THE STUDENTS’ RESPONSES TOWARD THE USE OF THE TEACHING MEDIA BY THE ENGLISH TEACHER AT THE FIFTH
GRADE OF SDN BLIMBING 3 MALANG OF 2013-2014
THESIS
By:
IKA FAIZATUL UMMAH
09360279
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE STUDENTS’ RESPONSES TOWARD THE USE OF THE TEACHING MEDIA BY THE TEACHER IN TEACHING ENGLISH AT
THE FIFTH GRADE OF SDN BLIMBING 3 MALANG OF 2013-2014
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
IKA FAIZATUL UMMAH
09360279
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Ika Faizatul Ummah was approved on October 29, 2013.
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
MOTTO
A moment lost all of a second, but the
memory live on forever
khoirun naas akhsanuhum kholqon wa ‘anfauhum
linnaas
Dedication
I dedicated this
thesis
to:
My beloved father and mother,
My brother and my sister,
My family and friends,
ACKNOWLEDGEMENTS
Alhamdulillahirobbil Alamin, the writer would like to express gratefully to
Allah SWT for everything, so that she could compose and completed this thesis.
Moreover, Sholawat and Salam are always sent to our prophet Muhammad SAW.
At first, the writer would like to say a lot of thanks to her first advisor Drs.
Imam Machfudz and the second advisor Iswahyuni, M. Pd for their guidance,
advices, and motivation. However the writer would not be able to finish without
them. Moreover, the writer also thanked to Fardini Sabilah M.Pd, the chairwoman
of English Department at University of Muhammadiyah Malang who has given
the opportunity to the researcher in order to conduct the research.
Second, her sincere appreciations are delivered to a wonderful family, her
beloved mother (Dra. Kartiwi) and her beloved father (Drs. Chamzawi) thanks a
lot for your pray, support, love, and everything. Her sweet brother and sister
(AHM. Faravis and Abidatur Rosyida), and my big family (Fachri, Mb lif, Rubii,
ibu Suryati, bapak Madarun, Pakde) I know all of you always pray for me, her big
family in boarding house (Diah, Icha, Nila, Unyu, Bude, Mb Nita, Ririnda, Tara,
Ncy, Mb Rena, Novita, Yuli) and for all of her friends who cannot mention one
by one for their encouragement, love, care and pray so that she can finish this
thesis.
For the important person in my life, the father’s to be of my future children. I write your name at the end of this part intentionally in order to make
you always accompany me through part by part of my whole life, the one and only
TABLE OF CONTENTS
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Teaching English for Young Learner………. 7
2.1.1 The Characteristic of Young Learner ………..…………... 8
2.2 Teaching Media ………...……….. 11
2.2.1 Criteria in Choosing Teaching Media ………13
2.2.2 Function of Media ………..14
2.2.3 Kinds of Teaching Media in EYL ………...………...15
2.2.3.1 Audio Media ………15
2.2.3.2 Visual Media ………....16
2.2.3.3 Audio Visual Media ……….18
2.3 Response ………...……….19
2.3.2 Students’ Response ………...22
CHAPTER III RESEARCH METHODOLOGY 3.1Research Design ... 23
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1Research Findings ………. 28
4.1.1 The Kinds of Media Used by The Teacher of English …………... 28
4.1.1.2Power Point ………... 28
4.1.1.3Pictures ……….. 29
4.1.2 The students’ Responses toward the Teaching Media Used by The Teacher in Teaching English ……...………. 30
4.2 Discussion ……….. 31
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ………. 33
5.2 Suggestion ………. 34
REFERENCES
Arsyad, Azhar. 2002. Media Pembelajaran. Jakarta: PT Raja Grafindo Persada
Bogdan, Robert C. And Sari Knoop Biklen. 2003. Qualitative Research for Education, Syracuse University: Pearson Education Group, Inc.
