THE IMPLEMENTATION OF MEDIA IN ENGLISH FOR YOUNG LEARNERS (EYL) PRACTICE TEACHING FOR 5 th GRADERS AT UNIVERSITY OF MUHAMMADIYAH MALANG
THE IMPLEMENTATION OF MEDIA IN ENGLISH FOR YOUNG
LEARNERS (EYL) PRACTICE TEACHING FOR 5th GRADERS AT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
ENI PRASETIYOWATI
201010100311303
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
THE IMPLEMENTATION OF MEDIA IN ENGLISH FOR YOUNG
LEARNERS (EYL) PRACTICE TEACHING FOR 5th GRADERS AT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
ENI PRASETIYOWATI
201010100311303
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
MOTTO and dedication
Honesty is the currency of
wherever you are
(Anonymous)
Rich is not about how much
you have, but it’s about how
much you give
(Gift)
dedication
I dedicated this thesis to:
My beloved father and mother,
My brothers,
My family and friends,
iii
TABLE OF CONTENT
APPROVAL ................................................................................................
i
LEGALIZATION .......................................................................................
ii
MOTO AND DEDICATION .....................................................................
iii
AKNOWLEDGEMENT .............................................................................
iv
ABSTRACT .................................................................................................
v
TABLE OF CONTENT ..............................................................................
vi
CHAPTER I INTRODUCTION
1.1 Background of the Study.........................................................................
1
1.2 Statement of Problem ..............................................................................
5
1.3 Purpose of Study .....................................................................................
5
1.4 Significance of Study ..............................................................................
6
1.5 Scope and Limitation .............................................................................
6
1.6 Definition of Key Term ..........................................................................
7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 English for Young Learner ....................................................................
8
2.1.1 The Characteristics of Young Learner ...........................................
8
2.1.2 The Characteristics of English for Young Learners’ Teacher .......
10
2.2 Teaching English as a Foreign Language to Young Learners ................
12
2.3 Teaching media ......................................................................................
21
2.3.1 Definition of Media ........................................................................
21
2.3.2 The Principle of Implementing Teaching Media ...........................
22
2.3.3 Kinds of Teaching Media ...............................................................
22
2.3.3.1 Audio Media ......................................................................
22
2.3.3.2 Visual Media ......................................................................
23
2.3.3.3 Audio Visual Media ...........................................................
25
vi
2.3.4 The Function of Teaching Media ...................................................
26
2.3.5 The Advantages of Media in Teaching EYL .................................
27
2.4 Students’ Response .................................................................................
28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .....................................................................................
31
3.2 Research Subject .....................................................................................
32
3.3 Data Collection .......................................................................................
32
3.3.1 Research Instrument .......................................................................
33
3.3.2 Procedure of Data Collection .........................................................
35
3.4 Data Analysis ..........................................................................................
36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ...................................................................................
37
4.1.1 The Kinds of Media Used by the Teacher in Teaching EYL .........
37
4.1.1.1 Power Point ........................................................................
37
4.1.1.2 Pictures ...............................................................................
38
4.1.1.3 Flash Card ..........................................................................
39
4.1.1.4 Real Object .........................................................................
39
4.1.1.5 Video ..................................................................................
39
4.1.1.6 Word Cards ........................................................................
40
4.1.1.7 Prezi ...................................................................................
40
4.1.2 The Implementation of Teaching Media in Teaching EYL ...........
41
4.1.3 The Students’ Response toward the Implementation of Media in
Teaching EYL ................................................................................
46
4.2 Discussion ...............................................................................................
47
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .............................................................................................
