ery suliati
DESCRIPTION
thesisTRANSCRIPT
THE USE OF MEDIA IN TEACHING LEARNING
ENGLISH PROCESS OF THE FIRST GRADE
AT SMK MUHAMMADIYAH 3 AND
SMK HIDAYATUL MUBTADI’IN
IN SINGOSARI
THESIS
By:
Ery Suliati
NPM. 030401090038
KANJURUHAN UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2007
THE USE OF MEDIA IN TEACHING LEARNING
ENGLISH PROCESS OF THE FIRST GRADE
AT SMK MUHAMMADIYAH 3 AND
SMK HIDAYATUL MUBTADI’IN
IN SINGOSARI
THESIS
Presented to:
Kanjuruhan University of Malang
In partial fulfillment of the requirement for completing
The Sarjana Program of the English Department
By:
Ery Suliati
NPM. 030401090038
KANJURUHAN UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2007
This is to certify that the thesis of Ery Suliati has been approved by the advisor for
further approval by the Board of Examiners.
Malang, March 2007
Advisor I
(Dra. Nanik Suratmi, M.Pd)
Advisor II
(Umi Tursini, S.Pd)
This is to certify that the thesis of Ery Suliati has been approved by the Board of
Examiners on Wednesday, February 28th, 2007
Malang, February 2007
Chairman
(Dra. Nanik Suratmi, M.Pd)
Member,
(Umi Tursini, S.Pd)
Member,
(Agus Sholeh, S.Pd)
Acknowledged by Faculty of Teacher Training and Education Kanjuruhan University of Malang Dean, Drs. Slamet Riyanto, M.Pd NIP. 299 001 140
DEDICATED
Ayahanda Supono and Bunda Sani Purwati you are my best person who I have in
the world, you are my happiness.
• My dear Nur Iskak …………. You are my inspiration
• My sweet boy Antok …………. You are my hope
• Dewi Sri Handayani …………. You are my great stronger
• My sister Ery Suliani …………. You are my soul
• My brother Hery Siswanto …………. You are my love
• Erica Sakti Fraya Fradina …………. You are my spirit
Thanks so much for your love and your care
Afia Maulidia, My uncles: Kandar, Jujuk, and Gendut, My aunts: Kamuntika,
Irawati, and Puji.
My families at Kanjuruhan University of Malang thanks for your chance and to
Alfian and Mas Suryo (Afans Computer) and Modern Photo Copy. Thanks lot …
My love who ever or never love me in my life. There are loyalties make a
powerful without hesitant of secret in my soul heart.
THEY ARE ALL OF YOU GUYS
I LOVE YOU
ACKNOWLEDGMENT
I wish to say my thanks to Allah SWT for blessing me, so I am able to
finish my thesis on time.
I would like to express my deepest gratitude to Dra. Nanik Suratmi, S.S,
M.Pd, my advisor, who has helped and given patient guidance and
encouragement, during the writing of the thesis. I also express my great thanks to
Umi Tursini, S.Pd, the co-reader who has spent her valuable time in examining
and correcting the language of this thesis.
I also remark my appreciation to all lectures of Department of English
Education in Kanjuruhan University of Malang, and also my grateful to SMK
Muhammadiyah 3 Singosari and SMK Hidayatul Mubtadi’in as the places of
research, for its cooperation and help during the researcher collect the needed
information.
My thanks also get to my English teacher who has been very helpful
during the writing of the thesis.
Finally, my thanks are addressed to my beloved parents, brother, for this
love, my lovely boy friend and my friend in Kanjuruhan, who give the support for
me. And I realize that this thesis is far from prefect, but I expect it could be of use
either for the writer or the readers. For that, reason is open for the constructive
criticism well advice to get this thesis better improved.
Malang, February 2007
The writer
TABLE OF CONTENTS
APPROVAL SHEET ................................................................................ i
ACKNOWLEDGMENT ........................................................................... ii
DEDICATED TO ...................................................................................... iii
ABSTRACT .............................................................................................. iv
TABLE OF CONTENTS .......................................................................... v
CHAPTER I INTRODUCTION
1.1 Background of the Study .................................................................... 1
1.2 Statement of the Problem ................................................................... 4
1.3 Objective of the Study ........................................................................ 5
1.4 Significance of the Study ................................................................... 5
1.5 Limitation of the Study ...................................................................... 5
1.6 Definition of Key Term ...................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Definition of Instructional Media ....................................................... 7
2.2 Kinds of Instructional Media ............................................................. 8
2.2.1 Audio Aids ....................................................................................... 8
2.2.1.1 Tape Recorder ................................................................................ 9
2.2.1.2 Radio Broadcasting ....................................................................... 9
2.2.1.3 Language Laboratory .................................................................... 10
2.2.2 Visual Aids ....................................................................................... 11
2.2.2.1 The Blackboard ............................................................................ 12
2.2.2.2 The Picture ................................................................................... 13
2.2.2.3 Real Objects/Models .................................................................... 14
2.2.3 Audio Visual Aids ............................................................................ 15
2.2.3.1 Television ..................................................................................... 16
2.2.3.2 Computer ...................................................................................... 16
2.3 The Function of Media ....................................................................... 17
2.4 Previous Research .............................................................................. 18
CHAPTER III RESEARCH METHOD
3.1 Research Design ................................................................................. 19
3.2 Population and Sample ....................................................................... 20
3.2.1 Population ..................................................................................... 20
3.2.2 Sample ........................................................................................... 20
3.3 Instruments ......................................................................................... 20
3.3.1 Questionnaire ................................................................................ 21
3.3.2 Observation ................................................................................... 22
3.3.3 Interview ....................................................................................... 22
3.3.4 Documentation .............................................................................. 22
3.4 Data Collection ................................................................................... 22
3.5 Data Analyzing ................................................................................... 23
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Raw Data ............................................................................................ 25
4.1.1 Data Taken by Using Questionnaire ............................................. 25
4.1.1.1 Data Taken from Students ............................................................. 25
4.1.1.2 Data Taken from Teachers ............................................................ 26
4.1.2 Data Taken from Observation ....................................................... 27
4.1.3 Data Taken from Interview ........................................................... 28
4.2 Research Finding ................................................................................ 28
4.2.1 The Use of Media in Teaching Learning Activities ....................... 28
4.2.2 Kinds of Media .............................................................................. 29
4.2.2.1 Real Things ................................................................................... 30
4.2.2.2 Pictures .......................................................................................... 31
4.2.2.3 Tape Recorder ............................................................................... 31
4.2.2.4 Blackboard .................................................................................... 32
4.3 Discussion .......................................................................................... 32
4.3.1 The Teacher Problems in English Teaching by Using Media ...... 35
4.3.2 Teachers’ Qualification ................................................................. 35
4.4 Data Interpretation ............................................................................. 36
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ......................................................................................... 37
5.2 Suggestion .......................................................................................... 38
BIBLIOGRAPHY
LIST OF APPENDICES
Appendix 1 Questionnaire for the Students
Appendix 2 Questionnaire for the Teachers
Appendix 3 Interview Guide for the Teacher
Appendix 4 Observation Checklist for the Teacher Activities in Teaching English
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English as first foreign language is taught as a compulsory subject in Senior
High School and Junior High School. It is one of the most important means of
acquiring access to modern technology in Indonesia. Unfortunately, senior high
school graduates who have learned English for twelve years cannot speak English
fluently and can scarcely read reference books written in English.
