Chapter V: Conclusion, consists of conclusion and suggestions
B. Theoritical Framework
Reviewing relevant theories in a study is very necessary. The study of theory is basically a study of existing scientific knowledge. The things studied can be in the form of theories in the form of a concept, law and principles that are relevant to the problem formulated in the first step to find answers to these problems.
a. Learning Media 1. Definition of Media
Media is something that is already familiar to the world of education, especially with the advancement of civilization as technology develops and can be used as a medium to facilitate learning in the classroom. Media can also be referred to as the teacher's mind channel to students. A teacher must always use the media in delivering teaching material, both the simplest, namely language, to more complex media such as films, dioramas, nature etc.
According Heinich et al. (In Arsyad 2016), is a communication tool.
Media comes from Latin and is the plural of words "medium" which
literally means "intermediary" that is intermediary source message (a source) with the recipient message (a receiver). Heinich gave an example of this media such as film, television, diagrams, printed material, computers, and instructors.12 So, learning media is something that can be used to convey instruction. In this case the learning material to the recipient of the message or learners in learning, so that the learning process can be carried out to achieve learning objectives effectively, especially in English.
In general educational media has uses, as follows:13
1. Clarify the presentation of the message so that it is not too verbalistic (in the oral written or oral).
2. Overcome the limitations of space, time and sense power, like :
1) Large objects can be replaced with reality, pictures, frame films, films or models
2) Small objects are assisted by micro projectors, frame films, films or images.
3) Motion that is too slow or too fast can be helped by time lapse or high speed photography.
4) Events or events that occurred in the past can be displayed again through film recordings, videos, frame films, photos or verbally.
12 Guslinda and Rita Kurnia, Media Pembelajaran Anak Usia Dini (Surabaya : CV Jakad Publishing, 2018), 1
13 Arief S. Sadirman, R. Rahardjo, Anung Haryono and Harjito, Media Pendidikan Pengertian, Pengembangan dan Pemanfaatannya (Depok : PT Rajagrafindo Persada, 2018), 17
5) Objects that are too complex (e.g. machines) can be presented with models, diagrams etc.
6) Concepts that are too broad (volcanoes, earthquakes, climate etc.) can be expressed in the form of films, frame films, images etc.
3. The use of educational media appropriately and varied can overcome the passivity of students. In this case educational media is useful for :
a) Passion of learning
b) Enable more direct interaction between students with the environment and reality.
c) Enable students to learn individually according to their abilities and interests.
4. With the unique nature of each student with the different environment and experience, while curriculum and educational material are determined equally for each student, the teacher experiences has many difficulties when all of them must be overcome on their own. It will be more difficult if the teacher's background with students is also different. This problem can be overcome by the media of education, namely with ability in:
1. give the same
2. Treat the same experiences 3. raises the same perception.
2) Kinds of Learning Media
Gagne and Briggs said that media learning includes physically used to convey the contents of learning materials consisting of, as follow: books, tape
recorders, tapes, video cameras, video recorders, films, slides (picture frames), photos, pictures, graphics, television, and computers.14
The following will be described the classification of learning media according to the taxonomy of Leshin et al:15
1) Human Based Media
Human-based media is a medium used to send and communicate messages or information. This media is especially useful if our goal is to change attitudes or want to be directly involved with monitoring learning.
2) Printed Based Media
The most commonly known print-based learning media are textbooks, guidebooks, work / practice books, journals, magazines and loose sheets.
3) Media Base Visual
Visual-based media (image or parable) play a very important role in the learning process. Visual media can provide a connection between the content of subject matter and the real world.
4) Media Base Audio – Visual
Visual media that uses voice usage requires additional work to produce it. One of the important jobs needed in audio-visual media is script writing and storyboarding which requires extensive preparation, design and research. Examples of audio-visual based media are videos, films, slides with tape, television.
