UTILIZING ENGLISH BULLETIN BOARD AS A MEDIUM OF EXTENSIVE READING FOR TH E 3rd YEAR STUDENTS OF SMUN IKARANGGEDE IN ACADEMIC YEAR OF 2001 - 2002

t UTILIZING ENGLISH BULLETIN BOARD AS A MEDIUM OF EXTENSIVE READING FOR TH E 3rd YEAR STUDENTS OF SMUN IKARANGGEDE IN ACADEMIC YEAR OF 2001 - 2002 THESIS

Submited to The Board of Examiners In Partial Fulfilment of The Requirement of The

Sarjana Pendidikan Agama Islam (S.Pdi) In The English and Education Department Salatiga

By:

A U FAM W1 JAY ANTI 113 97 002

ENGLISH DEPARTMENT OF ISLAMIC EDUCATIONAL FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2002 Drs. Sa’acli, M. Ag. The lecture of English Department Educational Faculty

State Islamic Studies Institute (STAIN) Salatiga

A T T E N T IV E C G I N SF .L O R N O T E S

Case Alifan Wijayanti's Thesis Salatiga, September 2002 Dear

The Head of State Islamic Studies Institute Salatiga

*0’ j 5 t i l ' as -j j'C.J'

After reading and correcting Alifah Wijayanti’s thesis and titled “UTILIZING ENGLISH BULLETIN BOARD AS A MEDIUM OF EXTENSIVE

READING FOR SMU STUDENT ( Case Study Among 3ld Year Students of SMU N I Karanggede in Academic Year of 2001 / 2002.” I have decide and would like to propose that if cold be accepted by the educational faculty, I hope it would be examined as soon as possible.

(D rs. S a ’a d i. M . A g.) NIP. 150 52.6 8 2 1

DEPARTIN'! EN OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITUTE (S PAIN) SALATIGA J/. Stadion 03 Phone. 0298 323706 Salatiga 50721

STATEMENT OF CERTIFICATION

UTILIZING ENGLISH BULLETIN BOARD AS A MEDIUM

OF EXTENSIVE READING FOR THE 3 rd YEAR

STUDENTS OF SMUN I KARANGGEDE IN ACADEMIC

YEAR OF 2 0 0 1 - 2 0 0 2

ALIFAH WIJAYANTI

NIM : 1 1 3 9 7 0 0 2

Has been brought to the board of examiners in September, 16th 2002

M / Rojab, 9th 1423 H, and hereby considered to completely fullfill

the requirement of Sarjana degree in the English Department of

Educational Faculty.

Salatiga, Rojab, 9th 1423 H September, 16th 2002 M

Board of examiners

NIP. 150 182 686 NIP. 150 262 646

Attentive counsellor

6 ^

/ -> ' v

Drs. S a ’adi, M.Ag

NIP. 150 256 821

M OTTO

I f you are afraid o f the future, you are wasting your time now

No one is too oCd to [earn

dhinf^day and make tomorrow

D E D I C A T I O N

This thesis is dedicated with full love and affection to : My God the Almighty

My beloved father ( Tohiri) and mother ( Nur Imanahy I admire My sister Rahma Wati and Hana Kurnia (be late) My beloved some one (RTP) My best friend ( Titik, Latief, and Lastrie)

ACKNOWLEDGEMENT

First and foremost, the writer whises to thank God Almighty for the b'essing, helth. and inspiration to him during his writing this thesis.

He would express his appreciation to all people who have helped him in writing this thesis, he extended his highest gratitude to Drs. Sa'adi M.Ag his first adviser who has given continous guidance, corrections as well as encouragement until finally he completed his thesis.

The writer also thanks are extended to all lectures of the English Department STAIN Salatiga who have been teaching and guiding him patientlv since he began to study at STAIN Salatiga.

Furthermore, I appreciate my families. Who have given moral and material support with my greatest appreciation.

Many thanks are extended to all my friends in Cat’s Boarding House And my friend in English Department “97 . It is impossible for me to mention one by one here. Thanks for your motivation and kidness..

Finally 1 am aware that thesis is simple and there are mistake of it. Therefore, I would like to ask for the readers to cnticize and give suggestion to me in order that thesis become correct. My God Bless us very time.