There are many factors which affect the achievement in learning English,
they are: instructional material, teachers preparation, instructional media, teaching
method, and other equipment which support teaching learning process in the
classroom.
Instructional media plays an important role in teaching learning process.
Furthermore, Russel et al (1982:26) stated, “instructional media have played a
vital role in most of our recent educational innovations. Without modern day
instructional technology, many, if not most, of them might have been impossible”.
Teaching English using media will help the students easier to master the English
skills. It also will help the students easier to memorize the new words.
Media are all elements used as communication equipment from person to
another in long distance. Communication media are: television, film and
telephone, and road railway also a part of media because it is used to
communicate with others. In teaching learning process, the message distributed by
media from message resource to the message receiver is the content of lesson.
Using media at school is a part of decisive factor on teaching learning
process, so the teacher’s ability of using media in teaching learning English is
very important. It is related to the development of student’s ability of study
English by using media. It means that the students can comprehend, analyse, and
have motivation in it. Furthermore, giving attention to the students is very
important because it can support the students’ motivation in studying English.
At the present time media and source of study can be found. Television,
radio, tape recorder, newspaper, can easily be found in school. Besides lesson
books, reading books, and laboratory at the school, teacher is the important role in
using media. It means that the teacher has to master the material before teaching
by using media.
The use of media in teaching English is very important. Unfortunately, there
are many English teachers who didn’t use media in teaching. They didn’t realize
that using media in teaching English is very helpful to lead the students to master
four English skills. They are speaking, reading, writing, and listening. The
teachers usually just use textbook and blackboard as media in teaching English,
whereas there are many kinds of media can be used in teaching.
If the teacher uses media in teaching, the students will learn by doing, so it
will make the students easier to memorize the knowledge they have learned, then
to practice it in the real life. In addition, teaching English using media, tape
recorder for example will attract the students’ attention and students’ motivation
in learning English. The students will be more interested if they learn the
vocabulary by hearing the western song or interesting story. Another example of
media is television. It is one of media in teaching learning process. It attracts the
students’ attention because television is audio-visual aid. Using television as
media in teaching learning process is interesting and joyful for students. Teacher
shows the lesson by television and the students pay attention by watching and
hearing the lesson carefully and directly.
A teacher can use television for teaching English at school. But television is
one of the primary problems in teaching English at schools in Indonesia because
this aid is classified as an expensive material. Furthermore, using television at
school is seldom in Indonesia because it is unusual use at school.
There are many schools in Indonesia who have bad facilities. The schools
usually didn’t have language laboratory, many kinds of cassette for listening,
realia, television, storybook, and so on. The limited school facilities will make the
teaching learning process doesn’t run smoothly and successfully because without
media the students just can imagine what they learned.
The media used in teaching English should be carefully selected. The
teacher should determine the media which are suitable for the students, as it can
attract the students’ attention and heighten their curiosity while the teacher is
delivering the message. According to Richards (in Kasbolah Kasihani: 1988)
“good instructional media should have at least, three roles i.e. attention role,
communicational role, and relational role”. It means that instructional media can
permit more productive relationship between instructor and students by allowing
the teacher to become a manager of instruction rather than merely a dispenser of
information.
Recently, many English teachers in Indonesia discuss meaning-based
approach. One of the result of the discussion is that the teacher does not allow to
teach vocabulary to the students, without using media. The teachers have to
prepare and show media or the real thing.
In short, teaching English using meaning-based approach needs instructional
media. By using instructional media teaching learning process will be conducted
in more effective, meaningful, and interesting ways. Teaching media make the
lesson real and alive.
In this study the researcher describes and gives information about media to
the teachers and students. The media which are available at school are used to
develop students’ English skills. It is expected that the students know the kinds of
media in order to make easy to study English by using media in particular to
SMKs in singosari (SMK Muhammadiyah 3 and SMK Hidayutul Mubtadi’in).
1.2 Statement of the problem
Based on the background above, the researcher states the problems of this
study as follows:
1. what kinds of media are used by the teachers in teaching and learning
process at SMK Muhammadiyah 3 and SMK Hidayatul Mubtadi’in in
Singosari?
2. what problem are faced by the English teacher in using media at SMK
Muhammadiyah 3 and SMK Hidayatul Mubtadi’in in Singosari?
