A STUDY ON THE USE OF ENGLISH TEACHING MEDIA AT MTs DARUSSALAM DAMPIT
MTs DARUSSALAM DAMPIT
MTs DARUSSALAM DAMPIT
THESIS
BY
USMAN
NPM: 050401090094
KANJURUAN UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTEMENT
2009
CHAPTER I
INTRODUCTION
1.1 Background of Study
English, as the first foreign language in Indonesia is taught as a compulsory subject in the senior high school and junior high school. As mentioned in the MTs curriculum 1994, the objective of the teaching English in Indonesia is to gain the ability to communicate by using the language for communication. The main function of teaching English in Indonesia is as instrument to reach science and technology for the development of the nation and as the tool to make international relationship with other countries. To gain this objective it is suggested that communicative approach is applied.
The researcher has experienced of the difficulty to understand teacher's information, because actually the students cannot stimulate their study. On of many ways to attract the student's attention is by using media, and so the role of instructional media in foreign language is very important.
As stated in the Mts curriculum 1994 (GBPP) that an English teacher is supposed to use many kinds of media which can stimulate the teaching learning process, through this research the writer attempts to study the used of media in teaching English in Mts DARUSSALAM Dampit.
1.2 Statement of Problem
Based on background of study, there are four problems that will be examined. They are:
1. What does the purpose of the teacher at Mts DARUSSALAM Dmpit use media in teaching English?
2. What teaching media are used by the teachers of Mts DARUSSALAM Dampit?
3. How often do the English teachers use teaching media in English classes?
4. How does the teacher use of the teaching media the English classes?
1.3 Objective of study
The purposes of this study are as follows:
1) To know why the teacher at Mts DARUSSALAM Dampit use media in teaching English
2) To know about the media used at Mts DARUSSALAM Dampit
3) To know the frequency of the teacher in using each media in English classes.
4) To find out the way use each media in English classes.
1.4 Significance of study
It is hoped the study gives information to readers about the media used in Mts DARUSSALAM Dampit and the advantages of using media in teaching learning English process. If the result of this study proves that the media are able to make information clearer, it is very important for the teachers to use media in teaching English.
1.5 mitation of study
There are some media used to teach English in Mts DARUSSALAM Dampit. This study is to the easy made and available, inexpensive media that are not difficult to take to school to Mts DARUSSALAM Dampit.
The teaching media are blackboard, video, tape recorder, film and language laboratory.
1.6. Defenition of Key Term
To avoid misconception in this study, they key terms are defined as follows:
1) Media : Things, tools and techniques that can be used to build up communication and interaction between teachers and students in the teaching and learning process. (Association for Education and Communication Technology (AECT)
2) Teaching and learning process: the interaction between students and teachers, students themselves during the process of teaching and learning.(kasihani kasbollah.1993:9)
3) instrument : Is deliberate arrangement to help a learner achievement a desirable charge in primary the function of the instrument. (G.kasserelymadek 1962)
CHAPTER II
REVIEW OF RELATED LITERATURE
Modern methods of teaching foreign language put a great emphasis on the acquisition on listening ability prior to reading ability. A modern audio lingual theory stresses on listening, speaking and reading, writing sequence in foreign language instructions. The objective of audio lingual method is the development of mastery in all four languages instructions successfully. Teachers usually use media in teaching learning process.
In line with the central problem and to sharpen the theoretical form of the study, this section is provided to review some relevant theories and studies concerning with research finding, review of references on media instruction in the Mts
2.1 Definition of media
Media is instrument to convey information clearly to the students. According to the education and communication (1977:1962), media include all forms of objects used to convey information that can be manipulated seen, heard, read and talked about with all other instruments needed for teaching and learning activities. Media are also used to facilitate individualized learning, large group, or objects to convey information that can be manipulated, seen, heard or talked about. Media are also used to facilitate individualized learning, large group and small group.
In teaching English in junior high school there are several kinds of media that can be used such as blackboard, radio tape recorder, television, and the language laboratory.
Creative uses of the various media will increase the students' ability, so that students will learn more, retain better at what they learn, and improve their performance of the skill. They are expected to develop, but of course just use media in instructional activities. This idea is supported by brown lewisHarclearoad (1977”3), who says: “the objective of using media in teaching learning is to improve learning and teaching, to permit teacher and students to interact as human being in climate where people control their environment for their own best purpose”, furthermore on page 17 he says:” the goal of using media is to provide all students with the experiences and resources they used to work to the best of their abilities and tasks that interest them which they can succeed at their rates of progress”.
