THE USE OF ILLUSTRATION METHOD TO IMPROVE THE STUDENTS’ ABILITY IN WRITING REPORT OF THE NINTH GRADE STUDENTS OF SMPN 1 WONOSEGORO IN THE ACADEMIC YEAR 20152016 GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the requireme

  

THE USE OF ILLUSTRATION METHOD TO IMPROVE

THE STUDENTS’ ABILITY IN WRITING REPORT OF

THE NINTH GRADE STUDENTS

OF SMPN 1 WONOSEGORO

  

IN THE ACADEMIC YEAR 2015/2016

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

requirements for the Degree of Sarjana Pendidikan Bahasa Inggris

  

(S.Pd.I)

In the English Education Department of Teacher Training and

Education Faculty

  

BY:

ULFAH RAHMAWATI

113 11 056

ENGLISH EDUCATION DEPARTMENT OF TEACHER

  

TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2015

  

DECLARATION

In the name of Allah, The most gracious and most merciful.

  Hereby the researcher declares that this graduating paper is made by the researcher and it is not containing materials written or has been published by other people except the information from references.

  The researcher is capable of accounting for this graduating paper if in future this is can be proved of containing other‟s ideas, or in fact, the researcher imitates the others‟ graduating paper.

  In addition, the researcher really hopes that this declaration can be understood for all human being.

  th

  Salatiga, August 23 2015 Researcher

ULFAH RAHMAWATI NIM.113 11 056

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. TentaraPelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Webs Dr.H. Sa’adi M.Ag. The Lecturer of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies of Salatiga ATTENTIVE COUNSELOR’S NOTE th

  Case: Salatiga, August 23 2015

  Ulfah Rahmawati‟s graduating paper Dear The Rector of State Islamic Studies Institute of Salatiga Assalamu’alaikumWr. Wb. After reading and correcting ulfah rahmawati THE

  ‟s graduating paper entitled

  

STUDENTS’ ABILITY IN WRITING REPORT OF THE NINTH GRADE

STUDENTS OF SMPN 1 WONOSEGORO IN THE ACADEMIC YEAR

2015/2016. I have decided and would like to propose that if it could be accepted

  by Teacher Training and Education Faculty (TTEF), I hope it would be examined as soon as possible.

  Wassalamu’alaikumWr. Wb.

  Counsellor Dr.H. Sa’adi M.Ag. NIP. 196330421992031003

  

GRADUATING PAPER

THE USE OF ILLUSTRATION METHOD TO IMPROVE THE

STUDENTS’ ABILITY IN WRITING REPORT OF THE NINTH GRADE

STUDENTS OF SMPN 1 WONOSEGORO IN THE ACADEMIC YEAR

  

2015/2016

WRITTEN BY:

ULFAH RAHMAWATI

113 11 056

  

Has been brought to the board of examiners English Education Department of Teacher

Training a (TTEF)

  nd Education Faculty of State Institute for Islamic Studies of _th Salatiga on August 29 , 2015 and hereby considered to completely fulfill the

  requirements of the Degree of Sarjana Pendidikan Islam (S.PdI)

  Board of examiners, Head : Rr. Dewi Wahyu Mustikasari,M.Pd . ____________ Secretary :

  ___________ Dr.H.Sa‟adi M.Ag

  First Examiner : Rifqi Aulia Erlangga, M.Hum ____________ Second Examiner : Sari Famularsih, M.A ____________

  th

  Salatiga, August 29 2015 Dean of Teacher Training and Education Faculty (TTEF) Suwardi, M. Pd.

  NIP. 19670121 199903 1002

  

MOTTO

“ I think and think for months and years. Ninety-

nine times, the conclusion is false. The hundredth

time I am right."”

  

(Albert Einstein)

A person who never make a mistake never

  “

tried anything new”

  

(Albert Einstein)

  DEDICATION

  This work is sincerely dedicate this graduating paper for: My sweet family, father (Ali mahmud), mother (Kasmiyati), all my young sisters (hana layinatussyifa), and (nur laila oktavia) thanks a lot of your loving, support, guidance, and pray. May Allah award best for every single „gold‟ you give.

