A STUDY ON THE TECHNIQUE AND THE SUPPORTED MEDIA USED BY THE 1ST GRADE TEACHER IN TEACHING ENGLISH AT SDN
LEDOK TEMPURO LUMAJANG
THESIS
By:
MANDA FREDO DWI ARI ANANTA
06360107
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON THE TECHNIQUE AND THE SUPPORTED MEDIA USED BY THE 1ST GRADE TEACHER IN TEACHING ENGLISH AT SDN
LEDOK TEMPURO LUMAJANG
THESIS
This thesis is submitted to fulfill one of the requirements to achieve Sarjana Degree in English Education
By:
MANDA FREDO DWI ARI ANANTA
06360107
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
Advisor I, Advisor II,
(Fardini Sabilah, M.Pd) (Dra. Thathit Monon A, M.Hum)
Training and Education of University of Muhammadiyah Malang and accepted as one of the requirements to achieve
Sarjana degree in English Education on May 10th, 2013
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
(Drs. H. Fauzan, M.Pd)
Examiners: Signatures:
1. Riza Elfana, S.Pd, M.A 1. ………
2. Bayu Wicaksono Ph. D 2. ………....
3. Fardini Sabilah, M.Pd 3. ………
4. Dra. Thathit Manon A, M.Hum 4. ………
“Hanya kepada ALLAH kami menyembah dan hanya
kepadanya pula kami meminta pertolongan”.
(QS: Al-Fatihah: 5).
“
Tugas kita bukanlah untuk berhasil. Tugas kita
adalah untuk mencoba, karena didalam mencoba
itulah kita menemukan dan belajar membangun
kesempatan untuk berhasil
”
(Mario Teguh)
The Writer Dedicated This Thesis To:
His Beloved Parent
His Brothers and Sisters
All of His Friends
Alhamdulillah, all praise is to ALLAH, the Merciful and Charitable. Because of His guidance, blessing and affection, the writer can finish this thesis.
The writer would like to express his great appreciation to many people who had been involved in finishing this thesis. The writer thanks to:
1. His beloved parents “Ach. Rifa’i and Mamik Astutik S.Pd” who always pray, support, and give affection during writing this thesis.
2. His first advisor “Fardini Sabilah, M.Pd” and his second advisor “Dra. Thathit Manon A, M.Hum” for their guidance, suggestion, correction and comment on this thesis, without real understanding and strong motivation, this thesis would have never found its completion.
3. The English teacher at SDN Ledok Tempuro Lumajang, Muhammad Shodikin, who were willing to be observed and given her a chance to do this research.
4. His brothers and sister “Mahendra anggara ari pratama and Marliana tri ari ayuning wiranti” who always give strength and financial support.
5. For all of his friends for their support, encouragement, love, care, borrow him a computer and pray that involved in finishing this thesis (Imam B, Imam S, Sanusi, Rizal S, Sate, Bayu, Koseng, Dwi aji S, Nanang, Yudha, Kaka, Heri, Rifa, Ali, Mas’ud, Mas aris, Amok, Budi, Amri, Hapy, Gazel, Hadi, Mardex, Udin, Paymo, Fitri, Jama’ah Coffeeiyah, and others).
Malang, January 23rd, 2013
The writer,
A STUDY ON THE TECHNIQUE AND SUPPORTED MEDIA USED BY THE 1ST GRADE TEACHER IN TEACHING ENGLISH AT SDN LEDOK
TEMPURO LUMAJANG
ABSTRACT
Teaching English to young learners is different from teaching English to teen or adult learners. In teaching English to young learners, the teacher should consider to the young learners’ characteristics that easy to get bored but very active. To overcome those young learners’ characteristics, the teachers should create interesting activities in order to attract the young learners’ willingness of studying and they did not get bored in the class such as the use of appropriate technique and media. By selecting suitable techniques and media, students will be enthusiasm to learn English.
The purposes of this research can be formulated as: (1) to know the techniques used by the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang, and (2) to know supported media used by the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang.
The design of this research was descriptive qualitative. The subject of this research is the 1st grade teacher who is teaching at SDN Ledok Tempuro Lumajang. The researcher chooses Mr. Shodikin as the research subject because he is the only English teacher who teaches the 1st grade level at SDN Ledok Tempuro Lumajang. To collect the data, the researcher used two kinds of instruments: interview and observations. The result of this research would be written in the form of narrative writing.
The research finding showed 5 teaching techniques used by English teacher at SDN Ledok Tempuro Lumajang. They were look and say, exercise,
question-answer, games and songs. In addition, the teacher also used 3 kinds of
supported teaching media; they were small-board, pictures and real-objects. Key words: Teaching English, Techniques, Media, SDN Ledok Tempuro
Lumajang.
