D. Strategies in Using and Developing Visual Media in Line with English Themes
Wright suggested in how to use visual media like flash card in language teaching. Some flash cards that illustrate an action can be used to teach tenses
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. For example, the teacher shows the picture of flash card and decides what to do by the person of the picture, then hide of the flash card. And then
the teacher asks, ”What does shehe do?”. Picture of flash card does not need for artwork. Because the student can sees picture clearly and know it easily, those of thing it is enough about using flash card in
teaching activities. There are no definite standards or rules that can be set up for the selection of visual aids for
classroom use, but there are a few criteria that can serve as guides. The teacher should consider these points:
1. The importance of the aid in attaining the objectives of the work. Is the aid essential to such
class work? 2.
The adaptability of the aid as compared with other aids. 3.
The availability of the aid as compared with other valuable aids. 4.
The efficiency of the aid from the point of view of time consumption relative to its importance. Is it economical of time both in preparation before class and in use during class?
5. The relative effectiveness of the aid as compared with other available aids.
6. The cost of the aid as compared with other aids.
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Teacher is supposed be aware that media can play a role at any or all of the four stages of the lesson, and that a variety of media might be used in these stages to complement each other and to
achieve the designated teaching objective.
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I. Information and motivation stage:
Getting into media II.
Input stage: Working from media Teacher presentselicits vocabulary
Teacher presentselicits structures
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Andrew Wright, Visual Materials for Language Teachers, Hong Kong: Wilture Enterprise International Ltd, 1976,, 5
th
ed, p. 75
33
Thomas M. Risk, Principles and Practices of Teaching in Secondary School, New York: American Book Company, 1958, 3
rd
ed, p. 363
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Marianne Celce-Murcia, ed. Op. Cit, p. 459
Teacher presentselicit functions Teacher presentselicits content
III. Focus stage: Working with media
Teacher models language itemsprocedures Students practice items in context
Drill Elicitation
Students manipulate languagecontent Note taking
Information transfer Pair worksmall group work
IV. Transfer stage: Working out of media
Class discussion Student interact, using context set by media materials as a point of departure
Role play Problem-solving activity
Information gap activity Game
Task-based assignment Follow-up writing assignment
Sharing of personal experience Field trip
Hamalik stated that to choose and use instructional media are supposed to be suitable with the certain criteria, as follows
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: Instructional Objective
Material Methods of Teaching
Needed available equipment The activities
The assessment Teacher personality
Students’ competency Teaching learning process
Based on the statements above, the teachers are supposed to prepare well in using and developing visual media. They should make visual media that suitable with the instructional objective
and the themes which are taught. It should be large, simple and clear size, and easy to be developed and manipulated.
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DR Oemar Hamalik, Media Pendidikan, Bandung: PT. Citra Aditya Bakti, 1989, p. 6
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the objective of the research, place and the time of the research, population and sample, method of the research, data collection, and data analysis.
A. Objective of the Research
The objective of the study is to describe the effectiveness of the visual media developed and used in English teaching at first semester of SMP Negeri 1 Ciputat academic year 2006-2007.
Therefore, the writer wants to prove some theories whether it is true that visual media can motivate and stimulate students in learning English.
G. Place and Time of Research
This research is held at seventh grade of SMP Negeri 1 Ciputat, which is located on Jl Cireundeu Raya No. 2 Ciputat, with some reasons. First, this school is a place where the writer did Teaching Practice PPKT. A teaching practice program for
English department students of Islamic State University in some formal school. Second, the English teachers seldom use visual media in their teaching. Third, there is never a research that is related to the development of visual media in line with
English themes of even semester. The research is held from October until November 2006.
The subject of the research is the seventh grade of SMP Negeri 1 Ciputat. The population is about 400 students in 10 classes. The writer takes class of VII-1 and VII-2 as sample of research. He takes 20 students in experiment class and 20
students in controlled class as sample.
C. Method of the Research
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