A STUDY ON THE USE OF MEDIA IN TEACHING ENGLISH TO THE YOUNG LEARNERS AT SDN RSDBI TUNJUNGSEKAR I
1
CHAPTER I
INTRODUCTION
In this chapter the writer presents (1) the background of the study, (2) the statement of the problems, (3) the purpose of the study, (4) the significance of the study, (5) the scope and limitation, (6) the definition of the key terms.
1.1 Background of the study
English as an international language is important and very useful in our live. English plays an important role as means of communication and transferring science and technology. Besides, it is also a tool to deliver ideas, argument, mind and feeling for all people in the world. People need English not only in their daily activity, but also in education. Education is for all people with no exception, especially in learning English.
English has been taught to the students in Elementary school. Hopefully, the students will have a good ability in English. The objective of English at the Elementary school is to provide the students with the ability to comprehend the English expression. According to Sabillah (2004: 4), “English teaching to young learners is focused on shaping the children as the future users of English in the world which requires a high level of spoken and written communication.”
English subject is first introduced to the students of an Elementary school students who are commonly called as young learners. Teaching English to young learners is not the same as to the adult learners. Cameron (2001) founded that teaching English to young learners is different from teaching the adult learners. Adults typically prefer a sense of control and self-direction while the young
(2)
2
learners are totally dependent on the instructor. Adults have expectations about
the learning process while the young do not. Adults have a huge of knowledge and experience while the young learners are almost blank. However, the teacher should be extra patience in teaching to the young learners. Besides, a teacher also needs to understand about learning strategies and teaching media that facility in teaching learning process.
As children, they like learning by doing, making things and playing games. Sabillah (2004: 66), “Young learners are still learning about their environment. They like to talk about themselves, they like move around and they like learn something by playing games, doing singing, coloring and cutting pictures.” The way of teaching them is different from others. It needs the teachers’ creativity to make the students not easily getting bored and understand the subject because some students may be bored with the conventional teaching method. The boredom during teaching learning process usually appears in the students. Besides, teachers play important roles in teaching English because teachers are the most influential people in the classroom and the students only learn from the teachers. The role of the teacher is that of facilitator of learning such as: asking open-ended questions, guiding process and task, and enabling active participation of learners and engagement with ideas. Furthermore, one of teachers’ creativity in teaching learning is using media.
Media are one of the efforts to make communication in teaching learning process easier. Arsyad (2009) stated that media is graphic, photographic, and electronic instruments to catch, process and rearrange in verbal and visual information. Media can enhance learning and support the teacher’s instruction.
(3)
3
The use of media in teaching learning process is to motivate and stimulate students to learn. Arsyad (2009) stated that media can raise the students’ motivation to study and make them easily understand the information. In teaching learning English, especially to the young learners, media are important because the students can be more easily understand the lesson and they will be more active in joining the class. It also can motivate the students’ interest in learning English.
Teaching media can be in the form of visual media, audio media and audio visual media. According to Sudjana and Rivai (2007), visual media are the media used through their eyes sense. Kinds of visual media are picture, flash cards and real objects. First, picture is photographic representation of people, places and things. The advantage of using picture is that they are easy to use because they are inexpensive and they can also be used in many ways. However, the picture must be interesting and unique for the children. Second, flash cards are sets of cards with a word or phrase on one side and its meaning usually in translation on the other side. The advantage of using flash cards is that they are quite useful and an effective method to help students to study. However, if the size is not big enough, the students cannot see them clearly. Third, real objects are the object that can be seen and touched. It is very useful because the student can see the real thing and make them clearly in learning English. The examples of the real things are tea, coffee, noodle, etc. However, it is not practical to use the real object in many ways.
Another media is audio media. Audio media are media used through ears sensory. Kinds of audio media are tape recorder and language laboratory. The advantage of using tape recorder is that it is flexible and not expensive and also
(4)
4
used to record one’s performances. However, sometimes it has a small loudspeaker. Language laboratory then, is a tool to drill the students in listening and speaking. It cannot be used in the classroom. It is in a special room for practice with sound system equipment.
Other media is audio visual media. Audio visual media are combination media of seeing and hearing sensory. Kinds of audio visual media are television and film strips. The advantages of using television are it can bring people, places and events to the classroom that could not be seen directly. Sometimes, television shows the violence that can influence the students. Film strips, another kind of audio visual media, contains series of transparent pictures in black and white color and the sound come with a tape or disk recording. It is useful to make the student clear in learning English. However, it is uninteresting because of the color and cannot bring it any ways.