14 Moh Zainul Rosyid, Halimatus Sa’diyah and Nanda Septiana, Ragam Media Pembelajaran (Malang : CV. Literasi Nusantara Abadi, 2019), 12
15 Ibid,. 12
5) Computer Based Media
Today computers have different functions in the fields of education and training. Computer acts as a manager in the learning process known as Computer Managed Instructional (CMI). There is also the role of computers as additional help in learning; its utilization includes the presentation of information on the contents of subject matter, practice or both. This mode is known as Computer-Assisted Intrusion (CAI). CAI supports learning and training, but it is not the main conveyer of the subject matter. Computer can present information and other stages of learning delivered not by information media.
b. Audio Visual Media
1. Audio Visual Media Definition
Audio visual media is one type of learning media that can be used in the learning process. Audio visual media comes from the word media which means an intermediary form used by humans to convey or spread ideas, ideas, or opinions so that the ideas, opinions or ideas that are expressed arrive at the intended recipient.16
According to Wina Sanjaya "Audio-visual media is media that has sound elements and elements of images that can be seen, for example video recordings, slides, sounds, and so on. According to Sememeri-Semenderiadis
"Audio-visual media play an important role in the educational process, especially when used by teachers and students. Audio-visual media provides a
16 Ibid,. 77
lot of stimulus to students, because of the audio-visual or sound-image nature.
Audio-visuals enrich the learning environment, maintain exploration, experimentation and discovery, and encourage students to develop conversation and express their thoughts.17 Therefore, audio visual media is a media that is combined between audio and visual combined with elements of sound and images at the same time in one learning process.
2. Objective of Audio Visual Media
According to the National Education Association, media is forms of both printed and audio visual communication and equipment. So, the media used in the learning process can be seen, heard or read. Through learning media students can be used to attract or direct the attention of students to stay focused on the material being delivered by the teacher, both through audio media or audio-visual media.
According to Zaman et al, audio visual media is a combination of audio media and visual media or commonly called listening media. He said the use of audio visual media can be more complete and optimal presentation of the contents of the theme to children. In addition, this media can also replace teachers' roles and duties in certain limits.18
Therefore, audio-visual media can be said as a medium that can be used as a medium of learning by involving hearing and watching in one process. This
17 Joni Purwono, “Penggunaan Media Audio Visual Pada Mata Pelajaran Ilmu Pengetahuan Alam di Sekolah Menengah Pertama Negeri 1 Pacitan”, Jurnal Teknologi Pendidikan dan Pembelajaran, 2, (April 2014), 130.
18 Guslinda and Rita Kurnia, Media Pembelajaran Anak Usia Dini (Surabaya : CV Jakad Publishing, 2018), 15
media can be demonstrated through movies, videos, TV programs, sound slides and etc.
3. Advantages and Disadvantages Audio Visual Media
Video as an audio-visual media that displays motion is increasingly popular in our society. Messages are presented can be facts (important events/events, news) or fictitious (such as stories) can be informative, educative or instructional.19 Every media applied in the learning process has advantages and disadvantages as things to consider.
There are advantages to audio visual learning media, as follow:20
1) Teaching materials will be more clearly defined so that students can be easier to understand, and allow students to master the teaching goals better.
2) Teaching will be more varied, not merely verbal communication through the narrative of the teacher's words. So that, Students does not bore and the teacher does not run out of energy.
3) Students do more learning activities, because they are not only listening to the teacher's description, but also the activity of observing, doing, demonstrating and others.
4) Teaching will be more attract students' attention so that, it can foster learning motivation.
The audio visual weaknesses in learning:21
19 Arief S. Sadirman et al, Media Pendidikan Pengertian, Pengembangan dan Pemanfaatannya (Depok : PT Rajagrafindo Persada, 2018), 74
20 Moh Zainul Rosyid, Halimatus Sa’diyah and Nanda Septiana, Ragam Media Pembelajaran (Malang : CV. Literasi Nusantara Abadi, 2019), 83
a) Audio visual media that uses more sound and verbal language may only be understood by listeners who have a good level of mastery of words and languages.
b) Presentation of material through audio media can lead to verbalism for listeners.
c) Less able to display details of objects that are presented perfectly.