Brown, H Douglas. 1980: 7. Principle of language learning and Teaching. San Francisco. Wesley Longman Inc
Chaudron, Craig. 1988 Languge Classroom Second. Usa: Combridge University Press
Fraenkel, Jack R. Wallen, Normal E. 2009. How to Design and Evaluate Research in Education, Seventh Edition. San Francisco State University. American, New York: an imprint of The McGraw-Hill Companies, Inc.
Kasbollah, Kasihani. 2001. Teaching English to Young Learners, Malang: Universitas Negri Malang
Kasihani K.E. Suryanto, English for Young Learners, 2007
Patty, Fet al. 1987. Pengantar Psikologi Umum. Surabaya: Surabaya Press
Powell. A Russel et.al 2002 Introduction to Learning and Behaviour. Usa Wad Sworth Group.
Ricard, Jack C. 1990. The Language Teaching Matrix. Cambridge : Cambridge University Press.
Sadiman, Arif S 2006. Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatanya. Jakarta: PT Raja Grafindo Persada
1
CHAPTER I
INTRODUCTION
This chapter presents about: background of the study, statement of the
problems, purposes of the study, significance of the study, limitation of the study, and
definition of key terms. Each section is presented as follows.
1.1Background of the Study
English as an international language is important for communication in our
life because we use it for keeping in touch with others. It is to deliver ideas,
argument, mind, and feeling to people from other countries. Besides that, English is
also a tool to develop science, technology and culture.
In the globalization era, the use of English is more popular in international
communication. English becomes a window of the world of science and technology
because of recent increasing telecommunication revolution.
In Indonesia English is the first foreign language taught as a compulsory
subject at Elementary school, junior and senior high school and university level. It is
mentioned in the 2004 curriculum that English is a compulsory subject taught to the
students as a means of improving knowledge, technology and arts to make citizens
have a good personality and ready for the national development.
English subject is introduced to the fourth grade students of an elementary
2
young learnears is not the same as to adult learners, and the teacher should focus on
how all students can master the subject.
Teaching media are means to make communication in teaching learning
process easier. The use of teaching media in teaching learning procces is to come up
the motivation and stimulate students to learn. In teaching learning English,
especially to young learners, teaching media are important things because the students
can catch the lesson more easily and be more active in joining the class. Teaching
media also can motivate and build the student’s interest in learning English.
There are many elementary schools that use teaching media. One of them is
SDN Blimbing 3 Malang. SDN Blimbing 3 Malang is a favorite elementary school in
Malang. In that school, English is taught from the first grade up to the sixth grade.
When the writer conducted a pre observation by interviewing one of the teachers in
SDN Blimbing 3 Malang it was known that the students had difficulties in
understanding English. Therefore, the teacher was suggested to use media as a tool to
help the students solve their problems in learning English.
Teaching media can be in the form of graphic media such as pictures, cards,
flash card etc. There are 3 kinds of media. First, visual media, are the ones which can
be seen and touched by the students, such as pictures, maps, miniatures etc. Second,
Audio media are those which can be listened to such as radio, a laboratory, magnetic
tape recording or tape recorders. Third, Audio visual media can be listened to and
seen such as TV and film. (Kasihani K.E. Suryanto, English for Young Learners,
3
appropriate media for the students. Besides, a teacher should also know about the
effective media that can be used
There are some previous studies which support this research. Noviane (2009)
and Nelita (2000) who studied teaching media. The other research was done by Zain
(2010) who studied about the student response.
Noviane (2009) studied the media used in the teaching of English at SDN
Muhammadiyah 02 Gresik. She found that the media used by the teacher were mostly
visual media such as pictures, blackboard, and real object. The teacher rarely used
audio media such as tape recorder. The teacher selected the media which were
interesting, attractive, familiar with children, suitable with the lesson, easily got or
made, effective, and easy to apply so that the students showed positive responses
toward the teaching media.