48
5.2 Suggestion ..............................................................................................
49
5.2.1 Suggestion for the Teachers of EYL .............................................
50
5.2.2 Suggestion for the Further Researchers ........................................
50
vii
REFERENCES
APPENDIX
viii
REFERENCES
Ara, Shaheen. 2009. Use of Song, Rhymes and Game in Teaching English to
Young Learners in Bangladesh. Vol. II No. 3, available at
http://www.banglajol.info/index.php/, accessed date: November 17th 2013
Arsyad, Azhar. 2010. Media Pembelajaran. Jakarta: Rajawali Press
Ary, Donald et al. 2010. Introduction to Research in Education. USA:
Wadsworthcengage Learning
Bogdan, Robert C. and Sari Knoop Biklen. 2007. Qualitative Research for
Education, An Introduction to Theory and Methods. USA: Pearson
Education Group, Inc
Brezigar, Barbara. 2010. How Does the Introduction of an English Speaking
Puppet Influence the Use of English in Group Speaking Activities?,
available at: http://www.york.ac.uk/media/educationalstudies/documents/teyl/,
accessed date: November 16th, 2013
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New
York: Addison Wesley Longman Inc
Cameron, Lynne. 2001. Teaching Language to Young Learners. USA: Cambridge
University Press
Chaudron, Craig. 1988. Second Language Classroom Research on Teaching and
Learning. New York: Cambridge University Press
Hapsari, Dian A. 2007. The Effectiveness of Using Different Teaching Media to
Teach Vocabulary to Young Learners. Unpublished Thesis. Malang:
Universitas Muhammadiyah Malang.
Hartono. 2009. Bagaimana Menulis Thesis?. Malang: UMM Press
Horner, Chris & Vicky Ryf. 2007. Creative Teaching Learning. New York:
Routledge
Isbell, Rebecca, and Betty Exelby. 2001. Early Learning
Beltsville: Gryphon House Inc
Environments.
Khoury, Sara. 2010. Can Using Coloured Paper Affect The Amount Young
Learners
Write?,
available
at:
accessed
http://www.york.ac.uk/media/educationalstudies/documents/teyl/,
date: November 16th, 2013
Kurniawan, Irwan. 2009. Using Pictures and Guided Questions in Teaching
Descriptive Writing at the Odd Semester of VIII Grade Students at SMPN
111 Jakarta. Published Thesis. Jakarta: Universitas Islam Negeri Syarif
Hidayatullah Jakarta
Mark, Natasha. 2005. Qualitative Research Method. USA. Family Health
International
Paul, David. 2003. Teaching English to Children in Asia. Hongkong: Longman
Powell, Russell A., Diane G. Symbaluk, P. Lynne Honey. 2009. Introduction to
Learning and Behavior. Canada: Nelson Education Ltd
Sabillah, Fardini. 2004. Teaching English to Young Learners. It’s Policy,
Framework, and Activity
Sadiman, Arief et al. 2010. Media Pendidikan. Jakarta: Rajawali Press
Santyasa, I Wayan. 2007. Landasan Konseptual Media Pembelajaran.
Setiawati. 2012. A Descriptive Study on the Teacher Talk at EYL Classroom.
Vol I No. 2, available at: jurnal.upi.edu, accessed date: December 26th
2013
Shin, Joan Kang. 2008. Teaching English to Young Learners, available at:
accessed
date:
https://www.google.com/#q=jshin2%40umbc.edu,
th
November 17 , 2013
Smutny, Joan Franklin, and S.E Van Fremd. 2010. Differentiating for the Young
Child. USA: Corwin
Smaldino, Sharon E. et al. 2011. Instructional Technology & Media for Learning.
Jakarta: Kencana
Suyanto, Kasihani K.E. 2007. English for Young Learners. Jakarta: PT. Bumi
Aksara
CHAPTER I
INTRODUCTION
This chapter discusses some topics related to the background of the study,
the statement of problem, the purpose of the study, the significance of the study,
the scope and limitation, and the definition of key term.
1.1 Background of the Study
English becomes a tool for communicating between one to another person
around the world. In order to have fluent international interactions, many of
children attend to English course to practice and improve their knowledge about
Basic English skill and take many advantages of language skill in young learners.
There are many advantages of area language skills which are achieved when
children learn a foreign language in primary years (Cameron: 2001). It means that
skill of foreign language will be developed by learning it in early age.
Curtain and Dahlberg (2004) as cited by Ara (2009) stated that the amount
of time spent for learning the language is the main factor for building foreign
language proficiency. The language learning also will take long time, need more
practice and experience, and will be greater fluency and effectiveness if it begins
earlier. Moreover, the early introduction of second language/ foreign language
teaching is better than adult. Cameron (2001) said, “Children can learn a second
language particularly effectively before puberty because their brains are still able
to use mechanism that is assisted by first language acquisition”.
Teaching English as a Foreign Language (TEFL) for young learners is not
as easy as teaching English to adults because young learner will be impressed by
1
real experiences as they interact with their environment. Isbell and Exelby (2001)
stated that young children try to understand the world in which they live, the
visual images and concrete objects in their environment which this learning takes
place. They will interact with their environment which can enrich and expand the
quality of children’s experiences and learn how the world works through the
unique and concrete experiences. Therefore, the teachers should create real
environment and concrete experiences by using resources in the most effective
way.