1.3 Objective of the Study
The purposes of this study are as follows:
1. to describe the kinds of media used by the teachers in teaching and
learning process at SMK Muhammadiyah 3 and SMK Hidayatul
Mubtadi’in in Singosari.
2. to describe the problem faced by the English teacher in using media at
SMK Muhammadiyah 3 and SMK Hidayatul Mubtadi’in in Singosari.
1.4 Significance of the Study
1. For teachers
It will improve their teaching method in the classroom.
2. For students
It will motivate them in learning process and they can understand the
lesson well by using media.
3. For headmaster
This study hopefully will give information about the importance of
media in teaching learning process, so the headmaster can provide many
kinds of media at school.
1.5 Limitation of the Study
There are many media used to teach English in SMKs in Singosari. This
study limited to the media, which are easily made, available, inexpensive, and are
not difficult to bring to school in SMKs in Singosari. They are tape recorder and
language laboratory for audio aids, blackboard and picture for visual aids.
Because media used in each grade is different, the researcher limits to the
media used in the first grade of SMKs in Singosari.
1.6 Definition of the Key Terms
To make clear and to avoid misinterpretation, it is necessary to define the
key terms used in this study.
1. Media : a tool method and technique used for effectiveness of
communication between teacher and students in teaching
and learning process at school (Hamalik, Oemar. 1989:12).
2. Teaching : showing or helping someone to learn how to do something,
providing with knowledge, causing to know or understand
(Kasbolah, Kasihani. 1993:9).
3. Learning : is acquiring or getting knowledge of a subject or a skill by
study, experience, or instruction, or relatively permanent
change in a behavioural tendency and is the result of
reinforced practice (Kasbolah, Kasihani. 1993:9).
4. SMK : is a vocational school where the students are able to
practice directly about their vocation.
5. Singosari : is the name of a district in Malang. There are many
vocational schools there, namely SMK Muhammadiyah 3,
SMK Negeri 1, SMK PGRI 5 and SMK Hidayatul
Mubtadi’in.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses definitions of instructional media, kinds of
instructional media, and related studies on the use of media.
2.1 Definition of Instructional Media
There are several definitions of instructional media as teaching aids at
school. The following are the definitions of media by language teaching experts.
Actually the term “media” has a very broad meaning. Gagne (1967:23) defines:
“media are all printed, mechanical and electronic forms of communication. They
may include anything such as objects, persons, situation that confer
communication”. In addition, the teacher must be included in the media of
instruction. Gerlach (1971:241) also says:
Instructional media play a key role in the design and use of systematic instruction. A medium broadly conceived, is any person, material, or event that establishes conditions which enable the learner to acquire knowledge, skills, and the school environment. According to Richards (in Kasbolah: 2001), “good instructional media
should have, at least, three roles i.e. attentional role, communicational role, and
retentional role”. It means that the use of media is to attract the learners’ attention
and heighten their curiosity while the teacher is delivering the message.
Instructional media are all message elements used as communication
equipment from person to another in long distance. Communication media are:
television, film, and telephone. Road/street railway is also a part of media because
it is used to communicate with others. In teaching learning process, the message
distributed by media from message resource to the message receiver is the content
of lesson.
According to Hamalik (1982:23), using media is a tool method and a
technique used for effectiveness of communication and interaction between
teacher and students in teaching and learning process at school. It means that
teaching media such as audio visual aids help the teacher to use the method,
technique, and tool as teaching aids.
Based on the above description, it is concluded that media are important
for the teacher to improve his/her teaching.
2.2 Kinds of Instructional Media
There are three kinds of instructional media that are commonly used in
teaching and learning process at school.
2.2.1 Audio Aids
Audio aids are media of instruction that can be heard to make the material
given concrete, real, and dynamic. Gerlach (1971:312) defines: “audio as a
medium of instruction often taken for granted”. It means that the audio aids can be
used by the teacher to help him in teaching and learning process.
2.2.1.1 Tape Recorder
Tape recorder is one of the interesting media for teaching language ability.
Almost all people have tape recorder, so the students can drill their language
ability by using tape recorder, for examples: listening western song, conversation,
listening stories and others. Tape recorder also can be used by the teacher in
teaching English at school.
Tape recorder is easy to use and can be operated on batteries thus there is
no need for electrical outlet. Tape can be played many times. In addition, when a
recording is no longer needed, the tape can be used for a new recording.
Tape recorder can be used in teaching speaking and listening, and also to
know the students’ progress in pronunciations. The teacher records true and false
pronunciation and asks the students to compare both pronunciations. Then he asks
them for the correct one. It is done many times until the students are able to make
the right pronunciation, as Blount and Klausmeier (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 of them played back so that students can evaluate their progress.
2.2.1.2 Radio Broadcasting
Today, as a source of information, radio has a high rank. It is needed by
the society. In education, radio broadcasting can also be used as a source of input.
It gives valuable experience and knowledge. It is a form of motivation.
To make the use of radio broadcasting facilities effective, the teacher must
plan his work well in advance. One difficulty in using radio broadcasting as
educational aids is that the program must be suitable to a given learning activity.
To solve this problem, the teacher has to find out the schedule to radio
broadcasting which is suitable to the program in the class.
Blount and Klausmeier (1986:334) give opinion about radio broadcasting
as teaching aids:
The class obtained some information on platform from the newspaper. Radio schedule are studied in class, and programs are assigned to various class members. Then, the information obtained from these programs is brought to class and discussed, the students comparing radio presentation with the newspaper presentation. A teacher can use radio broadcasting in teaching English especially for
listening and writing. First, the teacher prepares the subject matter that will be
discussed. Then, he turns on the radio broadcasting. He asks the students to listen
to someone singing or talking, see whether the students can identify the word or
not. It improves the students’ writing ability about the words they have heard.
Then, the teacher asks them to read their writing with good pronunciation.
