The English Education Department of Universitas Muhammadiyah Yogyakarta Students’ Perception on the Use of Pictures in Teaching Writing
in Internship Program
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for the Degree Sarjana Pendidikan
DEVI HERMAWATI 20110540037
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
The English Education Department of Universitas Muhammadiyah Yogyakarta Students’ Perception on the Use of Pictures in Teaching Writing
in Internship Program
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for the Degree Sarjana Pendidikan
DEVI HERMAWATI 20110540037
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Statement of Authenticity I am a student with the following identity:
Name : Devi Hermawati
NIM : 20110540031
Program Study : English Education Department Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify that the skripsi entitled “The English Education Department of Universitas Muhammadiyah Yogyakarta Students’ Perception on the Use of
Pictures in Teaching Writing in Internship Program” is definitely my own work. I am completely responsible for the content of this paper. Others’ opinions and result include in this skripsi are quoted in accordance with ethical standards.
Yogyakarta, October 25, 2016
Motto
“Build your dreams, or someone else will hire you to build theirs”
~Farrah Gray~
“Life is to be enjoyed, not endured”
Acknowledgements
First and foremost, I would like to say Alhamdulillah, all praises belongs to Allah, the Most Gracious and the Most Merciful for His Blessing who gives the researcher ability to accomplish this research successfully.
I would like to express my sincere gratitude to my research supervisor, Mr. Gendroyono, S.Pd., M.Pd. The next appreciation I address to Mrs. Noor Qomaria Agustina, S.Pd., M.Hum. and Mrs. Fitria Rahmawati, S.Pd., M.Hum. for all valuable comments to improve my skripsi. I would also like to thank all lecturers of English Education Department for the knowledge and guidance during five years of my study in PBI.
My deepest appreciations go to my beloved parents, Bapak Suryana (Alm) and Ibu Yani, who always give me all spiritual and mental support with the eternal love and pray through the years. Giving deepest thankfulness go to my Grandmother, Nenek Unung, who always take care of me all the time. My deepest thanks go to my beloved uncle, Saiful Mixdar who always support me to be a strong woman and never give up. To my little sister, Siti Aisah and my little brother Fahri Athar Ramdhani I always love you.
My thankfulness also goes to my best friends who always support and help me, Lia, April, Atika, Retna, Rohaeni, Rahmad, Guntur, Veronica, and all my EED friends’ batch 2011. I will always cherish all the memories of our
The last but not least, I give my gratitude to all who directly and indirectly have helped me and supported me in this endeavor. Thank you very much.
Table of Content
Title Page... i
Approval Page ... ii
Statement of Authenticity ... ii
Motto ... iv
Acknowledgements ... v
Table of Content ... vii
Abstract ... x
Chapter One Introduction ... 1
Background of the Study ... 1
Identification and Limitation of the Problem ... 4
Formulation of the Problem ... 4
Objectives of the Study ... 5
Advantages of the Study ... 5
For the Researcher ... 5
For the Student ... 5
For the Teacher ... 5
Teaching Writing ... 7
Definition of writing ... 7
Teaching Writing ... 9
Learning Media ... 11
Pictures as the Learning Media in Teaching Writing ... 12
The Problem on Using Picture in Teaching Writing ... 15
Related of Related Studies ... 15
Conceptual Framework ... 18
Chapter Three Methodology ... 20
Research Design ... 20
Research Setting ... 21
Research Participant ... 22
Data Collection Method ... 22
Data Analysis ... 23
Chapter Four Finding and Discussion ... 27
Student Teachers’ Perception on Using Pictures to Teach Writing ... 22
Finding 2: The Pictures are interesting ... 29
Finding 3: Pictures Help to Develop Student’s Writing Idea ... 30
Student Teachers’ Teaching Writing Problems on Implement the Picture Prompt in Internship Program ... 31
Finding 1: Finding the Appropriate Pictures ... 31
Finding 2: Managing Classroom Activity ... 32
Chapter Five Conclusion and Suggestions ... 33
Conclusion ... 33
Suggestions ... 34
For Researcher ... 34
For Student ... 35
For Teacher ... 35
References ... 36
Abstract
Writing is one of the skills that should be mastered by students’ who learn
English. This study focused on the English Education Department of Universitas
Muhammadiyah Yogyakarta students’ perception on the use of picture in teaching
writing activity in internship program. There are two research questions proposed in this study which are what the English Education Department of Universitas
Muhammadiyah Yogyakarta students’ perception on the use of picture in teaching
writing activity in internship program is and what problems found in implementing the picture prompt in teaching during internship program are.
This research implemented descriptive qualitative research which involved three students of English Education Department batch 2011. The instrument used in this research was interview to get data about the English Education Department of Universitas Muhammadiyah Yogyakarta Students’ Perception on the Use of
Pictures in Teaching Writing in Internship Program. The data of this research were analyzed by using the transcription of interview data, member checking and coding of the data transcription.
Abstract
Writing is one of the skills that should be mastered by students’ who learn
English. This study focused on the English Education Department of Universitas
Muhammadiyah Yogyakarta students’ perception on the use of picture in teaching
writing activity in internship program. There are two research questions proposed in this study which are what the English Education Department of Universitas
Muhammadiyah Yogyakarta students’ perception on the use of picture in teaching
writing activity in internship program is and what problems found in implementing the picture prompt in teaching during internship program are.
This research implemented descriptive qualitative research which involved three students of English Education Department batch 2011. The instrument used in this research was interview to get data about the English Education Department of Universitas Muhammadiyah Yogyakarta Students’ Perception on the Use of Pictures
in Teaching Writing in Internship Program. The data of this research were analyzed by using the transcription of interview data, member checking and coding of the data transcription.
writing are the finding the appropriate pictures and the managing the classroom activity.
Chapter One
Introduction
This chapter presents the background of research in detail. The chapter classified into several sub-title as follows: researcher presents the background of the study, identification and limitation of the problem, formulation of the problem, objectives of the study, and advantages of the study.
Background of the Study
Internship program is a time for training which is implemented by students in a company or organization and through internship students learn by doing in the experimental education (Miller, 2009). Internship program becomes a way for students to develop their skills and apply the knowledge that they are learning in the collage. Miller (2009) also cited that the student get real experience from the real work experience that the competitive of the job seeking is hard after graduation. In the internship program, the students did the real action on teaching and learning activity.
Muhammadiyah Yogyakarta student in the internship program represent as the student-teachers. The student-teachers have to finish the internship program in each semester. In the first and second semester, students have to teach in the Elementary school. The student-teachers teach in Junior high school in the third and fourth semester. The final teaching practicum is in the fifth and sixth semesters at Senior high school.