According to Isbell and Exelby (2001), young learners’ environment must
be attractive, exciting, and placed where they can work and play by using
appropriate resources, material, and tool. The environment which is created by the
teachers should support and encourage them because they learn by exploring and
investigating. Besides, the most effective classroom activity such as fun activities
songs, rhymes and games should be used for children in the language class (Ara:
2009). It means that teaching English for Young Learner (EYL) is not simple. The
enjoyable activities such as learning with singing, playing games, storytelling and
the implementation of media and tools should be conducted in process of teaching
learning EYL. All of them are conducted by the teacher in order to deal the
materials to the learners and take the goals of learning English with interesting
media in English teaching learning activities.
According to Piaget in Sabillah (2004) using media in teaching elementary
school is very important because at this stage, the children learn by handing-on
real experiences to understand new concepts and ideas. The media which is
conducted by the teacher also can make the message delivered to children clearer
2
and more real. Although, there are many media which is ready to use, the teachers
are suggested to make creative media by themselves (Sabillah: 2004). It means
that the teachers should conducted it in teaching learning process because teaching
by using media is important in order to make young learners interested. Moreover,
the media which is conducted by the teachers should be proper, creative and
related to the material in English teaching learning process. The most primary
teachers understand that the classroom is not only a place for learning but also a
medium for it (Smutny & Fremd: 2010). As a result, the writer chooses the
teaching media to support the English teaching learning process in this research.
Media is something which can deliver information and support English
teaching learning activity effectively. Smaldino, et.al (2011) stated that media is a
mediator or everything which brings all of information from the sources to the
learners in order to make communication and study easier. It consist of text,
audio, visual, manipulative, and person. Besides, the effective teaching learning
activity, the teacher should choose the appropriate media which related to the
material in order to deliver it to the young learners. Moreover, young learners will
be interested in joining teaching learning process and know about the material by
using media which is used by the teacher. According to Moon (2000) as cited by
Shin (2005) stated that creating the visuals which related to the material will
engage learners in the learning process. It will make the learners to fell interested,
invested, and take better care the materials of the lesson.
Media becomes important aspect in teaching learning process. It is not
only to make the young learners interested and to know more with the materials
but also give them a psychological and motivational effect. Based on the journal
3
by Khoury (2010), visual media of colored paper (Booklets) gives positive impact
to the young learners in certain skill of language learning. She found that media
could be an important factor for the quality of writing produced in a more
conventional writing task because the whole the young learners said that they like
to write on colored paper.
The result of previous research by Kurniawan (2009) in SMP 111 Jakarta
showed that students’ achievement average before learning descriptive writing
through media “picture” was 62, which classified into enough standard.
Meanwhile, after using picture their outcome average in learning descriptive
writing was 84 and it can be classified into good standard. From that result it can
be conclude that students gave positive response to the media such as pictures
which was used in teaching writing. It means that by using media, the teaching
will get learners’ response to the materials. As a result, the teacher can deliver the
materials to the learners easily by using media which is related to the material in
an appropriate skill of language. While in research by Hapsari (2007), the teacher
of EYL has to use teaching media to guide students’ mindset in order to have
experiences the real concept. The result of the research which is designed as
quantitative research showed that the visual media is the effective media for
teaching vocabulary to young learners because the students’ vocabulary
achievement using visual media was good.
For this reason and different from that case, the writer would like to study
about the implementation of media by the teacher in teaching EYL. The teachers
are the students whose concentrate in EYL. They will apply and practice their
knowledge which is gotten from EYL 1. This study is conducted in EYL course of
4
5th grade which is conducted by English Department at University of
Muhammadiyah Malang. EYL consists of 6 classes. It is from 1st grade until 6th
grade which have 10 meetings and different topic in every meeting. At 5th class,
they take complete facilities such as creating real students’ experiences and
interactive classroom media. Because of considering the importance of media in
language teaching learning process to young learners, this study is urgently to be
conducted to get a clear description about the implementation media in language
teaching learning process.
1.2 Statement of Problems
Based on the background of the study stated above, the problems of this
study are formulated in following part:
1. What kinds of media are implemented in teaching English for Young Learners
(EYL) of 5th grade?
2. How is the implementation of media in teaching English for Young Learners
(EYL) of 5th grade?
3. What are the students’ responses toward the implementation of media in
teaching English for Young Learners (EYL) OF 5th grade?
