1
TEACHING ENGLISH VOCABULARY USING VISUAL
MATERIALS TO YOUNG LEARNERS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
SULISTYOWATI
112012109
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
8
References... Appendix
9
TEACHING ENGLISH VOCABULARY USING VISUAL
MATERIALS TO YOUNG LEARNERS
SULISTYOWATI
ABSTRACT
In this era, English becomes one of the important languages that should be mastered. There are around 500 million English speakers in this world and English becomes the media to communicate and interact with the others. It would be better if the process of studying English starts from a young age. The fact is, teaching English to young learners is not an easy job, young learners like to play and they ignore the lesson. This research has been conducted in grade three of elementary schools in order to show how visual materials are used to teach young learners and their attitude in learning English. An interview and observations have been developed to determine how the teacher used visual materials and attitudes of young learners towards the study English vocabulary using visual materials. The findings of the research have revealed that the teacher used visual materials depend on the topic and visual materials make English lesson became simpler and students understood it better. Moreover, the students at grade three showed their positive and negative attitude. The positive attitude shown by some students who come forward and try to apply what they learned in class and negative attitudes showed by some students who inclined to play balloon, or raise a hand because their classmates raised their hand too.
Keywords: Visual materials, Young learners, Young Learners‟ attitude.
INTRODUCTION
10
as a young generation, we are required to increase our communication skill using a second or even foreign language.
As we know that English is important and it will be better if the process of learning English start from a young age. So that the learner can adapt and master English well. In Indonesia, English has been taught to young learner started from preschool, kindergarten and in elementary school. After that, they will continue to learn English at junior and senior high school or even at the university.
In English language teaching, vocabulary is one of the important things to learn. If the students have a good vocabulary, they can understand and communicate with teachers, friends or people around them using English. Having a good vocabulary also will help the students to absorb the material from the teacher.
There is a similar research that was conducted by Dorela. In that research Dorela (2009) investigated how visual materials are used when the vocabulary is being taught in the EFL classroom and the effect on Young Learners. She investigated the young learners in primary school in Korca, Albania at grade three and grade six. In her investigation, Dorela used questionnaires, interview, and observation to collect the data.
11
Although, the percentage of each visual materials that used in the class is different, but all the visual materials there can play in helping them to teach English to young learners.
In fact, it is not easy to teach English to young learners. At their age, they like to play and it is difficult for them to focus on the learning process. This problem should be solved as soon as possible so that the learning process can run effectively.
The purpose of this research is to show how visual materials are used to teach English to young learners and their attitudes toward the using of visual materials in learning English vocabulary.
The questions that this research will answer are:
a. How does the teacher use visual materials to teach vocabulary?
b. What are the young learners‟ attitudes towards the use of visual materials in learning vocabulary?
Based on the research questions above, the researcher hopes that this research will be beneficial to the reader. Especially, for the teachers who teach English not only for young learner, but also all ages that learn English. So, they can improve their teaching methods to raise the students‟ desire in learning English.
LITERATURE REVIEW
A. Teaching English Vocabulary
12
One of the most important aspects of learning English is vocabulary. Neuman & Dwyer (2009) define vocabulary as words that we must know so we can use it to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary). When the students master English vocabulary well, it will make them easier to read, write and communicate using English.
Thornbury (2002) stated that teaching words are a crucial aspect of language as languages are based on words. As we know that the basic of a language is words and it is impossible for us to learn a foreign language without words. Besides, Thornburry (2002) also stated that if you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words (p.114).
Nation (2001) describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge.
The researcher agreed that vocabulary is one of the most important aspects of learning a foreign language. Mastering grammar means nothing when we are not good in vocabulary. Imagine that we are in somewhere that put English as their mother tongue, we are bad in grammar but we are mastering vocabulary well. When we want to express something, although we are bad in grammar but if we have good vocabulary they will know our meaning.
B. Visual Material
13
As we know that young learners are rather difficult to focus on the teaching-learning process. They can only concentrate for approximately one tenth of their age. Williams (1991:207) stated that children learn better if they have a positive attitude towards what they are doing and if they are motivated or want to do it. So, as the teacher, they should able to provide the interesting activities or materials to catch the learner's attention.