Saiatiga, September 2002 The Writer

Alifah YVijayanti

TABLE OF CONTENT

_I l

TITLE ...................................... ' ATTENTIVE COUNSELOR .....

PAGE CERTIFICATION.......... MOTTO..................................... DEDICATION.......................... ACKNOWLEDGEMENT......... TABLE OF CONTENT..............

CHAPTER I : INTRODUCTION C. Type o f Things on The Board

D. Methods of Applying English Bulletin Boards as a Medium i

E '4'he Supporting Factors For Utilizing English Bulletin Board CHAPTER HI : RES EARCH METHODOLOGY AND DATA PRE MENTATION

B. The General of SMUN I Karanggede in Academic year 2001

C. The Situation of Teaching and Staffs D. Research Methodology....................

35 E. Presentation D ata.............................

42 CHAPTER IV : DATA ANALYSIS A. Introduction Analysis......................

45 B. Second Analysis..............................

54 CHAPTER V : CLOUSER A. Conclusion......................................

57 B. Suggestion........................................

58 BIBLIOGRAPHY APPENDIX

CHAPTER I INTRODUCTION A. Background of the Study English takes an important part in many countries. So, it is not

surprising to learn it. English will not be difficult for students who have enough time for learning, but it wiil be difficult for those who dc not have chance and time. Then they try' to find suitable ways of doing it. Many

Indonesian people now days keep trying to improve their English by taking either tornial or non-formal courses.

They join private English course.

English is introduced into the curriculum and considered as the first foreign language to be taught at high schools in Indonesia. It has been going on up to now. The main objective of English teaching at high schools is to provide students with reading skills. Reading is one of the language skills, which is very important for students. Trough reading, students can get a lot of knowledge and experience. Therefore, students have to read various written materials, such as books, magazines, and newspapers. Those who read more will have greater opportunities to be successful.

High school students develop their reading skills trough formal education assignment in the various school text books, reference books, in physically mature fiction, free reading of books, newspapers, magazine. 1 1 Jear.e S. Chall, Stages o f Reading Development States, New York; Me.

Graw-Hill, inc., 1981, p.23.

2 Putting on reading skills is in line with the objective of English

teaching at high school, that is providing the students with a working skill of English.

It means that the teacher equips his students with a skill, which is very important for them when they study at universities since many kinds of books at universities are mostly written in English Thus, it is obvious that students, especially university students, need to master reading skill in order to succeed in their studies. Moreover, today reading skill plays an important role in the process of transferring modern technology that can be used to develop Indonesia.

Although English teaching gives emphases on reading skill, it does not mean that the mastery of SMU graduates is good. SMU graduates are still poor in their reading comprehension since they cannot usually read or understand articles, newspaper or magazines in English which are now in circulation heje2. Generally, students are lack of motivation to read more in English. Motivation is the desire and need to do something, the driving force that makes someone work hard, pay attention and so on3. Likewise, the students who learn English have a great variety' of both desires and need of English.

Some of them like to study English because they are interested in the culture of English speaking countries. Some of them may study it because they think it offers a chance for advancement in their lives including getting a " Ramelan. Introduction to Linguistic Analysis, IKIP Press, Semarang.

1992, p. 3.

' J. Haycraft, An Introduction to English Language Teaching, England; Longman Group Ltd., 1978, p.6. better job. It is possible that good mastery of English will help them to get a better job than mastery of more native languages. Some students, however, learn English just because they have to do it and we can understand this because it is a fact that English is an obligatory subject so that they students have to join the English class weather they like it or not.

The Indonesian government always makes efforts to improve the education. The quality of the teacher and other components, which are involved in education process, are improved from time to time. It can be seen in the Garis-garis Besar Haluan Negara (State Policy Guidelines) which states that all facilities involved in educational process, such as school buildings teaching media, text books, libraries, and other school facilities will be improved and made perfect to increase the quality of education. There are many ways to make improvement and one of them is by making better media in the teaching-learning process.

Media will be very useful if teachers carefully prepare them, and then they are used effectively to support the teaching-learning process. As we know, students usually need variation to avoid boredom, which lead them to discouragement; moreover, English teachers find that students are not very interested in reading English.