Even though there are many kinds of media, a teacher should know the most appropriate media for the students. Besides, a teacher should know about the effective media that can be used. Effective media are supposed to have the characteristic as follows: 1) the media should match with the teaching objectives, 2) the media should be easy to access, 3) the media should be interesting to the students and teacher, especially to the young learner who like studying with fun. The teacher should know the appropriate media in teaching English to the young learners. So that, the students will enjoy, understand, and have fun in teaching learning English.
Media have great contribution in teaching learning process. The previous research conducted by Wulandari (2003) about the media in teaching learning
(5)
5
English used by the teacher at SDN Langkap 2 Burneh – Bangkalan indicates that the English teacher in SDN Langkap 2 Burneh – Bangkalan used two kinds of media in teaching English. They were visual media and audio media. The visual media used were pictures, blackboard, and real objects. The audio media used is tape recorder. Most of the students like to have visual and audio media in their English class. It can motivate and arouse the student’s interest in learning English. Besides, the students can be more easily catch the lesson and more active in joining the class.
Another research conducted by Kurnialillah (2004) is about the used of visual media in teaching vocabulary of second year students at SMP PGRI Kunir – Lumajang. It was found that teaching vocabulary by using visual media was an effective way. The kinds of visual media used by the teachers are pictures, flash card and real object. The students commented that by using the visual media, they have good answers and are more active in the classroom.
Dewayanthi (2007) also did a research about the audio visual media used in teaching speaking at the eight grade of SMPN 1 Gratitution – Pasuruan. It is found that teaching speaking using audio visual media make the students can get more information including new vocabulary and exercise in their speaking skill by imitating words from the movie.
Another research was conducted by Larasati (2001) which was about teaching media in teaching English at SMPLB-B Yayasan Kemala Bhayangkara – Trenggalek. It was stated that the teacher used visual media like picture, English textbook and real object in teaching English to the students. It showed that picture was the most effective media in teaching English to the second grade of Hearing –
(6)
6
Impaired students at SMPLB – B Yayasan Kemala Bhayangkara – Trenggalek. The teacher used picture because the students of Hearing- Impaired have difficulties in memorizing the vocabulary. By using picture, the students could easily understand the explanation.
Based on the previous researchers that studied about the media, the writer can learn that media have a great contribution in teaching learning process, especially in teaching English to the young learners. Media makes the communication in teaching learning process easier. It can help the teacher deliver the knowledge to the students. Besides, media can raise the student’s motivation to learn and also make them clearly in learning English.
Knowing the importance and the effectiveness of using media, especially in teaching English to the young learners, the writer is interested in conducting a research about the media used by the teacher at SDN RSDBI Tunjungsekar I in teaching English. Besides, SDN Tunjungsekar I is a pioneering international elementary school in Tunjungsekar – Malang. This is the school which has used media in teaching English.
1.2 Statement of the Problems
Based on the background of the study stated above, the problem of this study are formulated in following part :
1.2.1 What are the media used by the teacher in teaching English to the young learners at SDN RSDBI Tunjungsekar I ?
1.2.2 What are the problems faced by the teacher in teaching English to the young learners at SDN RSDBI Tunjungsekar I in using media ?
(7)
7
1.2.3 How does the English teacher of SDN RSDBI Tunjungsekar I solve the problem ?
1.3 Purpose of the Study
From the statement of problem, the writer states that the purposes of this study are:
1.3.1 To describe the media used by the teacher in teaching English to the young learners at SDN RSDBI Tunjungsekar I.
1.3.2 To know the problems faced by the teacher in teaching English to the young learners at SDN RSDBI Tunjungsekar I.
1.3.3 To know the ways how the English teacher at SDN RSDBI Tunjungsekar I to solve the problems.
1.4 Significance of the Study
This section will explain about the importance of the study. The writer hopes that this study has some significance. The result of this study is expected to give information to English teacher who want to teach English in Elementary School by using media. The writer also hopes this study give some contribution to the teacher in increasing the function of media in teaching English to the young learners, so that students will have better achievement. Besides, the teacher can use an appropriate media in teaching English to the young learners. By media, the teaching learning process can be easier and make young learners feel happy in learning English.
(8)
8
1.5 Scope and Limitation
Media is one option to make young learners understand, clear and excited in learning English. Based on the statement above, the scope of this study is the media used by the teacher in teaching English at SDN Tunjungsekar I, the problems faced by the Elementary English teacher in using media and the solution of the problems. Meanwhile, this study is limited to the English teacher at SDN Tunjungsekar I who teach the students of fourth grade in 2012 – 2013 periods.