2.2.1.3 Language Laboratory
Language laboratory is getting popular not only in college or university,
but also in vocational high school. Although the language laboratory needs
expensive material to build, there are many vocational high schools that want to
have the language laboratory.
The language laboratory can be used to drill the students by listening and
repeating the subject matter given, especially in dialogues. Kasihani Kasbolah
(1993:72) stated, “listen and repeat drills are effective for such materials as
dialogues or reading selection”. It means that language laboratory frees the
teacher in presenting repetitive drill material. It permits the teacher to work with
one student without interrupting the other students.
The language laboratory makes available to the students excellent models
of speech and intonation of native speaker or trained teacher. It is excellent for
pattern practice and for studying idiom and vocabulary. It permits each student in
class simultaneous participation, in listening or speaking skills. In other words, it
can help the students to improve their English skills.
2.2.2 Visual Aids
It is a simple form of the visual approach that has been employed for many
years in the classroom where objects, pictures, action, and gesture have been
systematically used with oral work to illustrate meaning, as an indirect method of
teaching.
The effectiveness of classroom instruction has resulted in widespread use
of visual aids in teaching and learning process. Reading texts materials are
classified as visual aid and more interesting when they are supplemented with
visual aids. Events, concepts, and process become more meaningful to the
students, when visual aids are used to help them to understand what the reading
text materials attempted to describe.
Visual aids must be selected in terms or learning outcomes desired. Blount
and Klausmeier (1986:326) give some limitation about the purposes served by
visual aids as follows:
1. they provide visual presentation of event, concept or process their often cannot
be studied first hand or that cannot be understood easily by reading and
listening alone;
2. students become desire for further study visual aids in the various content
areas;
3. enable students to understand concepts and process that are extremely
important in daily live;
4. provide a common experience or group of concepts that from the basis later
study.
There are many visual aids that can be applied for teaching English as
foreign language. Below are several visual aids that are usually used in the
teaching and learning process.
2.2.2.1 The Blackboard
A blackboard can help the teacher in his work to present question with a
purpose, to instruct the class to draw attention to the differences and similarities in
the spelling of certain words, and so on. In addition, the students can use the
blackboard in many ways, either single or in small groups particularly for graphs,
charts, pictures, and so on.
Using blackboard in teaching English will make the lesson easier to be
understood by the students because the teacher usually writes down his/her
explanation on it. For example: when the teacher teaches grammar, she/he usually
uses blackboard to write down the pattern and the example of the pattern. It is also
used to write down the students’ answer when the teacher asks them, so it will
make the teacher and students easier to correct together.
2.2.2.2 The Picture
By using pictures, a teacher can explain a lesson that often cannot be
expressed in words. When pictures are used in a combined pictorial verbal
manner, they afford one of the best interest in getting teaching technique. A
teacher can use pictures as teaching aids to help him/her in class. In class there are
many differences in ability, achievement, attitudes, and so on. Therefore, by using
pictures a teacher can handle the problems above. Because of this teaching aid, the
students can make imagine about the picture and every student will have a
different imagination of a picture from others.
According to Kasbolah Kasihani (2001:27), “pictures are photographic
representations of people, place, and things”. Picture can translate abstract
concepts into a more realistic or concrete items. It means that pictures as visual
aid can help the students to imagine what the picture message is.
These teaching aids can be gotten everywhere. Therefore, a teacher can
use this aid in teaching and learning process. A teacher can instruct his students to
collect pictures from magazines, newspaper, from which the picture can be
removed or the teacher can ask the students to arrange a set of pictures in such a
way that they tell a story. However, not all pictures can be used as teaching aids in
class. The pictures that are used as a teaching aid must have some criteria, for
example: the pictures are not too small and not too big to bring in class. As
Kasbolah Kasihani (1993:59) said, “pictures should be large enough to be seen by
all of the students”.
The picture can be used to teach writing, vocabulary, or speaking. In
teaching vocabulary, a teacher can show several pictures and then the students
answer the teacher’s questions that are related to the pictures shown. This can be
done in teaching writing or speaking. A teacher shows several pictures that have a
story and then the students write a story based on the pictures. After the teacher
shows a set of pictures, then the students tell about the story in the pictures.
2.2.2.3 Real Objects/Models
Real objects 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. Real
objects and models that can be brought by the teacher into the classroom for
examples: fruits, model of human body, and so on. According to Russel et al
(1982:94), “models are three-dimensional representations of a real thing. A model
may be larger, smaller, or the same size as the object it represents”.
Kasbolah (1993:58) says: “students understand and retain the meaning or
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 newspapers, flags, toys, and so on.
By using real things, a teacher can point out something that is real. The
students, therefore, will know and understand the meaning in English. There are
four types of real thing. As Gerlach (1971:375) says, “real things and models
include people, actual objects or events models, and mock ups”. Real objects can
be used for teaching vocabulary better when the teacher can point out the real
thing to avoid misunderstanding the meaning.
2.2.3 Audio Visual Aids
Audio visual aids are the teaching aids that can be heard and seen. They
are very important in teaching and learning process of English because they
stimulate the sense of hearing and seeing, the channels which are of prime
importance as aids in learning English.
Sufficient examples of classroom use of audio aids material have been to
suggest six main principles for the intelligence use. The suggestions are as
follows:
1. select the materials in terms of learning goals;
2. prepare the students to use audio visual aids;
3. prepare for the operation of equipment;
4. provide the opportunities for the students to participate;
5. provide follow-up activities;
6. evaluate the outcomes.
Television and sound motion are interesting media and facilitate more
efficient learning because they combine hearing and seeing, so the students
always remember about what they saw and heard. These audio visual aids give the
promise of having a more powerful impact on education than any other audio
visual resources, and they are widely used in school today with the excellent
result. 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 broadcasted by air, and the second one is television that is frequently
carried by a wire or cable. Blount and Klausmeier (1986:340) say: “the two
principle types of live television instruction are closed and open circuit”.