So, it is a must for English teacher to motivate their students in order that they like reading very much. To revive the student's motivation in reading, teachers should be able to create, to foster, and to maintain motivation.

4 Realizing the fact above, the writers as a prospective teacher tries to

contribute her ideas to the teaching of English in the hope that they will be verv beneficial for her fellow teachers. The writer would like to utilize one of those media that can be used by English teachers, that is bulletin board.

A bulletin board as one of the least expensive media, which contains pictures, clippings, and similar items are available at schools. Both teachers and students plan and prepare the bulletin board. For example, the teacher puts on reading passages or articie, latter, on or more students read and react to the article; finally the teacher check the answer and responds to the answers or encouraging the students. However, it has not been widely utilized by teacher as an extensive reading facility although it can give students more opportunities to read and encourage enjoyable interaction. In extensive reading, students are motivated to develop the habit of reading for pleasure, especially in their spare time. For that reason, the writer intends to put such case in the thesis: UTILIZING ENGLISH BULLETIN BOARD AS A MEDIUM OF EXTENSIFE READING FOR SMU STUDENT

B. Reason for Choosing the Topic

The writers’ reasons for choosing the title "utilizing English bulletin board as medium of extensive reading facility for SMU Students” are:

1. Bulletin board as one of the media can give students opportunities and motivation to read in English.

2. Bulletin board can also cut the boredom on the learning process

3. Bulletin board has not been widely utilized by English teachers despite the fact that it ca r be a useful medium for the teaching of English _t

C. Statement of tht Problems

In this pa er the writer intends to limit the discussion by presenting the following proble i. They are

1. How can stu ents of j MUN

1 Karanggede apply English bulletin board as a medium of extensive reading for SMUN I Karanggede

2. What factors are supporting the utilizing English bulletin board as extensive reading for student SMUN I Karanggede

3. What are uses methods of applying and type of things English bulletin board as extensive reading for student SMUN 1 Karanggede.

D. Objective of the Study

The writers objectives in this paper are:

1. To suggest how to use English bulletin board as a medium of extensive reading for student SMUN I Karanggede

2. To know factors are supporting the utilizing English bulletin board as a medium of extensive reading for student SMUN 1 Karanggede

3. To know some methods of applying and type of things English bulletin board as a medium of extensive reading for student SMUN I Karanggede

6 E. The Method of the Research

1. Data Sources

The Writer gets a data sources from student l. The student's interest about utilizing English bulletin board as medium extensive reading

0. Ho" fc»r students' utilize the English bulletin board as a medium extensive reading

2. Population

The chosen population of the research is the third year students of SMUN 1 Karanggede in 2001 2002

a. Object : The student of senior high school

b. Grade : Third years

c. Location : SMUN I Karanggede

d. Time : 2001/2002

3. Sample In this research, the writer takes one class as the sample part of the students of the third year of SMUN 1 Karanggede, those are four classes.

As the way of getting the sample of the research. The writer uses random sampling, because random sampling technique is the most idea! way to take sample

4. The Technique of Collecting Data

a. Interview 1 i

Interview or dia logue is done by interviewer to get information from interviewee Interview method as method is to get information b asking about students interest. 4 5

b. Questioner The writer gives some questions to the respondents and the . must answer them. The function of questioner is to get informatic i about student's interest in English bulletin board and how far students have utilized them in extensive reading."

5. Data Analysis

As a quantitative research, the writer uses non-statistical and statistical analysis. Rather the user quantitative research employing descriptive method. This is due to fact that the purpose of this research was describing the facts or phenomena systematically and accurately.

