vocabulary. Thus, in order to attain a good
comprehension, students should learn not only its skills but also its aspects.
Futhermore, it is imposible to master English without mastering vocabulary. That is
why the vocabulary building should be taught to children.
Learning and teaching vocabulary is not a simple process. In fact, some
students usually feel bored in vocabulary lessons because they have to face
monotonous activitie during their learning habits, such as writing word paper and
trying to learn by heart or learning passively through the teacher’s explanation.
Because of that, teaching vocabulary seems to be boring for them. Usually, students
learn vocabulary passively by acquiring new vocabulary through new word in their
text books or give by teacher during classroom lessons. They only think of
vocabulary as knowing the primary meaning of new word without knowing how to
use that word properly in different context or pronounce it correctly.
Considering the problems occur in teaching vocabulary, the teacher should be
more creative in choosing the materials and be able to stimulate the students’ interest.
It is not enough to rely on a text book only. The teacher needs to use
some
techniques and media to support the teaching learning process. Maulida (2011;41)
stated that many students have less spirit in learning English because they consider
that English is a difficult subject. One way to make students more interested to learn
English is to teach them by using instructional media. This is because by using
instructional media, teachers can teach English in a more interesting way and more
5
effectively. Students can also learn English in a relaxed way through games using
media.
Suryanto (2001;32, in Maulidianto, 2011) point out that teaching English to
young learners will be more effective if the teachers use visual media. In this case,
there are some visual media which can be used to enhance students’ skill in speaking
(vocabulary is one of the components of speaking). Media that are made from paper
are inexpensive compared to other media such as the electronic ones. Moreover,
many of the media are basically used in the form of games which can be played
individually or in groups. The example of individual games which need media are
Crossword, Cards, and Picture. Meanwhile, the group games are Snake and Ladder,
Diodrama, and Puzzle.
Endarwati (2004), in her research“A Study on the Use of Visual Media in
Teachig English at SLTP Negeri 3 Batu”, found that the teacher used visual media in
teaching English. The kinds of visual media used were blackboard, picture, map, and
globe. Besides, there were some problems faced by the teacher in using visual media.
They were the problems dealing with the ability in making visual media, fund, time
allotment, and number of the students in a class.
Other previous research conducted by Juliana (2011), about “The Used of
Visual Media in Teaching Vocabulary of Second Year Students at SMP PGRI Kunir
Lumajang”,found that the teacher used 3 kinds of visual media in teaching
vocabulary, such as blackboard, picture, and real thing. Besides, the students’
responses were interested, very enthusiastic and active in the class when the teacher
used picture, flash card, and real object.
6
Based on the data above, it can be conclude that there are many kinds of
visual media that can be used in teaching English. About the kinds of visual media,
there are different results of the study from such two researchers. Its means that there
are still many various kinds of visual media can be used in teaching English.
Because of the explanation above, the writer is interested in investigating the
visual media as one of the kinds of media used in teaching vocabulary to the
kindegarten students at TK IT Al-Ma’un Sengkaling. This is because, based on the
writer’s preliminary observation, the teacher at the Kindegarten used the visual media
in teaching vocabulary. In addition, the writer chooses the visual media to study
because the visual media can attract the childrens’ attention and illustrate or
embellish facts that may be quickly forgotten if not visualized. The writer focuses on
the vocabulary since the preliminary observation that the teacher only teaches the
vocabulary. This study is expected to be meaningful in giving information and
description of the teaching media as a feedback for the English teachers.
1.2
Statement of the Problems
Based on the background of the study above, the research questions are stated
as follows:
1.
What kinds of visual media does the teacher use in teaching vocbulary at TK
IT AL- MA’UN Sengkaling ?
2.
What problems does the teacher face in implementing thevisual media used in
teaching vocabulary at TK IT AL-MA’UN Sengkaling ?
7
3.
How does the teacher solve the problems in using visual media in teaching
vocabulary at TK AL-MA’UN Sengkaling ?
1.3
Purposes of the Study
The purposes of the study are formulated to answer the research questions.
The purposes are as follows:
1.
To describe the kinds of visual media which are used by the teacher in
teaching vocabulary at TK IT AL-MA’UN Sengkaling.
2.