Open circuit television, that is found easily in society, is transmitted on
very high frequency (VHF) or Ultra High Frequency (UHF) channels, for example
RCTI, INDOSIAR, SCTV and so on. On the other hand, closed circuit television
is transmitted directly from camera by cable to its receivers.
A teacher can use television for teaching English at school, for example in
speaking class, the teacher shows a story and then the students pay attention on it.
But one of the primary problems of using television in teaching English at schools
in Indonesia is the cost of this medium. This aid is classified as an expensive
material.
2.2.3.2 Computer
A computer program for instruction is a sequence of carefully constructed
items which leads a student to mastery of a subject with minimum error. The
computer, then, may give further information, or it may present question which
the answer is to be recorded in a notebook or programmed textbook. Again, when
ready, the student tells the computer to proceed, and so on to the end of the lesson.
There has been considerable optimism expressed concerning the future use
of the computer in education. There are hundreds of schools using this instrument
as the present time. Those specialists who were active in computer-assisted
instruction agree on several unique qualities of the computer in the instructional
setting.
2.3 The Function of Media
As stated above, that teaching media do not mean to change the functions
of the teacher to teach the lesson, but it attracts the students’ attention and
students’ motivation. It also will help the students to understand lesson well and
help the teacher in teaching English easily.
By using teaching media, students can be more motivated to study, so they
can spend time effectively. For example, the teacher can provide teaching aids
such as books, magazine or real things. Also the students can get experience in
spending their time and do some activities which have already been planned.
Teaching media as effective tools, depend on the teacher’s strategy and
ability to use them. It means that the teacher have to be able to use media or to
choose media based on the topic of the lesson, so the students will easier to
understand the teacher’s explanation.
2.4 Previous Researcher
Hiasintus Jehabun (2000) conducts a similar research, the title is “The
importance supplied media in teaching to achieve speaking ability for the first
year students at SMK Grafika Karya Nasional Malang”. He found out that in
teaching aids, the teacher used media to achieve students’ speaking ability.
Sunarwulan Harjono (2000) also conducts a similar research, the title is
“Using audio visual to teach English vocabulary for children”. She also found out
that in teaching aids, the teacher commonly used audio visual (television) to teach
English vocabulary for children.
CHAPTER III
METHODOLOGY
This chapter is devoted to describe the research design, subject of the
study and the location of the research, research instrument, data collection and
data analysis. They are very important in finding the accurate answer of the
problems in this study.
3.1 Research Design
Research design is a strategy to arrange the setting of research in order to
get the valid data, suitable with variable, characteristic, and objective of the
research.
The research design used in this study is descriptive qualitative. According
to Arikunto (2003: 309);
Descriptive research study were designed to obtain information concerning to the current status of phenomenon. They are directed toward determining the nature of situation as it exists at the time of the study. Thus, the aim of descriptive research is describing what exists. In this study, the researcher wants to describe kinds of media used by the
teachers in teaching and the problem faced by the English teachers in using media
at SMKs in Singosari.
3.2 Population and Sample
3.2.1 Population
According to Arikunto (2003: 108), “population is the entire research
subject”. It means that population is all subject of the research, the researcher
wants to observe all elements in the research area. Population of this study is all of
the English teachers of SMK Muhammadiyah 3 and SMK Hidayatul Mubtadi’in
in Singosari and all students of first grade at SMK Muhammadiyah and SMK
Hidayatul Mubtadi’in. There are five classes at the first grade of SMK
Muhammadiyah 3 which each class consists of 26 students and one class at the
first grade of SMK Hidayatul Mubtadi’in which consists of 30 students.
3.2.2 Sample
In this study the researcher took the students of first grade and English
teachers of the first grade as sample. The researcher used purposive sample
method to determine the sample. There are many reasons why the researcher taken
the sample above; first, the English teachers of the first grade have good
competence about English and the standard of English teacher at SMK
Muhammadiyah 3 and SMK Hidayatul Mubtadi’in in Singosasi. Second, because
the students of the first grade are students who just entered vocational high school,
so they are motivated in learning English by using media.
3.3 Instrument
The data of this study were collected by using the means of interview,
observation, and questionnaire.
3.3.1 Questionnaire
The researcher used two kinds of questionnaires. The first one was given to
the students and the other to the English teacher. The questionnaires were written
in Indonesian to avoid difficulties in understanding the items given.
a. The questionnaire for the students consist of five items:
1) item one asked about the use media in their English classes whether the
teacher used media or not;
2) item two asked about kinds of media usually used by the English teacher
in teaching;
3) item three asked about the method used by the English teacher in speaking
class;
4) item four asked about the media which are the students like most in
listening class;
5) item five asked about whether the students like or dislike having media in
their English class.
All the students’ answer are classified into the criteria according to the
options. The students could write additional answer in the blanks available.
b. The questionnaire for the teacher consists of five items:
1) item one asked whether or not the teacher uses media in teaching English
such as picture, the real object or others;
2) item two asked about the aim in using media in teaching activities;
3) Items three asked about how the teacher obtained the media;
4) item four asked about how the media could facilitate teaching and learning
process;
5) item five asked about what media were used.
3.3.2 Observation
Observation was used to collect the real data about the teachers’ activities in
presenting the media, when the teacher used media during teaching activities. The
researcher used check list during the observation in the classroom, so that the
researcher just ticked (√) in the space next to relevant point.
3.3.3 Interview
The interview was used to collect data from the teacher. The data obtained
through the data interview were whether or not the teacher uses media, what the
difficulties in available the media, what the preparation by the teacher before
teaching, what the books used by the English teacher, what media he/she was used
in his teaching activities and some problems faced by the teacher in preparing the
media.