4 Suharsimi Arikunto, Prosedur Penelitian, Rineka Cipta, Jakarta; 1996, p: 115.

5 Ibid, p. 115

8 F. The Orgaization of The Thesis

CHAPTER l : INTRODUCTION

A. The Backgro und of the Study

B. The Reason for Choosing the Topic C The Statement of the Problem

D. The Objective of the Study

E. The method cf the Research F. The Organization of the Thesis.

CHAPTER II : REVIEW OF RELATED LITERATURE A. General Concept of Extensive Reading B. The Definition of Bulletin Board C. Types of Things on the English Bulletin Board D. Methods of the Apply English Bulletin Board as a medium of Extensive Reading E. Factor are Supporting to Utilizing English Bulletin

Board as Extensive Reading

CHAPTER III : RESEARCH METHODOLOGI A. The histones of SMUN 1 Karanggede B. The General of SMUN I Karanggede in Academic Years 2001 -2002. C. The Situation of teaching and Staffs D. Research Methodology E. Presentation Data

CHAPTER IV : DATA ANALY SIS A. Introduction Analysi B. Second Analysis CHAPTER V : CLOSURE A. Conclusion B Suggestion BIBLIOGRAPY APPENDIX

CHAPTER II A REVIEW OF THE THEORIS OF EXTENSIVE READING A. Genera! Concepts of Extensive Reading Reading is one of the best ways to learn a new language It has a very

important place in learning English as a second language. English texts enrich readers with new vocabularies, structure of English sentences and knowledge of its' culture. Reading is described in a variety of ways, depending on the concepts underlying the definitions. A child is said to read by decoding letters, and adult is

said to read scanning and skimming newspapers in information; or someone else is said to read by intensely reading series of short story. However, the authors on reading involve more than mechanical process of correctly pronouncing words, but it involves the recognition of meaning.

Defining reading as “ receptive language process that is, it starts with a linguistic surfaces representation encoded by a writer, ending with the meaning readers construct. Thus, it is clear, that the reading process involves language and thought, which interact with each other. The WTiter encodes thought language and readers decode language to think.''

Smith states that reading is on the anticipatory, selective, purpose, comprehending process. He also states that reading is a process of interpreting or *

f’ Goodman Kenneth, i he Reading Process; A Definition o f Reading, 1988 p. 12

understanding the text terms of questions that the reading formulates about the texts.' Readers find answers to the questions they pose about it.

Reading means getting out of the texts as nearly as possible to the message tha implies the writer put into.* The definition implies that there must be a cei ain things in common between them are to take place.

After explaining some definitions of reading the writer would like to ck ify the concepts of extensive reading to limit the discussion. There are two approaches, which teachers could apply in order to students’ reading skill, which will improve. There are intensive and extensive reading skills, both complementary and necessary . Although intensive reading is not the subject in this discussion, the writer would like to give little information to distinguish it from other extensive readings. In intensive reading, the implication of readers is getting an exact information, so they have to read the text intently and thoroughly and repeatedly, since they want to get the information in details.

Christine says that the purpose of intensive reading is to arrive at profound and detailed understanding of the texts: not only what it means, but also of how the meaning is produced.9

The application of intensive reading approach is in reading class. Reading classes are often used to teach language rather than reading proficiency. Students

' Mahon, Devise, 1986. Teaching Second Language Reading for Academic Purposes. USA; Addison Wesley Publishing Company, Inc.P.28 s Ibid, p.5

1 Nutta! Christine, Teaching Reading Skill in a foreign language, Heineman Educational

books 1982 p.23

tty to understand the reading materials structurally and lexically. So they do not know what the meaning is only, but also the method they present it. Students will also have a close examination to evaluate their detailed understanding of the material. In extensive reading, on the other hand, readers have various purposes. Some of them are more likely to extend their knowledge and experience. The implication of it is for a gist and required information, and some readers may read just for pleasure to kill boredom in their spare time.

And then Christine says that extensive is a reading library. Students here should research by themselves to look for reading materials they want. Then students are required to check out their reading materials, a minimum one book per week, for instance.ch book has a checkout chard, which will be reported to their teacher. It is done if their schools’ condition has enough books collection.'10

11 Here is useful slogan,” The best way to improve your knowledge of foreign language is to go and living among native speakers. The next best way is to read extensively in it.11 From the previous statement, the writer concludes that if someone wants to master a foreign language or some knowledge, he or she has to study from its native speakers or linguists. Besides, someone can also extend his knowledge by reading programs, for their students they should recommend to

10 Ibid, p. 32

Jh>d, 168 1! p .

develop their ha bit of reading. Reading should be part of their daily activities to support the fluency of reading class.

