AN ANALYSIS OF MEDIA USED BY THE ENGLISH TEACHER IN TEACHING WRITING SKILL AT MA MUHAMMADIYAH 1 MALANG
AN ANALYSIS OF MEDIA USED BY THE ENGLISH TEACHER IN
TEACHING WRITING SKILL AT MA MUHAMMADIYAH 1 MALANG
THESIS
by:
DIAN PRISKA YUNI PRAMESTI
201110100311319
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
AN ANALYSIS OF MEDIA USED BY THE ENGLISH TEACHER IN
TEACHING WRITING SKILL AT MA MUHAMMADIYAH 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
by:
DIAN PRISKA YUNI PRAMESTI
201110100311319
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ACKNOWLEDGEMENT
Alhamdulillahirrabbil‘alamin
wassolatu
wassalamu‘ala
sayyidina
muhammadin wa’ala alihi wa sohbihi ajma’in. After a long and challenging journey,
the writer finally arrives at her goal that is to finish this thesis successfully.
Accordingly, it is a precise time for the writer to express her gratitude to all people
who are engaged in this winding road. Firstly, the writer would like to deliver her best
gratitude to Allah SWT for giving her guidance in order that the writer is able to finish
this thesis. Moreover, praises are also offered to the beloved Prophet, Muhammad
SAW as the best role model ever to all people especially Muslims.
Secondly, the writer warmly gives her uncountable thanks and appreciation to
her first advisor, Mrs. Dra. Erly Wahyuni, M.Si who constantly guides and supports
the writer to finish this thesis. Then, the writer would like to convey her great gratitude
to her kind second advisor, Mr. Dian Arsitades W., M.Pd who has given her support,
suggestion, and helpful correction to construct an improvement during the writing
process.
The writer also extends gratitude to all lecturers of English department of
University of Muhammadiyah Malang who have taught and given their knowledge
patiently during her study.
Thirdly, great and special for her father and mother, many thanks are presented
for all their love, unlimited prayer, care and support. Special thanks are presented to
her grandmother and grandfather.
In addition, so much thanks are also delivered to all of the writer’s friends
classmates and many others for their unlimited supports and prayers. Those will be the
writer’s greatest and unforgettable experience for the rest of her life.
Malang, August 28, 2015
The Researcher,
Dian Priska Yuni Pramesti
TABLE OF CONTENTS
APPROVAL......................................................................................................... i
LEGALIZATION................................................................................................ ii
MOTTO AND DEDICATION........................................................................... iii
ORIGINALITY DECLARATION......................................................................iv
ABSTRACT ......................................................................................................... v
ACKNOWLEDGEMENTS ............................................................................... vi
TABLE OF CONTENTS...................................................................................viii
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................ 1
1.2 Statement of Problems ............................................................................ 4
1.3 Purposes of the Study ............................................................................. 4
1.4 Significance of the Study…………………………………………….,,, 4
1.5 Scope and Limitation…………………………………………………...5
1.6 Definition of Key Terms………………………………………………..5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English as a Foreign Language ................................................. 7
2.2 Teaching English in Senior High School .................................................. 9
2.3 Media in Learning…………………………………............................... 11
2.4 Types of Media…………………………………................................... 12
2.4.1 Audio Media……........................................................................... 13
2.4.1.1 Cassette Tape……..............................................................13
2.4.1.2 Radio…………………………………………………...…13
2.4.2 Visual Media………………………………………………...……14
2.4.2.1 Pictures……………………………………………………14
2.4.2.2 Whiteboard…………………………………………..……15