  

ACKNOWLEDGEMENT

Alhamdulillahirobbil „alamin… All praises and thanks are just for ALLAH

Subhanahu wa Ta‟ala, the Almighty God and the Lord of the universe, only for

  His mercy and guidance I can finish my graduating paper,because the researcher could complete this graduating paper as one of the requirements for getting Educational Islamic Studies (S.Pd.I) in English Department of Educational Faculty of State Islamic Studies Institute (IAIN) of Salatiga in 2015. By doing everything, all complicated things easier to do.

  This graduating paper would not have been completed without supports, guidance advice, and help from individual‟s institution. Therefore, I would like to express deep appreciation to: 1.

  Mr. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.

2. Mr. Suwardi, M.Pd. the Dean of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

  3. Mr.Dr.Sa‟adi.M.Ag, the counselor of this graduating paper. Thanks for suggestion and recommendation for this graduating paper from beginning until the end.

  4. Mrs. Noor Malihah, Ph,D. the Head of English Education Department of State Institute for Islamic Studies (IAIN) of Salatiga.

  5. All lecturers of English education department, (Mr. Dr. H Sa'adi M.Ag, Mr.

  Faizal Risdianto M.Hum, Mr. Hanung Triyoko, S.S., M.Hum, Mr. Ari Setiawan, M.M, M.Ed.Mr. Ruwandi, S.Pd., MA., Mr Rifqi Aulia Erlangga, S.Fil, M. Hum.,Mrs. Maslihatul Umami, S.PdI, M.A, Mrs. Noor Malihah, S.Pd, MA., Mrs. Setia Rini, M.Pd, Mrs. Rr Dewi Wahyu M, S.S., M.Pd., Mrs. Sari Famularsih, S.Pd.I., MA., Mrs. Widiyastuti, etc.), the writer deeply

  thanks you all for your advices, knowledge, motivation, advice, attention, insight, values etc.

  6. All the lecturers of State Institute for Islamic Studies Salatiga 7.

  My beloved family

  8. My second family in boarding house (Ifah, Nova, Dek Eka, Isna, Nurul, Dayah, Dwi And Via ) thanks for your kindness.

  9. My crazy friends (nova, sifa, sari, ifah,cikmah, lita,, vivin,dewi) thanks for your sweet memories that always make my daily life are so colorful. I will never forget you all 10. All of staff who helped the researcher in processing of thesis administration.

  11. All of TBI 2011.

  12. Those cannot be mentioned one by one.Thanks for your motivation, support, helps, learn, love and care, thank you so much.

  Finally, it has to be admitted that nothing in the world is perfect, which iscertainly true of this small piece of writing. The writer is fully aware of this, but on the other hand, she hopes that this graduating paper will be useful especially for herself and for the reader in general.

  th

  Salatiga, September 23 2015 The Researcher

  Ulfah Rahmawati NIM. 113 11 056

  

ABSTRACT

  Rahmawati, Ulfah.2015:

  “The Use Of Illustration Method To Improve The Students‟ Ability In Writing Report Of The Ninth Grade Students Of Smpn 1 Wonosegoro In The Academic Year 2015/2016 ”. Graduating

  Paper.Teacher Training and Education Faculty (TTEF).English Education Departemant.State Institute for Islamic Studies. Counselor :

  Dr.Sa‟adi, M.Ag Keywords : Illustration Method, Report Text, Classroom Action Research

  This is a classroom action research. It is aimed to find out the improvement of report students‟ writing skill of 9th grade students of SMPN 1Wonosegoro In The Academic Year 2015/2016 through illustration method.