In internship program, student-teachers teach four language skills, namely reading, writing, speaking and listening. One of language skill is considered as the difficult task is writing. Writing is another way to share a writer’s idea, experience or knowledge to the other people. Writing is commonly used for specific purposes. For student, writing is one of skill from four language skills to master a language.
The other students’ writing problem is the linguistic problem. A writer is demanded to have good linguistic features such as correct sentence, structure, appropriate transitional words, cohesion and so forth. The next is a cognitive
problem. Writing is learned through a process of instructions. The students also have to learn how to organize the ideas in such a way that the writing or the text can be understood by a reader who is not present and perhaps by a reader who is not known to the writer himself.
The learning media is one of the important things in the learning process. Arsyad (2004) defined the media in the learning process as graphic equipment, photographic, or electronics to catch, process, and reconstitute information visual and verbal. The student teacher should have the best teaching writing strategy to
encourage the student motivation in writing activity in the classroom.
Student teachers create their own strategy or adapted the other strategy. Teaching writing is focused on what goes on when learners write and what the teacher can do to help the learners get into a good writing. In teaching writing skill, the teachers need to know the students’ needs and abilities. This is necessary as they ought to consider what to teach and how to teach writing to the students. Also, they are required to be creative and innovative in developing inputs to explore the
students’ writing potencies. Based on the background above, the researcher is
Universitas Muhammadiyah Yogyakarta Students’ Perception on the Use of Pictures
in Teaching Writing in Internship Program.
Identification and Limitation of the Problem
Based on the researcher’s experience, researcher identifies some problems
faced by students of EED UMY in teaching writing during the internship program. Internship program makes student-teachers find the right strategy to teach writing. The problems include the lack of student language proficiency and difficult to develop the writing idea and the student less-interesting in writing activity. This
students’ writing problem also make the student-teachers get problem to deliver the
writing material. However, the writing difficulties can be solved with appropriate strategy to students learning style. The strategy to help the student-teachers to teach writing, which interests the researcher is using pictures in teaching writing.
Therefore, this research is limited only to investigate the use of picture as the learning media to help the student-teachers to teach writing.
Formulation of the Problem
Based on the background, this study is intended to investigate the following research questions:
2. What are the problems faced by the students of English Education Department on the use of pictures in teaching writing in internship program?
Objectives of the Study
1. To investigate students’ of English Education Department perceptions on the use
of pictures in teaching writing in internship program.
2. To find out the teaching writing problems on the use of pictures faced by the students of English Education Department in internship program.
Advantages of the Study
This study is expected to give some benefits for the researcher and students and the teacher.
For researcher. After doing this research, this research increases the
researcher’s knowledge about the strategy in teaching writing. Besides, the researcher
understands the use of pictures as the one of strategy in teaching writing. Then, the researcher can implement the use of pictures in her classroom activity later.
For student. This research is hoped give benefit for the student to improve their writing skill. The students can be interested to join the writing activity. Then, the students would be more creative in produce the writing text. Then, the students writing skill is improved.
Chapter Two
Literature Review
In this chapter, the researcher reviews some theories related to the research, especially about writing skill, pictures prompt and previous studies about the
correlation between the pictures prompt and writing skill and the problem in teaching writing.
Teaching Writing
Definition of Writing. The definitions of writing are variously stated by some experts. According to Rivers (1981), writing is conveying information or expression of original ideas in a consecutive way in the new language. Brown, (2001) also claimed that writing is a thinking process. Furthermore, he states that writing can be planned and given with an unlimited number of revisions before its release. In addition, Elbow (1973) in Brown (2001) also says that writing is a two-step process. The first process is figuring out the meaning and the second process is putting the meaning in language. Writing represents what we think. It is because the writing process reflects things, which stay in the mind. Students who are reluctant to write things down often suffer for this activity. The students find difficulties when they start looking for some reasons to write and producing written sentences.
medium using English appropriately based on some general components of skills such as language use, mechanical skills, content, and style (Ariningsih, 2010). In writing about a subject, individuals utilize their personal symbol systems to create connections between disparate concepts in their own minds. They then transform these symbols into the consensual symbol system of writing in order to share their thought and ideas with others (Kellogg, 1994).
Urquhart and Mclver (2005) state that writing is a recursive process, which means students revise throughout the process, frequently moving back and forth
among the stages. Then, students should learn strategies for invention and discovery,
and teachers should help students generate content and discover a purpose. Also, it is
stated that readers, purpose, and occasion define all types of writing and effective
writing fulfills the writer’s intention and meets the readers’ needs. It means that
writing is a complex process and it seems reasonable to expect, then, that the teaching
of writing is complex as well. Moreover, Harmer (2004) states that writing
encourages students to focus on accurate language use. It is because students consider the language used when the students engage in their writing process. This activity will provoke language development because the students resolve problems what writing puts in students’ minds.
number of revising processes to carry out a grammatically and orderly text. The writing productions are in the forms of readable texts which should be meaningful to everyone who read the writing.
Furthermore, based on those definitions, it can be stated that writing skill is a complex activity in producing a qualified writing. The complex activity consists of stages as the steps in writing. To improve students’ writing skill, the teaching and
learning process of writing needs to be done well with developed input and effective activities. As a result, teachers need to consider the teaching of writing skill well based on their student’s needs, ability and capacity.
Teaching writing. Writing skill is the one of language skill that teach to the students. According to BSNP (2006), communicative competences are having discourse abilities; they are understand oral and written text and producing oral and written text. Those abilities are carried out into four language skills, listening, speaking, reading and writing.
writing. However, teachers have to pay attention to the various stages of any part of writing process.
The writing approaches, including a process approach, are useful to get the purposes of study in writing skill; they are enabling the students to understand the materials and helping them to express their ideas grammatically in English. In addition, Nunan (1989) says that a process approach in writing sees the act of composition from a different perspective, or focusing as much on it. The process approach can develop by the practice routinely in the effective activity also can help the students’ writing skill.
A writing process is done through some stages. On each stage, students engage in a certain activity to construct their writing. Furthermore, Richard and Renandya (2002) state that the process of writing consists of planning, drafting, revising and editing. On the planning step, the students are encouraged to write. The drafting step is focusing on the fluency of writing and is not preoccupied with grammatical accuracy or the neatness of the draft. Next, on the revising step, the students re-write their text on the basis of feedback given in a responding step. The students, on the editing step, are engaged in tidying up their texts as they prepare the final draft for evaluation by the teachers.
are based on the students’ level and capacity. Also, the writing practices, including
writing paragraphs or simple essays should be based on the standards of competence and the basic competencies. Those efforts above should be done well to help the student teachers in teaching writing activity.