The strengths and weaknesses contained in audio visual media do not mean being an obstacle in the learning process, but it becomes a matter of making teachers consider active and creative in developing learning materials and material delivery.
c. Reading 1. Reading
Reading is a lifelong skill to be used both at school and throughout life.
According to Aderson, Hiebert, Scott and Wilkinson, reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. According to Snow, Burns, and Griffin, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing.22
Reading is the active process of understanding print and graphic texts.
Reading is a thinking process. Effective readers know that when they read,
21 Ibid., 83
22 Hulya Kucukoglu, “Improving Reading Skill Throgh Effective Reading Strategies”, Procedia Social and Behavioral Sciences, 70 (2013), 709.
what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text.23
From the explanation above we know how important reading, Allah say in Holy Quran in Surat Al-Alaq verse 1-5:
َكُّبَرَو ْأَرْ قا )2( ٍقَلَع ْنِم َناَسْنِْلْا َقَلَخ )1( َقَلَخ يِذَّلا َكِّبَر ِمْساِب ْأَرْ قا 5( ْمَلْعَ ي ْمَل اَم َناَسْنِْلْا َمَّلَع )4( ِمَلَقْلاِب َمَّلَع يِذَّلا )3( ُمَرْكَْلْا
Meaning:
Read, In the name of your Lord, Who has created (all that exist). Has created man from a clot (a piece of thich coagulated blood), read and your Lord is the most Generous, who has thought (the writing) by the pen (the first person to write was prophet Idress (Enoch). Has taught man that which he know not.24
The first word of the surah Al-Alaq is IQRA, that means Read. This has a big for human. Allah creature human come to this world cannot read everything at all, but with permit from Allah, we can read everything what we want read.
23 Think Literacy, “Cross-Curricular Approaches, Reading Strategies, Grades 7-12”, 7
24 Lajnah Pentashih Mushaf Al-Qur‟an, Al-Qur’an Terjemahan Dwibahasa Inggris Indonesia, (Bandung: Al-Mizan Publishing House, 2010), 753.
Therefore, the purpose of reading is try to understand what the author’s intention is. According to Kose, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear.25 If the people want get the most out the materials or information they are assigner, they have to learn to read critically or analytically.
2. Reading Comprehension
Reading is also an interactive process in at least two ways. First, the various processes involved in reading are carried out virtually simultaneously. While we are recognising words very rapidly and keeping them active in our working memories.26
Reading is also a comprehending process. The notion of comprehending is both obvious and subtle. It is obvious in that any person could say that understanding a text is the purpose for reading; it is less obvious with respect to the ways that such understanding might be carried out by the reader, as will be seen in the next section. One outcome of reading being a purposeful and comprehending process is that it is also a learning process.27
Comprehension is a process the children integration of knowledge with information the text in order to comprehend the text. According to Pressley, comprehension strategies are.28 Reading comprehension refers to the understanding of text. Proficient readers engage in an intentional
25 Hulya Kucukoglu, “Improving Reading Skill Throgh Effective Reading Strategies”, Procedia Social and Behavioral Sciences, 70 (2013), 710
26 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading Second Edition, (New York : Routledge Taylor and Francis Group, 2011), 10
27 Ibid., 11
28 Saskathewan Learning, Teaching Student with Reading Difficulties and Disabilities A Guide for Educators,(Student Diversity, 2004), 36
solving process to comprehend. This process has a before, during, and after component. Most readers who are explicitly taught reading comprehension skills and strategies are likely to learn, develop, and use them spontaneously.