3.4 Data Collection
In collecting the data, the researcher used four instruments: questionnaire,
observation, interview, and documentation. The researcher asked permission to
the headmaster of SMK Muhammadiyah 3 Singosari on December 14, 2006, and
in SMK Hidayatul Mubtadi’in on December 20, 2006.
Questionnaire and observation were distributed to thirty-five students on
December 20, 2006 in SMK Muhammadiyah 3 Singosari and on December 30,
2006 in SMK Hidayatul Mubtadi’in Singosari. Before answering the question, the
students were asked to read the instruction given. The researcher also explained
the purpose of distributing the questionnaire.
3.5 Data Analysis
The data obtained from the questionnaire were computed by using the tally
system and translated into percentages. The formula used is called a simple
percentage, the formula is: F/N x 100% = percentage.
F = The frequency (number of students fulfilling the questionnaire)
N = The total number of the students
The data obtained from the classroom observation were analyzed by using
descriptive analysis. The analysis was done by making the description of the
activities in using media.
The data collected from interview were used to support the data obtained
from teacher’s questionnaire and observation.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
4.1 Research Finding
4.1.1 Data from Questionnaire
4.1.1.1 Questionnaire from the Students
The questionnaire had been distributed to the students on December, 20th
2006 at SMK Muhammadiyah 3 and on December, 30th 2006 at SMK Hidayatul
Mubtadi’in. The result of the questionnaire are as follows:
Table 1.1 The students’ responses toward the question whether the teacher
uses media in teaching or not
This is the students’ responses toward the question about the use of media
in teaching learning process.
Option
Frequency of the
students at SMK
Muhammadiyah 3
Percentage
Frequency of the
students at SMK
Hidayatul Mubtadi’in
Percentage
Yes
No
26
0
100 %
0 %
30
0
100 %
0 %
The table above showed that the English teachers used media in teaching
learning process. No one student answered that the English teachers do not use
media in teaching learning process.
Table 1.2 Kinds of media usually used by the English teacher in teaching
This is the students’ responses toward the question about kinds of media
used by the English teacher in teaching and learning process.
Option
Frequency of the
students at SMK
Muhammadiyah 3
Percentage
Frequency of the
students at SMK
Hidayatul
Mubtadi’in
Percentage
Blackboard
Textbook
Magazine
9
9
8
34,61 %
34,61 %
30,78 %
16
12
2
53,34 %
40 %
6,66 %
Based on the table above, it can be seen that 16 students (53,34 %) of
SMK Hidayatul Mubtadi’in answered “blackboard”. It indicated that most of the
students stated that the media used by the teacher is blackboard. At SMK
Muhammadiyah 3, 9 students (34,61 %) answered “blackboard” and “textbook”.
It indicated that most of the students stated that the media used by the teacher are
blackboard and textbook.
Table 1.3 The students’ responses toward the method used by the teacher in
speaking class
The following is the students’ opinion toward the question about the
method used by the teacher in speaking class.
Option
Frequency of the
students at SMK
Muhammadiyah 3
Percentage
Frequency of the
students at SMK
Hidayatul
Mubtadi’in
Percentage
Question
and
answer
Discussion
Dialogue
12
8
6
46,16 %
30,76 %
23,08 %
18
8
4
60 %
26,66 %
13,34 %
From the table above, it can be seen that 12 students (46,16 %) of SMK
Muhammadiyah 3 stated that the teacher used question and answer as the method
in speaking class. It is the same as SMK Hidayatul Mubtadi’in, 18 students (60 %)
answered question and answer as the method in speaking class.
Table 1.4 The students’ responses toward the media they like most in
listening class
This is the students’ opinion toward the question, about the media the
students like most in listening class.
Option
Frequency of the
students at SMK
Muhammadiyah 3
Percentage
Frequency of the
students at SMK
Hidayatul
Mubtadi’in
Percentage
Tape recorder
Television
17
65,38 %
12
40 %
Language
laboratory
0
9
0 %
34,62 %
0
18
0 %
60 %
Table 1.4 showed that 17 students of SMK Muhammadiyah 3 (65,38 %)
stated that in listening class they like to use tape recorder and 18 students of SMK
Hidayatul Mubtadi’in (60 %) answered language laboratory.
Table 1.5 The students’ responses toward their view in using media at
teaching learning English process
This is the students’ view in using media at teaching learning English process.
Option
Frequency of the
students at SMK
Muhammadiyah 3
Percentage
Frequency of the
students at SMK
Hidayatul
Mubtadi’in
Percentage
Like
Dislike
22
4
84,61 %
15,39 %
30
0
100 %
0 %
Table 1.5 showed that 22 students (84,61%) stated that they like using
media at teaching learning English process of SMK Muhammadiyah 3. 30
students (100%) students at SMK Hidayatul Mubtadi’in answered “like”, it
indicates that almost all of the students like most using media in teaching learning
English process.
4.1.1.2 Questionnaire from the Teachers
No The Questions
The teacher’s answer
of SMK
Muhammadiyah 3
The teacher’s answer
of SMK Hidayatul
Mubtadi’in
1 The use of media in • Yes • Yes
teaching such as
picture, tape recorder,
and so on.
2 The purpose of using
media in teaching
• Easily in explaining
the lesson
• To interest the
students’ attention
• To obey the rule of
the school
• Easily in explaining
the lesson
• To interest the
students’ attention
• To obey the rule of
the school
3 The teacher get media • Bring it alone • Provide at school.
• Bring it alone.
• Borrow other
teachers.