The fist step of achieving this goal is basic systematic instructional planning: accepting students as the central of all important guides to process and resources used to have them reach accepted objectives
2.2 Classification of Media
Some media among which have been mentioned before not all of them will be described, because the writer in only going to describe the media used in Mts DARUSSALAM Dampit. The media are blackboard, pictures, radio, tape recorder, and laboratory. In this chapter, the writer tries to explain further the aids, which is already known by the teacher. The other one is how the teacher prepares some of these to make definition whether he wants to use the aids or not. The writer also tries to state the advantages of each type of media.
2.2.1 Visual Aids
The simple visual approach has been employed for many years in the classroom where object, pictures, action and gesture have been systematically used with aural-oral work to illustrate meaning, as an indirect method of teaching.
The effectiveness of classroom instruction has resulted in the widespread use of visual aid in teaching learning process. Printed reading materials, which have some authority, are classified as visual aids in education. Listening to discussion or explanation is more interesting when they are supplemented with visual aids. Even concepts and processes become more meaningful to the students, when visual aids are used to help them to understand what the printed or spoken word attempts to describe.
Visual aids must be selected in terms of learning outcomes desired. Blount and Klausmeier (1986:326) give limitation about some of the purposes served by visual aids as follows:
1. They provided visual presentation of event, concept or process that often cannot be studied nor understood easily by reading and listening alone.
2. Students come to feel a desire for further study. Visual aids have motivational value in the various content areas.
3. As they enable students to understand concepts and process that are extremely important in daily living, visual aids help realize social objectives.
4. Visual aids provide a common experience or group of concept.
2.2.1.1 The Blackboard
A blackboard can help the teacher in his work to present question with a purpose to assign the class to pay attention to the differences and similarities in the spelling of a list of words, and so on. And the students too can use the blackboard in many ways, either singly or in small group, particularly for graphs, charts, pictures and so on.
As blount and Klausmeier (1986:327) say:” In the successive class periods students usually sit a great part of the time . It is wise for the teacher who has class in the morning afternoon to provide some form of physical activity”.
2.2.1.2 The Picture
By using picture a teacher can explain a lesson that often cannot be expressed in word. When pictures are in a combined pictorial verbal manner, they try the best in getting technique in teaching. A teacher can use picture as teaching aids to help him/her in class. In class there are many differences in ability, achievement, and attitude and so on of the students. By using pictures a teacher can handle the above problems. It is in line with Gerlach's opinion (1971:273) who says:
A picture many not only be worth a thousand word it many also be worth a thousand year or thousand miles, through pictures, learner can be shown people places and things from areas for outside their own experiences. Picture can also represent images from ancient times or portray the future.
This teaching aid can be found every where. So a teacher can use these aids in teaching learning process. A teacher can assign his students to use it in the teaching learning process. A teacher can ask his students to collect pictures from magazines, newspapers, from which the picture can be clipped or the teacher can ask the students to arrange a set of pictures in such a way to tell a story. However not all pictures can be used as teaching aids in class. The pictures that are used as teaching aid must have some criteria. As Kasbollah (1993:59), said:” Pictures should be large enough to be seen by all the students.”
2.2.1.3 Real Object
Real object are used in class when they are not too big and dangerous. It is impossible for the teacher to bring a real house or real tiger into classroom.
Kasbollah (1993:58) says:” Students understand and retain the meaning of words better when they have been shown or touched some object associated with it”. For this reason, all teachers should make a collection of everyday objects including such things as newspaper, flags, and toys and so on.
By using real things a teacher can point some real things, so that the students will know and understand the meaning of it in English. There are four types of real things. As Gerlach (1971:375) says:” Real things and models include people, actual object or event models mark up”.
2.2.2 Audio Aids
According to Richard and Rogers (1986:51), language skill are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. In other words, the teaching approach by using the audio lingual method makes listening and speaking get the main stress in the foreign language instruction.
The popular audio aids that are commonly used in teaching English are tape recorder and radio
2.2.2.1 Tape Recorder
Today, the existence of tape recorder is not guessed item in the society. Every one has them although of tape recorder in their life is for pleasure.