To describe the problems faced by the teacher in implementing the kinds of
visual media in teaching vocabulary at TK AL-MA’UN Sengkaling.
3.
To describe the teacher’s ways to solve the problems in implementing the
visual media in teaching vocabulary at TK AL-MA’UN Segkaling.
1.4
Significance of the Study
The writer hopes that this study can give some contribution to the teaching of
English especially for vocabulary in the Kindegarten level. Specifically, it is expected
that the result of this study gives some advantages to some parties who are related to
this study.
1.
For the teachers: With the visual media, the teachers will be able to teach
English vocabularies to the pupils more effectively. As a result, the teachers
will try to search many kinds of visual media to teach English vocabulary for
the pupils; besides, it can avoid a boring situation in the class. By knowing the
8
kinds of the visual media in teaching vocabulary, the teacher will be able to
choose and determine the best media to teach vocabulary to their students in
order that the goal of teaching vocabulary will be reached.
2.
For the pupils: By using visual media, all
pupils will be cheerful and
motivated to memorize some English vocabularies, and they will enhance
their ability in vocabulary mastery to support their four basic English skills.
3.
For other researchers: The writer hopes that the result of this study will give
additional important information to investigate and analyze the other aspects
of the kinds of visual media in teaching vocabulary.
1.5
Scope and Limitation
Based on the consideration that these instructional media are often used in the
Kindegarten, the writer would like to focus the scope of the study on the visual
media.This study is limitted to the use, problems and the solution of the problems in
using visual media limit by English teacher at TK IT Al-Ma’un Sengkaling.
1.6
Definition of the Key Terms
Some key terms need to be defined in the order to avoidthe misunderstanding
and ambiguity in understanding the study. They are as follows:
1.
Young learners mean children from the first year of formal schooling (five or
six years old) to eleven or twelve years of age (Philips, 1993).Young learners
is learners that learn in first step, and they can continue into the next level
9
based on their skill. Basically, young learners can be learn in play group,
kindergarten, or elementary school to teach young learners.
2.
Teaching is the activities of educating or instructing or teaching; activities that
impart knowledge or skill. In this study, teaching means the activities of
teaching English vocabulary by which students are motivated to learn in ways
that make a positive influence on how they think, act, and feel.
3.
Vocabulary is a list or collection of terms or codes available for use. Its means
that vocabulary is a list or collection of words and phrases usually arranged
and explained or defined in some subject, activities, various registers, and
particular sphere (Merriam, 2010).
4.
Visual media is the media which involve the sense of sight. In this study,
visual media means the media in the form of visual media symbols used by
the teacher to teach vocabulary, such as blackboard, stick figures, realia and
flashcards. According to Arsyad (2006:29), visual aid a way to produce
material using mechanic and electronic machines to show audio and visual
messages.
AT TK IT AL-MA’UN SENGKALING
THESIS
By:
FAJRIN AL FERA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
OCTOBER 2013
VISUAL MEDIA USED IN INTRODUCING VOCABULARY
AT TK IT AL-MA’UN SENGKALING
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
By:
FAJRIN AL FERA
09360198
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
OCTOBER 2013
MOTTO AND DEDICATION
”” من جد وجد
“Whoever is taking seriously, he will be successful”
السبيل
َ اذا صدق العز وضح
“There is a will there is a way”
“ إلى الغد ما ت در أن تعم ه اليو
”ا تؤخر عم
“Do not put off your work until tomorrow, which you can spell it out today”
DEDICATION:
I dedicated this thesis to:
My beloved father & mother (Suparno & Sudarti)
My brothers & sister (Livi, miftah and aby)
Abi Asep and his family,
My friends (Danang, Nasrul, Yanti, Vika, Hera, Sri),
And my lovely Asrul Nur arif (mamas).
ACKNOWLEDGEMENTS
Praise be to Allah SWT, the Merciful and Charitable. Because of the guidance,
blessing, and effection, the researcher finally can finish this thesis.
The researcher would like to express her deepest gratitude to Dr. Hartono, M.Pd, her
first advisor, and Drs. Mas'udi, M.Ed, her second advisor, for their kindness in giving
suggestions, invaluable guidance and advice during the consultation period, and their
comments and corrections during the completion of this thesis.