Visual materials become one of the solutions that can be used by the teacher to catch the young learners‟ attention. Burton defined visual materials as sensory
objects or images which initiate or stimulate and support learning. According to Kinder, S. James visual materials are any devices which can be used to make the learning experience more real, more accurate and more active. Cross (1991:5-6) stated three visual materials that can be used to help the teacher deliver English lesson. They are realia, pictures, and gesture. Realia is a real object. As the example are fruits, vegetables, nouns, etc that can be brought to the classroom. The picture is an illustration of an object that is not easy to bring it into the classroom. A picture can be board drawing, magazine, and flashcard. The gesture is an effective way to introduce new words to the students since it resembles the Total Physical Response Method. As the example are doing action or facial expressions (smiling, happy, sad).
Abebe and Davidson (2012) state that students are eager to learn vocabulary with the assistance of visual materials, and that the use of visual materials enhances the students‟ ability and opportunity to use language to express their ideas and feelings.
Besides, Leyla (1995) also states the purposes of using visual materials in teaching learning process. Below are the purposes:
14 2. Make the course simpler, vivid and clear.
3. Materials increase students‟ interest and motivation. 4. Materials help to explain complex explanation easily. 5. Materials create the desire for learning.
6. Materials make abstract concepts concrete. 7. Materials enrich the course.
8. Materials provide the chance for practicing on subjects.
Lee (1986: 53) presents his idea about children language learning. He argues that children in their language learning like fun, physical movements, and full participation on what is going on. As we know that visual material can be used in as many ways as you or your students‟ imagination allow. The use of visual material
can help the foreign language learner become an enjoyable activity for them.
By using visual materials to teach young learners, it can increase the teacher and students‟ imagination allow. As Stice (1987) argued that young learners will
remember what they hear only 20%. Then, their 30% is what they see. The biggest is 50%, students will remember what they see and hear. So, by using visual material the students can see and hear what the teacher‟s explanations and it make them easily to
absorb the knowledge rather than depending on what they hear or see.
However, the students can learn better through what they see and hear. The Ohio State University (2006) clarified some advantages and disadvantages of using visual materials in the classroom. Here are the advantages of using visual materials; the students actively involved in the classroom activity, attract the students‟ attention
15
Afterward, the disadvantages of using visual materials are the content can become easily dated, it is time-consuming to make a visual material, it is not suitable for use with large groups, and it is not useful for those who are visually impaired.
The Ohio State University (2006) also explained some tips in using the visual material. As the example is chosen materials where the age, gender, socio-cultural and racial backgrounds reflect your learners so they can better identify with the messages.
The researcher thinks that children like something that has an interesting appearance such as; colorful, moving, and has a unique shape. As the English teacher that deliver the material and hope that the students can understand the material well, the teacher should provide interesting material. So, the students‟ desire in studying
English will increase. When the students have their own encouragement they will study English with pleasure and not put English as school subjects.
C. Young Learners
Teaching English to young learners are not an easy job. As the researcher stated before that the young learners are rather difficult to focus on the teaching-learning process they can only concentrate for approximately one tenth of their age.
According to Philips (1996:2), young learners mean children from the first years of formal schooling (five or six years old) to 11 or 12 years of age. So that Young learners are the student in kindergarten and elementary school.
Scott and Yterberg (2001:2), classifying young learners into two main groups. a. Five to seven years old (beginning stage), they are able to:
16 - Plan activities
- Use logical reasoning
- Understand direct human interaction
b. The eight to ten years old, they are able to: - Understand abstract
- Understand symbol (beginning with words) - Generalize and systematize
Scott and Yterberg (2001:2) stated that young children love to play and learn best when they are enjoying themselves, but they also take themselves seriously and like to think that what they are doing is real work.
The other characteristics of young learners in elementary school age that Scott and Ytreberg (1993:2) state are:
a. They know that the world is governed by rules. They may not understand the rules but they know that they should obey the rules to feel secure.
b. Their ability in understands situations is more quickly than the language used. c. They use language skills long before they are aware of them.
d. Their own understanding comes through hands, eyes, and ears. e. They are very logical –what say first happens first.
f. They have very short attention and concentration span.
g. Children do not always understand what adults are talking about. h. Young children cannot decide for themselves what to learn. i. Young children love to play.