1.6 Definition of the Key Terms
To make this study clear and do not cause misunderstanding, the writer explains some definition of key terms as follow :
1. Teaching media are everything used to deliver a message which can stimulate the students’ interest, mind, feeling and willing to study.
Miarso (in Susilana and Riyana : 2007)
2. Young learners are children from five until eleven years old at Elementary school and they are like leraning about their environment. (Sabillah, 2004 )
(9)
A STUDY ON THE USE OF MEDIA IN TEACHING ENGLISH TO
THE YOUNG LEARNERS AT SDN RSDBI TUNJUNGSEKAR I
THESIS
By:
SISKA NOVIA ARDHIANTI
08360170
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMADIYAH MALANG
(10)
A STUDY ON THE USE OF MEDIA IN TEACHING ENGLISH TO
THE YOUNG LEARNERS AT SDN RSDBI TUNJUNGSEKAR I
THESIS
By:
SISKA NOVIA ARDHIANTI
08360170
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMADIYAH MALANG
(11)
A STUDY ON THE USE OF MEDIA IN TEACHING ENGLISH TO
THE YOUNG LEARNERS AT SDN RSDBI TUNJUNGSEKAR I
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SISKA NOVIA ARDHIANTI
08360170
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMADIYAH MALANG
(12)
This thesis written by Siska Novia Ardhianti was approved on October 29, 2012
By:
Advisor I Advisor II
(13)
This thesis was defended in front of the examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on October 29, 2012
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. M. Syaifuddin, M.M.
Examiners: Signatures.
1. Fardini Sabilah, M.Pd 1………
2. Drs. Mas’udi, M.Ed 2………
3. Dr. Masduki, M.Pd 3………
(14)
MOTTO AND DEDICATION
MOTTO
“Jika kamu percaya pada dirimu, tidak ada yang dapat menghentikanmu
untuk mencapai apa yang kamu inginkan. Karena di setiap kesulitan
pasti ALLAH memberikan jalan ”
" Dan rendahkanlah dirimu terhadap mereka berdua dengan penuh kesayangan dan ucapkanlah: "Wahai Tuhanku, kasihilah mereka keduanya, sebagaimana mereka berdua telah mendidik
aku waktu kecil " (QS. Al-Isra'17:24)
“
Dream what you dare to dream, go where you want to go, be what you
want to be”
DEDICATION
This thesis dedicated to:
My beloved father Imam Efendi and mother Sri Setyaningsih for their praying, support and love.
My beloved sister Nanda Sherlina Putri and brother Erik Dwi Novrianto for their good advises and support.
My all big family in Droyorejo - Gresik My Beloved Ratsongko for his love and care
(15)
ACKNOWLEDGMENTS
Alhamdulillah, first and foremost the writer wants to praise and grateful to Allah SWT for giving health, affection and blessing and also sholawat to his prophet Muhammad SAW for guiding her from darkness to the brightness. The writer also would like to express her deepest gratitude to Dr. Masduki, M.Pd, her first advisor for his kindness in giving suggestion, guidance and advice during the consultation period and comments and corrections during finishing this thesis; Iswahyuni, M.Pd, her second advisor for giving her the construction comments in making the thesis better and for the motivation and support; and to all lectures and examiners at the English Department, for teaching her a lot of things in the course they taught.
Her biggest appreciation refers to her family, her beloved mother Sri Setyaningsih, father Imam Efendi, her sister Nanda Sherlina Putri and her brother Erik Dwi Novianto, who always pray and support her in happiness and sorrow and give love, support and motivation.
To her uncle Babil Abuyajit M,Pd and her aunt Dra. Anis Pudji Sahrini to all attention and helping that given to her. To her lovely boarding mates, the LA 14 family (Miss Herdina, Kak Erna, Kak Tis’un, April, Yeni, Lucy, Wulan, Anis, Ria, Ucieq, Nurul, Liza). Thanks for the support and motivation. To her best friend, D’One family (Om Ebi, Zahroz, Faro, Decky, Lucky, Dika, Ferry, Rokib, Surya, Nduq Tyas, Umi Enggar, Bhena, Eka, Ima, mbak yu Ida, Intan, mami Hana, budhe Dina, Mega, Sisilia, Dini), thanks for love, jokes, pray and support. To her beloved friend ( hany Nila, sayang Pitie and beb Nana ) thanks a lot for the togetherness.
(16)
Finally, her sincere gratitude goes to everybody that cannot be mentioned one by one who had helped her finish the thesis. Thanks a lot for the supports, advices, criticisms, and jokes. Eventually, may Allah SWT always keep them in save and peace condition and also give them the appropriate rewards, AMIN!