Her sincere gratitude and appreciation are also extended to the TK IT Al-Ma’un
Sengkaling Malang, especially the English teacher Siti Chotimah, S.Pd and the students of
class A who had given her the opportunity to conduct the research.
Moreover, she would like to dedicate this research to her beloved and wonderful
parents, Suparno and Sudarti, who always become her inspiring people to do the best in every
chance she gets.
Finally, a special thank goes to her lovely (Mamas) who always gives support to her
in doing the thesis, her brothers and sisiter ( Miftah, Aby, Livi), her friends in Lampung (
Danang, Nasrul, Daryanti, Hendra, Dimas, Indah, Abas, Vika etc) and all of D class buddies
for their encouragement, love, care, and pray so that she can finish this thesis.
The Researcher,
Fajrin Al Fera
TABLE OF CONTENTS
APPROVAL .......................................................................................................... i
LEGALIZATION .................................................................................................. ii
MOTTO AND DEDICATION ............................................................................. iii
ABSTRACT........................................................................................................... iv
ACKNOWLEDGEMENTS ................................................................................... v
TABLE OF CONTENTS..................................................................................... vii
LIST OF FIGURE................................................................................................ xii
CHAPTER I INTRODUCTION
1.1 Background of Study .........................................................................................1
1.2 Statement of Problem.........................................................................................6
1.3 Purpose of Study ...............................................................................................7
1.4 Significance of Study .........................................................................................7
1.5 Scope and Limitation ........................................................................................8
1.6 Definition of Key Terms ....................................................................................8
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English to Young Learners .............................................................10
2.2 Teaching Vocabulary ...................................................................................... 12
2.2.1 Importance of Vocabulary Acquisition .................................................. 14
2.2.2 How to Teach Vocabulary ..................................................................... 14
2.2.3 How to Present New Vocabulary ........................................................... 15
2.2.4 How to Consolidate New Vocabulary Words ........................................ 15
2.3 The Definition of Media in Teaching ..............................................................16
2.3.1 Function of Media .................................................................................. 16
2.3.2 Criteria in Selecting the Media .............................................................. 17
2.3.3 Kinds of Teaching Media....................................................................... 18
2.3.4 Visual Media ...........................................................................................19
2.3.4.1 Still Pictures................................................................................ 20
2.3.4.2 Flash Cards.................................................................................. 20
2.3.4.3 Puppet.......................................................................................... 21
a. Finger Puppet............................................................................ 21
b.Card Puppets.............................................................................. 21
c.Glove Puppet.............................................................................. 21
2.3.4.4 Blackboard.................................................................................. 21
2.3.4.5 Real Object................................................................................. 22
2.4 Problems in Using Visual Media.................................................................... 22
a.Availability............................................................................................ 22
b.Cost........................................................................................................ 22
c. Teacher’s Ability in Creating Media..................................................... 23
2.5 The Problem Solving of Using Visual Media.................................................. 24
a. Attending Some courses........................................................................ 24
b. Using the Appropriate Media................................................................ 24
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design...............................................................................................26
3.2 Research Subject ..............................................................................................27
3.3 Research Instrument ........................................................................................27
3.3.1 Observation ............................................................................................28
3.3.2 Interview ...............................................................................................29
3.4 Data Collection ................................................................................................30
3.5 Data Analysis ...................................................................................................30
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Research Findings ............................................................................................31
4.1.1 Visual Media the Teacher Used in Teaching Vocabulary ..............31
a. Whiteboard ..............................................................................32
b. Real Object..............................................................................32
c. Stick Cards.................................................................. ........... 32
d. Magic Box ...............................................................................33
4.1.2 The Teacher’s Problems in Using Visual Media ........................... 33
a. The Lack of Teacher’s Ability in Creating the Media........... 34
b. Time Allotment in prepare the media .....................................34
4.1.3 The Teacher’s Solution of the Problems in Using Visual
Media......................................................................................... 34
4.2 Discussion. ...................................................................................................... 35
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .....................................................................................................38
5.2 Suggestion ...............................................................................................39
5.2.1 For English Teacher.................................................................. .....39
5.2.2 For the Next Researchers.............................................................. 39
REFERENCES.................................................................................................... 40
APPENDICES
Appendix I: Interview Transcript...........................................................................42
Appendix II: Observation Notes ............................................................................46
Appendix III: Photos of Visual Media ..................................................................48
Appendix IV: Photos of Activities .........................................................................50
Appendix V: Letter................................................................................................ 52
Appendix VI: Letter............................................................................................... 52
REFERENCES
Ardhianti, Siska.2012.A Study On The Use Of Media In Teaching English To Young Learners
At SDN RSBDI Tunujng Sekar 1. Skripsi tidak dipublikasikan. Fakultas Keguruan dan
Ilmu Pendidikan. Universitas Muhammadiyah Malang.