The Advisor I, The Writer,
TABLE OF CONTENTS
CHAPTER II : REVIEW OF RELATED LITERATURE 2.1 Teaching English in the Elementary Levels………... 7
2.2 Qualification of a Good Language Teacher …..………... 8
2.3 Teaching Techniques ………...……… 9
2.3.1 Techniques of Teaching Listening ……… 11
2.3.1.1 Listen and do Activities …………..……… 11
2.3.1.2 Listen for Information ………... 12
2.3.1.3 Listen and Repeat Activities ………... 14
2.3.2. Techniques of Teaching Speaking ….…………..……… 16
2.3.2.1 Presenting New Language Orally ………...……... 17
2.3.2.2 Controlled Practiced ……….. 18
2.3.2.3 Guided Practice………... 19
2.3.2.4 Dialogues and Rule-Plays Work………. 20
2.3.2.5 Free Activities………. 20
2.3.3 Techniques of Teaching Reading……….. 22
2.3.4 Techniques of Teaching Writing ………... 23
2.3.4.1 Controlled Writing Activities ………..….. 23
2.3.4.2 Guided Written Activities ………..………… 25
2.3.4.3 Free Writing Activities ………..……… 25
2.3.5 Games ……...………. 26
3.3 Research Instrument ……… 34
3.3.2 Observation ……….….. 35
3.4 Data Collection ………... 35
3.5 Data Analysis ………... 36
CHAPTER IV: FINDING AND DISCUSSION 4.1 Research Finding ……….……… 37
4.1.1 The Teaching Techniques used by the teacher………... 37
4.1.2 Supported Media used by the teacher ………...…… 47
4.2 Discussion ……… 47
4.2.1 The Teaching Techniques and Supported Media ………….…… 47
CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion ………... 51
5.2 Suggestion ………...…. 52
REFERENCES
Ary, Donald., Jacobs, L.C., & Razavieh, A. 2002. Introduction to Research in
Education. New York: Hult, Rinehart and Winston, Inc.
Bogdan, R.C., Biklen, S.K. 1992. Qualitative Research for Education. An
Introduction to Theory and Methods. Toronto: Allyn and Bacon.
Brown H. Douglas.2000. Principles of Language Learning and Teaching. San Fransisco State University: Wesley Longman, Inc.
Brumfit.C., Jane Moon and Ray Tongue. 1991. Teaching English to Children.
London: Harper Colin.
Cameron, L.2001. Teaching English to Young Learners. Cambridge: Cambridge University Press.
Handayani (2010), A study on the technique used by the tutor of elementary level at “Sekolah Dolan” homeschooling community Malang
Kasihani, Kasbolah E. Suyanto. 1999. Teaching English to Young Learners. IKIP Malang.
Kurniawati. 2005. a study on strategy in teaching English at SDN Talok 04
Turen-Malang. Unpublished Thesis. Malang: UMM.
Prasetyawan, andhi yudha. 2010. A study on the media used by fourth teachers at EYL programs. Unpublished Thesis. Malang: UMM.
Sabilah, Fardini. 2004. Teachig English To Young Learners: It’s Policy,
Framework, And Activity Based Teaching. UMM: Unpublished book.
Sadiman et al, 2008. Media Pendidikan. Jakarta: PT RajaGrafindoPersada.
1 CHAPTER I INTRODUCTION
The first chapter presents background of the study, statement of the problem, purpose of the study, scope and limitation, significance of the study, definition of the key terms
1.1Background of the study
Teaching English in the early age is very important to develop the children’s language competence especially in learning foreign language. When foreign language teaches to young learners, it will be absorbed effectively because they have a lot of opportunities to build up their personal ability in acquisition other language.
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Ormrod (2000: 59) believes that childhood is a sensitive period language development; children benefit more for exposure to a particular language when they are young. In some aspects they are better than adult learners because having an easier time mastering a language’s various verb tenses and learning how to pronounce
some words. The speech articulation of children that produces the sound is still developing well. Good pronunciation should rely on the ability to control the organ of speech. So, it is easy for them to speak the second sound system of foreign language. In the early age, children also have a good memory which is very essential in learning process. Through the strong memory children can absorb, analyze, accumulate the mouth of speech and fit it with the situational data to formulate the rule of action.
Teaching English to elementary students is absolutely different from teaching junior or senior high school. Teaching elementary school does not emphasize on teaching grammatical rules or determining the sentences pattern. It purposes to introduce them with the vocabulary, or teaching them how to spell, pronounce in the term of simple sentences. Teaching English to young learners is focusing on shaping the children as the future users of English in the world which requires a high level of spoken and written communication (Smith in Sabilah, 2004: 3).