4 In speaking class, the
media usually used by
the teacher
• Magazine • Magazine
5 In listening class, the
media usually used by
the teacher
• Listen from the
teacher directly
• Tape recorder
4.1.2 Data Taken from Observation
At SMK
Muhammadiyah 3
At SMK Hidayatul
Mubtadi’in No The Activities
Yes No Yes No
1 Lesson plan as preparation
before teaching √
√
2 The teachers’ abilities to
control the class √
√
3 The explanation of material
briefly √
√
4 Create interesting condition √ √
5 The ability in using media √ √
6 The ability to overcome
students’ problem √
√
7 The teacher’s voice can be
heard by the students √
√
8 The teacher uses real thing
in the environment of the
class
√
√
9 The teacher uses blackboard √ √
10 The teacher uses picture √ √
11 The teacher uses audio aid √ √
12 The teacher uses audio
visual aid
√
√
13 The teacher uses
models/real thing √
√
14 Students can answer the
question from teacher √
√
15 The teacher brings English
textbook √
√
16 The teacher brings notebook √ √
4.1.2.1 The Teachers’ Strategy in Teaching Listening and Writing by using
Tape Recorder
The teacher used tape recorder as media in listening class at SMK Hidayatul
Mubtadi’in. He got tape recorder from school facility. For example: the
material about “John Smite”, the activities were as follows:
(a) the teacher played the cassette and the students listened carefully. It
is done three times;
(b) the students wrote what the cassette said;
(c) the teacher asked the students to submit their answers on the paper;
(d) the teacher and students corrected the answer together;
(e) the teacher gave the correct answer to the students.
4.1.2.2 Problem Faced by the Teachers in Teaching Listening and Writing
by using Tape Recorder
There is no language laboratory at SMK Hidayatul Mubtadi’in, so
the teacher used tape recorder in teaching listening in the class. It is
different from SMK Muhammadiyah 3, this school has language
laboratory and tape recorder, but the teacher never used them because the
language laboratory is just for second and third grade. While, the teacher
never used tape recorder because the electricity in the class was not
available. Sometimes teacher just read the story and asked the students to
listen it.
4.1.2.3 The Teachers’ Strategy in Teaching Speaking and Reading by using
Real Things, and Pictures
The teacher used real things which as media in teaching at SMK
Muhammadiyah 3. She got real things which as media from the school
facility, for example: the material about “there are and there is”. The
activities were as follows:
(a) the teacher gave the example about “there are and there is” in the
sentences by showing real things around the class;
(b) the teacher asked the students one by one to mention their sentences
about the lesson;
(c) the teacher wrote the words about real things on the blackboard with
the meaning of the words;
(d) the teacher pronounced the words and the students repeated what she
said;
(e) the teacher gave homework for students about the lesson which
focused on students’ bedroom.
The English teachers of SMK Muhammadiyah and SMK Hidayatul
Mubtadi’in used pictures by drawing on wide paper. They drew the
pictures by themselves. The pictures were used to explain or describe
someone or things. The activities were as follows:
(a) the teacher showed the pictures about profession in front of the
class;
(b) the teacher provided many pictures about profession and gave an
example in explaining the picture;
(c) the teacher asked the students to choose one of the pictures and
explain it by reading their papers, it is done one by one;
(d) the teacher gave homework for the students to find out other
professions around them.
4.1.2.4 Problem Faced by the Teachers in Teaching Speaking and Reading
by using Real Things and Pictures
The teacher spent a lot of time to explain the material. It made
some students felt sleepy and bored. The class was not alive and the
students seem to be passive. The time for English lesson was very limited
to lead the students able to read and speak English fluently. Especially
textbook, not all students have textbook because of the different
background of the family.
At SMK Hidayatul Mubtadi’in, there is no real thing as school
facility. Therefore, the teacher used pictures by drawing on wide paper by
themselves.
4.1.3 Data Taken from Interview
No Question The teacher of SMK
Muhammadiyah
The teacher of SMK
Hidayatul Mubtadi’in
1 The level of teachers’
education.
S1 of STIBA-
MALANG
S1 of Univ. Kanjuruhan
Malang
2 In explaining the
material, teachers use
media or not.
Yes Yes
3 The media used by the
teacher except
Picture, photo, tape
recorder
Picture, photo, tape
recorder
blackboard.
4 Problem faced by the
teacher in serving
media.
Cost Cost
5 Preparation before
teaching English.
Lesson plan and
prepare the material
Lesson plan and prepare
the material
6 The book used by the
teacher.
LKS Citra, nine
hundred for English
conversation
LKS Kharisma,
Headlight
4.2 Discussion
Based on the result of the questionnaire, observation, and interview
to the students and teachers, the researcher discussed it in detail. The
discussion will encompass kinds of media used by the English teachers and
problem faced by the English teachers in using media at SMK
Muhammadiyah 3 and SMK Hidayatul Mubtadi’in in Singosari.
4.2.1 Kinds of Media used by the English Teachers
From the result of observation, there are equal data from students’
and teachers’ questionnaire at SMK Muhammaditah 3 and SMK Hidayatul
Mubtadi’in. Students’ questionnaire showed that 100 % from students
number stated that the teachers always used media in teaching learning
process and the teachers’ questionnaire showed the same responses.
“Blackboard” and “textbook” are media usually used by the
English teachers in teaching learning process. It is proved by 34,61%
responses of students at SMK Muhammadiyah 3 and 53,34 %, 40 %
responses of students at SMK Hidayatul Mubtadi”in.
“Question and answer” is the method used by the English teachers
in speaking and reading class. It is proved by 46,16 % responses from the
students at SMK Muhammadiyah 3 and 60 % responses at SMK Hidayatul
Mubtadi’in.
Language laboratory is the media that the students like most at
SMK Hidayatul Mubtadi’in, it showed 60 % responses, whereas 65,38 %
responses of the students at SMK Muhammadiyah 3. Furthermore, the
students stated that they like if the teachers use media in teaching learning
English process. It is proved by 84,61 % responses from the students at
SMK Muhammadiyah 3 and 100 % responses from the students at SMK
Hidayatul Mubtadi’in.
Data from the observation showed that using media in teaching
learning English process could make the students motivated to study
English because the teacher always used various media in teaching. The
researcher can draw a general conclusion that what have been conducted
or practiced by the teacher is very good method of teaching. As the result,
the students are more active during teaching and learning process by using
media.