Akyuni, Kurata. 2007.The Teaching Strategies Used By The Teacher In Teaching English At
SDN Dinoyo 1 Malang. Skripsi tidak dipublikasikan. Fakultas keguruan dan ilmu
pendidikan. Universitas Muhammadiyah Malang.
Ariyanto, Yopi.2003.Media Used In Teaching Vocabulary To Young Learners.Skripsi
dipublikasikan. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah
Malang.
Arsyad, Azhar.2009.Media Pembelajaran. Jakarta: Rajawali Pers.
Ary, Donald. 2002. Introduction to Reseach in Education. Ney York : Holt Rinehart and
Winstor.Inc
Cahyono, dkk.2008. Teaching Of EFL Vocabulary In The Indonesian Context: The State Of
The Art. Jurnal. Universitas Negeri Malang.
Cahyono, dkk.2011. Practical Technique For English Language Teaching: State University
Of Malang Press. Universitas Negeri Malang
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Negeri 3 Batu. Skripsi tidak dipublikasikan. Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Muhammadiyah Malang.
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Prenanda Media Group.
Fajarianti, Briana. 2010. Teaching Media For Teaching Vocabulary To The First Grade
students Of Elementary School At Pucang 2 Sidoarjo. Skripsi tidak dipubliksikan.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Malang.
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CHAPTER I
INTRODUCTION
1.1
Background of the study
In Indonesia, Kindegarten students have the opportunity to learn English as
one of the local load subjects when necessary. Teaching English in Kindegarten
seems to be in line with the assumption that learning at young age will gain a better
result than at older age. This assumption is supported by Brown (2000:8, in
Fajarianti, 2010) who states that childhood is the best period for acquiring a native or
near native pronunciation because children speech muscles are still flexible, so it is
easy for them to learn the sound system of the foreign language. We know that young
children learn language fast. Therefore, it is not mistaken if English is given from the
earlier ages because children in the earlier ages are easier to learn something,
especially language.
Young learners have their own characteristics such as biological, affective,
personality and social characteristic. According to Scot and Treberg (In Fajarianti,
2010), teaching to young learners should be matched with their cognitive and
language development. In this context, the teachers of Kindegarten have to know
their students’ characteristics. A teacher of young learners needs a special skill.
Besides having sufficient English proficiency, a young learner teacher has to be
active, creative, helpful and open Sabilah (2004:20).
Grassick (2007) wrote that althought teaching English to young learners is a
relatively new phenomenon; the demand is huge with the starting age for learning
1
2
getting younger and younger. This is also the case in Indonesia. Nowdays, In
indonesia, teaching English to young learners has become a trend. More and more
elementary schools and pre-schools include English as an additional lesson in their
school. Suryanto (2008;15) stated that English is also introduced to preschool where
the students are grouped into very young learners.
Learning English as early as possible has become so popular nowdays. The
greater responsiveness from the parents on the importance of English makes them
willing equip their children with this skill earlier. They send their very young learners
to schools that offer English programs. They do this with assumption that learning a
foreign language will be much easier at an early age. Hence, very young learners
have a better chance to be successful in acquiring a foreign language.
The fact that children learn language easier and faster makes the demand of
teaching English higher. Unfortunately, in the reality the paractice of English
language, teaching especially for young learners is far from satisfactory and is not
supported by a good infrastucture. From the researcher’s observation and informal
talk to some kindegarten’s heads (teachers), it was found out that although they had
introduced English to their students. In reality, they still doubt since there is no
curriculum or fixed guidelines for teaching English to Kindegarten students. Besides,
some Kindegartens’ teachers also admit that they are only graduated from a diploma
program. Consequently, they do not have sufficient knowledge as teachers of
English.
