2.2.5 Diagram-Labeling as Media
The use of media as a tool in teaching language is essential. Many teachers still use conventional method in teaching students; they do not provide models to
stimulate students in writing. Department of Education and Child Development in South Australia in Professional Learning Module stated that teachers need to provide
models of successful texts, model the thinking that a writer uses and provide opportunities for students to gain mastery of the skill.
According to Kimtafsirah 1998:4 in Dewi Puji Tri Utami 2012, instructional media for teaching language can be classified into:
1. Games and simulation, for example: words, puzzle, and role playing.
2. Visual media. It is media that can be seen. Some of the examples are an
OHP Overhead Projector, a blackboard, and pictures. 3.
Audio media. What is meant by audio media here is media that is useful because of its sound. The examples are radios which are turning on and
then producing sound and recording in cassettes which is being played. 4.
Audio-visual media. Audio visual media is media which is useful because of their sound and pictures. The example is TV which is being turned on
then producing sound and pictures as well. The model can be a visual aid that can stimulate students in writing. In this
case, students can see the concrete shape of an object. Daves as quoted by Hapsari
2008:17 states that there are some aids suggested in teaching learning process as follows:
1. Real things and toys. They have some similarities in size and colors. It is very
useful to draw students‟ interest.
2.
Chalkboard and blackboard. It has advantages of providing points of attention for the class and it can be used for many purposes
3. Pictures. Simple and big enough to be seen clearly by every student in the
class 4.
Wall Chart and Wall Pictures. They are big papers with some pictures and words, useful presenting vocabulary to the class. To hang the wall chart or
wall picture, simply fix them on the board with rope or hang them on nail over the blackboard
Diagram-labeling is one of picture-cued task which contains some descriptions about a part of an object. Diagram-labeling can be developed into a game
or assessment. Douglas Brown 2004 stated that pictures and photographs may be equally well utilized for examining ability at the selective level. He also said that in
diagram-labeling students read a series of sentences or definitions, each describing a labeled part of a picture or diagram.
2.2.6 Teaching Writing Report Text Using Diagram-Labeling
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