B. The Definition of Bulletin Board

There are many kinds of teaching media, which teachers re able to work it out. Anderson says that groups media prescribed into eight, the are:

1. Audio j

2. Printed Material

3. Audio print

4. Projected still usual

5. Audio projected still usual

6 Physical objects

7. Human and situational resources

8. Computers 12 This grouping is taken according to the level of students who are learning experiences that is from the concentrate up to the abstract level. Those media are:

1. Direct Purposeful experience

2. Contrived Experience

3. Dramatic Participation

4. Demonstration

5. Fieldstrips

6. Exhibit

7. Television

Anderson, Ronald. H, Selecting and Developing media fo r Instruction, New York: Van Nastrand Reinholo Company

8. Motion pict ures

9. Recordings i

10. Visual svmbols i i

11. Verbal symbols i The word of media came from Latin language as plural form, that medium that through literal, it means mediator or intermedia e. Medium is a mediator or inter me diary of instruction from senders to receive Medium is very important thing that is used to be a channel for informatn n, so that it can stimulate children’s thought, feeling, and attention. Medium is reporters or massagers to send news from senders (teachers) to receiver's (students’).1’

Defining media as things, which heip teachers implant ideas of what is presented in the mind of students. Another description of medium is any person, material, or event, which establishes conditions to enable students to acquire knowledge, skill, and attitude.* 14 1 Medium can also be defined as any material,

5 which is employed as a vehicle to support the presentation, which makes up the events of instruction.”

Some of the functions of media are as follows:

1. Engaging students motivation

2. Providing new learning

3. Recalling earlier learning

4. Activating students’ response

t! Dr. Arief Sadiman dkk, M edia Pendidikan : Pengertian, Pengembangan dan Pemanjatannya, PT Raja Rafindo Persada, 1983, Jakarta

14 Brown, Lew’s, and Harcleorad, A ll Instruction : Technology. Media and methods, p 7

15 Gagne, and Briggs, Instructional Design in Modern Education, New York McGraw hill book Company p. 172

5. Giving speedy feed back

6. Encouraging appropriate practice Bulletin board is equipment needed by class, although the function is not important like blackboard bulletin in some or resembles facilities, which sometime is needed by students Bulletin board is a specific place or plank is applied to shoes of the students' work, pictures, posters, and other objects or subjects matters.1'

In the early bulletin board is not integral part of instruction program in the school, but it is just as a place stick notes, pictures and matters, attract attention without education goals. Later development agrees with improvement of teaching and bulletin board is integrated by education program at school. Teachers and students use the instrument to do task project therefore by bulletin board is able to see philosophy of learning, using instrument model and curriculum at school.

Bulletin board is as one of teaching media, which is very familiar to most Indonesians, since it is available at schools, and very easy to make or to get.

Example media board is described into nine, they are:

1. Chalkboard

2. Flannel board

3. Display board

4. Information or Bulletin board

5. Demonstration

6. Magnetic board *

" Oemar Hamalik, M edia Pendidikan, Alumni: Bandung 1985 p.73

7. Spike board

8. Pocket board

9. Loop board From the grouping above, we know that bulletin board is one of media board. Brown says bulletin boards and their extended forms of display and exhibition are among the least expensive instructional resources; the word bulletin board comes from bulletin and board.1

Bulletin is a brief account or statement, as of news events, issued for information of the public, and the board is at sheet of word. From the definition above, we can conclude that bulletin board is a place or medium to show account, news, and information for public, and it is the least expensive instructional device. Formerly, bulletin board was used to put notes, announcements, or interesting pictures without having educational purpose. New bulletin is used as a place where students and teachers have interaction and cooperation. The example of bulletin board lay out is as below: 1

17 Brown, Lewis, and Harcleorad. A V Instru ctio n : Technology, Media and Method p.84.

17 Science & Technolog

18 These co lumns are not correctly right: They can be changed by another

input material, for example on one hand “Solving Problems5' column has not been used and especially successful. On the other hand” Sweet and Short” column has been successful, since this column is very interesting for students The teachers can also increase or decrease the number of column, which the students like best.

So, it is relative. It will depend on what things students will read and response.