Learning Media
Learning media is important components in the teaching and learning process. Djamarah and Zain (2006) argue that learning media is defined as a learning source that is used to help teachers to develop students’ knowledge. They state that the
teachers can explain the materials using the learning media in a more concrete way. It is important for student-teachers to know functions of learning media in the language learning process. This attempt will help the student-teachers to select relevant and effective media that can be used to teach writing. Erdmenger (1997) states that the functions of media that are used in a teaching process, including teaching writing include: arousing the students’ motivation, transmitting information, directing the
students by giving clues of the materials which are taught, and controlling the objectives of the study by helping the students to focus on the materials which are taught.
included anything that can be heard and it may be live or recorded, for example:
teacher’s voices, music and mechanical sounds. The third visuals are regularly used
to promote learning, for example: cartoons and photographs. The fourth category is an audiovisual / video, shows motion, for example: movies, DVDs and computer animation. The fifth is Manipulatives. Manipulatives are three dimensional and can be touched and handled by students. The sixth is people, for example: teachers, and students. All kinds of media can be utilized, if the media are relevant to the materials and effective to support the teaching of writing skill.
Picture as the Learning Media in Teaching Writing
Based on the classification of the learning media, pictures classified as the visual learning media. The influence of using a picture is shown by the student
enjoyment during studying in the pictorial text. Pictures or visual can arouse student’s emotion and attention. The picture can be eased achievement for understanding and remembering information in the pictures. Raimes (1983) argued that picture shared experience for students in the class, a common base that leads to a variety of language activities. The picture brings the outside world into the classroom in an intense
concrete way. Student are interested to look at the pictures, their use in the teaching writing provides stimulating focus for the students’ attention. Raimes also states the picture is a valuable resource as it provides:
a. A shared experience in the classroom
c. A variety of tasks
d. A focus of interest for student.
Related to Onasanya (2004) states that most of pictures in learning media offer teachers considerable opportunities to make their teaching more effective and efficient. Also, she argues that the effectiveness in the context implies how well educational goals and objectives are achieved, while the efficiency refers to how instructional media are utilized to achieve teaching goals and objectives. Therefore, the teachers need to consider appropriate pictures media in order to stimulate students to explore their ideas to help them in their writing process and make the students understand the learning materials given by the teacher effectively.
In choosing of the appropriate pictures, student-teachers have to consider some aspects. Morgan and Bowen (1994) as cited by Ariningsih (2010) recommend some considerations that must be emphasized in selecting a picture:
Appeal. The content of the pictures should capture the interest and
imagination of the class members. The pictures represented the student need and their characteristic. The students have two more motivate to join in a learning activity.
Recognition. The significant features of the pictures should be within the
students’ knowledge and cultural understanding. Teacher selected the student pictures
based on the student environment, learning culture and student learning level. When the teacher used the unfamiliar picture in the teaching process, it will make the student confuse and misunderstanding cannot avoid. It is because different areas have different culture and habit. So the picture selection must be considered of the student environment and culture.
Size. A picture to be held up before the class should be large enough to be seen clearly by all students. The detail of the picture should be visible from the back of the room. Student teachers adapt the picture use with the classroom layout.
Clarity. A crowded picture can confuse and distract. The student should be able to see the relevant details clearly. Strong outlines and contrast in tone and color are important in avoiding ambiguity.
In addition, Wright (1983) considers that there are five criteria for selecting the pictures, they are easy to prepare, easy to organize, interesting, meaningful and authentic, sufficient and amount of language. Any teachers either teachers of advanced adult students or teacher of exam classes, or teachers of beginners can apply these five criteria.
Although the teaching writing activity has been supported by the use of pictures, there are any some problems occur during learning activities. The problems can be disturbing the teaching writing process. It is can cause the ineffective students’ learning achievement. The student cannot develop and increase their writing skill. The problems that occur in teaching writing using picture, such as:
The use of picture prompts in teaching writing should be appropriate with the student material and the environment. Not the entire picture suit with the student needs. The picture must be relevant to the purpose of the learning activity. According to Morgan and Bowen (1994) in Ariningsih (2010) argued that pictures should be appropriate for the purpose of the lesson. However fascinating the picture might be for the students, it is of no use to the teacher in that particular lesson if it does not contribute directly to the aim of the learning activity.
Review of Related Studies
Arslan and Nalinci (2014) conducted the research entitled “Development of
men. This study used questionnaire as the research instrument. The finding of this study showed that the students have the highest visual literacy level and skills. The other finding is grouped some factor that uses in measure students visual literacy skill. These factors follow as: Identification of the need for visual, Finding and
accessing visual sources, Analyzing and interpreting the visuals, Evaluation of visuals and visual sources, Effective usage of visuals and visual media, Designing and
creating visuals and Taking ethical and legal issues into consideration.
Another research with the title “The Effectiveness of Using Picture Series to
Improve the Students’ Writing Skill Viewed from Their Learning Motivation” is conducted by Ariningsih (2010). The purpose of this study is to find out the
comparing the effective of picture series and translation technique and the interaction between teaching techniques and motivation in teaching writing for the seventh grade students of SMPN 1 Tanjunganom in the academic year 2008/2009. The research used quantitative approach and cluster random sampling technique. The participant of the research is seventh grade students of SMPN 1 Tanjunganom Nganjuk in the academic year 2008/2009. The seventh grade consists of 12classes and 36 students for each class. So the total numbers of the whole students are 432 students. The total number of Ariningsihdivides the sample into 2 groups, the first group for
of this research is showed that is more effective than using the translation technique. The other findings found that there is an interaction between teaching techniques and learning motivation. The picture series technique is effective for the students having high motivation and translation technique is effective for the students having low motivation.
This research is different from the previous researches on the term and the participant. The terms in this research did not use the specific type of pictures. So, there is no special type of pictures that the research uses in this research. This
research focuses on the use of pictures in teaching writing. However, the researcher is not using students at school as the participants. In this case, the researcher uses the student-teachers of English Education Department of Universitas Muhammadiyah Yogyakarta who serve the internship program. The reason why the researcher did not use teachers or students at the school as the participant is because the researcher wants to investigate the different concept than the other researchers. The researcher wants to investigate about the student-teachers’ perception on the use of pictures in teaching writing activity.