4.2.2 The problem faced by the English teachers in using media in teaching
learning English process
Problem faced by the English teachers are the cost in serving the
media, if the media are not available at school. Therefore, the teacher
should buy the media that are not available at school such as fruits,
pictures, and others. The data from classroom observation showed that
SMK Hidayatul Mubtadi’in does not have language laboratory and the
electricity in the class was not available at SMK Muhammadiyah 3, so the
teacher cannot used tape recorder to teach listening class. The teacher read
the story directly and the students listen to the teacher.
From the result of observation, the researcher got some equality.
The teachers only used the LKS and a textbook. LKS (with the limited
content) is the only source used by the students. The teacher gives the
students much exposure to the context of LKS and a limited additional
explanation.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses the conclusion in regard with the research findings.
It also give the suggestions for the English teachers at SMK Muhammadiyah 3
and SMK Hidayatul Mubtadi’in Singosari and other English teachers in using
media at teaching learning process.
5.1 Conclusion
The researcher would like to bring up all of the points that have been
discussed in the preceding chapters. Based on the result of the research in the
foregoing, the researcher will make some valuable conclusion as follows:
1. The media used by the English teacher
At SMK Muhammadiyah the English teacher used backboard, real
things, and pictures in teaching English, while the English teacher at SMK
Hidayatul Mubtadi’in used blackboard, tape recorder and pictures in
teaching learning English process.
2. The teachers’ problem in teaching English by using media
Textbook is the most problem faced by the English teachers during
teaching activities. Not all the students have the book because of the
different background of the family. When the media were not available at
school, the teacher got money from her/his own to buy the media.
5.2 Suggestion
The researcher suggest some possibilities to the English teachers and
schools at SMK Muhammadiyah, SMK Hidayatul Mubtadi’in and others
teachers to improve and develop the successful of teaching learning English
process, especially in teaching English as foreign language.
1. For the English teachers
a. As an English teacher should use various teaching method and various
instructional media in teaching English to attract students’ attention
and to encourage students’ motivation and curiosity in learning
English.
b. The teacher should develop her/his capability and competency, so
he/she can teach professionally.
c. The teacher should understand each student well treat them and give
them innovation based on their characteristics. Besides the teacher has
to understand the level of intelligence and cognitive for each students
to make the teacher easier in treating them.
2. For the school (Headmaster)
a. The headmaster has to provide the media at school for teaching, such
as language laboratory, tape recorder, English book, pictures, real
things/models to improve students’ capability.
b. The headmaster can use the result of this study to determine the
implementation of using media at SMK Muhammadiyah and SMK
Hidayatul Mubtadi’in Singosari.
3. For further researchers
For further researchers who want to conduct a replication of this study,
it is suggested that they have to take a wider population and enlarge their
knowledge about using media.
BIBLIOGRAPHY
Arikunto, Suharsimi. 2003. Manajemen Penelitian. Jakarta: Rineka Cipta Blount and Klausmeier. 1986. Creative Teaching Learning Activities. New York. Bodgan, Robert C. 1992. Qualitative Research for Education. London: Alyn and
Bacon. Gagne, Robert M. 1967. The Condition of Learning. New York: Helt Richard
and Winston. Gerlach, Vernon S., Ely, Donal P., Melnick, Rob. 1971. Teaching and Media a
Systematic Approach. New York: Pretice-Hall, Englewood. Hamalik, Oemar. 1989. Media Pendidikan. Bandung: PT. Citra Aditya Bakti. Kasbolah, Kasihani. 1992. Strategi Belajar Mengajar Bahasa Inggris I
(Teaching Learning Strategy I). Richard, Jack C. and Rodgers, Tehodore C. 1986. Approach in Language
Teaching. Cambridge University Press. Cambridge. Russel et all. 1982. Instructional Media and the New Technologies of
Instruction. United State of America.
ANGKET UNTUK SISWA
Petunjuk mengerjakan:
1. Pernyataan ini bertujuan untuk mengumpulkan data bagi penelitian yang
berjudul “An Analysis of Using Media in Teaching Learning English Process
at the First Grade of SMKs in Singosari”.
2. Pilihlah jawaban yang sesuai dengan cara menyilang (X)
1. Apakah guru bahasa inggris anda selalu menggunakan media saat mengajar?
a. Selalu
b. Tidak selalu
2. Media apa yang biasa digunakan oleh guru anda dalam mengajar bahasa
inggris?
a. Papan tulis
b. Buku Panduan
c. Majalah
3. Metode apa yang digunakan guru anda saat pelajaran speaking?
a. Tanya jawab
b. Diskusi
c. Dialog
4. Saat pelajaran listening, penggunaan media apa yang paling anda sukai?
a. Tape recorder
b. Television
c. Lab. Bahasa
5. Dengan menggunakan media saat belajar bahasa inggris, apa yang anda
rasakan?
a. Suka
b. Tidak suka
CHECK LIST UNTUK OBSERVASI KELAS
URAIAN Ya Tidak
1. Guru membuat satpel sebagai persiapan mengajar.
2. Guru mampu menguasai kelas.
3. Guru mampu menyampaikan materi dengan baik.
4. Guru mampu menciptakan suasana yang
menyenangkan.
5. Guru mampu menggunakan alat peraga.
6. Guru mampu mengatasi kesulitan siswa.
7. Suara guru dapat di dengar oleh seluruh siswa.
8. Guru menggunakan benda nyata yang ada di sekitar
kelas.
9. Guru menggunakan papan tulis.
10. Guru menggunakan gambar.
11. Guru menggunakan media audio.
12. Guru menggunakan media audio visual.
13. Guru menggunakan models.
14. Siswa bisa menjawab pertanyaan dari guru.
15. Guru membawa buku pelajaran Bahasa Inggris.
16. Guru membawa buku catatan.