  Besides that, it is also to describe the process of teaching writing using illustration

  th

  method to 9 grade students of SMPN 1Wonosegoro. The data is obtained by giving pre test and post test in each cycle. The result shows there are improvement in students‟ writing skill. It can be seen at the mean of pre test and post test. In cycle II the mean of pre test and post test are 67,96 and73.83. The mean of the pre test and post test in cycle III are 74,53 and 81,58. The process of the research took place for two weeks, precisely it is three meetings. Students could follow the teaching-learning process well. They could show their interests in the lesson.

  th

  Based on the analysis the writer concludes that students of 9 grade in SMPN 1Wonosegoro can improve their report through illustration method.

  TABLE OF CONTENT

  TITLE.................................................................................................................. i DECLARATION ...............................................................................................ii ATTENTIVE COUNSELOR NOTES ............................................................. iii STATEMENT OF CERTIFICATION ..............................................................iv MOTTO .............................................................................................................v DEDICATION .................................................................................................vi ACKNOWLEDGEMENT ..............................................................................vii ABSTRACT.................................................................................................. ...ix TABLE OF CONTENT.....................................................................................x LIST OF TABLES .........................................................................................xiv

  CHAPTER I INTRODUCTION A. ........................................... ......................1 Background of Study. B. Problem of Study....................................................................................4 C. Objectives of Study ................................................................ ............4 D. Significant of Study.. ............................................................... ............4 E. Definition of Key Terms........................................................................5 F. Scope of Research ........................................................ ....................6 G. Outline of Research . ....................................................... .....................6 CHAPTER II LITERATURE REVIEW A. Review of Previous Research.................................................................8 B. Method......................................................................... .........................8 1. Definition Of Method.....................................................................8

  2. Method of learning ................................................. ......................10 3.

  Types of method ............................................ ..............................15 C. Media .................................................. ................................................20 1.

  Definition of Media.........................................................................20 2. Kinds of Educational Media................................ ...........................21 3. Function Of Media..........................................................................23 4. Media of Illustration ......................................................................23 D. Report Text............................................................................................26 1.

  Definition of report text.................................................................26 2. Generic Structure of Report text......................................................26 3. Significant lexicogrammatical features............................................27 4. Example of Report Text ..................................................................27

  CHAPTER III RESEARCH METHODOLOGY A. Research Setting ........................................................... .......................29 1. General Description of SMP N 1 Wonosegoro ... ........................29 2. Setting of Time .............................................................................29 3. Condition of Teacher and Staff ................................... .................37 4. Facilities of SMPN 1 Wonosegoro ...............................................38 5. Organization Structure ................................... .............................40 6. Distribution of the Group ....................................... .....................41 7. List of Students in Writing Class by Using illustration method ........................................................41

  B.

  Reasearch method....................................................................................34

  1. Setting of the research....................................................................34 2.

  Method of the research...................................................................34 3. Procedure of the research................................................................35 4. Method of analysis ........................................................................37 C. Role of reseacher.............................................................................42

  CHAPTER IV THE IMPLEMENTATION OF THE STUDY A. First cycle...............................................................................................43 1. Planning .........................................................................................43 2. Action .............................................................................................43 3. Observation ....................................................................................44 4. Reflection .......................................................................................49 B. Second Cycle ........................................................................ ...............50 1. Planning...........................................................................................50 2. Action .............................................................................................50 3. Observation ....................................................................................53 4. Reflection .......................................................................................62 C. Third Cycle...........................................................................................63 1. Planning .........................................................................................63 2. Action ............................................................................................63 3. Observation ...................................................................................64 4. Reflection ......................................................................................73 D. Discussion............................................................................................73

  CHAPTER V CLOSURE A. Conclusion..................................................................... ................................76 B. Suggestion ............................................................................................. .......77 REFERENCES CURRICULUM VITAE APPENDICES

  LISTS OF TABLES

Table 2.1 Generic Structure Analysis.............................................................26 Table 2.2. Lexicogrammatical features analysis................................................