C. Type of Things on The Board

The writer has shown an example of bulletin board layout, which contains seven columns. They have different forms and operations. However, all them intend to develop the habit of reading. Actually there are many types of things that can be put on the board. However, the water would like to give an example of bulletin board layout with five columns in order to that they will work well, those are:

1. Solving Problems

This column presents reading passages, which contains cases or problems. In this case the students are demanded to express their ideas to solve problems with their own words. They may write and pouring their ideas on the available places. It can be at right or left sides, above or below. They have to put more focus on writing, revealing their feeling, without paying more attention on grammar. The main idea is giving them opportunities to manage sentences and choosing appropriate words in solving problems column. But

they have to r emember that the theme of reading should be relevant and proportional for students’ life.

1 If the teachers want the students to read ana response, they need to tap into their mind or spirits, because the more they know about students, The better the teacher could make the board responsive ) them.

2. Crossword Puzzle

Cross word puzzle is a certain game, whit i indicates, using, different interlocking and word across and down and is provided with two sets of definitions in row, one for those words to write across the pattern and another one to write down

This title will be interesting for students, because it will attract them to master, both vocabulary and general knowledge. By recognizing it, there will be more students who interested in, and they will understand it more easily. It has two benefits; first they get new words, second they get new general knowledge. It is good entertainment column, while they are doing it, they are enjoying it, because they always try to find the words and they get satisfaction after doing it well. Let alone, if it is as a quiz, students will get presents, if they answer it correctly. Usually teenagers are more likely to do something, which contains challenge and perseverance.

3. Science and Technology

Now, we are living in modem area, which is marked with increasing of

1 science, knowledge and technological invention, which never stop. If someone does not pay more attention for the v rrld's development, it indicates that he or she is lack of knowledge and skil . Science and technology has a lot of branches, one of them is science ab >ut education. Therefore, every human's activities must pay attention to con munication, especially the general ones.

First, people must master languages veil to undertake it fluently.

According to mass communication, there are some public medias of communication, namely: press (magazines, newspaper, pamphlet, books, bulletin, etc), radio, television, telephone, internet, post and gyro, etc. The existence of science and technology column in bulletin board gives means of education in mastering technology. They can watch the developing of science and technology in the world. The role of young generation is important, because without their participation, our Government will not be successful in running the long-term compulsory education, and it is impossible to state the country as a level as the developed ones in the near future.

4. Sweet and Short

Teaching sometimes seems like a continuous struggling to ask students to learn lessons, which are prepared well. In its implementation, it is common for teachers to involve very deep in the small parts of the language and lessons they forget. When it happens, the boredom strikes to students, and eventually

frustration emerges up, then. Teachers play an important role as continuous problems. This column, sweet and short, which includes jokes, anecdotes, and short funny readings, it will lessen students’ tension and boredom after having a class.

D, Methods of Applying Bulletin board as A Medium of Extensive Reading

In applying bulletin board as a medium of extensive reading, teachers have to follow some steps, as follows:

1. Determining Title of Each Column

In determining titles, teachers can do or choose them freely. However, teachers must keep in mind of people who will participate to the bulletin. Here students will be participants, so each title or the content should have relationship with lessons, at least it will support programs of lessons.

As in the previous discussion, the writer has determined the example of titles of each column, in the hope it will be suitable for students’ needs.18

2. Collecting Materials

Students can do collecting materials as their homework. Teachers can start from level one’s students. There are three rooms of level one. Each room is divided into four groups. They are group A is responsible for “Solving Problems” column. Group B is responsible for "Crossword Puzzle” column.

Group C is responsible for "Science & Technology” column. Group D is

18 Oemar Hamalik, Op. Cit, 1985 p.75

responsible for “Sweet & Short” column. Each member of a group has to get an article, which has relationship with its title, that he or she is in charging of two weeks later students must submit the materials. The fact that the board has not been put on yet, teachers must tell students what title or column they should provide. So, students will not get difficulty in discovering articles.

They have to remember that all materials are written in English.

3. Selecting Materials

The teacher selects all of submitted materials. In selecting materials, the teacher has to note the level of difficulties, both lexical and structural. The teacher should also choose interesting materials, since students’ comprehension is greater, when materials interest them. 3oth are very important to do in order to the program work well. Students must not forget to gloss the meanings of difficult words for reading passage materials.