2.4.2.3 Real Things……………………………………………….15
2.4.2.4 LCD……………………………………………………….16
2.4.3 Audio Visual Media…………………………………………......16
2.4.3.1 Film……………………………………..…………………16
2.4.3.2 Video Compact Disk………………………………………17
2.4.3.3 Television………………………………………………….17
2.4.4 Multimedia………………………………………………...........17
2.4.4.1 Computer…………………………………………………..17
2.4.4.2 Internet……………………………………………………..18
2.5 Function of Media.....................................................................................18
2.6 Criteria in Selecting Media……………………………………………...20
2.7 The Advantage and Disadvantage of Media…………………………….21
2.7.1 The Advantages of Media…………………………………..21
2.7.2 The Disadvantages of Media………………………………..21
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ..................................................................................... 22
3.2 Research Subject...................................................................................... 23
3.3 Research Instrument ................................................................................ 23
3.3.1 Interview………………………………………………………….23
3.3.2 Observation……………………………………………………….24
3.4 Data Collection ........................................................................................ 25
3.5 Data Analysis .......................................................................................... 25
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings............................................................................................26
4.1.1 The Kinds of Media Used by The Teacher in Teaching Writing
Skill……………………………………………………………............................26
4.1.1.1 Visual Media…………………………………………….27
4.1.1.2 Multimedia………………………………………………27
4.1.2 The Way The English Teacher Used The Media in Teaching Writing Skill..27
4.2 Discussion……………………………………………………………………..30
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion………………………………………………………………….. 32
5.2 Suggestions…………………………………………………………………..32
REFERENCES....................................................................................................34
APPENDICES
APPENDIX I RESULT OF THE OBSERVATION…………………...…….36
APPENDIX II INTERVIEW GUIDE.........................................................40
APPENDIX III INFORMABT IDENTITY……………………………....…..47
APPENDIX 1V DOCUMENTATION………………………………………..49
RENCANA PELAKSANAAN PEMBELAJARAN I………………………..51
RENCANA PELAKSANAAN PEMBELAJARAN II……………………….57
PERMISSION LETTER…………………………………………..…………..58
MOTTO AND DEDICATION
MOTTO
الصاة إن ه مع الصابريْن
ستعيْن ْ ا بالصبْر
ْ َا أي ا الذيْن آمن ا ا
“Oh you who believe! Seek help with patient perseverance and prayer,
for Allah is with those who patiently preserve”
(Q.S. Al-Baqarah: 153).
“Untuk bisa menemukan jati dirinya, orang harus keluar
dari dirinya. Mengenal orang lain, sama saja mengenal
dirinya sendiri.”
DEDICATION
This thesis is especially dedicated to:
My beloved Father
My dearest Mother
My Younger Sister
My Aunt and My Uncle
And All My Friends
REFERENCES
Adams, Marylin & Roger (2003). Beginning to read. United States of America:
Wadsworth.
Aisyah, Siti. (2009). Perkembangan dan Konsep Dasar Pengembangan Anak
Dini. Bandung:Universitas Terbuka.
Usia
Adnan, G. (2004). Words in the Mind: An Introduction to the Mental Lexicon. Oxford,
UK: Oxford University Press.
Allbritton, D. W., & Gerrig, R. J. (1991). Participatory responses in prose
understanding. Journal of Memory and Language, 30, 603-626.
Anderson, Ronald.H. 1994. Pemilihan dan Pengembangan media Video Pembelajaran.
Jakarta : Grafindo Pers.
Ary, Donald et al. (2010). Introduction to Research in Education (8th edition). Canada:
Wadsworth, Cengage Learning.
Arikunto,Suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta:Rineka Cipta
Amritavalli, R. 1999. Language as a Dynamic Text: Essays on Language, Cognition
and Communication. CIEFL Akshara series. Hyderabad: Allied Publishers.
Azhar, Arsyad. 2000. Media Pengajaran. Cet II. Grafindo Persada: Jakarta.
Bornman, H. , Solms, S.H. (1993). Hypermedia, multimedia and hypertext: definitions
and overview. Electronic Library. 11(4/5), 259 – 268.
Brooks, D. W. (1997). Web-teaching: A guide to designing interactive teaching for the
World Wide Web. New York: Plenum.
