PAPER

LANGUAGE TEACHING MEDIA (LTM)

“POCKET CHART AND DIGITAL VIDEO“

Written by:

Dwi Parawhiyanto (11321154/5E)

Siti Purwaningsih (11321159/5E)

Rizky Yuli Ardilla (11321181/5E)

DEPARTEMENT OF ENGLISH TEACHING

FACULTY OF LETTERS AND ARTS EDUCATION

IKIP PGRI MADIUN

2013

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TABLE OF CONTENT

Title Page ...................................................................................................... i

Table of Content ........................................................................................... ii

Chapter I. INTRODUCTION

I.1. Problem Statement .......................................................... 1

Chapter II. DISCUSSION

II.1. Pocket Chart and Flannel Board as Traditional Media ..... 2

II.2. Digital Video as Electronic Media ................................... 4

Chapter III. Conclusion ............................................................................... 7

Reference ...................................................................................................... iv

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CHAPTER I

INTRODUTION

I.1. ProblemStatement

1. What is the definition of pocket chart and flannel board?

2. How does make pocket chart and flannel board?

3. How does use pocket chart and flannel board to teach English?

4. What is the definition of digital video?

5. How does make the digital video?

6. How does use digital video to teach English?

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CHAPTER II

DISCUSSION

II.1. Pocket Chart and Flannel Board as Traditional Media

A. Definition of Pocket Chart

Pocket chart is kind of traditional media that can be used to teach a

language. It consists of some pockets series and cards that can be included in

the pocket.

According to Morris (2009: 3-4), “In the classroom, the possible uses for

a pocket chart are nearly endless. Teachers can place pieces of paper or

cardstock into the individual pockets, creating anything from attendance and

behavior charts to a lesson plan for spelling, reading, or writing”. A pocket

chart with very large pockets can be used to hold student’s folders or

schoolwork, while charts with smaller pockets could be used to create

calendars or used to hold monthly curriculum themes for various classroom

centers. Teachers can also insert prompts for journaling and foreign language

lessons.

Since pocket charts are available in a variety of sizes and are reasonably

priced, they make an ideal organizational and display tool. Though most are

square or rectangular in shape, some pocket charts come in fun shapes like

apples. They can be used interactively in the classroom when combined with

specially designed flashcards made for teaching numbers, letters, sequencing,

and more. (teken from: www.wisegeek.com)

B. Definition of Flannel Board

Flannel board is a kind of display surfaces that is used by the teachers as

surfaces for putting their media. Flannel board is constructed of cloth stretched

over a sturdy backing material such as plywood or heavy cardboard. (taken

from: www.wisegeek.com)

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C. How to Make Pocket Chart and Flannel Board

Materials and Equipments

- Flannel 1m x 1m

- Colorfull Flannel

25cm x 25cm

- Manila paper

- Pencil, scissor, double tip, candle glue,

ruler

Steps to Make Pocket Chart

1. Prepare and stretch the larger flannel

2. Make pola of alphabet with manila paper to make the title “ ACTIVE

AND PASSIVE VOICE”

3. Copy the pola of manila paper to colorfull flannel and cut it base on

the pola

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4. Cut the colorfull flannel to make the pockets

5. Patch them (title and pocket) to the larger flannel with glue

6. Make some cards that contain words by using manila paper

7. Insert the cards into the pockets

8. The pocket chart and flannel board are ready to use

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D. How to Use Pocket Chart and Flannel Board

Pocket chart can be used to teach English structure and imporove the

students’ writing and reading skill and also the grammar structure. This paper

explains about pocket chart that is used to teach active and passive voice.

1. The teacher prepares the pocket chart. It needs four pockets and some

cards to teach active and passive voice.

- Make eight cards that contain tense words (present tense, present

progressive, past tense, past progressive, present perfect, past

perfect, future, and modals) then insert into tho first pockets

- Make eight cards that contain subjects (the teacher, I, my mother,

Rino, Dido, my father, my sister, and the students), then insert into

the second pockets

- Make eight cards that contain verbs (read, write, eat, buy, find,

lose, lend, obey) then insert into the third pocket.

- Make eight cards that contain “use appropriate noun as the object”

2. The teacher explains about active and passive voice.

3. The teacher use such a game to evaluate the students’ understanding

about the material.

Rule of the game:

- Divide the class into seven groups.

- Teacher give the example to do the game.

- One person of each group come to the front and take one card

from each pocket.

- Each group have to arrange two sentences from the words, one

active sentence and one passive sentence.

- Each group who can make good and correct sentences will get

reward.

4. The teacher reviews and concludes the material.

II.2. Digital Video as Electronic Media

A. Definition of Digital Video

Digital video is a type of digital recording system that works by using a

digital rather than an analog video signal.

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According Goodwyn (1992: 56-57), “Digital video can be used in a

classroom and has given the teacher highly control of pupils’ viewing”. It

means that the teacher can record almost anything to show three dimentional

animation for the students. Digital video can be used by the teacher to support

the teaching learning process and let the students know and understand deeply

for the material that given.

B. How to Make Digital Video

Equipments

- Camera digital

Steps to Make Digital Video

- Make the dialog about “greeting and leave taking”

- Prepare the digital camera and change into video mode.

- Act based on the scenario and record it.

- Edit the video to be good and interesting vidoe.

C. How to Use Digital Video

The digital video can be used to teach listening, speaking and writing.

This paper explain how to use digital video about greeting and leave taking.

1. The teacher show the video about greeting and leave taking

2. The students should listen carefully with the video, so that they can

answer if the teacher ask them about the video.

3. The teacher explain how to express greeting and leave taking and the

responses.

4. The teacher ask the students to make a dialog about greeting and leave

taking.

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5. Then, the students have to practice speaking about greeting and leave

taking with their partner in front of the class.

6. Students who want to practice it in front of the class will get reward from

the teacher.

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CHAPTER III

CONCLUSION

Pocket chart is kind of traditional media that can be used by the teacher to teach

English structure. It can be used to ask the students arrange some words to be good

sentences and improve the students’ writing skill. Digital video is kind of electronic media

and can be used to show three dimentional animation. Both of the media can be used to teach

English in effective way.

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REFERENCE

Goodwyn, A. 1992. English Teaching and Media Education. Great Britain: Biddles

Limited

Morris, R. 2009. Pocket Chart. A Simple Discipline Strategy for Promoting Positive

Behavior. 1-28. Retrieved from: http://www.newmanagement.com

Http://www.searchsoa.techtarget.com/definition/digital-video

Http://www.wisegeek.com/what-is-a-pocket-chart.htm

Http://www.wisegeek.com/what-is-a-cloth-board.htm