CHAPTER I

INTRODUCTION

A. Background of The Problem

In teaching English, teachers need to prepare many things, such as developing

syllabus, lesson plan, teaching materials, instructional media, language assessment, etc.

Furthermor, teachers also have to design a good teaching strategy to create the class more

meaningful, more interactive, and more enjoyable. To create this condition, teachers

should be creative and innovative in handling their class, developing the relevant teaching

materials, and selecting the appropriate instructional media.

Based on the many things that should be prepared by teachers in teaching English,

media is one of things that have big role to reach the purpose of teaching itself. As

Huebener (in Murdibjono,1982:69) Media play very important role because they increase

the effectiveness of learning by helping the pupil to assimilate ideas in a more meaningful

and interesting manner . Since the existence of media has given as a big influence in the

educational field, there are many schools use media in teaching and learning.

Media can facilitate teachers and students in teaching learning process. Media have

many advantages in making teaching learning process to be successful. Media not only

give benefits for teachers but also give benefit for students. According to Sunarto (2011: 4)

says that media for teaching are the tools that can be used to deliver lesson materials from

the teacher to the learners, which can stimulate students’ thought and desire to learn. Here,

media can help teachers in transferring the lesson to the students, and can affect students’

motivation and students’ understanding in learning

By using media, teachers can deliver the materials of English easily. Teachers can

teach effectively and efficiently without takes or waste much times in teaching. Media is

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also useful and enjoyable for teachers to develope the skills and knowledge to engage in

media work in the English classroom. Media is a tool that will help the teachers in facing

the students. It will simplify teachers’s job in explaining the materials. The teacher will be

at ease in order to make teaching and learning process more interesting. The media that

can be used by teacher is a video that related to the topic. For example: the teacher use the

picture in pre-teaching activity or use video to attract students’ attention and to activate

students’ background knowledge about the topic and then provide some questions

concerning the video.

In addition, it is good for students to learn English through media because media can

help them to understand the lesson easier. Media can encourage or support the students to

predict, read, and respond the materials. Media also catch students’ attention and increase

students’ motivation in learning. Through the media students can be attracted to learn

english because media as one of the components in teaching and learning process are used

by teacher as a source to explain the materials to students. Students can know the real

context, culture, the correct pronunciation of English through the media.

In general, media in teaching English can be classified into audio, visual, and audio visual

media. Audio media are media that can be listened to such as cassete or CD. Visual media

are media that can be seen such as picture. Audio visual media is the media that involve

the senses of sight and hearing such as video and movie. According to Smaldino et

al(2007), there are six kinds of media: text, audio, visuals, video, manipulative and people.

There are various kinds of media that can be used in the teaching and learning process.

Teachers should know what kind of media those are appropriateto the students in the

teaching and learning process.

Therefore, the preliminary observation is done in senior high school at Payakumbuh

to see the availability of media. From the preliminary observation, it found that there are

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some media are available in school. For teaching listening, there are cassete, and CD. For

teaching speaking as model of authentic pronunciation, there is video (movie and video

clip). For teaching reading there is picture (card and flash card). There is slide for teaching

writing.the schools has many facilities to improve students ability in English such as:

computer, lcd projector, and speaker box, and a computer labolatory that give the students

to learn through technology. However, all of these facilities can not be functioned

effectively

Most of teachers tend to not use the media effectively. They tend to use the same

media for teaching all skills without any variation. . The media for the teaching and

learning process were available. Most of the English teacher still has not a creative in

applying those media in the teaching and learning process. The English teachers tend to

use textbook and students’ worksheet as the main media instead of using another

interesting media. This condition made the students easily got bored to learn the lesson.

There are some assumptions that related to the reason why teachers do not use the

media for teaching English. May be they have lack of skills or have difficulties in using

and no budget to make the media. May be they do not know how to use them / they have

lack skills and creativity in using some media. Then, may be they know how to use media,

but avoid to use media because the lack of innovation. Last, may be the facilities to

support the media in the school are not enough so that they must wait to their turns to use

the media.

In conclusion, this research wants to observe more deeply about how far media still

be used by English teachers at school. It is done because learning can become unsuccessful

in reaching learning achievement, one of the reasons is caused by there is no media. Then,

it is hoped will answer the question about the real phenomena that happens in teaching and

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learning English at school so that there is no negative or positive judgments about the

teacher.