Some of them are even only SMU graduates who get a short training to be
Kindegarten teachers. They admit that they often feel unconfident when some of them
3
come to teach English since they have insufficient knowledge on that field. Some of
them also never follow any training on how to teach English to young learners. They
tend to use the same method all the time they teach English to the students. Despite
the lack of teaching and learning sources, they also admit that the schools do not have
sufficient fund to provide various media for teaching and learning English. So, it can
be concluded that although the English teaching for young learners has become a
trend and a need, in practice, it is not supported by skilled or competent English
teachers and good infrastuctures.
Research in English primary teaching in Indonesia also support this facts.
According to Rahot (2008) that there are some facts of the English teching in
Indonesia: (1) Many of primary English teachers do not have English background; (2)
There is no fixed curriculum and syllabus; (3) There is no facility to support the
English teaching; (4) There is no suitable textbook or source book.
Teaching vocabulary is important to support mastery of language skills.
Accordingly, vocabulary research and practice are usually related to the teaching and
learning of language skills, with a special emphasis on the relation between
vocabulary and reading. In Indonesia, in particular, research studies on vocabulary
are needed to fully understand the role of vocabulary in a second or foreign language
learning and to overcome teaching and learning problems related to vocabulary
acquisition (Mukminatien, 1994). The students will have many difficulties to
understand what they read and listen as well as to express their aim in
communication. On the other hand, they can develop their ability in English if they
have a lot of vocabulary since a great number of words are needed for the real
4
language use. Lado (1964:38, in Yuhartini, 2005) states that the aspects of English
include
phonology, grammar, and vocabulary. Thus, in order to attain a good
comprehension, students should learn not only its skills but also its aspects.
Futhermore, it is imposible to master English without mastering vocabulary. That is
why the vocabulary building should be taught to children.
Learning and teaching vocabulary is not a simple process. In fact, some
students usually feel bored in vocabulary lessons because they have to face
monotonous activitie during their learning habits, such as writing word paper and
trying to learn by heart or learning passively through the teacher’s explanation.
Because of that, teaching vocabulary seems to be boring for them. Usually, students
learn vocabulary passively by acquiring new vocabulary through new word in their
text books or give by teacher during classroom lessons. They only think of
vocabulary as knowing the primary meaning of new word without knowing how to
use that word properly in different context or pronounce it correctly.
Considering the problems occur in teaching vocabulary, the teacher should be
more creative in choosing the materials and be able to stimulate the students’ interest.
It is not enough to rely on a text book only. The teacher needs to use
some
techniques and media to support the teaching learning process. Maulida (2011;41)
stated that many students have less spirit in learning English because they consider
that English is a difficult subject. One way to make students more interested to learn
English is to teach them by using instructional media. This is because by using
instructional media, teachers can teach English in a more interesting way and more
5
effectively. Students can also learn English in a relaxed way through games using
media.
Suryanto (2001;32, in Maulidianto, 2011) point out that teaching English to
young learners will be more effective if the teachers use visual media. In this case,
there are some visual media which can be used to enhance students’ skill in speaking
(vocabulary is one of the components of speaking). Media that are made from paper
are inexpensive compared to other media such as the electronic ones. Moreover,
many of the media are basically used in the form of games which can be played
individually or in groups. The example of individual games which need media are
Crossword, Cards, and Picture. Meanwhile, the group games are Snake and Ladder,
Diodrama, and Puzzle.
Endarwati (2004), in her research“A Study on the Use of Visual Media in
Teachig English at SLTP Negeri 3 Batu”, found that the teacher used visual media in
teaching English. The kinds of visual media used were blackboard, picture, map, and
globe. Besides, there were some problems faced by the teacher in using visual media.
They were the problems dealing with the ability in making visual media, fund, time
allotment, and number of the students in a class.
Other previous research conducted by Juliana (2011), about “The Used of
Visual Media in Teaching Vocabulary of Second Year Students at SMP PGRI Kunir
Lumajang”,found that the teacher used 3 kinds of visual media in teaching
vocabulary, such as blackboard, picture, and real thing. Besides, the students’
responses were interested, very enthusiastic and active in the class when the teacher
used picture, flash card, and real object.
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Based on the data above, it can be conclude that there are many kinds of
visual media that can be used in teaching English. About the kinds of visual media,
there are different results of the study from such two researchers. Its means that there
are still many various kinds of visual media can be used in teaching English.