CRYSTAL, D. 1995. The Cambridge Encyclopedia of the English Language.
Cambridge: CUP
Djamarah, Syaiful bahri dan Aswan zain. 2006 Strategi Belajar Mengajar.Jakarta :
Rineke Cipta.
Gerlach, V.S., & Ely, D.P. (1980). Teaching & Media: A Systematic Approach (2nd
ed.). Englewood Cliffs, New Jersey: Prentice-Hall Incorporated.
Indah,Puspa.(2011).PengertianTelevisi.[Online].Tersedia:http://www.scribd.com/doc
/55982007/12/ Pengertian-Televisi [Akses 30 Agustus 2012].
Ismaniati Ch. (2001). Pengembangan program pembelajaran berbantuan komputer,
Yogyakarta. FIP UNY
Rohaeti, Euis Eti .(2011). Macam-macam Metode Penelitian. Handout pada Mata
Kuliah DasarDasar Penelitian, Bandung.
Mujiono. (1994). Belajar dan Pembelajaran. Jakarta: Dirjen Dikti Mendikbud.
Rudi Susilana & cepi Riyana (2008). Media Pembelajaran: hakikat, pengembanagn,
pemanfaatan dan penilaian. Bandung: Kurikulum dan teknologi Pendidikan,
Universitas Pendidikan Indonesia
Setyosari, Punaji & Sihkabuden. 2005. Media Pembelajaran. Penerbit Elang Mas.
Malang
Sri Anitah. (2008). Media Pembelajaran. Surakarta: Universitas Sebelas Maret
Syah, Muhibbin. (2002). Psikologi Pendidikan dengan Pendekatan Baru. Bandung :
Rosda karya
Bernard, H. R. (2000). About social science. In H. R. Bernard (Ed.), Social research
methods: Qualitative and quantitative approaches (Chapter 1, pp. 3–28).
Thousand Oaks, CA: Sage.
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, statement of problems, purposes
of the study, significance of the study, scope and limitation, and definition of key terms.
1.1 Background of the Study
Language is foremost a means of communication, and communication almost
always takes place within some sort of social context (Amberg & Vause, 2003). Beside
that, language is important to make relationship with others, especially in the society
which use it as the basic of thought. Also, language can reflect the individual
characteristic, such as when person reveals some idea in community. So, every year
language usually develop based on the needed and culture of the society.
In modern era English is one of international language in which many people
around the world continuously practice everywhere. Sometimes, English used as first
language and foreign language. As important language in universe, English is needed
to support communication between country to others. It also progress everyday based
on some aspects, for instance vocabulary, culture, and knowledge which grow in the
society. According to Judit (2006:184) English is a world language will not be end
angered in the near future as its hegemony cannot be questioned in the fields dealt with
although it will have to fulfil its role in a multilingual and multicultural environment.
1
Actually, English is the first foreign language in Indonesia. Therefore, English
always learn by many people to get many expectations. There are many reasons why
people want to study about English. One of them give argument that English includes
international language in this universe. So, people can talk to the other people from
another region or country.
Learning English is very vital for students especially in elementary school until
college. According to Das (2004) the visible impact of this presence of English is that
it is today being demanded by everyone at the very initial stage of schooling. The
English teaching profession has consistently recommended a relatively late (Class IV,
V, or VI) introduction of English.
Actually teaching is not easy as people thinking. If the teacher want to success
teaching in the class, they have to know the condition of the students. According to
Wilen & Ishler (2012 : 6) the effective learning is learning which have procedure, for
instance: review the last lesson, prepare new knowledge and skills, giving exercise
about application and concept, giving feedback or correction, giving independent
exercise, conducting a review weekly.
In order to have successful teaching, the teacher habitually use teaching media
to distribute message of study. According to Kharist (2001) media is tool that have to
know by the teacher to provide an easy understanding by the student. Then, one of the
criteria to choose media is the support of materials and easy to receive it. If the media
2
not available, so a teacher should develop it. Therefore, the teachers need to control the
technique about how to develop a media.