B. Identification of the problem

Based on the background of study above, there were some problems which can be

identified related to teaching English by using media. Teachers seldom use media in

teaching English. Most teachers use limited variation of using media. The use of media in

teaching English are not effective yet. Other problem is not all kinds of media are

appropriate for teaching English. Therefore, this research wants to analyze what kind of

media used in teaching English in Senior High Schools Payakumbuh. All the kinds of

media teachers used in teaching english would be related to the goal of English teaching

itself.

C. Limitation of the problem

Based on the problems identified, this research only focuses on media used by

English teachers in teaching English at Senior High Schools Payakumbuh.

D. Formulation of the problem

The problem of the research is formulated in the following question: Do the

teachers use media in teaching English? and what kinds of media do English teachers use

in teaching English at Senior High Schools Payakumbuh?

E. Research Questions

Based on the formulation of the problem above, there are two questions which will

be answered in this study:

1. Do the teachers use media in teaching English?

2. What kinds of media are used by teachers at Senior High Schools

Payakumbuh in teaching English.

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F. Purpose of the research

This research is conducted to analyze media used by teachers at Senior High

Schools Payakumbuh in teaching English. Therefore, purposes of the research are as

follow:

1. To see if the teachers use media in teaching English or not

3. To find out kinds of media used by teachers at Senior High Schools

Payakumbuh in teaching English.

G. Significance of the research

In this research, the focus is on kinds of media used in teaching English. It is

expected that the findings of this research can give contribution theoretically and

practically. Theoretically, the result of the study is expected to enrich English teaching by

giving information about the kinds of media that suitable to reach the goal of English

teaching. Practically, the result of this research is expected to be useful for English teacher

certainly in teaching English. Therefore, teacher can reduce the difficulties of teaching

English and can encourage students to practice and improve their ability in English in the

classroom. For students, the implementation of the media in learning English is expected

to reduce their difficulties in learning English, especially when they want to express their

thoughts and ideas in oral or written form.

H. Definition of Key Terms

Teaching English : the process of delivering knowledge/ information/ materials

about English

Media : the medium or facilities that uses sight and sound to present

information or materials.

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Instructional media: the contents of media object which are used in teaching

learning process.

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CHAPTER 2

REVIEW OF LITERATURE

A. The Teaching and Learning of English

The definition of teaching cannot be separated from the definition of learning. The

understanding towards the concepts of teaching and learning may underlie the success of

language teaching and learning process. Therefore, the following presents a discussion on

the concept of teaching and learning.

Murray and Christison (2011:140), state that learning is a process that brings

together cognitive, emotional, and environmental influences for the purpose of making

changes in one’s knowledge, skills, values, and worldviews. Learning also refers to a

relatively permanent change in behavior as a result of practice or experience. Similarly,

Brown (2000:7) proposes that learning is acquisition or getting information and skill which

imply storage systems, memory, and cognitive system. It can be conclude that learning is a

process to get the knowledge, behavior, and information by involving cognitive,

emotional, practice and experience.

Then, Brown (2000:7) breaks down the components of the definition of learning as

follows: (1) Learning is acquisition or getting; (2) Learning is retention of information or

skill; (3) Retention implies storage system, memory, and cognitive organization; (4)

Learning involves active, conscious focus or and acting upon events outside or inside the

organism; (5) Learning is relatively permanent but subject to forgetting; (6) Learning

involves some form of practice, perhaps reinforced practice; (7) Learning is a change in

behavior.

In relation to English teaching learning, Harmer (1998:24) suggests that the natural

language acquisition can be difficult to replicate in the classroom, but there are elements

which can help the students learn effectively. The elements are engaged, study, and

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activate. “Engage” is related to a teaching sequence where teachers try to stimulate

students’ interest by involving their emotion. Meanwhile, the concept of “study” focuses

on the language and how the language is constructed. The last element is “activate”. This

term refers to the exercise and activities which are designed to get the students using

language as freely and communicatively as they can. Therefore, in teaching English

teachers should engage with their students so that students are interested to learn, then

teachers should make their students focus on what is being learned and the last is let their

students practice the language freely and communicatively by giving some activities.

In fact, teaching and learning are related to each other. Language learning cannot

be separated from language teaching. To learn is to know something while to teach is to let

learners know something. Brown (2000:7) defines the concept of teaching. He explains

that teaching is guiding and facilitating learning encouraging the learners to learn, and

setting the condition for learning.