1.3 Purpose of Study
In accordance with the problems above, this study is conducted to get the
answer of the research question. The purposes of the study are:
1. To know the kinds of media which are implemented in teaching English for
Young Learners (EYL) of 5th grade.
5
2. To know how media are implemented in teaching English for Young Learners
(EYL) of 5th grade.
3. To know the students’ responses toward the implementation of media in
teaching English for Young Learners (EYL) of 5th grade.
1.4 Significance of Study
The result of this study is expected to give several advantages for the
English language teacher. First of all, practically, it is expected to give
information for the teacher about kinds of media which is appropriate to use in
English teaching learning process to young learners and students’ response toward
that media. As a result, the teacher will know what he/she should do to conduct
the effective media for teaching English to Young Learners by knowing and
understanding the students’ response toward that media. Then, it can also help
teachers to plan and organize in English teaching learning activities especially for
young learners by using media which is effective, interesting, better than before
and not tedious. Theoretically, it can enrich the knowledge about teaching media
of students of English Department who take concentration on the English for
Young Learners. Finally, the result of this study is expected to give contribution
for the next researcher who wants to conduct a similar research with different
topic.
1.5 Scope and Limitation
The scope of this study is to analyze the students’ responses toward that
media which are implemented by the teachers in teaching EYL. The limitation of
6
this study is on EYL practice teaching class of 5th graders at University of
Muhammadiyah Malang.
1.6 Definition of Key Term
To clarify the terms used in this study for the readers, the writer gives
some definitions of key terms. They are investigated in this study as the
following:
Teaching is an activity which cannot be defined apart from learning. This activity
is for guiding, enabling the learners to learn, and setting their condition and
environment for learning (Brown: 2000). Teaching in this study is guiding and
transferring information of English to young learners.
Media are tools that are used by the teacher to transform the materials of lesson to
the learners (Arsyad: 2010). In this study, the teaching media are tools which are
used by the teacher of English for Young Learners of 5th grade in order to help the
teacher to deliver and deal the materials to the students.
Young Learners are children between the ages of 7 years old to 12 years old
(Shin: 2005). It means the students of elementary level.
EYL (English for Young Learners) is an elective program where students of
English Department can practice and conduct English course for young learners.
Students’ Response is the students’ reaction toward the media which is used by
the teacher in English for Young Learners teaching learning process.
7
LEARNERS (EYL) PRACTICE TEACHING FOR 5th GRADERS AT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
ENI PRASETIYOWATI
201010100311303
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
THE IMPLEMENTATION OF MEDIA IN ENGLISH FOR YOUNG
LEARNERS (EYL) PRACTICE TEACHING FOR 5th GRADERS AT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
ENI PRASETIYOWATI
201010100311303
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
MOTTO and dedication
Honesty is the currency of
wherever you are
(Anonymous)
Rich is not about how much
you have, but it’s about how
much you give
(Gift)
dedication
I dedicated this thesis to:
My beloved father and mother,
My brothers,
My family and friends,
iii
TABLE OF CONTENT
APPROVAL ................................................................................................
i
LEGALIZATION .......................................................................................
ii
MOTO AND DEDICATION .....................................................................
iii
AKNOWLEDGEMENT .............................................................................
iv
ABSTRACT .................................................................................................
v
TABLE OF CONTENT ..............................................................................
vi
CHAPTER I INTRODUCTION
1.1 Background of the Study.........................................................................
1
1.2 Statement of Problem ..............................................................................
5
1.3 Purpose of Study .....................................................................................
5
1.4 Significance of Study ..............................................................................
6
1.5 Scope and Limitation .............................................................................
6
1.6 Definition of Key Term ..........................................................................
7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 English for Young Learner ....................................................................
8
2.1.1 The Characteristics of Young Learner ...........................................
8
2.1.2 The Characteristics of English for Young Learners’ Teacher .......
10
2.2 Teaching English as a Foreign Language to Young Learners ................
12
2.3 Teaching media ......................................................................................
21
2.3.1 Definition of Media ........................................................................
21
2.3.2 The Principle of Implementing Teaching Media ...........................
22
2.3.3 Kinds of Teaching Media ...............................................................
22
2.3.3.1 Audio Media ......................................................................
22
2.3.3.2 Visual Media ......................................................................
23
2.3.3.3 Audio Visual Media ...........................................................
25
vi
2.3.4 The Function of Teaching Media ...................................................
26
2.3.5 The Advantages of Media in Teaching EYL .................................
27
2.4 Students’ Response .................................................................................
28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .....................................................................................
