Judul Skripsi: The problem of teachers in using instructional media in teaching listening at SMA Muhammadiyah Limbung (Descriptive research). The problem of teachers in using instructional media in teaching listening at SMA Muhammadiyah Limbung (Descriptive research) conducted by Erwin Akib and Abd. The aim of the research was to discover the problem of teachers in using learning media in teaching listening at SMA Muhammadiyah Limbung.
The results of the data analysis showed that the teachers' problem in using the instructional media in teaching listening at SMA Muhammadiyah Limbung was found in practical category 0% response in Strongly Agree (SA), 37.5%. After analyzing the data, it can be concluded that the teacher had problems in using the teaching media to teach listening at SMA Muhammadiyah Limbung, and the teachers' problems were practicality, students' appropriateness and teaching activities. Rosmah as Head Master of SMA Muhammadiyah Limbung and Nursyamsi, S.Pd and Nur Andriani, S.Pd.
Finally, by saying Alhamdulillahi Robbil Alamin, the researcher could successfully finish his research according to the goal of time and also the goal of the research.
INTRODUCTION
Research question
Objective of the Research
Significance of the Research
Then, the researcher distributes the questionnaire to the teachers to find out the problem of the teachers in the use of teaching media. It described the problem of teachers in the use of instructional media in teaching English, especially in the teaching of listening materials, in which observation and questionnaire were also used. The researcher observed and made field notes regarding the problems of the teachers in using the teaching media that appeared in the classroom.
The questionnaire was distributed to the teachers to get data about their problems in using the teaching media. Conclusion by describing about the teachers' problem in using the teaching media at SMA Muhammadiyah Limbung. To find out the teachers' problem in using the teaching media in the teaching of listening at SMA Muhammadiyah Limbung, the researcher analyzed the data by observation and questionnaire.
When analyzing the data with a questionnaire, the researcher divides the teacher's problem in using learning media in teaching listening into three categories. The next researcher should find another information about the problem of teachers in using learning media in teaching listening. Teachers' perceptions of the role of media in classroom instruction in secondary schools. Turkish Educational Technology Online Journal - TOJET January 2009 ISSN Volume 8 Issue 1 Article 8.
Previous of Related Research Findings
Some Pertinent Ideas
Media is anything that is used to send message(s) from sender(s) to receiver(s), so it can arouse learners. Whatever the definition of instructional media, the researcher concludes that it must have been such a collection of materials or tools and equipment that can be effectively used for transferring, conveying and learning information. According to Ruis (2009:4), there are several instructional media that can be used effectively by teachers in the classroom.
All the above media can be used in four language skills; listening, writing, reading and writing in the teaching and learning process. This media can appear on real objects or events outside the classroom. Students' observation can be directed to important things based on teachers' goals.
Besides, in organizing the teaching media it also has some factors that can be a problem.
Teaching Listening
Therefore, it is important that the teachers understand and try to help the students in listening English. They should give students time to practice their listening skills through the use of effective instruction and media. The information in short-term memory is forgotten if it is not practiced.
In addition, students should be given the opportunity to listen to the listening material several times so that they can identify both the sounds of spoken English and the message conveyed by the listening material given by the teacher. Before the broadcast begins, students should be warned that they may ask questions or interrupt the explanation in the question and answer session that follows the broadcast. A talk show can be used to integrate listening and speaking in the classroom and train students to interact socially in English.
Activities include writing a letter, responding to a film the students have seen, and discussing it. It is better for students to be actively involved in listening activities by receiving, synthesizing and fully responding to the listening material rather than just trying to listen to what the speakers in the material are talking about. In the pre-listening phase, the teacher explained to the students the concept of an if sentence and gave examples to activate the students' grammatical knowledge of the sentence.
The students were then divided into two large groups to play a game on using the clause. In the listening phase, the song was played and the students were asked to fill in some missing words in the distributed text. In the post-listening phase, students were asked to express their wishes regarding situations in their lives that they want to change.