The media includes visual media, audio media, audio visual media, and
multimedia. Visual media is media that frequently contain intelligence of sight; for
example pictures, white board, LCD and real things. On the other hand, audio media is
media that regularly contains intelligence of hearing; such as cassette tape and radio.
Then, audio visual media is media that is regularly contains intelligence of sight and
hearing; for instance film, video compact disk, and television. Beside that, multimedia
is media that is used in the teaching and learning process that involves several of senses,
such as computer and internet. Finally, media is very useful to support the students to
know about material from the teacher.
In reality, there are many media which often used by English teacher such as
pictures, language laboratory, flash card, and some others that are calm to bring in the
class when learning process. Beside that, it can be used to increase the quality of
teaching process. Based on the previous research by Rachman (2009) showed that the
teacher at SD Muhammadiyah 08 Dau Malang used more than a few media, for
example: picture files, flash card, pocket charts, and a tape recorder. Therefore, the
effectiveness of the media depends on the how the teacher resolute and manipulated
media for the students.
Actually, most of the teachers know about the function and the advantages of
using media for their teaching process, but they rarely use them in class for some
3
reasons. The previous research conducted by Wulandari (2008) showed that the
English teacher in SDN Langkap 2 Burneh Bangkalan faced some problems dealing
with the media, such as: sometimes they spent a lot of time to prepare media, lacked of
ability to make the media more interesting for the students, and lacked of good
cooperation between the English teacher and the administrative staff.
Based on the description above, the writer is interested in studying the kinds of
media and also the problems in applying media for writing skill which used by the
teacher in teaching English at MA Muhammadiyah 1 Malang. Based on observation
and interview, the English teacher at the school only used a textbook and limited
number of real objects. The writer think it is not so well for teaching and learning
process in the class.
1.2 Statement of Problems
1. What kinds of media are used by English teacher in teaching
writing skill at MA Muhammadiyah 1 Malang?
2. How does the English teacher apply teaching media for teaching writing skill at
MA Muhammadiyah 1 Malang?
1.3 Purposes of the Study
There are three objectives of the study in this research. Firstly, to identify the
kinds of teaching media used by English teacher in teaching writing skill at MA
4
Muhammadiyah 1 Malang. Secondly, to identify how the English teacher apply
teaching writing skill at MA Muhammadiyah 1 Malang. Thirdly, to identify what is the
importance of media in teaching writing skill at MA Muhammadiyah 1 Malang.
1.4 Significance of the Study
For the teacher, this study is expected useful for the English teacher in
improving the ability his / her teaching writing skill. So, he/she will know the suitable
teaching writing to apply in the class and can help the students more exiting and be
active in learning English.
For students, the result of this study is expected to improve student’s ability in
learning English writing. So, they will know that it can make reference to support their
study in learning English writing.
Practically, the result of this study is expected to provide the readers who want
to conduct the same research as a reference especially for English Department students.
1.5 Scope and Limitation
This study focused on the teaching media used by English teacher in teaching
writing skill. The researcher only took the English teacher at second grade of MA
Muhammadiyah 1 Malang.
5
1.6 Definition of Key Terms
Definition of key terms is given by the writer to the reader who cannot
understand about some words in this thesis. The purpose of this part is to make the
study clear to the readers and avoid misunderstanding on certain terms. The definition
of key terms usually more exist in this study. The most of the terms are defined as
follows:
1. Media is any means used or presented by a teacher to function in the teaching
situation in connection with reaching a particular teaching aim (De Corte et al
: 1971)
2. Teacher is someone who can increase student knowledge (Clarck : 1993).
3. Teaching is the ability to provide instruction to different student of different
abilities while incorporating instructional objectives and assessing the effective
learning mode of the student (Vogt : 1984).