In addition, Blum in Richard and Renandya (2002:21) says that an effective

teaching considers some crucial aspects. It includes well-planned curriculum , efficient

classroom activities, focused instruction, and the like. With regard to the above aspects,

teaching is not only a matter of transferring knowledge. Many aspects are involved in the

process of teaching which determine in effectiveness of teaching process. Those important

aspects of teaching can be some guidance to create an effective teaching in the English

teaching and learning process.

B. Teaching English as a Foreign Language

By the end of the twentieth century, English was already well on its way to

becoming a genuine lingua franca, that is a language used widely for communication

between people who do not share the same first (or even second) language (Harmer,

2007:13). This rapid expansion of the use of English as an international language led its

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position including in Indonesia. In Indonesia, English is categorized as a foreign language.

It denotes that the learners of the language are the foreigners who study it for various

purposes.

Concerning the way in English teaching, Harmer (2001: 4) states that a foreign

language does not have an immediate social and communication function within the

community where it is learned. It is mostly to communicate elsewhere. Furthermore,

foreign languages are those in which the students do not have a readiness for

communication beyond their classroom, they may be obtainable through language clubs,

special media, or books.

Based on those statements above, it is clear that teaching English in Indonesia is

regarded as teaching English as a foreign language. English is needed and used by

Indonesian people in daily communication. In the daily life, English is learned in a very

limited environment such as at school as one of the compulsory subjects.

C. Teaching English at Senior High Schools and Its Problems

The teaching of English has become increasingly important as a foreign language

in Indonesia. It is a compulsory subject to be taught for three years at Junior High Schools

and for three years in Senior High Schools. Actually, they have the same goal for learning;

that is passing the examinations to move to the next level and graduating from school and

applying the language in daily coomunication or real context.

In addition by mastering English, the high school students are expected to be able

to take part in social live and able to communicate. In senior high school, the teaching of

English should emphasize the students to achieve high proficiency in four skills, such as,

listening, speaking, reading, and speaking according to the literacy level as stated in

National Education Department of Indonesia No. 22 year 2006.

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Therefore, teachers should help students to accomplish the general standard

objectives of English language teaching at Senior High Schools in Indonesia. As National

Education Department of Indonesia (2006) states that the general standard objectives of

English language teaching at Senior High Schools in Indonesia are determined as follows:

(1) Developing communicative competence both in oral and in written in order to reach the

level of informational literacy; (2) Raising awareness of the nature of English as a foreign

language in order to compete with other countries in global community; and (3)

Developing comprehension of students about the relation between language and culture

There are four things that students need to do with new‟ language: be exposed to it,

understand its meaning, understand its form (how it is constructed) and practice it

(Harmer, 1998:52). English in Indonesia is still as foreign language, that is why EFL

(English as Foreign Language) students need lots of exposures since they are much less

exposed to target language, target culture and target people than ESL (English as Second

Language) students.

In the classroom, a major part of the teachers’ job is to expose students to language

so that they can use it later. Foreign language students need opportunities to develop the

their English ability.

However, many learners are studying English simply just because it is stated, on

the syllabus. Students can be exposed to the language besides from the teacher utterances;

they can also listen to tapes, read texts and look at computer printouts. In each case, the

students are given chances to see or hear the language before they are asked to produce it

themselves.

Then, there are three Important things that must be considered by teacher in

teaching English. They are: (1) What English to teach; (2) How to give practice in a

meaningful way; (3) How to prepare and execute a progression of enjoyable welI

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organised lessons. The completion of the realization takes place when these language items

are presented in the classroom as instances of actual use. Students are expected to get the

knowledge about English and can apply it in communication. The teacher as facilitator

must develop the students’ ability of all the elements of the English language. Later,

students can use English in a variety of contexts and for a variety of purposes. As Brown

and Yule (1983:27) say that the aim of language teaching is to help the students to have

ability to express themselves in the target language in all aspect of their lives, such as in

greetings, expressing their gratitude, share their feelings, asking to people or doing

negotiations.

The one of problems in teaching English now is a reduction on the number of hours

of the teaching of English in each level of education in Indonesia in the Curriculum 2013.

In KTSP, English is taught 2 hours a week in elementary school from grade 4-6, 4 hours a

week in junior high school, and 4 hours a week in senior high school (Ministry of National

Education, 2006). But, in Curriculum 2013, English subject will not be taught at

elementary school. It will still be taught 4 hours a week in junior high school, but only 2

hours a week in senior high school, for students majoring in social and science programs.