  26 Table 3.1. List of Teachers And Staff............................................................37

Table 3.2 Facilities of SMPN 1 Wonosegoro................................................39Table 3.3 Total of Students...........................................................................32Table 3.4 Distribution of group.....................................................................32Table 3.5 list of students in writing class by using illustration method........................................................32Table 3.6 Scoring Guidelines.......................................................................39Table 4.1. S tudents‟ observation sheet.........................................................46

  Table.4.2 T eachers‟ observation sheet.........................................................47

Table 4.3 S tudents‟ observation sheet..........................................................53

  Table.4.4 T eachers‟ observation sheet.........................................................55 Table 4.5.Callculation of the average differences of pre-test and post....................................................58

Table 4.6 S tudents‟ observation sheet..........................................................61Table 4.7. S tudents‟ observation sheet.........................................................65

  Table.4.8 T eachers‟ observation sheet.........................................................67 Table. 4.9 Calculation of the average differences of pre-test and post-test............................................70 Table.4.10 S tudents‟ observation sheet.......................................................72 Table 4.11

  Analysis of Students‟ Improvement..........................................74

CHAPTER I INTRODUCTION A. Background of the study Language is a tool to communicate with other people. In daily life

  everyone need communication to give information about something. They use communication in verbal and written. English is choosen as international language to communicate with other people which come from different country. Indonesian goverment has considered English as foreign language in Indonesia. It is the first foreign language to be taught in the schools. It is taught from first grade from the first of Junior High school (SMP) up to the third of Senior High School (SMA) and in the university.

  Altough English has been taught since Junior High School (SMP), it does not mean that the students have good skill in English. Every student should master English skills like speaking, writing, listening and reading. Writing is an important aspect to learn in learning English. The student will learn grammar, spelling, punctuation, structure, genre of writing comprehensively. In reality, many people complain about the poor English mastery. The majority of them can not write correctly.

  Writing begin at the time when man learn how to communicate his thought and feeling by means of visible sign, understandable not only to himself but also to all the other person more or less initiated into the partcular system(Gelb1969 :11). It will be advantageous for the students to increase their skills in speaking, reading and listening. In writing, it has many genres such as descriptive text, narrative text, report text, exposition text so on. Many students have poor skill in writing report. They often observe or give information to their friends in their daily live. It needs good text to deliver the message or information in good way.

  Report text is basic and crucial component of language leraning in delevering information to other people. Report text is also known as informational report about an event or situation. The students need report text to serve to provide information an event or situation after investigation and though the multi consideration.

  The fact shows that many students have difficult to understand report text. They feel confused in understanding report text because it is most same with discription text. The teacher also still uses the same and monotonous method to teach the student. Thus the students are confused with report text.

  Based on the observation in SMPN 1 Wonosegoro ,there are several reasons why their report ability are poor.

  First, the students do not have interest in the teaching learning English,it can be seen from the face of students. Interest is one on awereness that an object or situation always deal with him. They have no desire and behaviors with the language being learned because the students do not respond the question. A student who has less motivation in learning or practicing the language inside or outside classroom will be more difficult in learning English .As good teacher, the teacher motivate by arranging conducive situation, so the students are aware that there is correlation between the subject matter and their life. For example, the teacher gives explanation that learning English is very important in this globalization era.

  Second, the teacher needs a creativity to attrack the students. In the reality, many teachers still use same method in teaching report. It will make the students bored .So the teacher needs creativity to attrack the students. The teacher can find it on the web of internet, in the book or the teacher can create it. It will increase the attention of student to the material.

  Third, the teacher needs a different media to attrack the students. The teacher changes the traditional approach fundamentaly. Teacher can use picture, graph, maph, video and presentation. These media will make the students easier to understand. It will also make students more concentrte or focus with the lesson .

  The last, the teacher use method appropriately with the situation and the necessary of students. The uses of same method in teaching report text will make student bored. So the teacher tries the other method which is interesting and appropriate with the necessary of student.

  Based on assumption the writer is interested in conducting a research entitle “THE USE OF I LLUSTRATION METHOD TO IMPROVE

  THE STUDENTS‟ ABILITY IN WRITING REPORT TEXT OF THE NINTH

GRADE STUDENTS OF SMP 1 WONOSEGORO IN THE ACADEMIC

YEAR 2015/2016”

B. Problems of Study

  The problem discussed in this proper can be stated as follows: 1.