4. Planning Arrangement

After the teacher selects the materials, the students arrange them on the board. The arrangement should be artistic and the materials must be regulated nicely. The materials are put on the board according to its column, so they will not be mixed up. “Solving Problems” column contains to answer or some problems to solve. “Crossword Puzzle” column includes crossword puzzles, games. "Science and Technology" column contains information about the

de velopment of science and technology in the word. “Sweet and Short column includes jokes, anecdotes, funny-story.n

5. Responding and Evaluating

The last step is to respond and evaluate student response and on the other hand, the teacher will evaluate the answers. Each column has different ways to respond and to evaluate. In the first column ’’Solving Problems”, the students will express their ideas in writing.

An example of the reading passage (problem), the students’ ideas for solving and the teacher gives the feedback to the work, such things as, ’’the good idea”, does any one else have an idea0 “ and “another opinion?, please !” are as follows:

I AM SO SHY

lam 18 years old boy. I do not have any close friends. I just do not have the guts with people. I can think perfectly of what things to say, but it always comes out in the wrong way. People must think something is uTong with me. At school, 1 am so quiet,

Tiough I do not want to be like this. Hoping to get rid of my shyness, I joined a theater group, but it din’ t work. At home I can act, sing and doing anything. Why do I fear people? I’d like to approach someone and start up a conversation and 1 can

Hamalik, Oemar, Medici Pendidikan, Alumni Bandunsj, 1980 p. 76

imagine how to do it, but I never have the courage. Will l ever be able to get rid of this problem?"0 In this second column "crossword puzzle", all of the materials are put on the board and students may write words in the emptv squares or doing something as direction given. They may write incomplete for answering, and others will complete it, it will be the some way for games.

Her are the examples of crossword puzzle, games, material Directions: a. Here is an incomplete cross word puzzle.

b. Fill the empty space left with the vowels, in order fo give \ou the compound words, which are needed.

c. Check the words in the dictionary.21

f Contact, November- Desember 2000 volume 8 No.48 LIA Jakarta p. 42 Napa, Pieter A vocabulary Development Skills, 1991 Yogy akarta : Kanisius p,89

/*> fe

N D| B U

1 III c~

K T _{n [ b w} " f T W ord ga me D irections: a. H ere are some w ords inside the circle.

b. Pair them in o rd er to show that they are synonyms. “

22 Ibid, p. 18

26 Fro m “Sweet and Short” column, students will get entertainment. The example

material for this column is as follows:

ANECDOTES

Mother : Everything is going up: Rice, canned food, meat, and other things. I hope something will come down.

Daughter : There is something that coming down Mother : What is that?

Daughter : My marks!

Central Java

Teacher : “Where are you from Anton? Anton

: “Central Java, miss’? Teacher : ’'Which part0” Anton : ’’All of me, miss”.

27 FUNNY STORY The lost Boy

A little boy got separated from his mother in market place and going back and forward and shouting '’Ami... Ann... ’’when us mother found him, she said to the boy ”Didi, it is not politt to call me by name. You should call me mother! “1 know” I idi replied through his tear. "'But this place is full of mothers ai d 1 wanted to be sure that 1 got that right one.2’

E. T h e S u p p o rtin g F a c to rs fo r U tiliz in g E n g lish B u lle tin B o ard A s E x ten siv e R e a d in g

In teaching English as the first foreign language in Indonesia, the teachers face many problems, because this language is considered very difficult for students. There are various backgrounds such as the teachers’ quality, textbooks shortage, and inadequacy of teaching techniques. The teachers also acknowledge that the way to reach success in teaching English is a long, and difficult one, so that patience and hard work are necessary.

Facilities should be given to the teachers of English, in particular to

improve their command of teaching technique. In order to be successful in teaching English, especially reading, teachers should try hard to develop ways of motivating all of the students. As we know, students who are lack of motivation

2:1 Contact, November - December 2000. Volume 8 no48. L1A Jakarta, p.39

are recommended to put interest in reading English. As frequent they read things in English, they will get much better. Meanwhile, reading is one of the ways to 1 learn English. Through reading, they will know about pronunciation, spelling, especially they will master a lot of vocabularies, am' the most important is that they will understand about the now knowledge they ai i reading.