31
3.2 Research Subject .....................................................................................
32
3.3 Data Collection .......................................................................................
32
3.3.1 Research Instrument .......................................................................
33
3.3.2 Procedure of Data Collection .........................................................
35
3.4 Data Analysis ..........................................................................................
36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ...................................................................................
37
4.1.1 The Kinds of Media Used by the Teacher in Teaching EYL .........
37
4.1.1.1 Power Point ........................................................................
37
4.1.1.2 Pictures ...............................................................................
38
4.1.1.3 Flash Card ..........................................................................
39
4.1.1.4 Real Object .........................................................................
39
4.1.1.5 Video ..................................................................................
39
4.1.1.6 Word Cards ........................................................................
40
4.1.1.7 Prezi ...................................................................................
40
4.1.2 The Implementation of Teaching Media in Teaching EYL ...........
41
4.1.3 The Students’ Response toward the Implementation of Media in
Teaching EYL ................................................................................
46
4.2 Discussion ...............................................................................................
47
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .............................................................................................
48
5.2 Suggestion ..............................................................................................
49
5.2.1 Suggestion for the Teachers of EYL .............................................
50
5.2.2 Suggestion for the Further Researchers ........................................
50
vii
REFERENCES
APPENDIX
viii
REFERENCES
Ara, Shaheen. 2009. Use of Song, Rhymes and Game in Teaching English to
Young Learners in Bangladesh. Vol. II No. 3, available at
http://www.banglajol.info/index.php/, accessed date: November 17th 2013
Arsyad, Azhar. 2010. Media Pembelajaran. Jakarta: Rajawali Press
Ary, Donald et al. 2010. Introduction to Research in Education. USA:
Wadsworthcengage Learning
Bogdan, Robert C. and Sari Knoop Biklen. 2007. Qualitative Research for
Education, An Introduction to Theory and Methods. USA: Pearson
Education Group, Inc
Brezigar, Barbara. 2010. How Does the Introduction of an English Speaking
Puppet Influence the Use of English in Group Speaking Activities?,
available at: http://www.york.ac.uk/media/educationalstudies/documents/teyl/,
accessed date: November 16th, 2013
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New
York: Addison Wesley Longman Inc
Cameron, Lynne. 2001. Teaching Language to Young Learners. USA: Cambridge
University Press
Chaudron, Craig. 1988. Second Language Classroom Research on Teaching and
Learning. New York: Cambridge University Press
Hapsari, Dian A. 2007. The Effectiveness of Using Different Teaching Media to
Teach Vocabulary to Young Learners. Unpublished Thesis. Malang:
Universitas Muhammadiyah Malang.
Hartono. 2009. Bagaimana Menulis Thesis?. Malang: UMM Press
Horner, Chris & Vicky Ryf. 2007. Creative Teaching Learning. New York:
Routledge
Isbell, Rebecca, and Betty Exelby. 2001. Early Learning
Beltsville: Gryphon House Inc
Environments.
Khoury, Sara. 2010. Can Using Coloured Paper Affect The Amount Young
Learners
Write?,
available
at:
accessed
http://www.york.ac.uk/media/educationalstudies/documents/teyl/,
date: November 16th, 2013
Kurniawan, Irwan. 2009. Using Pictures and Guided Questions in Teaching
Descriptive Writing at the Odd Semester of VIII Grade Students at SMPN
111 Jakarta. Published Thesis. Jakarta: Universitas Islam Negeri Syarif
Hidayatullah Jakarta
Mark, Natasha. 2005. Qualitative Research Method. USA. Family Health
International
Paul, David. 2003. Teaching English to Children in Asia. Hongkong: Longman
Powell, Russell A., Diane G. Symbaluk, P. Lynne Honey. 2009. Introduction to
Learning and Behavior. Canada: Nelson Education Ltd
Sabillah, Fardini. 2004. Teaching English to Young Learners. It’s Policy,
Framework, and Activity
Sadiman, Arief et al. 2010. Media Pendidikan. Jakarta: Rajawali Press
Santyasa, I Wayan. 2007. Landasan Konseptual Media Pembelajaran.
Setiawati. 2012. A Descriptive Study on the Teacher Talk at EYL Classroom.