4. Writing skill is a process of transforming the material discovered by research
inspiration, accident, trial, or error, or whatever into a message with a definite
meaning ( Lannon : 1989)
6
TEACHING WRITING SKILL AT MA MUHAMMADIYAH 1 MALANG
THESIS
by:
DIAN PRISKA YUNI PRAMESTI
201110100311319
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
AN ANALYSIS OF MEDIA USED BY THE ENGLISH TEACHER IN
TEACHING WRITING SKILL AT MA MUHAMMADIYAH 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
by:
DIAN PRISKA YUNI PRAMESTI
201110100311319
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ACKNOWLEDGEMENT
Alhamdulillahirrabbil‘alamin
wassolatu
wassalamu‘ala
sayyidina
muhammadin wa’ala alihi wa sohbihi ajma’in. After a long and challenging journey,
the writer finally arrives at her goal that is to finish this thesis successfully.
Accordingly, it is a precise time for the writer to express her gratitude to all people
who are engaged in this winding road. Firstly, the writer would like to deliver her best
gratitude to Allah SWT for giving her guidance in order that the writer is able to finish
this thesis. Moreover, praises are also offered to the beloved Prophet, Muhammad
SAW as the best role model ever to all people especially Muslims.
Secondly, the writer warmly gives her uncountable thanks and appreciation to
her first advisor, Mrs. Dra. Erly Wahyuni, M.Si who constantly guides and supports
the writer to finish this thesis. Then, the writer would like to convey her great gratitude
to her kind second advisor, Mr. Dian Arsitades W., M.Pd who has given her support,
suggestion, and helpful correction to construct an improvement during the writing
process.
The writer also extends gratitude to all lecturers of English department of
University of Muhammadiyah Malang who have taught and given their knowledge
patiently during her study.
Thirdly, great and special for her father and mother, many thanks are presented
for all their love, unlimited prayer, care and support. Special thanks are presented to
her grandmother and grandfather.
In addition, so much thanks are also delivered to all of the writer’s friends
classmates and many others for their unlimited supports and prayers. Those will be the
writer’s greatest and unforgettable experience for the rest of her life.
Malang, August 28, 2015
The Researcher,
Dian Priska Yuni Pramesti
TABLE OF CONTENTS
APPROVAL......................................................................................................... i
LEGALIZATION................................................................................................ ii
MOTTO AND DEDICATION........................................................................... iii
ORIGINALITY DECLARATION......................................................................iv
ABSTRACT ......................................................................................................... v
ACKNOWLEDGEMENTS ............................................................................... vi
TABLE OF CONTENTS...................................................................................viii
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................ 1
1.2 Statement of Problems ............................................................................ 4
1.3 Purposes of the Study ............................................................................. 4
1.4 Significance of the Study…………………………………………….,,, 4
1.5 Scope and Limitation…………………………………………………...5
1.6 Definition of Key Terms………………………………………………..5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English as a Foreign Language ................................................. 7
2.2 Teaching English in Senior High School .................................................. 9
2.3 Media in Learning…………………………………............................... 11
2.4 Types of Media…………………………………................................... 12
2.4.1 Audio Media……........................................................................... 13
2.4.1.1 Cassette Tape……..............................................................13
2.4.1.2 Radio…………………………………………………...…13
2.4.2 Visual Media………………………………………………...……14
2.4.2.1 Pictures……………………………………………………14
2.4.2.2 Whiteboard…………………………………………..……15