Gerlach (1971:319) says about the variations of tape recorder that usually used at school,” Although there are several variations of tape recorder, (style and size of tape), that most commonly used at school are the cassette”. Although there are two kinds of tape recorder, the cassette model is commonly found in the schools.
The tape recorder is easy to use and can be operated on batteries, thus there is no need for electric current. Tape can be played many times. In addition, when a recording is no longer needed, the tape can be used for a new recording.
The recorder can be used in teaching speaking and listening, and also to know the students' progress in pronunciation. Then he asks them the correct one. It is done many times until the students are able to make the right pronunciation, as Blount and Klausimeier (1986:337) say:
Progress in speaking a foreign language can be shown by tape recorder. Thus at the beginning of the fourth week of class in Spanish, the teacher records a ten minutes students conversation in Spanish, within four to eight weeks, he records another ten minutes conversation. Both are then played back so that the students can evaluate their progress.
2.2.2.2 Radio Broadcasting
Today as a source of information, radio has high rank. It is needed by the society. In education, radio broadcasting can also be used as source of information. It gives valuable experience and knowledge; it is also a form of motivation.
To make an effective use of radio broadcasting facilities the teacher must plan his work well. One difficulty in using radio broadcasting, as educational aid is that the program must be suitable to a given learning activity. To solve the problem the teacher has to find out the schedule of the radio broadcast which is at the same moment with the program in the class Blount and Klausmeier (1986:334) give opinion about using broadcasting as teaching said:
The class obtained some information on flat form the newspaper. Radio schedule are studied in class, and programs are assigned to various class member then the information obtained from these programs is brought to class, discussed then the students compare the radio presentation with the newspaper presentation.
A teacher can use radio broadcast for teaching English, especially teaching listening and speaking. First the teacher prepares the subject matter that will be discussed and then he turn on the recorder radio broadcast, for example, BBC. Voice of America and so on. He asks the students can identify the words or not. the students write down the word that are heard, and asks them to read in good pronunciation.
2.2.3 Audio Visual
As its term indicates, audio visual aids are the teaching aids that can be heard and seen. They are very important in the teaching learning process of English, because they stimulate the sense of hearing and seeing, the two channels which are of prime importance as aids in learning English
Sufficient examples of classroom use of audio visual aids material have suggested five main principles. The suggestions are follows:
1. Select the materials in terms of learning goals.
2. Prepare the students for use of audio visual aids.
3. Prepare the operation of equipment.
4. Provide the opportunities for the students to participate.
5. Provide follows up activities.
Television and sound motion pictures facilitate more efficient learning because they combine hearing and seeing.
The sound motion pictures are widely used in school today with the excellent result. Television gives the promise of having a more powerful impact on education than any either audiovisual resource. Below is the explanation about the use of television and motion pictures as teaching aids.
2.2.3.1 Television
There are different types of television, the first type is television that frequently broad casted, and the second on is television that is frequently carried by wire or cable. As Blount and Klousmeier (1986:340) say that,” two principal types of live television instruction are closet and open circuit”.
Open circuit television, that are to be found early in society is transmitted on very high frequency (VHF), or ultra high frequency (UHF) channels, for example TVRI, SCTV, RCTI, INDOSIAR and so on. On the other hand, closed circuit television is transmitted directly from camera by cable to a receiver.
A teacher can use television for teaching at school. But one of the primary problems of using television in teaching English at high school in Indonesia is the cost of the medium. This aid is classified as an expensive material.
2.2.3.2 Motion Pictures
Gerlach (1971:336) says that,” motion pictures can motivate students because they enjoy the medium”. It means that the teacher can use the medium for teaching English in class. When students are told are going to see film, they usually look forward to it. But the teacher must be conscientious when using the film for this purpose; they should not over use it as an instructional medium.
2.3 The function of Media
As stated above that teaching media are not only meant to change the functions of the teacher to teach the lesson, but also help the students to understand the lesson easily. It means that the teaching media have many important roles in teaching learning process.
By using teaching media the students can be more motivated to study. So they can spend time effectively. For example, the teacher can provide teaching aids such as books, magazines, or real things. Also the students can get experience in spending their time and do some activities which have already been planned.