Malang, 15 October 2012 The Writer,
(17)
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
LEGALIZATION ... iii
MOTTO AND DEDICATION ... iv
ABSTRACT ... v
ACKOWLEDGMENTS ... vi
TABLE OF CONTENTS ... viii
CHAPTER I : INTRODUCTION 1.1 Background of Study ... 1
1.2 Statement of Problem ... 6
1.3 Purpose of Study ... 7
1.4 Significant 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 the Young Learners ... 9
2.2 The characteristics of Young Learners ... 11
2.3 Teaching Media ... 12
(18)
2.4.1 Visual Media ... 13
2.4.1.1 Pictures ... 13
2.4.1.2 Flashcards ... 13
2.4.1.3 Realia ... 14
2.4.1.4 Storybook ... 14
2.4.2 Audio Media ... 15
2.4.2.1 Radio ... 15
2.4.2.2 Tape Recorder ... 16
2.4.2.3 Devices in the Language Laboratory ... 16
2.4.3 Audio Visual Media ... 16
2.4.3.1 Televisions ... 16
2.4.3.2 Filmstrips ... 17
2.5 Function of Media ... 18
2.6 Criteria in Selecting the Media ... 20
2.7 Teachers’ Problem of Using Media ... 20
CHAPTER III : RESEARCH METHODOLOGY 3.1 Research Design ... 22
3.2 Subject of the Study ... 23
3.3 Research Instrument ... 23
3.3.1 Interview ... 23
3.3.2 Observation ... 24
3.4 Data Collection ... 25
(19)
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings... 26
4.1.1 Kinds of Teaching Media Used by the Teacher ... 26
4.1.1.1 Visual Media ... 28
a. Whiteboard ... 28
b. Flashcards ... 28
c. Miniatures of Realia ... 29
4.1.1.2 Audio Media ... 30
a. Devices in the Language Laboratory ... 30
4.1.1.3 Audio Visual Media ... 31
a. LCD Projector connected with Computer and Sound ... 31
4.1.2 The Problem in Using Media in Teaching English ... 31
4.1.3 How the English Teacher Overcome Those Problem ... 34
4.2 Discussion ... 36
CHAPTER V CONCLUSIONS AND SUGGESTION 5.1 Conclusion ... 40
5.2 Suggestion ... 40
5.2.1 Suggestion for the English Teacher ... 41
5.2.2 Suggestion for the Headmaster ... 41
5.2.3 Suggestion for the Future Researchers ... 41
REFERENCES APPENDIX
(20)
REFERENCES
Arsyad, Azhar. 2009. Media Pembelajaran. Jakarta:Penerbit PT. Raja Grafindo Persada.
Ary, Donald.2002. Introduction to Research in Education. Sixth Edition. New York
Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Creswell, John W.2009. Research Design : Qualitative, Quantitative, and Mixed Method Approaches. California: SAGE Publication, Inc.
Gebhard, J.G. 1996. Teaching English as a Foreign or Second Language. The University of Michigan Press.
Gerlach, V.S. and Ely, D.P.Melnick, R. 1980. Teaching and Media a Systematic Approach. Encylewood Cliffs, New York : Pretice – Hall, Inc.
Hariani, D.R. 2006. Teaching Media Used by the Teacher in Teaching English for Young Learners at TK Tunas Rimba Tuban. Unpublished Thesis of Muhammadiyah University of Malang.
Kasbollah, Kasihani E. 1999. Teaching English to Young Learners. Unpublished material. Malang : UM Press.
Klein, Steplen B. 2002. Learning : Principle and Application. New York : Mc.Graw – Hill.
Sabillah, Fardini. 2001. A Closer Look at the Use of Media in English Classes at Elementary School. Unpublished Research of UMM.
Sabillah, Fardini. 2004. Teaching English to Young Learners : It’s Policy, Framework, and Activity – Based Teaching. University of Muhammadiyah Malang.
Sadiman, A.S & Rahardjo, R.2010. Media Pendidikan : Pengertian Pengembangan dan Pemanfaatannya. Jakarta:Rajawali Pers.
(21)
Scott, W.A & Ytreberg, L.H. 2002. Teaching English to Children. Longman
Sudjana, N. & Rivai, A.2007. Media Pengajaran. Bandung:Penerbit Sinar Baru Algensindo Bandung.
Susilana,R. & Riyana, C. 2007. Media Pembelajaran. Bandung:CV. Wacana Prima Bandung.