Conceptual Framework
The conceptual framework discusses the related theories which are
speaking, listening, reading and writing skill. Those skills have to teach by student teacher of English Education Department during the internship program. On of language difficult skill that student teacher should teach is writing skill. Teaching writing is how the student teacher helps the student to express their idea though the writing activity. However, student teachers find some obstacle in teaching writing such as the low motivation of the student, the student language proficiency; develop the writing idea and the lack of using learning media.
From those problems there are some ways that can help student teachers to solve the problems. However, the researcher only focuses on the using picture as a way to help student teachers in teaching writing in the internship program. Teaching writing is the way to teach the writing skill to the student by using some strategies. Pictures as the one of teaching writing strategy are valuable to help the student teacher in the writing classroom activity. When the student-teachers use the pictures, there is some advantage will get, such as explore the strategies in a picture prompt, develop the student writing idea, and increase the student motivation in writing activity.
Teaching Writing
Benefit
Effective Interesting Develop Writing Idea
Problem
Chapter Three
Methodology
This chapter discusses the method used by researcher in examining the English Education Department of Universitas Muhammadiyah Yogyakarta Students’
Perception on the Use of Pictures in Teaching Writing in Internship Program. It consists of research design, research setting, research participant, data collection method, and data analysis. In this chapter, some references that support the research methodology are also included.
Research Design
The purpose of this research is to find out the English Education Department of Universitas Muhammadiyah Yogyakarta students’ perception on the use of
pictures in teaching writing in internship program and the problem faced by the students of English Education Department in the implementation of the pictures in teaching writing. Based on the purpose, this research used the qualitative research. According to Creswell (2009) qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. According to Mack, Woodsong, M. Macqueen, Guest, and Namey (2005), qualitative research is a type of scientific research that systematically uses a
In addition, this research used descriptive qualitative because the finding of the data is on descriptive form that describe data into words. According to Lambert and Lambert (2012) descriptive qualitative approach is need to be design of the choice when a straight forward description of a phenomenon is desired. The objective of the descriptive qualitative is comprehensive summarization, in everyday term, of specific events experienced by individual or group of individual.
Research setting
In this research the researcher started to collect data in the first April 2016. Fortunately, although almost the students batch 2011 already graduate from
Universitas Muhammadiyah Yogyakarta, the researcher can collect some students to be the participant. The data collection was finished in the end of April 2016.
Research Participant
The participants in this research were three students of English Education Department batch 2011 who have finished the internship program. This research is used the purposive sampling. Purposive sample as its name suggests has been chosen for a specific purpose (Cohen et al, 2011). The participants have to have some
characteristic; they used the pictures as the learning media for writing activity and did the internship program. The participants have to use pictures as the teaching writing strategy. So the researcher gets the participant are required based on the judgment of the particular characteristic.
Data Collection Method
Data collection method, which is used, is interviewing some participant as the representative of the student English Education Department batch 2011. The
particular issues, their attitudes, opinions and emotions. The interview was used to know the implementation of the pictures in teaching writing and the problem that they faced. The researcher interviewed the students batch 2011 who have passed the internship program. The researcher conducted the interview based on the interview guideline, thus the researcher would focus on the interview.
The interview was conducted using Indonesian language to avoid
misunderstanding and miscommunication between the participants and the researcher. The researcher explained the tittle and the purpose of the research to give
understanding about the topic of the research. The researcher obtained important information by using the tape-recording.
Data Analysis
In analyzing the data related to The English Education Department of Universitas
Muhammadiyah Yogyakarta Students’ Perception on the Use of Pictures in Teaching
Writing in Internship Program, the researcher was conducting several steps in data analysis. Get the data from the recording of the interview process. The recording is processed in some steps. The steps are transcription, member checking, and coding.
Transcription. Transcription is the process of converting audio tape recordings or field notes into text data (Creswell, 2012). The process of the
the interview recording and wrote down the interview conversation in the text record. All of the recording data is written in the text without exception.
Member checking. The next step is member checking. According to Creswell (2012), member checking is a process in which the researcher asks one or more participants in the research to check the accuracy of the account. The purpose of the member checking is concluded the validity of the research findings. After the researcher transcribed the interview into the text, the researcher also showed the transcription to the participants to make sure whether those data were valid or not and whether there was manipulated data or not. The result of the member checking is given the accuracy and validity of the data. When the participants agreed with the transcription, the transcription data is valid to use in the research and continued to the coding steps.
Coding. Coding is the process of segmenting and labeling text to form
Open coding. Open coding was the first step to describe and categorize the result of the interview into the piece of text. Cohen, (2011) explained that in the open coding the researcher goes through the text with code (label) that describe that text. The data grouped on codes into some categories. Open coding is usually from the general information, and it is the smallest part. In this step, the researcher is
determined the focus of what want to be obtained from the results of the interviews have been done. The result of open coding is the researcher’s opinion based on the
participants’ personal information for the purpose of summing up the results of the
interview and find the core of the interview.
Axial coding. The next step was axial coding. Axial coding as suggested by Cohen et al., (2011) is the process of categorization label to a group of open codes whose referents are similar in meaning. In this step, the researcher summarized the data from open coding. In this step of coding, the researcher used the different concept and categories which form the basic unit of analysis. Axial coding was working in one category, making a correlation between a subgroup of categories and between one category and the other categories.
Chapter Four
Finding and Discussion
This chapter presents the findings of the study about the students-teachers’ perception on using pictures in teaching writing in internship program at English Education Department of UMY. The finding of the interview is explained in this section. In the finding, the data are correlated with some theories and research questions by researching. It was supported by quotations from the interviewers, followed by discussion and supported by some theories related to the study. This part is divided into two topics. The first is about the student-teachers’ perception on using pictures in internship program at English Education Department of UMY. The second is about the student-teachers’ teaching writing problems in implementing the pictures prompt in internship program at English Education Department of UMY.
Student Teachers’ Perception on Using Pictures in Teaching Writing
Finding 1: pictures make the teaching writing activity effective and efficient
Based on the interview result, there are two participants agreed that the use of pictures is effective. The first participant, Jasmine said that she used the pictures because they are easy to use in the class. She said: “I often use the pictures. It is because I should not bring many things, like when using video. We have to bring laptop, audio-speaker and projector. It makes difficult to bring many things. If I use the pictures, I just bring some example of the pictures and I can use them
continuously” (P1.04).
The second participant name Clara that she also used the pictures in her class, as she said: “I often use the pictures in teaching writing. It is because more effective
to use in the class. It is easy to explain to the students and applicable to use in the class” (P2.04).