17
Hetherington and Parke (1999) stated that vocabulary acquisition in children proceeds in a burst. In addition, Cox (1999) mentioned that vocabulary of elementary school-aged children may range from 2500 to 8000 words.
Young learners are well known as talkative speakers because they are in their gold period. They are curious about something, although it is just an ant they will ask about that ant. As the teacher we have the duty to explain it to them then they are questioning our answer.
Young learners‟ brain is still fresh, they have not thought about many things they
just do what they like. It gives the advantage to the teacher and people around to give them positive things. As the older, we should be careful when we are speaking around them. As Hetherington and Parke (1999) stated that, children vocabulary proceeds in a burst. The young learners probably adopt the languages that were used by the older. It is alright when the language that they adopt are in good one but how if it is a bad one.
D. Attitude of Young Learners
In the teaching learning process, information has an important role in that. As Slameto (1988) states that information is the first condition to determine an attitude. When the information causes positive or negative feelings toward an object and brings a tendency to have certain behaviors, it is called as attitude.
Attitude is derived from the Latin “aptitude” and Italian “atto” that means Latin=actus or English= act. The word “attitude” considered as an abstract mental
18
The importance of attitude is supported by Reid (2003) which states that attitudes are important to us because attitude cannot be neatly separated from the study. The target language is not relying on intellectual capacity only, but also on the learner‟s
attitudes towards language learning. The statement means that learning language should be approached primarily as a social and psychological phenomenon rather than as a purely academic one.
There are three aspects of attitude. In this part focused on the behavioral aspect of attitude. It deals with the students‟ behavior and also their react in the particular
situation. Kara (2009) stated that positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more. Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.
It means that when the students have a positive attitude toward what they learn they can absorb it easily and they can learn how to solve problems that they have.
In addition, Heining-Boynton and Haitema (2007) found that elementary school students‟ attitudes toward learning a foreign language became more negative over
time. But, if the students receive positive experience in studying other languages in their school they will develop positive attitudes toward those languages, school, and their classmates. Therefore these attitudes will be reflected in their life and education (Lindholm-Leary & Borsato, 2001).
E. Previous Study
19
research, Wahyu found that there are five steps in using pictures to teach vocabulary. They are greeting, motivation strategies, presentation strategies, skill practice, and assessment.
Wahyu also described the effectiveness of using pictures in teaching English. The explaining material can run better, can stimulate the students' mind to create a new idea, students can recognize and remember name easily, the learning process becomes more fun, increase students' interest in English, and can avoid the boredom that usually happens during the class activity.
THE STUDY
A. Context of The Study
The study of this research took place at SDN Gebugan 02. It is located in a small village named Bengkle, Ungaran mountainside.
The researcher was choosing this school because it was nearby her house. Besides, when it was compared to other schools in a city, English was not common for SDN Gebugan 02 students. They started to learn English at kindergarten or elementary school. It was different with the students in a city that sometimes studied English at preschool. So, it showed their development in learning English. The most important thing from this school was the English teacher often used a visual material to teach English in every class. So, the researcher decided to do observation and interview the English teacher in this school to complete the data collection.
B. The Participants
20
She came to this school every Monday and Tuesday to teach the students at grade one to six. In this research, the researcher joined in grade three. There were 30 students in that class. They learned English every Tuesday at 7 a.m.
C. Instrument of Data Collection
There were two kinds of instrument that were used in this research to collect the data from SDN Gebugan 02. The first one the researcher joined English class at grade three and observed them. The researcher chose observation as the first instrument to know the students‟ attitude when they were having English class.
The second instrument was an interview. After the observation has done, the researcher interviewed the English teacher to get more information related to the using of visual materials in English class. The researcher developed 23 interview questions.
Then, the result of the observation became the answer to the second research question. Moreover, the result of the interview with the English teacher became the first research question‟s answer.
D. Data Collection Procedure
21
E. Data Analysis Procedure
After the observations have been done at SDN Gebugan 02, the researcher analyzed the videos and arranged an interview.