However, the times in teaching English is not enough to support the development of

English proficiency of students . Therfore teachers have to use the times effectively and

efficiently through using the media in teaching English.

English teaching still deals mainly with the complex structures of the language,

long reading passages, too technical vocabulary items, and other activities that are far from

the real purpose of the current curriculum. In real condition, it is still difficult for teachers

to encourage their students to learn English because of some reasons, they are: the shyness

of students in performing their ability, large students in a class, and practically the students

are not exposed to hear and use English everywhere and all the time. Since language

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learning is a hard task, teachers now face a big challenge to find techniques and ways so

that the students can be active in learning English. In applying techniques, teachers need

provide the media too.

In teaching English, teachers also need some guidelines that will help them as the

ones who are responsible in increasing student’s English achievement. Every English

teachers have to keep in mind that they are teaching a mixed class with various abilities,

expectation, motivation level, knowledge and different learning styles. Teachers need to

vary their teaching methods and offer as much opportunity as possible to make the whole

class enjoy with the teaching learning progress.

Every teachers need to arrange and prepare the material and all the things needed

for teaching and learning process (include media). One of a successful key of teaching is

the teachers should make sure that they have thought about the whole way of teaching

process and check whether the stuff that can accommodate the students in learning can be

operated well while teaching.

D. Media for Teaching English

1. Definition

In Etymology, “media” is the plural form of “medium”. It is from Latin “medius”

which means “among”. Smaldino et.al (2008:9) say that the term of media refers to

anything that carries information between a source and a receiver. In contrast to the above

opinion, the National Education Association in Ministry of National Education (2009:7)

defines that media are the forms of communication either printed or audiovisual. Hence,

media are some tools which help transferring information or communicating ideas to

others. Based on those definitions, the utilization of media also exists in teaching learning

process.

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2. Types of Media for Teaching

According to the ministry of national education (2009:8), media for teaching

consist of two parts, they are teaching aids and instructional media. Teaching aids are the

equipments which are used in teaching and learning process. Computer, internet, projector,

TV, VCD/DVD player, tape recorder, radio, cassette, blackboard/whiteboard, cardboard,

flannel board, etc are the example of this type of media. Meanwhile, the instructional

media are the contents of media which are used along teaching and learning process.

Computer-assisted instruction, website, slides, TV shows, movie, video, recording, radio

program, drawing, picture, etc are the example of instructional media.

2.1 Type of Teaching Aid

According to Smaldino et.al (2008), teaching aids can be divided into modern

media and traditional media. Modern teaching aids refer to computer, internet, and

multimedia. In this respect, computer is also related to the use of internet. Tafani (2009:

11) argues that internet helps students and teachers compare and classify information,

induce and deduce ideas, analyze errors and abstract concepts, analyze perspectives, gather

information, work in teams, etc. Internet is not only a source of authentic material in

English but also a source of information about all sorts of topics. In short, modern media is

a form of interpretative system that provides a broader range of information. In other hand,

the traditional teaching aids include audio recorder, visual, audio-visual, printing, and

games.

2.2 Types of Instructional Media

Rudasill (2011: 105) notes that there are nine types of instructional media: realia

(includes: real objects and models), printed text (includes: books, handouts,

worksheets), printed visual (includes: pictures, photos, drawings, charts, graphs),

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interactive whiteboard, slides, audio recording (tape or CD), video and movie, and the

multimedia.

a. Realia

Realia are the real objects which can be used by teachers to clarify form or shape of

a thing. It represents a replica of the original, while simplified models do not represent

reality in all details.

b. Printed text

Printed text can be in the form books, handouts, worksheets, magazine, etc. Printed

text usually contains some passages, exercises and so on. This is available in schools. It is

also the one of media that often be used by teachers in teaching.

c. Printed Visual

For providing printed visual, teachers may use pictures, photos, drawings. Printed

visual give the concrete description to the students. For examples in teaching speaking

about descriptive of people. Teachers can use photo and picture. Then, students are asked

one by one to describe the photo or picture that is shown.

d. Whiteboard

Include a whiteboard plan in the lesson outline that determines which aspects of the

lesson will be illustrated on the board, list of concepts to be learned, timelines, outline for

the day’s presentation. Use different colored markers to highlight important aspects of the

lesson. Write neatly and horizontally, making certain the handwriting is large enough for

students to read. Board work should be organized so that students will be able to interpret

their notes later. Write on the board in several places (top, bottom, right side, left side). Go

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to the back of the room to see if the handwriting can be seen from any location. Be

sensitive to obstructions, including the heads of students, overhead projectors, etc., that

may block the lower part of the board. Give students time to copy what has been written.