2.4.2.3 Real Things……………………………………………….15
2.4.2.4 LCD……………………………………………………….16
2.4.3 Audio Visual Media…………………………………………......16
2.4.3.1 Film……………………………………..…………………16
2.4.3.2 Video Compact Disk………………………………………17
2.4.3.3 Television………………………………………………….17
2.4.4 Multimedia………………………………………………...........17
2.4.4.1 Computer…………………………………………………..17
2.4.4.2 Internet……………………………………………………..18
2.5 Function of Media.....................................................................................18
2.6 Criteria in Selecting Media……………………………………………...20
2.7 The Advantage and Disadvantage of Media…………………………….21
2.7.1 The Advantages of Media…………………………………..21
2.7.2 The Disadvantages of Media………………………………..21
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ..................................................................................... 22
3.2 Research Subject...................................................................................... 23
3.3 Research Instrument ................................................................................ 23
3.3.1 Interview………………………………………………………….23
3.3.2 Observation……………………………………………………….24
3.4 Data Collection ........................................................................................ 25
3.5 Data Analysis .......................................................................................... 25
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings............................................................................................26
4.1.1 The Kinds of Media Used by The Teacher in Teaching Writing
Skill……………………………………………………………............................26
4.1.1.1 Visual Media…………………………………………….27
4.1.1.2 Multimedia………………………………………………27
4.1.2 The Way The English Teacher Used The Media in Teaching Writing Skill..27
4.2 Discussion……………………………………………………………………..30
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion………………………………………………………………….. 32
5.2 Suggestions…………………………………………………………………..32
REFERENCES....................................................................................................34
APPENDICES
APPENDIX I RESULT OF THE OBSERVATION…………………...…….36
APPENDIX II INTERVIEW GUIDE.........................................................40
APPENDIX III INFORMABT IDENTITY……………………………....…..47
APPENDIX 1V DOCUMENTATION………………………………………..49
RENCANA PELAKSANAAN PEMBELAJARAN I………………………..51
RENCANA PELAKSANAAN PEMBELAJARAN II……………………….57
PERMISSION LETTER…………………………………………..…………..58
MOTTO AND DEDICATION
MOTTO
الصاة إن ه مع الصابريْن
ستعيْن ْ ا بالصبْر
ْ َا أي ا الذيْن آمن ا ا
“Oh you who believe! Seek help with patient perseverance and prayer,
for Allah is with those who patiently preserve”
(Q.S. Al-Baqarah: 153).
“Untuk bisa menemukan jati dirinya, orang harus keluar
dari dirinya. Mengenal orang lain, sama saja mengenal
dirinya sendiri.”
DEDICATION
This thesis is especially dedicated to:
My beloved Father
My dearest Mother
My Younger Sister
My Aunt and My Uncle
And All My Friends
REFERENCES
Adams, Marylin & Roger (2003). Beginning to read. United States of America:
Wadsworth.
Aisyah, Siti. (2009). Perkembangan dan Konsep Dasar Pengembangan Anak
Dini. Bandung:Universitas Terbuka.
Usia
Adnan, G. (2004). Words in the Mind: An Introduction to the Mental Lexicon. Oxford,
UK: Oxford University Press.
Allbritton, D. W., & Gerrig, R. J. (1991). Participatory responses in prose
understanding. Journal of Memory and Language, 30, 603-626.
Anderson, Ronald.H. 1994. Pemilihan dan Pengembangan media Video Pembelajaran.
Jakarta : Grafindo Pers.
Ary, Donald et al. (2010). Introduction to Research in Education (8th edition). Canada:
Wadsworth, Cengage Learning.
Arikunto,Suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta:Rineka Cipta
Amritavalli, R. 1999. Language as a Dynamic Text: Essays on Language, Cognition
and Communication. CIEFL Akshara series. Hyderabad: Allied Publishers.
Azhar, Arsyad. 2000. Media Pengajaran. Cet II. Grafindo Persada: Jakarta.
Bornman, H. , Solms, S.H. (1993). Hypermedia, multimedia and hypertext: definitions
and overview. Electronic Library. 11(4/5), 259 – 268.
Brooks, D. W. (1997). Web-teaching: A guide to designing interactive teaching for the
World Wide Web. New York: Plenum.
CRYSTAL, D. 1995. The Cambridge Encyclopedia of the English Language.