(Collins Block, & Pressley, 2001; Moats, 1998), Critical reading comprehension skills and strategies include the ability to summarize, predict, develop questions, clarify, relate the content of the text to personal experience and knowledge (activate prior knowledge), construct mental representations of the text, monitor understanding of the text and determine and connect important ideas to construct meaning.29
Teachers need to explicitly describe these comprehension strategies and explain to students when and how they should be used. Teachers also need to model the strategies in action (e.g., by using Think Aloud) and use them with their students). They need to guide practice with a gradual release of responsibility so that students eventually make the strategies their own.
They also need to show students how the strategies can be applied to comprehend oral, print, and other media text.
d. Narrative Text
1. Definition of Narrative Text
Narrative is central to children’s learning. They use it as a tool to help them organise their ideas and to explore new ideas and experiences.
Composing stories, whether told or written, involves a set of skills and
29 Ibid., 36
authorial knowledge but is also an essential means for children to express themselves creatively and imaginatively.30 The purpose of narrative text is to entertain the reader. There are many types of narrative texts. Among them are fables, folklore, fairy tales, myths, legends, and so on. Mark Anderson and Kathy Anderson explain that text narratives are used to tell stories and things that are happening. To entertain, inform readers and listeners.31
On the other hand, narrative text can be displayed in writing or reading text. The person who reads the story is the narrator. If the narrator tells the main character in the story then the narrator is the first person. However, if the narrator tells a character outside the story can be called a third person.
2. Narrative Text Structure
Narrative text is found in stories and has a structural organization that covers the beginning, middle, and end of the story. Around this organizational structure, several episodes of stories can be built which consist of characters, settings, problems, goals, actions, and resolutions / solutions.32
The generic structure of narrative texts is as follows:33 a. Orientation
That is the introduction to the form: a story about what (what the story is), who is the actor in the story (who is the participant), and from the story
30 Crow, A Guide To Text Types: Narrative, Non-Fiction and Poetry Overview of Structure, Language Features and Key Knowledge, ( Copyright : National Literacy Trust, 2013), 2
31 Dillyan Anugrah Joko Saputro, “Digital Storytelling to improve students’ mastery in writing narrative”, English Language Teaching Forum,1(June, 2013), 3
32 Angela Carrasquillo, et.al, Beyond the Beginnings; Literacy Interventions for Upper Elementary English Langugage Learners. (Clevedon: Multilingual Matters Ltd. 2004), 74
33 Mislaini, Improving Reading Comprehension of Narrative Text by Using Fable at the Grade X SMAN 1 BONAI Darussalam, University of Pasir Pengaraian, (2015), 3
(where is the arrangement of the place) and the story when it happened (when setting time).
b. Complications or Problems
In this paragraph that is the core of the text narrative. Without problems, this text is only one form of exposure to the event followed by another event. Problems that arise can be distinguished:
- Natural conflict: that is a problem that arises because of the story of actors related to the forces of nature.
- Social conflict : That is a problem that arises because of the perpetrators facing each other. They meet together with different interests.
- Psychological conflict: That is the problem that arises when dealing with the perpetrators of the story itself. That's the contradiction between good and bad, between greed and tolerance.
c. Resolution
That problem can be solved. In the Narrative text, problems that seem to have no solution, can be closed with a happy ending (happy ending) or not a little tragic ending, it's sad (sad ending).
d. Re-orientation
The conclusion a story consisting of moral lessons, suggestions or reader.
a. Research Approaches
The approach used in this study was qualitative approach. According to Strauss and Corbin, qualitative research method is kind of research that the data did not get from the statistic procedure or another counting procedure.36 So, in Qualitative approach the data would be presented by collecting and analysing the data with words.
b. Types of Research
The type of research was field research. Qualitative researcher tried to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. The aim was a holistic picture and depth of understanding rather than numerical analysis of data.37 So, this study presented the data in the form narration. In qualitative research the data collected is generally in the form of words and human actions, without any attempt to expose the data that has been obtained.38