Moreover, Clara gives the other statement to choose the pictures based on the students’ environment. She stated: “I can choose the pictures that are appropriate to
the students’ environment. For example, I teach in Jogja. There are many tourism
places, like Malioboro, Parangtritis, or Alun-alun Kidul. So, the students are familiar with those places. It is easy to give the explanation and description about the tourism
place’s information” (P2.10). This condition avoids the inappropriate pictures use in
environment. The third participant has his own condition to choose the pictures in teaching writing. Roihan said: “I choose appropriate pictures with the students’ age
and interesting pictures to make them easy to understand” (P3.14).
The statements above indicate that the use of pictures in the teaching writing process makes the learning activity more effective and efficient. The participants feel that the pictures did not need a lot of preparation in the class and it make simple to make. Besides, the participant is easy to deliver the material use the pictures. This statement supported by Onasanya (2004) stated that most of pictures in learning media offer teachers considerable opportunities to make their teaching more effective and efficient.
Finding 2: the pictures are interesting
There are one participant argued that pictures are interesting for the students. This statement argued by Jasmine, as she stated: “pictures are more interesting for the students. Sometimes most of the students are easy to feel bored in the class. So, if I use the pictures, the students become more interest and pay attention to me” (P1.06)
is because students are usually interested in new thing which can encourage them to pay attention and learn about it.
Finding 3: pictures help the student to develop the writing idea
Another finding about student-teachers’ perception on using pictures in teaching writing is pictures help the student to develop the writing idea. The second
participant, Clara reported: “pictures help the student to develop their writing idea.
Pictures help them to develop their imagination. Many of the students confused in the writing task. They are confused about what they should write and how to start the writing. These pictures directed the students to imagine what they should write” (P2.05).
Based on the statement above, it can be concluded that one participant namely Clara argued that the use of pictures can help the students to develop their writing idea. The statement is supported by Raimes (1983) argued that picture shared
experience for students in the class, a common base that leads to a variety of language activities. The picture brings the outside world into the classroom in an intense
concrete way. The pictures give the stimuli to trigger the ideas to develop the
The problem faced by the student-teachers on the use of picture in teaching writing in internship program
In aswering the second research questions,the researcher asked a question about the student teachers’ teaching writing problem in implementing the picture prompt in internship program. The researcher found one problem faced by student-teachers in the use of pictures in teaching writing.
Finding 1: finding the appropriate pictures
The problem found in the implementation of pictures in teaching writing is finding appropriate pictures. There is one participant, namely Jasmine, who said that finding the appropriate pictures is difficult. Jasmine stated: “sometime I have
difficulty to find the appropriate pictures for my material. I cannot use random pictures. Because there is any student will complaint me if use inappropriate pictures. When the students have given the complaint, they did not participate on the learning activity” (P1.15).
effective and efficient. Also, she argues that the effectiveness in the context implies how well educational goals and objectives are achieved, while the efficiency refers to how instructional media are utilized to achieve teaching goals and objectives.
Finding 2: managing the classroom activity
The other problem found by the participants in teaching writing use pictures is controlling the classroom activity. Although the participant has used the appropriate picture, they also have a problem to managing the classroom activity. This problem faced by Jasmine. She said “I have a teaching experience, when a student asks me about a picture. I have already focused on the other student. Then many students ask me the questions. My teaching partner and I focus to some students, so we did not aware to others. One student feels that we have been ignoring him. He comes to me and slaps me. He says that I ignored him” (P1.17). When the students are given the
pictures task, they spontaneously ask the student-teacher.
Chapter five
Conclusion and Suggestions
This chapter presents the general findings and recommendations of the study. The first part of this chapter is the summary of the research findings. The second part of this research is some suggestions for the researcher, student, and teacher or student teacher in English Education Department Universitas Muhammadiyah Yogyakarta.
Conclusion
In organizing to answer the research question about “how the English Education Department of Universitas Muhammadiyah Yogyakarta students’
perception on the use of picture in teaching writing activity in internship program is and what the problems faced by the student-teachers on the use of picture in teaching writing in internship program is. The answer of these two research questions are summarized as the following.
The implementation of picture prompt is joined with the teaching writing activity. In the teaching writing activity, the use of learning media is the important thing. The conventional teaching strategy in some case did not appropriate anymore for the teaching and learning activity. The use of pictures as the learning media gives some valuable thing to create the different teaching and learning strategy. The
teaching writing strategy. Pictures are interesting for the student and easy to take the student attention. The picture also can help the student develop the writing idea. There are any some conditions to choose the pictures in teaching writing.
The problem faced by the student-teachers on the use of pictures in teaching writing is the finding of appropriate pictures and managing the classroom activity. Inappropriate picture use in teaching writing would make the student did not interest in writing activity. The classroom management also becomes a problem when the student-teacher teaching using pictures. If the student-teacher cannot give attention or ignoring the student would give the response to complaining the student-teacher ignoring.
Suggestions
The researcher presents the suggestions exposed by the participants as students at English Education Department Universitas Muhammadiyah Yogyakarta. The suggestions are:
The student: The result showed some advantages in the use of pictures in writing activity. Students who have difficulty to arrange the writing text, can give more participation on the writing activity use the pictures. The pictures can help the student on the developing writing idea in the interesting way; using pictures.
The teacher: The arising problems should become the consideration of problems solving for the arising problem in the use of pictures in teaching writing activity. Problems that occur in the classroom should become object of evaluation in implementation of pictures in teaching writing.
References
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Appendix 1: The Guideline of Interview
Research Question Theory Interview Question
1. What are students’ of
English Education Department
perceptions on using pictures in teaching writing in internship program?
Erdmenger (1997): Arousing the students’ motivation.
Apa pendapat anda tentang learning media dalam teaching process?
Six basic media by Smaldino, Lowther, and Russell (2008)
Media apa saja yang anda gunakan?
Apakah anda sering
menggunakan gambar dalam teaching writing?
Onasanya (2004:
Picture are effective and efficience.
Apa pendapat anda mengenai penggunaan gambar untuk teaching writing?
Levie and Lentz (1982) in Arsyad (2004): get the student interest and direct the student concentrate on the subject.
Apa manfaat yang anda dapatkan ketika
menggunakan gambar dalam teaching writing?
Morgan and Bowen (1994) in Ariningsih (2010) emphasize the characteristic in picture selection.
Apa saja yang anda siapkan untuk teaching writing dengan menggunakan gambar?
Apakah ada kriteria khusus dalam anda memilih gambar untuk teaching writing? Bagaimana cara anda menyampaikan pelajaran writing kepada siswa dengan menggunakan gambar? 2. What are the problems
faced by the students of English Education Department on the use of pictures in teaching writing in internship program?