In line with Noviane, Nelita (2000), who studied about the media in teaching
learning English used by the teacher at MAN 7 Jakarta, indicates that all of the
English teachers at MAN 7 used visual media such as pictures, real objects, and
brochurs. Most of the students like to have visual media in their English class. Visual
media can motivate the students and make the teaching learning procces more
effective and make the concept of information clear.
Differently, Zain (2010) studied about the student’s respond toward learning
speaking by native speakers at English department UMM. He found that the respond
of the EYL III students toward EYL teaching practice conducted by English
4
practice in EYL classroom. They were very enthusiastic to conduct teaching practice
in EYL classroom.
In elementary schools, the teachers have an important role because teachers
are the most influential people in the classroom, and students mostly learn from the
teachers. In other words, students depend on the teachers and do not have anything to
do without the teacher’s instructions. It means that the teacher needs to use media to
motivate and arouse the students’ interest in learning English.
The first previous study conducted by Zain tells about student respond toward
learning speaking by native speaker. The second previous study conducted by Nelita
and Noviane tells about teaching media used in teaching English. Moreover, this
research studies about both of them. This study tells about the students’ responses toward the use of teaching media in teaching English and the teaching media used by
the teacher.
Based on the reasons above, the researcher was interested in studying about
the media used by the teacher in SDN Blimbing 3 Malang. So, the researcher wrote
this thesis with the title “The Students’ Responses toward the Use of the Teaching Media by The English at the Fifth Grade of SDN Blimbing 3 Malang of 2013-2014”.
1.2Statement of Problems
Considering the background of study stated above, the problems of this study
are formulated in the following part:
1. What teaching media does the teacher use in teaching English at the fifth grade of
5
2. What are the students’ responses toward the use of the teaching media by the teacher in teaching English?
1.3Purposes of Study
The researcher states the purpose of this study in order to achieve a good
result. The purposes of this study are:
1. To discover the kinds of media used by the teacher in teaching English at the fifth
grade of SDN Blimbing 3 Malang of 2013-2014.
2. To describe the students’ responses toward the use of the teaching media by the teacher in teaching English.
1.4Significance of Study
This section explains the importance of the study. Based on the teaching
learning activity, the researcher hopes this study has some significance:
1. Students of the English department.
Give more knowledge about the teaching media which is used to teach
English for Young Learners.
2. Lecturers of the English department, especially those who teach English for
Young Learners.
Give more knowledge that is inspiring to the lecturer who teaches English for
Young Learners. So, it can give a motivation to the students about the
importance of teaching English especially teaching English for Young
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3. English department.
Give some addition references about the use of media and teaching English
for Young Learners.
4. Further researchers who concern with teaching English to Young Learners.
For further researcher, the writer hopes to continue this research with different
aspect and conducts the research related with the teaching media used in
English to Young Learners. The writer gives suggestion related with
increasing teaching especially teaching English to Young Learners by using
kinds of media.
5. Readers in general, especially those who learn with teaching English to Young
Learners.
For reader in general, this study can be as references in number 1 and 2.
1.5Scope and Limitation
In this study, the researcher focuses on the description of the students’ responses toward the use of the teaching media by the teacher in teaching English at
SDN Blimbing 3 Malang of 2013-2014. Meanwhile, the researcher limits this study
only to the fifth grade of SDN Blimbing 3 Malang of 2013-2014.
1.6Definition of Key Terms
In order to prevent misunderstanding, the researcher gives short explanation
7
1. Response is the result of the individual assessment toward a certain object based
on the stimulations or the message which is accepted by the communicator gets
the stimulate of respond (Widjaja, 2000:114)
2. Teaching is any action performed (by the teacher) with the intention of
facilitating learning in another individual (the learner) (Tardif in Syah 2004)
3. Media are assertive appliance of any kind taken as a dealer to reach intruction
target (Djamarah and Zain 2002)
4. Teaching media are tools that are used by teachers and students to help them
reach the goal of learning (Nababan, 2003). In this study, the teaching media are
tools that are used by the teachers of SDN Blimbing 3 Malang in order to