  To what extent is the increase of students‟ ability in writing report text of the ninth grade students of SMP 1 Wonosegoro in academic year of 2015/2016? 2. To what extent is the different improvement the students‟ ability in writing report of the ninth grade students of SMP 1 Wonosegoro in academic year of 2015/2016? C.

   Objectives of Study

  The objective of the study are as follows : 1. Whether or not illustration method can increase the students‟ ability in writing content of report text of the ninth grade students‟ of SMP 1

  Wonosegoro in academic year of 2015/2016.

  2. To the different improvement the students‟ ability writing report text of the ninth grade students of SMP 1 Wonosegoro in academic year of 2015/2016? D.

   Significance of Study

  The result of this study can give some benefits to the researcher, teachers and students. Here are the benefits :

1. For the researcher: a.

  The findings of the research can give description on how to teach writing report by illustration method. b.

  It can increase knowledge and experience about using illustration method in teaching writing report process.

  2. For the teachers: a.

  To help the teacher to decide the best technique in teaching writing report in Junior High School.

  b.

  Teacher can use illustration method to teach writing report by using this method, teacher can check students understanding of the previous writing report mastery.

  3. For the students: a.

  The findings of the research can improve students‟ interest and motivation in learning writing report.

  b.

  The illustration can encourge student to learn writing report.

E. Defenition of Key Terms 1.

  Illustration method Illustration involves the use of graphs, maps, figures, and pictures for the purpose of explaining and making things more clearly.

  (Sharon K.Z and Weldon F.Z, 1977:11) 2. Report

  According to Gerot and Wignell as quoted by Pestaria (2014:29) define that Report is a text which can be written out with a descriptive technique. It describes an object to the readers. The length of the text depends on the specific details of the object being described. A report may be defined to describe the way things are, with reference to a range of natural, man-made and social phenomena in our environment.

  Thus, the actual descriptive text of the report and have a fairly clear difference. In essence the report usually contains the text that the facts canbe proved scientifically F.

   Scope of the Research

  The research is limited on the use of illustration method improving the writing ability of the ninth grade students of SMP 1 Wonosegoro. It is used to improve the students‟ ability in writing report text. Writing ability here focuses on finding idea to write. The researcher focuses on finding idea because most of students have difficulty in finding idea to complete their writing so the reseacher provides some pictures releted to the text to stimulate or inspire the student in finding the idea to write.

G. Outline of Study

  As guidance for either writer in writing thesis or reader of whole content of thesis, the writer needs to set up thesis outlines.The paper consists of five chapters, the writer presents: the background of the study, statement of the problem, the benefit of study, the significance of study, defenition of key term, review of the previous research, scope of the research, reseach method, and outline of the study.

  Chapter two is literature review. It defines the methods, method learning, types of method, definition of media, kinds of educational media. Definition of report text, general structure of report text and kinds of writing, definition report text, the purpose of report text, and definition of illustration method.

  Chapter three is general description of SMPN 1 Wonosegoro, indentity of school, the situation of educational facilities,the situation of teachers and staffs, the number of students of SMPN 1 Wonosegoro and the organization structure of SMPN 1 Wonosegoro.

  Chapter four is the implementation of CAR (cycle I, cycle II,cycle

  III) ,

  Analysis of Students‟ Improvement and The Extent of Using illustration method

  Chapter five is closure that consists of the conclussion and suggestion. The last part is bibliography and appendixes.

CHAPTER II LITERATURE REVIEW A. Review of the Previous Research In this research the writer takes a previous research. The research

  that had been done by Ulfa Nur Hasanah with her research paper entitled

  “The Use Of Illustration Method To Improve Vocabulary Mastery Of The Second Year Students Of MTsN Sambi Boyolali In The Academic Year 2010/2011”. The aims of her research are first; to find out the difference

  of vocabulary mastery after the use of illustration method. The second; to find out the significant difference of vocabulary mastery after the use of illustration method.