Vol I No. 2, available at: jurnal.upi.edu, accessed date: December 26th
2013
Shin, Joan Kang. 2008. Teaching English to Young Learners, available at:
accessed
date:
https://www.google.com/#q=jshin2%40umbc.edu,
th
November 17 , 2013
Smutny, Joan Franklin, and S.E Van Fremd. 2010. Differentiating for the Young
Child. USA: Corwin
Smaldino, Sharon E. et al. 2011. Instructional Technology & Media for Learning.
Jakarta: Kencana
Suyanto, Kasihani K.E. 2007. English for Young Learners. Jakarta: PT. Bumi
Aksara
CHAPTER I
INTRODUCTION
This chapter discusses some topics related to the background of the study,
the statement of problem, the purpose of the study, the significance of the study,
the scope and limitation, and the definition of key term.
1.1 Background of the Study
English becomes a tool for communicating between one to another person
around the world. In order to have fluent international interactions, many of
children attend to English course to practice and improve their knowledge about
Basic English skill and take many advantages of language skill in young learners.
There are many advantages of area language skills which are achieved when
children learn a foreign language in primary years (Cameron: 2001). It means that
skill of foreign language will be developed by learning it in early age.
Curtain and Dahlberg (2004) as cited by Ara (2009) stated that the amount
of time spent for learning the language is the main factor for building foreign
language proficiency. The language learning also will take long time, need more
practice and experience, and will be greater fluency and effectiveness if it begins
earlier. Moreover, the early introduction of second language/ foreign language
teaching is better than adult. Cameron (2001) said, “Children can learn a second
language particularly effectively before puberty because their brains are still able
to use mechanism that is assisted by first language acquisition”.
Teaching English as a Foreign Language (TEFL) for young learners is not
as easy as teaching English to adults because young learner will be impressed by
1
real experiences as they interact with their environment. Isbell and Exelby (2001)
stated that young children try to understand the world in which they live, the
visual images and concrete objects in their environment which this learning takes
place. They will interact with their environment which can enrich and expand the
quality of children’s experiences and learn how the world works through the
unique and concrete experiences. Therefore, the teachers should create real
environment and concrete experiences by using resources in the most effective
way.
According to Isbell and Exelby (2001), young learners’ environment must
be attractive, exciting, and placed where they can work and play by using
appropriate resources, material, and tool. The environment which is created by the
teachers should support and encourage them because they learn by exploring and
investigating. Besides, the most effective classroom activity such as fun activities
songs, rhymes and games should be used for children in the language class (Ara:
2009). It means that teaching English for Young Learner (EYL) is not simple. The
enjoyable activities such as learning with singing, playing games, storytelling and
the implementation of media and tools should be conducted in process of teaching
learning EYL. All of them are conducted by the teacher in order to deal the
materials to the learners and take the goals of learning English with interesting
media in English teaching learning activities.
According to Piaget in Sabillah (2004) using media in teaching elementary
school is very important because at this stage, the children learn by handing-on
real experiences to understand new concepts and ideas. The media which is
conducted by the teacher also can make the message delivered to children clearer
2
and more real. Although, there are many media which is ready to use, the teachers
are suggested to make creative media by themselves (Sabillah: 2004). It means
that the teachers should conducted it in teaching learning process because teaching
by using media is important in order to make young learners interested. Moreover,
the media which is conducted by the teachers should be proper, creative and
related to the material in English teaching learning process. The most primary
teachers understand that the classroom is not only a place for learning but also a
medium for it (Smutny & Fremd: 2010). As a result, the writer chooses the
teaching media to support the English teaching learning process in this research.
Media is something which can deliver information and support English
teaching learning activity effectively. Smaldino, et.al (2011) stated that media is a
mediator or everything which brings all of information from the sources to the
learners in order to make communication and study easier. It consist of text,
audio, visual, manipulative, and person. Besides, the effective teaching learning
activity, the teacher should choose the appropriate media which related to the
material in order to deliver it to the young learners. Moreover, young learners will
be interested in joining teaching learning process and know about the material by
using media which is used by the teacher. According to Moon (2000) as cited by
Shin (2005) stated that creating the visuals which related to the material will
engage learners in the learning process. It will make the learners to fell interested,
invested, and take better care the materials of the lesson.