Finding the appropriate picture.
Masalah apa saja yang anda temui ketika mengajar writing dengan
Apendix 2: Open Coding Participant 1: Jasmine
Transcription Open Coding
A Selamat Siang B Selamat siang mba..
A Terimakasih ya sudah bersedia saya wawancara hari ini. Bagaimana kalau saya langsung mulai saja ke pertanyaan pertama?
B Boleh mba silahkan
A Saya mau menyakan seputar penggunaan media pembelajaran dalam teaching writing, khususnya media gambar. Sebelumnya apa pendapat anda tentang penggunaan media gambar dalam teaching and learning process?
B Hmmm…media itu kayak alat bantu
buat kita ngajar kan ya mba? Kalau itu menurut saya media itu
membantu kita untuk lebih
memudahkan dalam penyampaian materi mba. Soalnya kan gini mba, banyak siswanya itu yang kadang bosenan kalau belajar Cuma dari buku teks atau Cuma gurunya yang ngomong. Nah kalau pake media itu mba siswanya lebih termotivasi buat belajar, jadi semangat. Karena kita ngajarnya juga dengan
menggunakan hal yang baru dan menarik.
P1.01 media pembelajaran
membantu student-teacher dalam menyampaikan materi pelajaran. P1.02 penggunaan media gambar yang menarik lebih memotivasi siswa untuk belajar.
A Kalau dalam teaching writing biasanya media apa saja yang anda gunakan?
B Ohh itu…apa itu eee…worksheet,
kadang vdeo juga kalau peralatan di sekolahnya memungkinkan, kadang masih pake textbook. Pakai gambar juga pernah mba.
A Apa anda sering menggunakan media gambar untuk teaching writing?
B Sering mba, kan lebih mudah tuh mba gak perlu bawa alat-alat kayak kalau pake video, kan harus bawa laptop, speaker terus ada proyektor jg, kan ribet mba. Kalau gambar tinggal bawa beberapa contoh aja bisa kita pake berkali-kali juga.
P1.04 penggunaan media gambar dalam teaching writing karena lebih mudah digunakan dibanding dengan media lain.
A Apa pendapat anda tentang penggunaan media gambar dalam teaching writing?
B Itu kan tadi gambar itu gak ribet kan mba buat diaplikasikan dalam kelas. Nah jadi proses ngajarnya itu lebih efektif dan efisien mba. Efektif ngajar ke siswanya dan gak habisin waktu untuk persiapan macem-macem alat mba.
P1.05 kemudahan dalam penggunaan media gambar menjadikan proses mengajar lebih efektif dan efisien.
A Apa manfaat yang anda dapatkan dari penggunaan media gambar dalam teaching writing?
B Hmmm…kalau itu kan kayak tadi
mba, gambar itu kan lebih menarik buat siswanya. Kadang kan banyak itu mba siswa yang gampag bosenan di kelas, nah kalau ada gambar itu siswanya jadi lebih tertarik buat memperhatikan waktu saya lagi ngajar.
Terus kan apa itu…hmmm gampang mengarahkan siswanya mba, siswa jadi bisa konsentrasi ketululisan yag dibuat, jadi lebih mudah gitu mba mengarahkan siswa dalam writing. Nah missal siwanya udah tertarik terus bisa konsentrasi sama pelajaran, mereka itu jadi lebih termotivasi mba buat belajarnya. Mereka jadi semangat, dan aktif di kelas.
P1.06 penggunaan gambar dalam teaching writing dapat lebih menarik minat siswa untuk belajar.
P1.07 penggunaan gambar memudahkan siswa untuk berkonsentrasi pada apa yang
A Apa yang anda siapkan sebelum mengajar dengan menggunakan gambar ini?
B Ya kalau ngajar pake gambar ya tentunya yang saya persiapkan pertama itu gambarnya mba untuk materi mengajar
P1.08 student-teacher
mempersiapkan gambar terlebih dahulu sebelum memulai pelajaran A Ada kriteria khusus gak dalam
pemilihan gambarnya?
B Ya tentunya ada mba. Kalau saya pilih gambar itu yang sesuai sama materinya. Jadi kalau mau ngajar writing descriptive, ya saya cari gambar-gambar tokoh atau artis atau tempat-tempat wisata gitu mba.
P1.09 student-teacher menyesuaikan pemilihan gambar dengan materi yang akan disampaikan.
A Selain yang sesuai dengan materi ada lagi gak kriteria pemilihan gambarnya?
B Hmmm…saya biasanya pilih
gambar itu yag jelas mba. Gak pecah-pecah kalau di print. Saya kan printnya ukuran yang agak besar, kadan A4, jadi gambarnya Aharus yang bagus kalau mau diperbesar. Ngajar di kelas juga kan siswanya banyak mba, jadi gambarnya harus kelihatan sama siswa yang duduk dibelakan juga.
P1.10 student-teacher memastikan bahwa kualitas gambar yang digunakan bagus sehingga
memudahkan siswa dalam melihat gambar tersebut.
A Terus bagaimana cara anda menyampaikan pebelajaran menggunakan gambar?
B Caranya mba? Maksudnya metode gitu ya mba
A Iya…
B Kalau saya biasa mba kayak ngajar biasa. Cuma menyampaikan materinya aja. Kalau misalkan siswanya banyak saya kadang suka bikin group. Jadi tiap group itu saya kasih gambar, nanti mereka menulis sebanyak-banyknya nformasi ang bisa mereka dapat dari gambar.
Habis itu dilihat group mana yang paling banyak kasih informasi yang tepat soal gambarnya.
A Setelah pelajaran berakhir, apa yang anda lakukan?
B Kalau habis ngajar…saya kadang
kasih feedback untuk hasil kerja siswanya. Saya lihat mana yang masih kurang bisa memahami terus saya kasih semangat juga mba. Kadang ada siswa yang ngerasa kurang bisa malah jadi minder. Jadi saya kasih tau dia mana aja yang masih harus dia perbaiki dan
nunjukkin gimana cara mengerjakan yang benar.
P1.12 student-teacher memberikan feedback setelah pelajaran berakhir dengan memberikan koreksi dan semangat kepada siswa untuk lebih banyak belajar.
A Apakah setiap feedback yang diberikan memberikan dampak positif terhadap belajar siswa? B Yaa sebenernya gak selalu mbak,
kadang banyak siswa itu yang acuh sama apa yang kita omongin. Mereka itu ya lebih seneng kalau selesai belajar itu langsung pulang. Jadi kadang feedback apapun kurang diperhatikan.