Furthermore, the researcher transcribed the result of the interview and grouping into several themes. From the observation and interview, the researcher knew how visual materials were used in English class at SDN Gebugan 02. After finished transcribing the data, the researcher classified the data based on the literature review about the using visual material to teach young learner, especially in elementary school. The researcher drew out a conclusion toward this research.
FINDINGS AND DISCUSSION
In this part, the researcher explains the findings and discussion after the researcher conducted the observation and interview with the English teacher at SDN Gebugan 02. Based on the observation and interview the researcher knows that the English teacher at SDN Gebugan 02 teaches every Monday for grade four to six and Tuesday for grade one to three. In one meeting, each class will learn English in two hours lesson. The finding and discussion are divided into four parts. They are kind of visual materials, the steps in using visual materials, challenges in using visual materials, and the young learners‟ attitude.
A. Kind of Visual Materials
22
“The purpose of using visual material is to make the students more interest in learning English. It also makes the students more understand English lesson because the materials become simpler.”
It can be said that visual materials are tools that can help to deliver the materials, it can make difficult lesson became clearer or easier to understand. There are many kinds of visual materials that have been used by the teacher. Based on the interview, the English teacher stated that,
“Kind of visual materials that I have ever used are pictures, photos, videos, gestures, and board drawing. It is easy to find something like that, especially gesture and board drawing. Both of them is kind of visual material that easy to use and very adaptable.”
During the observation, the English teacher used two kinds of visual materials. They are gestures and pictures. Scott and Ytreberg (1993:2) stated some elementary students‟ characteristics such as; “their own understanding comes through hands,
eyes, and ears.” Elementary students‟ characteristics by Scott and Ytreberg are
proven by the observation that has been done. The researcher found that, by using a gesture that is one kind of the visual materials the teacher tried to figure out the material in the easiest way. As the example, in the first observation, the topic of the lesson was uniform. The teacher appointed her head to indicate hat, then neck for a tie, shoulder for a shirt, waist for a belt, knee for a skirt, leg for sock and shoes. When the teacher asked them to mention the part of the uniform, almost all the students in grade three tried to answer it.
Besides, pictures also became another visual material that was used by the teacher in class. In the same observation and topic, the teacher used a picture to teach uniform. The teacher added,
23
Pictures can be adopted from the internet or even drawn by the teacher. According to Harmer (2001), pictures should be appropriate not only for the language to be learned but also for the classes they are being used for. So, if teachers decided to use a picture that took from the internet or their own picture, make sure that the content is appropriate for the student and it can be seen clearly.
In the interview section, the researcher found that not every English lesson in grade three used the visual material. The using of visual materials to teach English in grade three is based on the topic that they will learn. As the interviewee said that,
“I often use visual materials to teach English but it depends on the topic that we have. If one kind of visual material has been used in one topic and if it is appropriate to use in a different meeting or even different topic. It would be okay to use the same visual material.”
B. The Steps in Using Visual Materials
In this part discussed the steps in using visual materials to teach English to young learners. There were some important points that the English teacher should consider with when they decided to use the visual material. The English teacher mentioned three important points that should be done before teaching.
The first point was understanding the topic or theme of the lesson. It was important to avoid misunderstanding between the topic of the lesson and the visual material that used by the teacher.
The second was choosing the appropriate visual materials. It sounds very easy to decide what kind of visual material that used in the teaching learning process. The teacher should pay more attention to this part. The English teacher clarified that,
24
interested in our visual material that we used. It means that our visual materials are not appropriate for them. It should be better.”
Then, the last important point was making visual material that used in the lesson. If the teacher had no problem with the topic and kind of visual material that used, then the teacher started to make the visual material. The English teacher added,
“In making the visual materials it should be clear enough for the students. The students can see it clearly and it would be better if they can operate it. So, they will know more about the material that they are studying.”
The three important points were supported by The Ohio State University (2006) that explained some tips in using the visual material. As the example is chosen materials that the age, gender, socio-cultural and racial backgrounds reflect your learners so they can better identify with the messages.