B. Method 1.

  Defenition of the Method The word method is so famous in teaching learning process.

  Anthony as quoted Richards J.C and Rogers,(2001:19) defines method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach.

  Methodology is the systematic, theoretical analysis of the methods applied to a field of study. It comprises the theoretical analysis of the body of methods and priciples associated with a branch of knowledge. Typically, it encompasses concepts such paradigm, theoretical model, phases and quantitative or qualitative techniques. ( Shirish T.S,2013:5)

  A methodology does not set out to provide solution

• – it is, therefore, not the same thing as a method. Instead, it offers the theoretical underpinning for understanding which method, set of methods or so called “best practices” can be applied to specific case, ( Shirish T.S,2013:5) for example , to calculate a specific result. It has been defined also as follow : a.

  “the analysis of the priciples of methods, rules and postulates employed by a discipline” b.

  “the systematic study of methods that are, can be, or have been applied within a disciplin” c.

  “the study or description of methods” (Shirish T.S,2013:6) In the Longman dictionary of applied linguistic, methodology is defined as follow: a. the study of practice and procedure used in teaching, and the princuples and beliefs that underlie them.

  1) Study of the nature of Languange skill (e.g. reading, writing, speaking, listening) and procedure for teaching them.

  2) Study of the preparation of Lesson Plans material, and textbooks for teaching languange skill.

  3) The evaluation and comparison of languange teaching method b.

  Such practice procedures, principles, and beliefs themselves. One can, for example, criticize or praise the methodology of particularly language course. (David Nunan,1991:2) 2. Method of learning

  There has been tendency historically to equate methodology with method. As richards (1987:11) points out, the goal of many language teachers is to find the right mrthod: the history of our profession in the last hundreds years has done much to support the impression that improvements in language teaching method. He goes on to say that for many years it was believed that linguistic or psycholinguistic theory would uncover the secrets of second language acqusition, and then the problem of how to teach of second language would be solved once and for all.(Nunan1991:3)

  Method is very important as guide to teach the students. The teacher has many options to choose from, different techniques or methods, designed specifically for teaching and learning.

  Writing lesson plans is a foremost thing that a teacher must do, before executing any teaching strategy in the class.

  (Tiwa

  th i 10 2015)

  The teaching method should be adopted on the basis of certain criteria like the knowledge of the students, the environment, and the set of learning goals decided in the academic curriculum, Here are some of teaching methods :

  a. Questioning Testing and questioning are always known to be effective methods due to its interactive nature. The questions are asked by the teacher with an intention to know what the student has learned from earlier discussions. It helps in deciding what should be taught further.This can even be vice-versa - students questioning the teachers to clarify the doubts that would enhance their understanding of the subject.

  The inquisitive instinct of the students evoke them to ask questions and satiate their query.The teacher should encourage this in a positive way so that the student's critical thinking is developed. Testing differs in one aspect from questioning. A test is taken in order to know about the previous knowledge, what has been already taught to the students.(Tiwari,www.buzzle.com/articles/teaching-

  th

  methods-in-education.html, access july 10 2015) b. Explaining Sometimes, the experiences can also be shared as a part of knowledge that would work as a source of inspiration for the students. While adopting this method, the teacher should give an introduction and a proper summary.

  Make sure that the information is specific to the audience.The explanation should be accompanied with suitable examples for a better understanding of the students.

  It is like a discourse on a particular subject or topic that is for the entire class or public. Explaining can be clubbed with the modeling process to be more effective, and to have a long-lasting effect on the pupils.

  (Tiwari,www.buzzle.com/articles/teaching-methods-in-

  

th

  education.html,access july 10 2015)

  c. Modeling Modeling is a type of visual aid for teaching as well as learning. It is a known fact that the human brain absorbs more, and understands better, when visual aid facilitates explanation. This method works on three criteria - observing, retaining, and replicating.