P1.13 Siswa acuh terhadap feedback yang diberikan oleh student-teacher, sehingga memberikan feedback kurang efektif di dalam kelas.
A Kalau misal feedback gak berhasil, ada hal lain yang dilakukan?
B Oh itu.. saya kasih tugas menulis ke siswa kan mba,,saya koreksi hasil tulisan mereka. Dilihat sejauh mana siswanya paham sama pelajaran yang disampaikan. Kalau udah paham kan berarti kita bisa lanjut ke materi yang selanjutnya. Kalau gak ya paling saya ulang sedikit dikelas sebelum melanjutkan materinya.
P1.14 student-teacher memberikan evaluasi hasil belajar siswa untuk melihat sejauh mana perkembangan belajar siswa untuk menentukan langkah pembelajaran selanjutnya.
A Ada gak sih masalah yang anda hadapi ketika mengajar
menggunakan gambar?
B Hmmm…ada mba. Saya kadang
susah cari gambar yang sesuai untuk
materinya. Kan gak bisa pake gambar yang asal. Soalnya ada aja siswa yang protes kalau missal saya pakai gambar yang gak sesuai dengan minat mereka. Kalau udah pada protes ada siswa yang gak mau ikut pejaran mba.
sesuai dengan materi dan juga minat siswa.
A Kalau kejadian seperti itu, apa yang anda lakukan?
B Ya saya bujuk aja mba, missal besok ya kita pakai gambar yang sesuai dengan yang kalian mau, sekarang kita belajar dengan gambar ini dulu. Gitu aja mba
P1.16 student-teacher membujuk siswa yang kurang tertarik dengan media gambar yang digunakan.
A Apa mereka mau nurut? B Alhamdulillah mau mba, asal
pelajaran selanjutnya saya pake gambar yang mereka mau. A Selain itu ada masalah lain, dari
pengalaman-pengalaman anda saat ngajar?
B Hmmm itu saya pernah pengalaman ngajar dulu, waktu ada siswa yang menanyakan soal gambar yang saya kasih. Saya kan jadi focus ke satu siswa, ada siswa lain yang manggil-manggil mba, mau tanya juga. Saya dan partner ngajar juga lagi focus sama beberapa siswa, jadi gak sempet perhatiin dia. Karna ngerasa dicuekin dia nyamperin saya terus pipi saya kayak ditampar gitu mba. Siswa itu protes karna saya gak perhatiin pertanyaan dia. Gak sakit Cuma kaget aja ada siswa yang berani gitu. Itu anak SD juga sih mba, mungkin ngambek aja.
P1.17 ada siswa yang melakukan protes kepada student-teacher ketika merasa diabaikan dengan cara menampar student-teacher tersebut.
B Iya mba, itu juga masalahnya, kalau siswa banyak lebih susah
mengontrolnya.
P1.18 jumlah siswa yang banyak menyulitkan student-teacher untuk mengontrol keadaan kelas.
A Saya rasa informasi yang saya dapatkan sudah cukup. Terimakasih ya atas bantuannya
B Iya mba sama-sama
Participant 2: Clara A Selamat sore B Sore juga mba
A Sebelumnya terimakasih ya sudah bersedia saya wawancara hari ini B Iya mba sama-sama
A Kalau gitu bagaimana kalau saya langsung saja mulai wawancaranya. B Boleh mba silahkan
A Saya mau menanyakan beberapa pertanyaan tentang penggunaan media gambar dalam teaching writing.
Sebelumnya boleh saya tahu
bagaimana pendapat anda mengenai penggunaan media pembelajaran umumnya dalam prosesbelajar menjar?
B Eee….. media pembelajaran itu
untuk membantu kita dalam menyampaikan pelajaran mba. Media itu kita gunakan untuk membuat siswa kita tertarik untuk belajar dan termotivasi untuk aktif dalam proses belajar di kelas.
P2.01 media pembelajaran
membantu student-teacher dalam pelajaran dan membuat siswanya tertarik serta termotivasi untuk belajar.
A Media apa saja yang anda gunakan untuk pembelajaran dikelas?
B Hmmmm…kalau saya pakainya
textbook, gambar, worksheet, pake audio juga kadang mba.
P2.02 media pembelajaran yang digunakan oleh student teacher adalah textbook, gambar, worksheet dan audio.
anda sering menggunakan media tersebut, khususnya gambar. B Sering mba, gambar termasuk yang
paling sering saya gunakan untuk teaching writing.
Karena..eee…itu lebih efektif kalau digunakan di dalam kelas mba. Gampang jelasin ke siswanya dan lebih mudah dipakai dlam kelas.
P2.03 student-teacher sering menggunakan gambar ketika teaching writing.
P2.04 student-teacher merasa
penggunaan gambar dalam teaching writing lebih efektif daripada dengan media lain
A Adakah manfaat yang anda dapatkan ketika teaching writing
menggunakan gambar?
B Manfaatnya itu selain lebih mudah digunakan, gambar juga bisa membantu siswanya untuk mengembangkan ide menulis mereka mba. Hmmm itu…Bantu mereka mengembangkan majinasi menulis. Kan masih banyak itu siswa yang suka bingung kadang kalau dikasihtugas menulis karangan. Mereka bingun mau nulis apa, mulai darimana. Nah kalau ada gambar ini mba, mereka lebih terarah gitu mau nulis apa. Udah bisa kebayan gitu apa aja yang bisa mereka tulis.
P2.05 penggunaan gambar membantu siswa dalam mengembangkan ide menulis
A Apa saja yang anda siapkan untuk teaching writing menggunakan gambar?
B Yaa…pastinya cari gambarnya mba.
Saya biasaya download dari google mba gambarnya. Kan banyak gambarnya. Habis di download tinggal print aja.
P2.06 student-teacher mencari gambar di google sebagai persiapan untuk mengajar
A Ada tidak kriteria khusus untuk memilih gambarnya?
B Hmmm…apa ya mba…saya
biasanya yang penting dapat gambar yang sesuai sama materi saya. Terus…..sama gambarnya itu yang bisa menarik untuk siswanya mba.
P2.08 pemilihan gambar harus menarik untuk siswanya A Bagaimana cara anda
menyampaikan pelajaran writing kepada siswa dengan menggunakan gambar?