According to Row tree (sih kabuden, 1987:6) there are six functions of media:
To motivate the students
Interesting condition of learning a foreign language makes the students interested in studying that language (in this case English) they will be motivated, because they enjoy studying it and they do not feel forced to study.
To review the previous lessons
By using flash card or pictures, the teacher can help the students to remember the previous lessons; also the teacher can make a link between the previous and the new lesson.
The provide the stimulus of study for the students
The teacher uses large size of pictures for the whole class (as a stimulus) and then she asks her students to make sentences based on the picture (as responds)
To make the students response actively
To give feedback immediately
When the teacher shows as flash card with a certain word on it, the students pronounces the word. If they pronounce is wrongly, the teacher correct it immediately.
To develop appropriate practices
The teacher can ask the students to make sentences base on the media, such as real object, pictures, and flashcard. By asking the students to make a lot of sentences hopefully they will be able to make sentences without any mistakes at all based on the grammatical pattern.
CHAPTER III
METHODOLOGY
This chapter presents methodology containing research design, subject of the study, instrumentation, data collection and data analysis.
3.1 Reseach Design
This study is a descriptive study. It is to obtain information concerning with the current status of phenomenon and is directed toward determining the nature of situations as exists at the line of study. The aim of a descriptive research is to describe what exists.
The current study is trying to get information about the use of teaching media in teaching English in the classroom such as blackboard, chart, picture, tape recorder, television, radio and so on.
3.2 Subject of Study
The subjects of the study are one English teacher and 40 students of the second year’s students at MTs DARUSSALAM Dampit
For collecting the data the writer took only on MTs DARUSSALAM Dampit. She is familiar with the condition of the school, so this facilitated the process of investigation and gave more information.
3.3 Instrumentation
In collecting data, the researcher used three instruments. They are in the form of interview, observation and questionnaire.
3.3.1 Interview
Interview was intended to get additional information about the media or teaching aids using by the English teacher. The items of interview given to the teacher were about
The kinds of teaching media used in teaching English.
How media can facilitate in teaching learning process.
3.3.2 Observation
This instrument is used to conduct observation acquiring some problems considered as important ones. Observation is used to see if the teacher uses media in their class activities. The observation is about the function of media and kinds of media.
3.3.3 Questionnaire
The questionnaire was given to the students in order to gain the data concerning the kinds of teaching media used by the teacher and the frequency of using media in using teaching English.
3.4 Procedure of Collecting Data
Three instruments were constructed for the collection of data. Before administrating the data a preparation was done for the construction of these instruments
They are taken by using interview, observation and questionnaire. The interview with the English teacher was conducted when she had free time. The last, observing directly the teaching and learning process in the English class the questionnaires were distributed to the students.
Before answering the questionnaire the writer ask to the teacher and students to read the instruction given. They were returned after they have finished and the writer collected and analyzed the data.
3.5 Data Analysis
The data questionnaires were analyzed by using tally system to find out the percentages, and then they are presented in the form of table.
The data analyzed by using descriptive analysis. The analysis was done by making description of the activities during the class activities in using media and by checking appropriate theories concerning the use of teaching media.
CHAPTER IV
FINDING AND DISCUSSION
This chapter shows the finding of the research. The finding are based the result of the interview, questionnaire and observation.
4.1 The Available Media
School potential includes the kinds of teaching media and the use of teaching media in MTs DARUSSALAM Dampit. Form the result of the observation; the kinds of available teaching media used in MTs DARUSSALAM Dampit are blackboard, pictures, tape recorder, television and radio.
From the result interview with the English teacher, the kinds of teaching media in teaching English were blackboard, pictures and tape recorder.
Table 4.1.1 the Kinds of Teaching Media Available In This School
No The kinds of teaching media Yes No
1.
2.
3.
4.
5.
6. Blackboard
Pictures
Tape recorder
Television
Radio
Real object ü1
ü2
ü3
ü4
ü5
ü6 -
-
-
-
-
-
Based on the table above, the kinds of teaching media available in this school are blackboard, picture and tape recorder.
4.2 The Use of Teaching Media
However, the English teachers in the school do not use all of the teaching
media available. For example, tape recorder is never used for teaching English.
In her observation, the writer found that the teacher used blackboard, pictures and tape recorder.
Table 4.2.1 The Use of Teaching Media Stated By English Teacher
Yes No
f % f %
1.