Cambridge: CUP
Djamarah, Syaiful bahri dan Aswan zain. 2006 Strategi Belajar Mengajar.Jakarta :
Rineke Cipta.
Gerlach, V.S., & Ely, D.P. (1980). Teaching & Media: A Systematic Approach (2nd
ed.). Englewood Cliffs, New Jersey: Prentice-Hall Incorporated.
Indah,Puspa.(2011).PengertianTelevisi.[Online].Tersedia:http://www.scribd.com/doc
/55982007/12/ Pengertian-Televisi [Akses 30 Agustus 2012].
Ismaniati Ch. (2001). Pengembangan program pembelajaran berbantuan komputer,
Yogyakarta. FIP UNY
Rohaeti, Euis Eti .(2011). Macam-macam Metode Penelitian. Handout pada Mata
Kuliah DasarDasar Penelitian, Bandung.
Mujiono. (1994). Belajar dan Pembelajaran. Jakarta: Dirjen Dikti Mendikbud.
Rudi Susilana & cepi Riyana (2008). Media Pembelajaran: hakikat, pengembanagn,
pemanfaatan dan penilaian. Bandung: Kurikulum dan teknologi Pendidikan,
Universitas Pendidikan Indonesia
Setyosari, Punaji & Sihkabuden. 2005. Media Pembelajaran. Penerbit Elang Mas.
Malang
Sri Anitah. (2008). Media Pembelajaran. Surakarta: Universitas Sebelas Maret
Syah, Muhibbin. (2002). Psikologi Pendidikan dengan Pendekatan Baru. Bandung :
Rosda karya
Bernard, H. R. (2000). About social science. In H. R. Bernard (Ed.), Social research
methods: Qualitative and quantitative approaches (Chapter 1, pp. 3–28).
Thousand Oaks, CA: Sage.
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, statement of problems, purposes
of the study, significance of the study, scope and limitation, and definition of key terms.
1.1 Background of the Study
Language is foremost a means of communication, and communication almost
always takes place within some sort of social context (Amberg & Vause, 2003). Beside
that, language is important to make relationship with others, especially in the society
which use it as the basic of thought. Also, language can reflect the individual
characteristic, such as when person reveals some idea in community. So, every year
language usually develop based on the needed and culture of the society.
In modern era English is one of international language in which many people
around the world continuously practice everywhere. Sometimes, English used as first
language and foreign language. As important language in universe, English is needed
to support communication between country to others. It also progress everyday based
on some aspects, for instance vocabulary, culture, and knowledge which grow in the
society. According to Judit (2006:184) English is a world language will not be end
angered in the near future as its hegemony cannot be questioned in the fields dealt with
although it will have to fulfil its role in a multilingual and multicultural environment.
1
Actually, English is the first foreign language in Indonesia. Therefore, English
always learn by many people to get many expectations. There are many reasons why
people want to study about English. One of them give argument that English includes
international language in this universe. So, people can talk to the other people from
another region or country.
Learning English is very vital for students especially in elementary school until
college. According to Das (2004) the visible impact of this presence of English is that
it is today being demanded by everyone at the very initial stage of schooling. The
English teaching profession has consistently recommended a relatively late (Class IV,
V, or VI) introduction of English.
Actually teaching is not easy as people thinking. If the teacher want to success
teaching in the class, they have to know the condition of the students. According to
Wilen & Ishler (2012 : 6) the effective learning is learning which have procedure, for
instance: review the last lesson, prepare new knowledge and skills, giving exercise
about application and concept, giving feedback or correction, giving independent
exercise, conducting a review weekly.
In order to have successful teaching, the teacher habitually use teaching media
to distribute message of study. According to Kharist (2001) media is tool that have to
know by the teacher to provide an easy understanding by the student. Then, one of the
criteria to choose media is the support of materials and easy to receive it. If the media
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not available, so a teacher should develop it. Therefore, the teachers need to control the
technique about how to develop a media.