  The students learn more by observing the things, and acquire it by imitating it time and again. This is also known as reinforced behavior. This type of learning has a very important role to play in the learning process, especially during the childhood, though it can happen in any stage of life. This helps the students to visualize things and, then hypothesize the solution.

  (Tiwari,www.buzzle.com/articles/teaching-methods-in-

  th

  education.html, access july 10 2015)

  d. Demonstrating With the help of demonstrative teaching, students get an opportunity to explore the various aspects and understand the theory from a different perspective. Demonstration is a step-by-step explanation, along with their reasons, and significance for the better understanding of the student.

  It enhances the student's understanding by practically applying the knowledge, and sharpen their skills and hence, help them in identifying and organizing the subject matter in a more efficient way. Practical experimentation is a very good method used for demonstrating the subject.

  (Tiwa

  th y 10 2015)

  e. Collaborating Teamwork is a contemporary form of collaboration.

  The students are taught to work in a group that makes the instructing easier for the teacher. This method of teaching promotes a sense of mutual responsibility among the students. They learn to put in more effort to research for the topic, and apply effective techniques to get the result. This inculcates patience and develops an ability to critically analyze a subject.

  It gives an opportunity to the students to solve the problem by a healthy discussion and co-operation. This is what we call 'group discussions' which motivates the students to perform in a team, show leadership skills, and enhances the presentation capabilities as well. This is one of the best, direct instructional methods.These techniques for special education is a little different from the methods and theories for others. The education is imparted to these students based on their strengths and weaknesses.

  The teachers cater to the special needs of the students like modification in the regular teaching program, use of supplementary aids that allows students to participate in the learning process. Different effective teaching strategies are adopted on the basis of the disabilities. Four kinds of provisions are adopted in special education and they are inclusion, mainstream, segregation, and exclusion.Apart from these defined methods, nowadays many other methods are being adopted to give quality education.

  Methods like role-play, story or games, seminars, presentations, workshops, conferences, brainstorming, case study, educational trips and modern audio-visual aids like documentary films, computers, Internet, etc., have been introduced in education. These new methods have increased the pace of learning and understanding. This also enhances the capability of the students to research and think logically about a given problem.

  (Tiwa

  th y 10 2015) 3.

  Types of methods There are many way to teach an educational objective.

  Sharon and Weldon (1977:3-55) classify that there are many methods that can be chosen, that are as follows: a. Lecturing

  A lecture is an oral presentation given to a class by teacher and its main purpose is to present a large amount of students in short time. In this method teacher gives an oral presentation while students listen and take notes. Formal lectures usually are not accompanied by visual aids or other types of media and very little, if any, student pasticipation is encouraged. Informal lectures are not so teacher-oriented, and include the use of other media, illustration, demostration, and pupil participation.

  In a lecture, three fundamental section are necessary. First an introduction catch the attention of student. Second, the body should be well organized and developed. And third, a summary should tie all the main points together. After the lecture, the instructor evaluate it as to students‟ reactions, the subject matter, method of presentation, and wheter or not it accomplished what it is suppossed to do. (Sharon and Weldon,1977:3)

  b. Directed discussion It includes listening, questioning, sharing and commenting, then evaluating the topic between teacher and the students. This method needs a preparation before starting the discussion. At the first time teacher can give a question, then the students ask to improve the topics by themselves.

  The teacher summarize the discussion and have follow up activities planned. Student may able to suggest some activities they are especially interested in doing after participating in the discussion. (Sharon and Weldon,1977:6)

  c. Demontration It is showing procedures to explain and inform the students about the topics. In this method, teacher tries to shows how to do something, but it involves more than just showing the skills or procedures. Teacher can use the aids and medium to complete the shows. Actually teacher uses this method mainly during the intruduction and developmental stage in every unit. (Sharon and Weldon,1977:9)

  d. Recitation In some teaching process, recitation occurs when students orally recite some material; then, they memorize by answering the questions asked by teacher. This is kown as the assign study recite procedure. Its main purpose is to assesss orally the amount of progress made by student, if this method is over used it will be inflexible. Then the student will feel bored with the teaching process.(Sharon and Weldon,1977:13) e. Drill and practice