By utilizing bulletin board as extensive read ig. we will know its exact importance, because bulletin board will help te chers draw the students’ motivation. If the students are motivated, they will participate in this program continuously. In addition, bulletin board is able to make students active in their spare time. The teachers should be able to cover the technique of planning, designing, and realization in making the bulletin board.

Bulletin board can stimulate students in an active way and urge them to take part in the activities, in which they have opportunities to reveal their ideas.

Besides, students can also get a lot of knowledge and experience. These factors, which happen in general students, namely:

1 There are lacking of initiative for solving problems

2 There are not students’ social experience 3 There are lacking of students’ motivation to work, or doing the homework.

4 There are lacking of unity’s spirit in the class.

5 There are not motivations of reading, creativities of writing in English.24

24 Hamalik, Oemar, M edia Pendidikan, Alumni Bandung 1985 p.56

29 Those above are the main causes for supporting students to presence bulletin board in school order to interest them in reading English.

CHAPTER III R e s e a rc h M eth o d o lo g y a n d D a ta P r e s e n ta tio n I. T h e H is to rie s O f SM I) N I K a ra n g g e d e Formerly, the name of SMU N I Karanggede was state similar high school

(SMAN) Karanggede. It was established in 1990/1991, based on the instruction of kakanwil depikbud in central Java (the Head of Education and culture department in central Java), number 053 / 103H / 1990 on 5lh 1990 and a decision letter from minister of education and culture, republic of Indonesia).

SMU N I Karanggede is in the village of klari, Karanggede Boyolali. It is located on the land as wide as 20 605 meter cubic, with the certificate number: af.022712.11.17.14.14.4.000001, in the name of the head of education and culture department in central Java province. The original certificate is kept and given to the head of education and culture department, in Boyolali distric on May 19th 1999.

SMU N I Karanggede is the coordinator of SMU in the north Karanggede, which including Karanggede, wonosegoro, and Juwangi, which consist of 6 SMU.

In the beginning of establishment, SMU N I Karanggede consisted of 3 classes, with the formation o f f II: III = 3: 3: 3. It protected until 1995 / 1996. Since 1996 /1997, it had set the new buildings up for adding the classrooms, so since 1998 / 1999 the class formation was I: II: III = 4: 4: 4. There are 2 (two) department in class III, those are sciences. (IPA) exact science has one class, and social (IPS) has three classes.

31 B. The General Of SMU N I Salatiga In Academic Year 2001 / 2002

The sit uation of medium and instrument are follows:

1. Class rooms 12 rooms

2. Principal room : 1 room

3. Teacher room : 1 room

4. Library' room : 1 room

5. Unit of School Healthy : 1 room

6. Office : 1 room

7. Store House : 1 room

8. OS IS room : 1 room

9. Counseling room : 1 room

10. Security Guard : 1 room i . Biology/ Chemistry Laboratories : 1 room

12. Cafeteria : 1 room

13. Teacher Toilets : 2 room

14. Student Toilets : 5 room Besides that, SMU N 1 Karanggede also has complement devices for the laboratory, among other facilities like tables, chairs, and television. For the underpining the teaching and learning process, SMU N 1 Karanggede is also completed with library, which supplies lesson books, general knowledge books, religious books (Islam and Christian ), newspaper and magazine.1

'The writer got the real data o f information from SMU N l Karanggede

32 C. The Situation Of Teaching And Staffs

This for mal education needs qualified people to work as teachers and some as administrator to undertake good teaching and learning process Table I.

The Teachers And The Staffs Of SMI N 1 Karanggede

Name Duty' Lessen No

Counseling

1. Drs. Tri Wahyudi Headmaster Guidance

Teacher Home

2. Drs. H. Djupri ! room teacher of

III IPS I Teacher / vice Economic and

3. Wahyu Winardi

head master Accounting

4 P. Zumar Iskandar S.Pd Teacher/ Anthropology /

coordination of sociology counseling Guidance

5. Teacher. Home

Drs. A. Sukarto room teacher of 112

6. Suwardi Teacher Home