The media includes visual media, audio media, audio visual media, and
multimedia. Visual media is media that frequently contain intelligence of sight; for
example pictures, white board, LCD and real things. On the other hand, audio media is
media that regularly contains intelligence of hearing; such as cassette tape and radio.
Then, audio visual media is media that is regularly contains intelligence of sight and
hearing; for instance film, video compact disk, and television. Beside that, multimedia
is media that is used in the teaching and learning process that involves several of senses,
such as computer and internet. Finally, media is very useful to support the students to
know about material from the teacher.
In reality, there are many media which often used by English teacher such as
pictures, language laboratory, flash card, and some others that are calm to bring in the
class when learning process. Beside that, it can be used to increase the quality of
teaching process. Based on the previous research by Rachman (2009) showed that the
teacher at SD Muhammadiyah 08 Dau Malang used more than a few media, for
example: picture files, flash card, pocket charts, and a tape recorder. Therefore, the
effectiveness of the media depends on the how the teacher resolute and manipulated
media for the students.
Actually, most of the teachers know about the function and the advantages of
using media for their teaching process, but they rarely use them in class for some
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reasons. The previous research conducted by Wulandari (2008) showed that the
English teacher in SDN Langkap 2 Burneh Bangkalan faced some problems dealing
with the media, such as: sometimes they spent a lot of time to prepare media, lacked of
ability to make the media more interesting for the students, and lacked of good
cooperation between the English teacher and the administrative staff.
Based on the description above, the writer is interested in studying the kinds of
media and also the problems in applying media for writing skill which used by the
teacher in teaching English at MA Muhammadiyah 1 Malang. Based on observation
and interview, the English teacher at the school only used a textbook and limited
number of real objects. The writer think it is not so well for teaching and learning
process in the class.
1.2 Statement of Problems
1. What kinds of media are used by English teacher in teaching
writing skill at MA Muhammadiyah 1 Malang?
2. How does the English teacher apply teaching media for teaching writing skill at
MA Muhammadiyah 1 Malang?
1.3 Purposes of the Study
There are three objectives of the study in this research. Firstly, to identify the
kinds of teaching media used by English teacher in teaching writing skill at MA
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Muhammadiyah 1 Malang. Secondly, to identify how the English teacher apply
teaching writing skill at MA Muhammadiyah 1 Malang. Thirdly, to identify what is the
importance of media in teaching writing skill at MA Muhammadiyah 1 Malang.
1.4 Significance of the Study
For the teacher, this study is expected useful for the English teacher in
improving the ability his / her teaching writing skill. So, he/she will know the suitable
teaching writing to apply in the class and can help the students more exiting and be
active in learning English.
For students, the result of this study is expected to improve student’s ability in
learning English writing. So, they will know that it can make reference to support their
study in learning English writing.
Practically, the result of this study is expected to provide the readers who want
to conduct the same research as a reference especially for English Department students.
1.5 Scope and Limitation
This study focused on the teaching media used by English teacher in teaching
writing skill. The researcher only took the English teacher at second grade of MA
Muhammadiyah 1 Malang.
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1.6 Definition of Key Terms
Definition of key terms is given by the writer to the reader who cannot
understand about some words in this thesis. The purpose of this part is to make the
study clear to the readers and avoid misunderstanding on certain terms. The definition
of key terms usually more exist in this study. The most of the terms are defined as
follows:
1. Media is any means used or presented by a teacher to function in the teaching
situation in connection with reaching a particular teaching aim (De Corte et al
: 1971)
2. Teacher is someone who can increase student knowledge (Clarck : 1993).
3. Teaching is the ability to provide instruction to different student of different
abilities while incorporating instructional objectives and assessing the effective
learning mode of the student (Vogt : 1984).
4. Writing skill is a process of transforming the material discovered by research
inspiration, accident, trial, or error, or whatever into a message with a definite
meaning ( Lannon : 1989)
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