In the teaching day, there were many things that should be done by the English teacher. At the beginning of the class, as usual, the English teacher started the lesson with prayed together and reviewed the previous material. If the handbook does not have the complete material then the teacher gave clues about the material, so they can imagine what they are going to study about.
When the researcher was having the observation, the English teacher explained about the uniform. At that time, the English teacher brought a picture that drawn by the teacher. Then, stick the picture that has provided on the white board. Beside the picture, the teacher added the parts name of the uniform and covered it using different paper. Then, the teacher reviewed the previous material by appointing every part at her own uniform. Head to indicate hat, then neck for a tie, shoulder for a shirt, waist for a belt, knee for a skirt, leg for sock and shoes.
25
“I used to appoint something that related to the material to help them guess what it is. As the previous meeting, I appoint my head to indicate hat, waist for belt it is to help them remember the words. Some of them may have the wrong answer but I said that the answer almost correct to make the young learner feel enthusiastic toward study English.”
In the pre-teaching phase, the teacher asked them to mention „kaos kaki‟ and „sepatu‟ in English and one of the young learner said that „srong‟ for „kaos kaki‟
then „soes‟ for „sepatu.‟ It means that they already have their own imagination about
English word.
English explained that,
“Although, they are still wrong but they tried to answer the teacher‟s question and it almost correct.”
In whilst teaching, the teacher asked the students to come forward and choose one number from the picture. As the example, if number one is referring to “kepala" that means head for a hat the students should mention what is "topi” in English. After the
students answered the question, then the teacher opened the answer key beside the picture that covered by another paper. If they were correct they got point.
The other activities that the teacher provided for the students were writing, pronouncing and guessing words. Again, the teacher told the students to come forward. The student wrote one English word related to their uniform. After finished in their writing, then the teacher asked the student to pronounce it and mentions the meaning of that word.
26
related to the materials. Not only gave the students homework, the teacher also tried to make the students familiar with saying thank you for closing their lesson.
C. Challenges in Using Visual Materials
There were some challenges in using the visual material to teach English to young learners in the EFL classroom. As the researcher said that teaching English to the young learner is not an easy job, young learners can only concentrate for approximately one tenth of their age, so all English teachers should be familiar with all kind of challenges.
First challenge was quite difficult to make the students focus on the teaching-learning process all the time. Although, the advantages of using visual materials were to catch the young learners‟ attention but the fact is different. Based on the
observation that has been done by the researcher, it was found that the students' attention only holds out on the opening section.
Scott and Yterberg (2001:2) described that young children love to play and learn best when they are enjoying themselves, but they also take themselves seriously and like to think that what they are doing is real work. It was suitable with the fact that found by the researcher in observation. In the middle of the teacher's explanation, some of them were having their own discussion with their friends or even played a balloon with classmates. The English teacher said that,
"Sometimes they are bored with the materials. Moreover, they are still kids that like to play. So, when I am facing the students that are busy with themselves, I will ask them to sing together and usually, they will pay attention to the course."
27
with themselves and sometimes did not pay attention to the lesson. The teacher has their own method to make the students revert to their concentrations. The English teacher added,
“If the students are busy with themselves and the class becomes too crowded, I will ask them to come forward and try to work with visual material that I provide.”
When the students work on the material they will forget their bustle for a moment and focus on the lesson.
The second challenge was choose the appropriate visual materials that will be used in the teaching process. It sounds very simple to choose kind of visual material that will be used in class, but the fact it was rather difficult to do it. The teacher should have consideration in choosing the visual material. So, that's why an English teacher should deeply understand the material that they have in class. Beside that a teacher should be careful to decide kind of visual materials to support their teaching, the inappropriate visual material sometimes can make the student feel bored.
The teacher clarified that,
“It is difficult to choose what kind of visual material for the class activity. I decide to use flashcard, I think that it has appropriateness for the material but I do not know whether the students like flashcard or not.”
There are kind of visual materials that can be chosen by the teacher. But the problem is not all kind of visual materials can be appropriate for the students. English teacher said that,
"When I use one kind of visual material and the students did not give a really good response, so I think that may be the visual material is not interesting enough. In the next meeting, I will use other visual material."