Because of the explanation above, the writer is interested in investigating the
visual media as one of the kinds of media used in teaching vocabulary to the
kindegarten students at TK IT Al-Ma’un Sengkaling. This is because, based on the
writer’s preliminary observation, the teacher at the Kindegarten used the visual media
in teaching vocabulary. In addition, the writer chooses the visual media to study
because the visual media can attract the childrens’ attention and illustrate or
embellish facts that may be quickly forgotten if not visualized. The writer focuses on
the vocabulary since the preliminary observation that the teacher only teaches the
vocabulary. This study is expected to be meaningful in giving information and
description of the teaching media as a feedback for the English teachers.
1.2
Statement of the Problems
Based on the background of the study above, the research questions are stated
as follows:
1.
What kinds of visual media does the teacher use in teaching vocbulary at TK
IT AL- MA’UN Sengkaling ?
2.
What problems does the teacher face in implementing thevisual media used in
teaching vocabulary at TK IT AL-MA’UN Sengkaling ?
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3.
How does the teacher solve the problems in using visual media in teaching
vocabulary at TK AL-MA’UN Sengkaling ?
1.3
Purposes of the Study
The purposes of the study are formulated to answer the research questions.
The purposes are as follows:
1.
To describe the kinds of visual media which are used by the teacher in
teaching vocabulary at TK IT AL-MA’UN Sengkaling.
2.
To describe the problems faced by the teacher in implementing the kinds of
visual media in teaching vocabulary at TK AL-MA’UN Sengkaling.
3.
To describe the teacher’s ways to solve the problems in implementing the
visual media in teaching vocabulary at TK AL-MA’UN Segkaling.
1.4
Significance of the Study
The writer hopes that this study can give some contribution to the teaching of
English especially for vocabulary in the Kindegarten level. Specifically, it is expected
that the result of this study gives some advantages to some parties who are related to
this study.
1.
For the teachers: With the visual media, the teachers will be able to teach
English vocabularies to the pupils more effectively. As a result, the teachers
will try to search many kinds of visual media to teach English vocabulary for
the pupils; besides, it can avoid a boring situation in the class. By knowing the
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kinds of the visual media in teaching vocabulary, the teacher will be able to
choose and determine the best media to teach vocabulary to their students in
order that the goal of teaching vocabulary will be reached.
2.
For the pupils: By using visual media, all
pupils will be cheerful and
motivated to memorize some English vocabularies, and they will enhance
their ability in vocabulary mastery to support their four basic English skills.
3.
For other researchers: The writer hopes that the result of this study will give
additional important information to investigate and analyze the other aspects
of the kinds of visual media in teaching vocabulary.
1.5
Scope and Limitation
Based on the consideration that these instructional media are often used in the
Kindegarten, the writer would like to focus the scope of the study on the visual
media.This study is limitted to the use, problems and the solution of the problems in
using visual media limit by English teacher at TK IT Al-Ma’un Sengkaling.
1.6
Definition of the Key Terms
Some key terms need to be defined in the order to avoidthe misunderstanding
and ambiguity in understanding the study. They are as follows:
1.
Young learners mean children from the first year of formal schooling (five or
six years old) to eleven or twelve years of age (Philips, 1993).Young learners
is learners that learn in first step, and they can continue into the next level
9
based on their skill. Basically, young learners can be learn in play group,
kindergarten, or elementary school to teach young learners.
2.
Teaching is the activities of educating or instructing or teaching; activities that
impart knowledge or skill. In this study, teaching means the activities of
teaching English vocabulary by which students are motivated to learn in ways
that make a positive influence on how they think, act, and feel.
3.
Vocabulary is a list or collection of terms or codes available for use. Its means
that vocabulary is a list or collection of words and phrases usually arranged
and explained or defined in some subject, activities, various registers, and
particular sphere (Merriam, 2010).
4.
Visual media is the media which involve the sense of sight. In this study,
visual media means the media in the form of visual media symbols used by
the teacher to teach vocabulary, such as blackboard, stick figures, realia and
flashcards. According to Arsyad (2006:29), visual aid a way to produce
material using mechanic and electronic machines to show audio and visual
messages.