The last activity the students did was to have small group discussions to talk about their hopes for the future. The students in a study agreed that the use of multimedia is effective in two ways: first, they were able to understand the information faster, and the second; they felt more confident in handling the lesson, as they rely not only on their listening comprehension, but also their visual comprehension.
Conceptual Framework
Based on figure 2.3 above, the research focuses on listening skills, where the researcher conducts the classroom observation to see the media utilization.
RESEARCH METHOD
- Population and Sample
- Instrument of the Research
- Procedure of Data Collection
- Technique of Data Analysis
Questionnaires were distributed to teachers to identify the problems faced by teachers in using teaching media. Exploration to narrate and qualitatively present data about teachers' problem in using instructional media in teaching English in SMA Muhammadiyah Limbung. Based on the data analysis, it was found that out of nine types of teaching aids provided, there were only two teaching mediums which were used by both teachers in teaching the listening material.
The discussion about the problem of teachers in using instructional media in teaching listening in SMA Muhammadiyah Limbung is analyzed by the result of observation and questionnaire. From the result of the observation obtained directly in the classroom, there were only two types of media which were used by the teachers in teaching the listening material. The discussion about the problem of teachers in the use of instructional media in teaching listening can be analyzed from the result of the questionnaire after ensuring the existence of the problem through observation.
The teachers responded agree and agree that media can support the teaching media, but sometimes they were faced with the interference of the environment and sometimes it was difficult to. Based on the condition seen directly through observation and the answers of the teachers in the questionnaire, the researcher comes to the conclusion that the teacher experienced problems regarding practicality, applicability of students and teaching activities in the use of the teaching media in the teaching of listen at SMA Muhammadiyah. Based on the result of observation, teachers' problems in using the instructional media in teaching listening at SMA Muhammadiyah Limbung were about practicality, student applicability and teaching activities.
Regarding the suitability of the students, teachers agreed that most students are uncooperative and unwilling to participate in obtaining the resources. The English teacher is expected to use the variety of instructional media associated with the students. Instructional media in teaching English to young learners: a case study in primary schools in Kuningan.
Instructional media as a tool to ensure quality teaching and learning for students in secondary schools (selected schools in Kumasi metropolis). Prepare backup media in case the prepared instruction media does not work well.
FINDINGS AND DISCUSSION
Discussion
The teachers only used conventional media such as administration and students to convey the information. By seeing the media use, it means that the media used by the teacher was not suitable for the instructional purpose and that of the students. The fourth statement in practice shows that the teachers do not agree that the school offers media.
It was proved that the teachers strongly agreed that the students are interested when the teacher uses media, but on the other hand, the teacher also responded indecisively about controlling the students' differences while using the media. The conclusion can be drawn that the teachers had problems regarding teaching activities either in material appropriateness or objective of the activities. The teachers actually knew the benefits of media utilization, but they did not have enough time to prepare and provide the media (practically).
This can be proven by the data from the practical feasibility questionnaire, which stated that all teachers agreed that teachers are overburdened with a lot of work. In addition, regarding the instructional activities, the teachers agreed that the environmental influences are such as noise.
CONCLUSION AND SUGGESTION
Suggestion
The researcher divided the proposal into two parts namely; the first part is specifically for the teachers of SMA Muhammadiyah Limbung, the teachers and the government all over the world in general and the second part is for the next researcher. A lot is also expected from the school in general, which is equipped with adequate facilities to support the teaching and learning process. It becomes effective to facilitate the school with such a suitable space, books and other facilities instead of changing the curriculum which burdens the teacher instead.
Challenges facing teachers and students in using instructional technologies: A case of selected secondary schools in Kisii County, Kenya. The students are chosen to read a text while others listen and write what their friend says. The teacher writes the wrong and difficult words on the whiteboard after the students have done their task.
Appendix G: Calculation of average scores for each response category Appendix H: Rate Percent of the response categories.
