Methods used in teaching English Media used based on the methods

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents general conclusions from the discussions of this study. This chapter also presents suggestions for English teachers, students, and future researchers. Hence, the writer divides this chapter into two sub chapters, namely conclusions and suggestions.

A. Conclusions

This sub chapter presents conclusions based on the discussion on the research questions. It consists of three parts. The first part is conclusion of methods used in teaching English, the second part is conclusion of the media used based on the methods, and the third part is conclusion of the underlying reasons of using that methods and media.

1. Methods used in teaching English

There were several methods used by the teacher in teaching English for pre-school students. The teacher conducted more than one method in one meeting. The teacher used the methods based on the topic on that day. The followings were conclusion of the methods used by the teacher to teach vocabulary for pre-school students. The first method was Total Physical Response TPR. The teacher used TPR before the class began. Since the students are young learners who like running, skipping, throwing, and carrying, the teacher wanted all students to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 86 improve their motor and affective aspect. These activities allowed the students to use and refine their gross motor in a natural way. Fine motor involved the use of small muscles such as those in the wrist and hand. The second method was desuggestopedia. Desuggestopedia made the classroom environment different because everything was bright and colorful. By using pictures and photograph, the teacher trained her students to speak in front of the class. The teacher believed that speaking in front of public will motivate students’ confidence. Moreover, through pictures and photographs, the students could improve their linguistic competence. The third method was Multiple Intelligences MI which consisted of logical-mathematical intelligence, verb-linguistic intelligence, bodily-kinesthetic intelligence, musical-rhythmic intelligence, visual-spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. One or two intelligences of MI appeared during the teaching-learning in one meeting. Different meeting would show different intelligences. Each intelligence filled to each other intelligence, so the teacher can know each student’ interest and characteristic.

2. Media used based on the methods

As discussed previously in Chapter IV, the media used during the teaching-learning were based on the methods used by the teacher. The teacher used different media in turns based on the methods used in teaching vocabulary to pre-school students. The teacher could use the same media with different method or the same method with different media, or different method and media. The followings were the media used by the teacher in teaching-learning process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 87 The teacher used crepe paper and glue as the media because it was based on TPR and bodily kinaesthetic intelligence as the method. Crepe paper and glue were used when the students made a chain. The teacher used photo as the media because the teacher used verb-linguistic intelligence, and desuggestopedia as the method. The teacher used bodily TPR and kinaesthetic intelligence as the method used were the reason why the teacher put swimming as the activity in the curriculum. The teacher employed money which were drawn the pictures of patriot as the media because the teacher used desuggestopedia, verbal-linguistic intelligence, and visual-spatial intelligence as the method. Since the teacher applied desuggestopedia, visualspatial, and bodily-kinesthetic intelligence; dry leaves, drawing pictures, and glue media were used.

3. Underlying Reasons of using the methods and media