28
clarified the English teacher's opinion that the visual material should be appropriate for the students. When the students are not interested in the visual material that provided they will not pay attention and the purpose of teaching will not run effectively.
When the problem like that happen, it would be better to look at the previous points; understanding the material, choosing the appropriate visual material, and making the visual material as interesting as you can.
English teacher explained that,
“Students at this grade like something new, I tried to provide new visual material if it is possible. When the students meet something that they have never seen before, they will pay more attention to the course because they are curious about it.”
Wibowo (2009) also mentioned the effectiveness of using visual material can increase the students‟ interest to the lesson. Both of them have the same purpose
which catches the students' attention in the teaching learning process by using visual materials.
D. Attitude of Young Learners
There were positive and negative attitudes of the young learners in learning English. The positive attitudes are seen from the students who raised their hand and tried to answer the teacher‟s question. The negative attitude seen from the students who were busy with themselves played balloon or raised a hand because the classmates did the same and they answered incorrectly.
29
positive attitude is the ability to have positive thoughts about one's self and one's environment even when things are not going as one would hope.
Kara (2009) also stated that positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more. Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.
In addition, Heining-Boynton and Haitema (2007) found that elementary school students‟ attitudes toward learning a foreign language became more negative over
time. But, if the students receive positive experience in studying other languages in their school they will develop positive attitudes toward those languages, school, and their classmates.
The English teacher tried to give positive experience to the students by saying, “Your answer is almost correct, but a correct answer is...but I still give you point.”
When the teacher said that the students will get point if they come forward and try to guess the English word, it makes them feel enthusiastic toward it and their enthusiastic means a positive attitude.
Therefore, these attitudes will be reflected in their life and education (Lindholm-Leary & Borsato, 2001). Lindholm-(Lindholm-Leary & Borsato support the teacher‟s opinion that,
“In the classroom, the students behave differently, there are students that active and really pay attention to the lesson and always raise their hand and try to answer my question.”
30
In line with Heining and Haitema (2007) that stated students‟ attitudes toward learning a foreign language became more negative over time, the teacher explained,
“But some of them are busy with themselves, playing balloon or may raise their hand because their classmates do the same and it is because the class becomes crowded."
Based on the teacher‟s explanation toward the class condition it means that when
some of the students have positive attitudes toward what they learn they can absorb it easily. Then, some of the students with their negative attitudes just make the class become crowded.
CONCLUSION
The purpose of this research is to show how visual materials are used to teach English to young learners and their attitudes toward the using of visual materials in learning English vocabulary. The research questions are:
1. How does the teacher use visual materials to teach vocabulary?
Visual materials played important role in elementary school students that learned English. The English teacher explained that the used of a visual material depend on the topic of the material. Kind of visual material also should be appropriate for the students at grade three. The teacher also stated that by using the visual material, the English lesson became simpler and the students understood it better.
2. What are the young learners‟ attitudes towards using visual materials in learning vocabulary?
31
The positive attitudes shown by the students who came forward and tried to applied what they learned in class by answering the teacher question and tried to pronounce some words.
Besides, some students showed their negative attitudes during English lesson. The students with their negatives attitude, inclined to play balloon, or raise a hand because their classmates raised their hand too.
This present research may help the young learners‟ teachers to develop their
32
ACKNOWLEDGMENT
Firstly, I would like to give my gratitude to Allah SWT. I am nothing without Allah who makes me stronger to face and finish my beloved thesis. I would also like to thank my supervisor, Ms. Rindang who guided me from proposal until I finished my thesis. Thanks for her patience and willingness in handling me. My second reader, Ms. Anne thanks for her input and also willingness to examine my thesis. Also thank you very much for all lecturers in FBS. I would also like to thank Ms. Nia and SDN Gebugan 02 students who helped me to collect the data for my thesis.
33
References
Abebe, T. T., & Davidson, L. M. (2012). Assessing the role of visual teaching materials in teaching English vocabulary. Language in India, 12(3), 524.
Baker, C. (1992). Attitudes and language. Bristol, PA: Multilingual Matters Ltd. Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. New
York: Pearson Education.
Crystal, D. (2003). English as a global language, 2nd ed. Cambridge, UK: Cambridge University Press.