Avoid modifying the board while students are copying information. Talk to the students

and do a little practice.

e. Audio Recording

It includes tape and CD. Teachers can use audio recording from tape and CD to

teach listening. Students can hear the correct pronunce of words and how to use them in a

context. The audio recording will train the students’ hearing about English.

f. Multimedia

Rudasill (2011:118) says that multimedia is combination of text, audio, still images,

animation, video, or interactive content forms. Afterwards, computer-assisted instructions

are sequences of information which are designed through computer. It also includes slides,

video, and movie. For example in teaching reading, teachers may use video of tsunami to

teach report text. Then, teachers can prepare slides that contains of some questions related

to thevideo that has been seen. In addition, using video or movie in classroom has the ad-

vantage of presenting abstract ideas in a realistic context, which helps students grasp the

abstract ideas more easily and to retain the material longer.

Futhermore, Harmer (2007) states that there are several types of instructional media

that can be used by teachers:

a. The students themselves

The students are ―the most useful resources in the classroom (Harmer, 2007:176).

By using the students themselves, teacher can do many things in the classroom.

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b. Realia

Realia is defined by Nunan (1999:313) as ―objects and teaching props‘ from the

world outside the classroom that are used for teaching and learning. So, it can be inferred

that realia is unmodified real things inside or outside the classroom which is used by the

teacher for teaching learning process. Realia can be used as starting point to introduce the

lesson and/or understanding concept of the material.

c. Pictures

Pictures or graphic materials refer to non-photographic and two dimensional

materials which is utilized by the teachers to convey messages to the students. This kind of

material includes drawings, charts, graphs, posters, cartoon, etc.

Pictures are utilized for several purposes. Harmer (2007) explained that pictures

can be used for multiple ways comprising: (1) drilling, (2) communication, (3)

understanding, (4) ornamentation, (5) predicting, and (6) discussing

In addition, pictures play an important role in facilitating the teaching and learning

process. Wright (1989:29) states that pictures are very important to help students to retell

experience or understand something since they can represent place, objects, people, etc.

Pictures contribute to interest and motivation, a sense of context of the language, and a

specific reference point or stimulus and it also can be useful on emphasizing the teaching

of writing and speaking, listening and reading. The most benefit of a picture is to give

contribution to the students’ understanding of a context.

d. Coursebook

Coursebook is a form of print media. It contains material or verbal information through

print. It can also be used as basic instructional guide by the teacher. This is usually

avalaible in schools.

e. Boards

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Boards refer to chalkboard/ blackboard, whiteboard and interactive whiteboard

(IWB). Like pictures, boards are also used for several purposes. Harmer (2007) describes

that teachers can use boards as (1) notepad, (2) explanation aid, (3) picture frame, (4)

public workbook, (5) gameboard, and (6) noticeboard.

f. Overhead Projector (OHP)

By using overhead projectors, the students can see in front of the class the material

which is writer or drawn in a transparent. The transparent will be projected by using

projectors.

g. Flipcharts

Another instructional media that may be used by the teacher is flipchart. Flipchart

is an instructional media which contains big sheets of paper. It is mostly used to write

down some important points in group discussion (Harmer, 2007). Several benefits of

flipchart are portable, accessible, and easy to use.

h. Computer-based presentation technology

Harmer (2007) said that this instructional media has two vital components. They

are hardware and software. The hardware needed for this instructional media are computer

and LCD projector. This instructional media combine both audio and visual material. By

using computer-based presentation technology or multimedia presentation, it is enable the

teacher to convey much larger information to the students.

E. Functions and Advantages of Media

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Function of media is to break the boundaries of place and time in teaching. Media

make students understand more easily about something that needs more explanation. If it

takes much time, it can be shorter. It also helps teachers; they may not be confused about

how to explain an object to the students who might have never heard of or seen a certain

object before. Some teaching materials can be delivered more easily and more

interestingly; it will give new experiences to students as well.