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than teaching them about the grammar rules. It was supported by Phillips (in Sabillah, 2004:67) that teaching children to learn and develop becomes more important than simply teaching the language.
In teaching-learning activity, the teacher becomes the most influential person in the classroom because she/he has to create a conducive classroom atmosphere, plan a variety of teaching-learning activities and apply the material effectively. In the teacher hand, teaching-learning activity will be successful or not.
Teaching English to young learners, especially for 1st grade of Elementary school is not easy. The teacher should have special characteristics in order to make the class fun. Teacher has to be more patient facing the students’ attitudes which are
very naughty. Besides, teacher should use appropriate strategy, media, and technique in order to keep the will of students in learning English. It will help teacher to manage and control the class during teaching learning process.
Kurniawati (2005) conducted the study about strategy in teaching English at SDN Talok 04 Turen-Malang. She found that the teacher arranged setting in U-shaped, established the routines, formed discussion activities, used body language, facial expression and gesture to deliver material. Those made students attentive to the material and made the classroom activity more interesting. In order to make the teaching learning process successful and meet the those criteria, the writer thinks that besides a strategy, technique and supported media will be an alternative tool to help teacher to attract the students’ attention. Technique in learning must be various to avoid the young learners’ boredom, because we know that their world is just playing,
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teaching technique in elementary school level at “SEKOLAH DOLAN”
homeschooling community Malang state that the teacher at “SEKOLAH DOLAN”
homeschooling community Malang and used four kinds of technique, they are: games, songs, translation and storytelling. By using them, the teaching more fun, enjoyable, and cheerful condition and it make the students learn better. Moreover, by reflecting to the students’ needs, it is also needed to use the supported media. According to Sadiman (2008: 17), media gives a good impact to young learners; it can make the message of the materials delivered clearly, it can make the learners active in teaching learning process including motivating the learners and letting them study by themselves based on their interest and ability. By using media it will change the response of the students. It will make students interested in studying English. In addition, media also can be used for the entire subjects at school. It is done by Prasetyawan (2010), there are several media that can be used to teach young learner in order to catch the students’ attention and make the class more fun, such as:
multimedia, board games, realia, flash card, power point, and printed media.
Based on the phenomena presented above, it make the researcher was interested in conducting research that entitled “A STUDY ON THE TECHNIQUE
AND SSUPPORTED MEDIA USED BY THE 1st GRADE TEACHER IN TEACHING
ENGLISH AT SDN LEDOK TEMPURO LUMAJANG”. The writer conducts this
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teacher must know the suitable technique and supported media that may build up the student’s enthusiasm in teaching and learning process.
1.2Statement of the problem
1. What are the techniques used by the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang?
2. What are supported media used by the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang?
1.3Purpose of the study
1. to know the techniques used by the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang.
2. to know supported media used by the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang.
1.4Scope and limitation
This study stressed on investigating the techniques and supported media used by teachers in teaching English. Furthermore, the limitation of this study is the 1st grade teacher in teaching English at SDN Ledok Tempuro Lumajang.
1.5Significance of the study
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b) It can enrich the knowledge of the students of English Department especially for the students who take concentration on the English for Young Learners.
c) It may give contribution to the English Department students who want conduct investigation in the same subject. Then, it will give a guidance of how to conduct the similar research.
1.6Definition of the key terms
There are some key terms that must be defined in order to avoid mistakes and misunderstanding of the contents of the study, they are:
1. Technique is the implementation, which actually takes in a classroom. It is a
particular trick, stratagem, or contrivance used to accomplish an immediate objective (Anthony in Richards and Rodgers, 2001: 19)
2. Media is everything that can be used for transferring and delivering messages
from sources to create conducive situation and condition which helps learners to do teaching learning process effectively and efficiently (Munadi, 2008: 8).
7 References:
Ormrod, Jeanne ellis. 2000. Educational Psychology. USA: R. R. Donneylley and Sons Company.
Sabilah, Fardini. 2004. Teachig English To Young Learners: It’s Policy, Framework, And
Activity Based Teaching. UMM: Unpublished book.
Sadiman et al, 2008. Media Pendidikan. Jakarta: PT RajaGrafindoPersada.
Kurniawati. 2005. a study on strategy in teaching English at SDN Talok 04 Turen-Malang. Unpublished Thesis. Malang: UMM.
Handayani (2010), A study on the technique used by the tutor of elementary level at “Sekolah Dolan” homeschooling community Malang