  Drill is repeated operation or exercises intended to develop skill or an acquintance with a procedure. After given a drill, then students practice to answer some question to know the development of the study. This method is used best to teach a skill in memorization.(Sharon and Weldon,1977:28-28) f. Homework

  This is the most use by teacher in teching learning process. It is just any work or task related to classroom activity that is perfomed outside the school. And it should be done at home. Actually its main porposes are to provide students an opportunity to practice and expand upon what is done in class.( Sharon and Weldon,1977:37-38) g. Debate

  Debate in when two or more, usually four students, argue for or againts a particular proposal, topic, or course of action. The main purpose is to present and discuss opposing points o view about particular topic.(Sharon and Weldon,1977:53)

  h. Brainstorming Brainstorming is a group of from fivr to twelve students involved in spontaneous discussion for the purpose of solving a problem. New thought or ideas are spur of the moment and are not to be judged as god or bad at this point.

  One‟s student‟s suggestion leads to different ideas from other pupils, so many suggestion are made rapidly. Its main purpose is to generate quick ideas and suggestions for solving aproblem.( Sharon and Weldon,1977:55) i. Illustration method

  Generally , teaching-learning process in indonesia is lack of facilities.There is no available teaching aids in school,especially in junior high school. In fact, there many ways and approaches from which teacher can choose to reach an educational objective. By employing a variety of methods, students and teachers are more interested and motivated for teaching and learning.

  Illustration method can be used as one of methods to attract students‟ attention. Illustration involves the use of graph , maps, figure, and pictures for the purpose of explaining and making thing more clear. (Sharon K.Z and Weldon F.Z ,1977:11).

  The use of illustration methods , teacher show a picture, model or figure for students to see. Illustration can be used to help teacher to explain clearly. Illustration method serve as virtual image and can be used in all classroom. They also help student see practical applications of interest. (Sharon K.Z and Weldon F.Z ,1977:11).

C. Media 1.

  Definition of Media Association for Education and Communication Technology

  (AECT) defines all forms of media that is used for the information distribution process. Media is something that is delivering message,and can stimulate thoughts, feelings ang willingness audience (students) so as to encourage the learning process in itself. Creative use media use will allow the students to learn better and can improve the performance of them in accordance with the objectives to be achieved(Asnawir and Usman,2002:11)

  Media is media means many different things to different people. The most immediate connotation of the term “media” at least must be related to language teaching. All aids, mechanical and non- mechanical, glossy and non-glossy, commercially available and teacher-made, should be part of our definition of language teaching media (Brinton, 2001:460)

  Teachers use media when teaching second or foreign language are self-evident to experienced classroom teachers. In short, media help teachers to motivate students by bringing a slice of real life into the classroom and by presenting language in its more complete communicative context. The following statements summarize the rationale for using media in the language classroom: a.

  Given the role media play in the world outside the classroom, students expect to find media inside the classroom as well.

  b.

  Audiovisual materials provide students with content, meaning, and guidance.

  c.

  Media materials can lend authenticity to the classroom situation, reinforcing for students the direct relation between the language classroom and the outside world.

  d.

  Since the learning styles of students differ, media provide us with a way of addressing the needs of both visual and auditory learners.

  e.

  The role that input plays in language learning is virtually uncontested. By bringing media into the classroom, teachers can expose their students to multiple input sources.

  f.

  Media can help students call up existing schemata and therefore maximize their use of prior background knowledge in the language learning process.

  g.

  Media provide teachers with a means of presenting material in a time-efficient and compact manner and of stimulating students‟ senses.(Brinton,2001: 461) 2. Kinds of educational media

  According to Omar Hamalik as quoted by Asnawir and Usman (2002:29) there are the kinds of educational media. He uses the term

  “pattern (pola)” to classifiyed the educational media. Omar Hamalik states that eduactional media are classfied

  a.

  Supplementary material that includes books, comics, news paper,

magazines, bulletins, folders, pamphlets, and etc. The media