B Oh itu…hmmm…saya
menyampaikan pelajaran sambil bawa gambar contoh gitu. Misalkan kalau saya menyampaikan materi tentang holiday gitu mba, saya bawa gambar tempat-tempat liburan. Jadi siswanya bisa bayangin holiday mereka itu kayak gimana. Nah terus siswanya yang gentian membuat karangan tentang pengalaman liburan mereka.
P2.09 student-teacher memulai pelajaran writing dengan
memberikan contoh gambar dan selanjutnya siswa yang menuliskan tentang pengalaman mereka
berdasarkan gambar
A Bagaimana kalau missal gambar yang anda bawa itu tempat yang gak pernah mereka lihat sebelumnya?
B Ya gak mba…saya cari gambarnya
sesuai dengan lingkungan siswanya juga. Kan saya ngajar di jogja, nah banyak kan itu mba tempat-tempat liburan di jogja, kayak malioboro, parangtritis, atau alun-alun kidul. Jadi kan siswanya udah apal sama tempat-tempat itu.
P2.10 gambar yang digunakan disesuaikan dengan lingkungan tempat tinggal dan sekolah siswa.
A Setelah pelajaran berakhir, apa yang anda lakukan dalam teaching writing itu?
B Setelah pelajaran saya evaluasi itu hasil tulisan siswanya. Apa mereka bisa mengembangkan ide menulis mereka setelah menggunakan gambar atau tidak. Ya ada juga grammar dan vocabulary yang saya nilai, buat lihat sejauh mana
perkembangan kemampuan bahasa Inggris siswa.
P2.11 student-teacher melakukan evaluasi hasil belajar siswa untuk mengetahui perkembangan belajar siswa
Tapi agak susah juga mbak
mengevaluasinya. Gak semua siswa
P2.12 tidak semua siswa
mengerjakan tugas yang saya berikan sendiri, banyak yang contek-contekan. Kalau gitu kan susah kasih nilai dan susah kasih hasil evaluasi belajar siswa yang bener dan akurat. Gak bisa dijadikan patokan
penilaian.
sehingga tidak bisa memberikan hasil evaluasi belajar yang benar dan akurat.
A Ketika mengajar menggunakan gambar, ada tidak kendala yang anda hadapi?
B Wah ada itu mba….apa lagi kalau
siswa yang kita ajar itu levelnya SMP dan SMA. Mereka lebih berani untuk protes soal gaya mengajar kita mba. Malah kadang ada yang gak peduli waktu kita lagi ngajar mba. Kalau siswa laki-laki lebih berani lagi mba, suka komentari
penampilan mba. Malah bikin gak PeDe mba kalau siswanya banyak protes ini itu.
P2.13 siswa sekolah menengah lebih berani menyampaikan argument mereka terhadap student teacher yang cenderung tidak sopan
A Jadi siswa kurang menghargai anda ketika mengajar ya?
B Iya mba
A Selain itu masalah apalagi yang anda temui ketika mengajar?
B Hmm..itu paling sering soal HP di kelas. Karna mungkin kita bukan guru asli di sekolah itu mba, siswa berani main HP dalam kelas. Kadang walau udah saya tegur suka masih aja ada yang berani main HP selama pelajaran.
P2.14 penggunaan HP dalam kelas menjadi kendala dalam proses belajar mengajar
A Oh jadi HP juga cukup menjadi gangguan ketika mengajar ya. B Iya mba,,mereka cuek aja gitu waktu
kita tegur. Kalau diancam mau dilaporin ke gurunya baru mereka sedikit nurut mba.
A Oh gitu ya…ini saya rasa sudah
terimakasih ya atas partisipasinya. B Iya mba sama-sama.
Participant 3: Roihan A Selamat malam B Selamat malam
A sebelumnya terimakasih sudah bersedia untuk saya wawancara
B iya mba
A di sini saya mau menanyakan beberapa pertanyaan mengenai penggunaan media gambar untuk teaching writing selama internship program
Langsung ke pertanyaan ya. B iya mba
A bagaimana pendapat anda tentang penggunaan media belajar dalam proses belajar mengajar?
B hmmm…lebih mudah. Soalnya siswa
lebih menangkap apa yang kita sampaikan daripada pakai lisan atau tulisan.
P3.01 penggunaan media belajar lebih memudahkan siswa dalam memahami apa yang disampaikan
Siswa juga lebih banyak memperhatikan kita.
P3.02 gambar membuat siswa lebih memperhatikan student teacher A terus media belajar apa yang anda
gunakan?
B ya mini speaker, photo copy-an gambar, sama laptop untuk memutarkan video
P3.03 menggunakan mini-speaker, photo copy gambar dan laptop sebagai media belajar
A bagaimana pendapat kamu tentang penggunaan media gambar untuk teaching writing?
B menurut saya sih efektif mbak, karena kan itu gambarnya yang menarik dan atraktif
Jadi siswa gak mudah bosan. P3.05 gambar membuat siswa tidak mudah bosan
Terus kalau missal lagi mau buat kalimat diselingi gambar yang jelas, kayak ada gambar rumahnya sebagai objek, terus ada gambar orangnya juga gitu.
P3.06 mengajar membuat kalimat diselingi dengan penggunaan gambar sebagai pendukung objek kalimat
A apa kamu selalu menggunakan gambar untuk semua kegiatan teaching writing?
B gak sih, biasanya kalau lagi pengen aja. P3.07 tidak selalu menggunakan gambar dalam teaching writing. Jujur ya mbak, soalnya kalau selalu
download gambar juga sedikit repotin.
P3.08 kerepotan dalam mendownload gambar Karena kalau tiap mengajar pakai
gambar siswanya bosan.
P3.09 penggunaan gambar yang terus menerus dapat menyebabkan kebosanan pada siswa
A kalau sedang mengajar writing dengan menggunakan gambar, bagaimana respon siswa selama pelajaran? B Ketika saya mengajar dengan gambar,
mereka itu jadi lebih mudah memahami, sama pay attentionnya lumayan lah ke kitanya. Jadi ketika saya mengajar mereka mau memperhatikan karena saya menggunakan gambar yang menarik. Kan banyak siswa itu suka sama hal-hal baru, penasaran gitu, gambar niy kan tiap materinya beda-beda.
P3.10 siswa lebih mudah
memahami dan memperhatikan pelajaran saat menggunakan gambar
A apa sebelum menggunakan gambar siswa sulit untuk paham dan memperhatikan pelajaran?
B aku rasa gak juga. Tapi pakai gambar aku sampaikan siswanya lebih tertarik sepertinya. Jadi proses mengajarnya lebih baik.
P3.11 gambar membuat siswa lebih tertarik sehingga proses mengajar jadi lebih baik