(1)
Finally, her sincere gratitude goes to everybody that cannot be mentioned one by one who had helped her finish the thesis. Thanks a lot for the supports, advices, criticisms, and jokes. Eventually, may Allah SWT always keep them in save and peace condition and also give them the appropriate rewards, AMIN!
Malang, 15 October 2012 The Writer,
(2)
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
LEGALIZATION ... iii
MOTTO AND DEDICATION ... iv
ABSTRACT ... v
ACKOWLEDGMENTS ... vi
TABLE OF CONTENTS ... viii
CHAPTER I : INTRODUCTION 1.1 Background of Study ... 1
1.2 Statement of Problem ... 6
1.3 Purpose of Study ... 7
1.4 Significant 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 the Young Learners ... 9
2.2 The characteristics of Young Learners ... 11
2.3 Teaching Media ... 12
(3)
2.4.1 Visual Media ... 13
2.4.1.1 Pictures ... 13
2.4.1.2 Flashcards ... 13
2.4.1.3 Realia ... 14
2.4.1.4 Storybook ... 14
2.4.2 Audio Media ... 15
2.4.2.1 Radio ... 15
2.4.2.2 Tape Recorder ... 16
2.4.2.3 Devices in the Language Laboratory ... 16
2.4.3 Audio Visual Media ... 16
2.4.3.1 Televisions ... 16
2.4.3.2 Filmstrips ... 17
2.5 Function of Media ... 18
2.6 Criteria in Selecting the Media ... 20
2.7 Teachers’ Problem of Using Media ... 20
CHAPTER III : RESEARCH METHODOLOGY 3.1 Research Design ... 22
3.2 Subject of the Study ... 23
3.3 Research Instrument ... 23
3.3.1 Interview ... 23
3.3.2 Observation ... 24
3.4 Data Collection ... 25
(4)
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings... 26
4.1.1 Kinds of Teaching Media Used by the Teacher ... 26
4.1.1.1 Visual Media ... 28
a. Whiteboard ... 28
b. Flashcards ... 28
c. Miniatures of Realia ... 29
4.1.1.2 Audio Media ... 30
a. Devices in the Language Laboratory ... 30
4.1.1.3 Audio Visual Media ... 31
a. LCD Projector connected with Computer and Sound ... 31
4.1.2 The Problem in Using Media in Teaching English ... 31
4.1.3 How the English Teacher Overcome Those Problem ... 34
4.2 Discussion ... 36
CHAPTER V CONCLUSIONS AND SUGGESTION 5.1 Conclusion ... 40
5.2 Suggestion ... 40
5.2.1 Suggestion for the English Teacher ... 41
5.2.2 Suggestion for the Headmaster ... 41
5.2.3 Suggestion for the Future Researchers ... 41
REFERENCES APPENDIX
(5)
REFERENCES
Arsyad, Azhar. 2009. Media Pembelajaran. Jakarta:Penerbit PT. Raja Grafindo Persada.
Ary, Donald.2002. Introduction to Research in Education. Sixth Edition. New York
Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Creswell, John W.2009. Research Design : Qualitative, Quantitative, and Mixed
Method Approaches. California: SAGE Publication, Inc.
Gebhard, J.G. 1996. Teaching English as a Foreign or Second Language. The University of Michigan Press.
Gerlach, V.S. and Ely, D.P.Melnick, R. 1980. Teaching and Media a Systematic Approach. Encylewood Cliffs, New York : Pretice – Hall, Inc.
Hariani, D.R. 2006. Teaching Media Used by the Teacher in Teaching English for
Young Learners at TK Tunas Rimba Tuban. Unpublished Thesis of
Muhammadiyah University of Malang.
Kasbollah, Kasihani E. 1999. Teaching English to Young Learners. Unpublished material. Malang : UM Press.
Klein, Steplen B. 2002. Learning : Principle and Application. New York : Mc.Graw – Hill.
Sabillah, Fardini. 2001. A Closer Look at the Use of Media in English Classes at
Elementary School. Unpublished Research of UMM.
Sabillah, Fardini. 2004. Teaching English to Young Learners : It’s Policy, Framework,
and Activity – Based Teaching. University of Muhammadiyah Malang.
Sadiman, A.S & Rahardjo, R.2010. Media Pendidikan : Pengertian Pengembangan dan
(6)
Scott, W.A & Ytreberg, L.H. 2002. Teaching English to Children. Longman
Sudjana, N. & Rivai, A.2007. Media Pengajaran. Bandung:Penerbit Sinar Baru Algensindo Bandung.
Susilana,R. & Riyana, C. 2007. Media Pembelajaran. Bandung:CV. Wacana Prima Bandung.