Dibson, J. M., (1988) Effective Teaching for English Conversation Groups. Washington D.C., 20547, P: 67 -76.
Harmer, J. (2001). The practice of English language teaching (3rd Ed.). London: Longman.
Heining-Boynton, A. L., & Haitema, T. (2007). A ten-year chronicle of student attitudes toward foreign language in the elementary school. The Modern Language Journal, 91(2), 149-168.
Hetherington, E. M., & Parke, R. D. (1999). Child Psychology. A Contemporary Viewpoint. (5th Ed). International Edition. The McGraw-Hill Companies, Inc.
Konomi, D. K. (2009). Using Visual Materials in Teaching Vocabulary in English as a Foreign Language Classrooms with Young Learners (3rd Ed.). Albania.
Lee, W. R. (1986). Language Teaching Games and Contest. Oxford: Oxford University Press.
Lindholm, L. K., & Borsato, G. (2001). The impact of two-way bilingual elementary programs on students' attitudes toward school and college (Research Report 10).
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
34
Philip, S. (1996). Young Learners. England: Oxford University Press.
Platt, J. & Weber. (1985). A Longman Dictionary of Applied Linguistics: England Longman Group Ltd.
Reid, N. (2003). Getting started in pedagogical research in the physical sciences. LTSN Physical Sciences Centre, University of Hull, Hull. [Online]
Shabiralyani, G., Hasan, K. S., Hamad, N., Iqbal, N., Pakistan, P., & Khan, D. G. (2015). The impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. 6, 226-233.
Slameto. (1988). Belajar dan Faktor yang Mempengaruhinya. Jakarta: P.T Bina Aksara.
Sukarno. (2008). “Teaching English to Young Learners and Factors to Consider In Designing The Materials”. Economy & Education Journal, 5, 1.
57-73.
Thornburry, S. (2002).How to teach vocabulary. England: Pearson Education Limited.Ur, P., (1998). A course in language Teaching Cambridge University Press.
Thornburry, S. (2002). How to teach vocabulary. London: Longman.
35
APPENDIX
Interview questions
These are the interview questions that were used by the researcher in collecting the data from the English teacher at grade three:
A. Warm up phase
Introduce self
Tell the purpose of the interview
Ask participant‟s demographic info, name and contact information.
B. Opening phase
Sudah berapa lama Ibu mengajar disini?
Saya disini mulai 29 Januari 2009 berarti delapan tahun.
Menurut Ibu apakah Bahasa Inggris itu penting untuk diajarkan kepada murid sejak dini? Alasan?
36
Metodenya itu paling ya ceramah dan diskusi. Ceramah dan diskusi sering saya terapkan di kelas. Terus sama mungkin alat peraga yang untuk kelas rendah itu sering saya pakai.
Kenapa Ibu memilih untuk menggunakan metode tersebut?
Kalau diskusi secara otomatis nanti siswa itu aktif, aktif dalam berdiskusi dengan satu kelompoknya begitu. Kalau metode ceramah itu yang lebih aktifkan gurunya. Sebetulnya, metode diskusi lebih sering dipakai saat di kelas. Anak-anak itu lebih aktif lebih bagus
C. Expanding phase
Selama Ibu mengajar disini, khususnya di kelas 3 pernahkah ibu menggunakan alat bantu mengajar dalam bentuk visual?
Contohnya apa saja?
Ya pernah pakai alat bantu visual, tapi tidak sering menyesuaikan dengan temanya. Mungkin foto, video, gerakan, gambar, buku bergambar, papan tulis.
Dari alat bantu visual yang sudah Ibu sebutkan, manakah yang sering Ibu pakai saat mengajarkan bahasa Inggris?
Saya lebih sering menggunakan gerakan dan papan tulis.
Apa saja manfaat penggunaan visual material dalam pembelajaran bahasa Inggris untuk di kelas ibu?
37
Apa tujuan penggunaan visual material untuk kelas bahasa Inggris?
Untuk memudahkan proses pembelajaran bahan yang rumit bagi anak sd menjadi lebih gampang dimengerti oleh mereka.
Meningkatkan semangat murid-murid dalam belajar bahasa Inggris.
Tidak membosankan bagi para murid.