2.
3. Blackboard
Pictures (wall chart)
Tape recorder 1
1
- 100
100
- -
-
1 -
-
-
From the interview, the English teacher stated that she used blackboard and pictures (wall chart) (100%) in teaching English. But the teacher never used tape recorder in teaching English.
The available teaching aids below describe the use of teaching media stated by the students.
Table 4.2.2 the use of blackboard as stated by students
No Frequency f %
1.
2.
3. Always
Sometimes
Never 39
1
- 97,5
2,5
-
Total N: 40 100%
Table 4.2.2 above shows that the teacher always used blackboard in teaching English, 97,5% of the students and said that the teacher always used blackboard, 2,5 out of them said the teacher sometimes used blackboard. There were no student said that the teacher never used blackboard.
Table 4.2.3 The Use of Picture By Students
No Frequency f %
1.2.
3. Always
Sometimes
Never 1
38
1 2,5
95
2,5
Total N: 40 100%
Table 4.2.3 shows that 2,5 % students said that the teacher always used pictures, 95% out of them said that the teacher sometimes used pictures. 2,5% of them said that the teacher never used pictures.
Table 4.2.4 the Use of Tape recorder Stated by Students
No Frequency f %
1.
2.
3. Always
Sometimes
Never 1
39
1 -
97,5
2,5
Total N: 40 100%
Table 4.2.4 shows that 97,5% students said that the teacher sometimes used tape recorder, 2,5% of them said that the teacher never used tape recorder.
Based on the table above, the most frequently teaching media used by English teacher in teaching learning in this school are blackboard, pictures, and tape recorder. Blackboard is the most frequently used, followed by pictures and the last is tape recorder.
4.3 Discussion
The findings about the use of teaching media show that teaching media are really important in the teaching learning process. In the interview, the teachers stated the teaching media were very effective and help him because he did not use too many word to explain the material. The teacher also stated that his students could really recognize and understand the materials. This means that the students could have the right concept about the materials
By using teaching media the teacher taught all language skills to the students (reading, listening, speaking and writing), as described in the MTs curriculum 1994.
From all the finding above, it can be assumed that teaching media are really important in teaching English at junior high school. The students will be interested in learning English if the situation is interesting and enjoyable.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
This chapter is written based on the result of the experiment analysis of the MTs DARUSSALAM Dampit that has only a few teaching media. They are blackboard, pictures and tape recorder.
In teaching English, the teacher at MTs DARUSSALAM Dampit used several Teaching media such as blackboard and pictures. The teacher never used tape recorder in teaching English. She had different frequency in using media when she was teaching English.
She used pictures for teaching vocabulary and speaking. She used blackboard for teaching pronunciation, reading, vocabulary, structure and writing. She never used tape recorder for teaching English, so the student were not interested in it, and they were noisy and made the teacher disappointed in teaching.
The use of teaching media in teaching English make learning experiences more realistic and understandable. Based students can assimilate the ideas, more meaningful and interesting.
5.2 Sggestion
Considering the used of media is important for the teaching learning process of English at MTs DARUSSALAM Dampit. Teaching media in influential teaching aid, it means that it is effective and more interesting and gives new experiences to the students. The teacher can help the students with the English material and avoid boredom.
The use of teaching media is very important for learning English at MTs DARUSSALAM Dampit. The available media should be available in the school. The writer suggests to the teacher to use tape recorder, radio broadcasting, television, real object/models, and motion pictures.
Tape recorder, in teaching English is very important for learning English. Teaching English by using tape recorder can make easy to listen and also to know the students’ progress in pronunciation. So that it is not difficult for the teacher to explain the material for teaching speaking and listening as real object. The teacher used real object for teaching a real thing. So, the students will know and understand the meaning of it in English. Before giving the new lesson, it is better for the teacher to review the last lesson for a moment. The teacher should select the lesson material early and relevant with the purpose of the teaching learning process, so that the students will be interested in receiving the lesson.
The writer hopes that the teacher also used the teaching media (motion pictures). The used of motion pictures for teaching learning process especially reading to help the students to understand about the lesson. The students clearly to understand reading after the teacher turn on the film and the students watch and listen to the story.
The teacher should know the role of the teaching media in order to the teaching and learning process more effective and efficient.
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