Media becomes important aspect in teaching learning process. It is not
only to make the young learners interested and to know more with the materials
but also give them a psychological and motivational effect. Based on the journal
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by Khoury (2010), visual media of colored paper (Booklets) gives positive impact
to the young learners in certain skill of language learning. She found that media
could be an important factor for the quality of writing produced in a more
conventional writing task because the whole the young learners said that they like
to write on colored paper.
The result of previous research by Kurniawan (2009) in SMP 111 Jakarta
showed that students’ achievement average before learning descriptive writing
through media “picture” was 62, which classified into enough standard.
Meanwhile, after using picture their outcome average in learning descriptive
writing was 84 and it can be classified into good standard. From that result it can
be conclude that students gave positive response to the media such as pictures
which was used in teaching writing. It means that by using media, the teaching
will get learners’ response to the materials. As a result, the teacher can deliver the
materials to the learners easily by using media which is related to the material in
an appropriate skill of language. While in research by Hapsari (2007), the teacher
of EYL has to use teaching media to guide students’ mindset in order to have
experiences the real concept. The result of the research which is designed as
quantitative research showed that the visual media is the effective media for
teaching vocabulary to young learners because the students’ vocabulary
achievement using visual media was good.
For this reason and different from that case, the writer would like to study
about the implementation of media by the teacher in teaching EYL. The teachers
are the students whose concentrate in EYL. They will apply and practice their
knowledge which is gotten from EYL 1. This study is conducted in EYL course of
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5th grade which is conducted by English Department at University of
Muhammadiyah Malang. EYL consists of 6 classes. It is from 1st grade until 6th
grade which have 10 meetings and different topic in every meeting. At 5th class,
they take complete facilities such as creating real students’ experiences and
interactive classroom media. Because of considering the importance of media in
language teaching learning process to young learners, this study is urgently to be
conducted to get a clear description about the implementation media in language
teaching learning process.
1.2 Statement of Problems
Based on the background of the study stated above, the problems of this
study are formulated in following part:
1. What kinds of media are implemented in teaching English for Young Learners
(EYL) of 5th grade?
2. How is the implementation of media in teaching English for Young Learners
(EYL) of 5th grade?
3. What are the students’ responses toward the implementation of media in
teaching English for Young Learners (EYL) OF 5th grade?
1.3 Purpose of Study
In accordance with the problems above, this study is conducted to get the
answer of the research question. The purposes of the study are:
1. To know the kinds of media which are implemented in teaching English for
Young Learners (EYL) of 5th grade.
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2. To know how media are implemented in teaching English for Young Learners
(EYL) of 5th grade.
3. To know the students’ responses toward the implementation of media in
teaching English for Young Learners (EYL) of 5th grade.
1.4 Significance of Study
The result of this study is expected to give several advantages for the
English language teacher. First of all, practically, it is expected to give
information for the teacher about kinds of media which is appropriate to use in
English teaching learning process to young learners and students’ response toward
that media. As a result, the teacher will know what he/she should do to conduct
the effective media for teaching English to Young Learners by knowing and
understanding the students’ response toward that media. Then, it can also help
teachers to plan and organize in English teaching learning activities especially for
young learners by using media which is effective, interesting, better than before
and not tedious. Theoretically, it can enrich the knowledge about teaching media
of students of English Department who take concentration on the English for
Young Learners. Finally, the result of this study is expected to give contribution
for the next researcher who wants to conduct a similar research with different
topic.
1.5 Scope and Limitation
The scope of this study is to analyze the students’ responses toward that
media which are implemented by the teachers in teaching EYL. The limitation of
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this study is on EYL practice teaching class of 5th graders at University of
Muhammadiyah Malang.
1.6 Definition of Key Term
To clarify the terms used in this study for the readers, the writer gives
some definitions of key terms. They are investigated in this study as the
following:
Teaching is an activity which cannot be defined apart from learning. This activity
is for guiding, enabling the learners to learn, and setting their condition and
environment for learning (Brown: 2000). Teaching in this study is guiding and
transferring information of English to young learners.
Media are tools that are used by the teacher to transform the materials of lesson to
the learners (Arsyad: 2010). In this study, the teaching media are tools which are
used by the teacher of English for Young Learners of 5th grade in order to help the
teacher to deliver and deal the materials to the students.
Young Learners are children between the ages of 7 years old to 12 years old
(Shin: 2005). It means the students of elementary level.
EYL (English for Young Learners) is an elective program where students of
English Department can practice and conduct English course for young learners.
Students’ Response is the students’ reaction toward the media which is used by
the teacher in English for Young Learners teaching learning process.
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