Pada saat apa ibu mengajar menggunakan alat bantu visual?
Alat bantu itu sesuai dengan temanya. Misalnya, sekarang materinya ganti tapi pakai alat peraganya ini tidak harus ganti disesuaikan dengan tema. Kadang awal itu apersepsi dulu, pendahuluan tapi kalau pertemuan ke dua ketiga baru pakai alat bantu visual.
Saat Ibu menggunakan alat bantu visual tersebut biasanya digunakan untuk mengajarkan apa kepada murid?
Misalnya kalau kelas satu itu “Number” bisa, kelas dua “My body”, kelas tiga seperti kemarin “Clothes” gitu ya.
Menurut saya hal ini mengarah ke kosakata dan membaca.
Sebelum Ibu mengajar menggunakan alat bantu visual , kira-kira apa saja yang perlu disiapkan?
38
Setelah mengajar menggunakan alat bantu visual adakah rencana untuk mengajar menggunakan alat bantu visual yang
berbeda untuk menarik para murid agar lebih fokus pada
pelajaran?
Ya ada rencana, misalnya saya buat alat peraga tapi anak-anak di buatkan alat peraga kok kayaknya kurang pas. Anak-anak mungkin menangkap materi kok masih agak lambat berarti alat peraganya kurang pas kira-kira yang lebih cocok lagi apa ya.
Apakah Ibu menemui kesulitan dalam mengajarkan Bahasa Inggris kepada murid SD menggunakan alat bantu visual?
Kesulitannya ya mungkin untuk mengatur anak-anak kadang kalau pakai alat peraga itukan emang anak-anak senang jadi anak-anak itu kadang “Saya bu saya bu...” mereka berebut untuk maju misalnya maju untuk memasangkan alat peraganya itu.
Bagaimana cara ibu untuk mengatasi kesulitan tersebut?
Mengatasinya mungkin anak-anak dipancing pakai lagu “Ayo nyanyi dulu sama-sama” anak-anak di suruh duduk yang tertib nanti di selingi lagu kemudian biasanya anak-anak tertib.
Pernahkah ada kesulitan dalam menentukan alat bantu visual seperti apa yang harus di gunakan? Mungkin dari sumbernya?
Kalau alat peraganya kadang sulit untuk memilih yang cocok dengan materinya. Mungkin untuk guru alat peraganya sudah cocok tapi untuk anak-anak pada kenyataannya mereka masih lambat untuk menerima materi berarti alat peraganya mungkin kurang menarik untuk mereka.
Kalau biasanya alat bantu visual tersebut ibu dapatkan dari mana? sumbernya? Ibu membuat sendiri atau mengambil dari
39
Ya pertama cari di google, terus kalau sekiranya ini gampang langsung saya aplikasikan buat sendiri.
Menurut Ibu seperti apakah respon para murid saat Ibu mengajar menggunakan alat bantu dalam bentuk visual?
Ya kalau pakai alat bantu otomatis anak-anak itu lebih senang, lebih menarik mungkin ya.
Apakah ada perbedaan pada murid di kelas tiga saat ibu mengajar dengan menggunakan atau dengan tidak menggunakan
alat bantu visual?
Ya jelas ada perbedaan kalau menggunakan alat peraga anak-anak lebih semangat, misalnya di suruh maju semangat malah berebut kalau pakai alat peraga seperti kemarin itu.
Dengan menggunakan alat bantu visual tersebut, apakah materi pembelajaran dapat tersampaikan dengan baik?
Ya 80%. Bisa lebih baik dari pada yang tidak pakai alat peraga
Bagaimana cara Ibu mengetahui hasil belajar siswa?
Tes tertulis bisa atau tes lisan. Ya biasanya saya panggil satu per satu misalnya kemarin sudah menggunakan alat peraga ini sudah menghafal nanti sekalian di nilai lebih cepat kalau tes lisan kalau tes tertulis kadang anak-anak itukan nilainya tidak full mungkin karena tidak berfikir sendiri mungkin kadang ada yang lihat temannya kalau tes lisan anak-anak cenderung memberikan jawaban dari hasil berfikir sendiri.
D. Closing phase