Harmer (2001:284) states there are many advantages in using videos in the

teaching and learning process:

a. Seeing language-in-use, students do not just hear language but they can also see

it. They can know the general meaning and moods that are conveyed through expressions,

gesture, and other visual clues.

b. Cross-cultural awareness, which is allowing students a look at situations for

beyond their classroom. Videos also give students a chance to see such things as what

kinds of food people eat in other countries and what they wear.

c. The power of creation, when students use video cameras themselves they are

given the potential to create something memorable and enjoyable.

d. Motivation, most students show an increased level of interest when they have a

chance to see language in use as hear it, and when this is coupled with communicative

tasks.

Brown (1983) states that the function of media are saving time, stimulating interest,

encouraging students’ participation, providing a review, helping students learn to

communicate ideas visually, providing medium for individual or group reports, and

making a classroom dynamic, relevant, and attractive. Media can save the time, while

most media presentation requires a short time to transmit their messages. Media can make

class situation more alive since it can interest students and attract students’ attention.

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Klancar (2006) says that the learners have varied abilities, expectation, motivation

level, knowledge, and learning style. Based on those problems, those differences can be

united through the use of media because it is able to help teachers in delivering

information captivatingly. Moreover, the combination of media will make the class more

alive, it can also stimulate students to think and stimulate their desire to learn.

Thus, media can break monotonous situation; a teacher can catch students’

attention by using interesting media. Then, students can get information that opens up their

mind to absorb the lesson. Another advantage is that students become more active in the

class activities because media brings new educational strategies. Media also becomes the

helper, supporter, and mediator in teaching learning process.

In conclusion, the media are helpful in developing the ability to speak. The students

can perform how to communicate to each other by the aid of media. The students are more

courageous to speak. It creates a relaxed atmosphere in the classroom, so students feel free

to express their ideas in a comfortable and enjoyable situation in the classroom where they

learn English. Lastly, in teaching English, the kinds of media used is also analyzed here.

F. Previous Studies

In relevance to this study, there are two researchers who have studied about media.

Sri Wulan Wahyuni (2007) whose study entitled “a Study on the Use of Teaching Media

in Teaching English at TK AS Salam Malang”. Based on her finding of the study, it can be

concluded that the teaching media used were pictures, realia, magazines, story books, tape

recorder and computer. The teachers used the teaching media depending on the material

being taught.

In implementing the teaching media, the teachers, however; faced some problems.

The first problem faced by both teachers was the lack of various pictures. The problem can

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be overcome by preparing the pictures few days before the material was taught. The

second problem was related to the listening lesson. The teacher taught songs with the

limited number of song cassettes. To overcome the problem the teacher gave different

cassettes material in every listening class. The last problem was the small size of pictures

and the limited number of the magazine.

In dealing with this problem, the teacher showed the pictures to the students one

by one in turn, or the teacher drew the bigger pictures of the story by herself. Related to

the limited number of the magazine, it can be overcome having cooperation between the

teacher and the students’ parents. The teacher asked the parents to buy the magazine, so

each student got one magazine. The use of teaching media in teaching English not only

needs various media but also creativity of the teacher in implementing the teaching media.

Other researcher was Yuniani Miftahul Ni’mah (2007) who studies about “A Study

of Using Media in Teaching English at SMU 3 Madiun”. The study aimed at describing of

using media in teaching English at SMU 3 Madiun. The study described kinds of media that

was used by English teacher at SMU 3 Madiun, how teacher used the media in teaching

English, the benefit of using media and the weakness of using it. This study used qualitative

design. The subject of study was one English teacher of second grade at SMU 3 Madiun. The

data were obtained trough observation and interview. The results of this study showed that the

teacher used several of teaching media they are visual media consist of: whiteboard, real

object, overhead projector and text book. Audio media consist of: radio, tape recorder and

language laboratory. Audiovisual media consist of: VCD player, television and Computer/

internet. The teacher used appropriate media for teaching in each English skill. Although

English teacher used the media well, researcher would like to give some suggestion that

teacher should maintain the using of media appropriately by following workshop or short

course, teacher should evaluate the weakness and the benefit after using that media in teaching

English.

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Another researcher was Novita Retno S., (2008) studied about “The Use of Media

in Teaching Speaking to the Eight Grade Students at SLTP Negeri 2 Batu Malang”. She

searched about the kinds of media used by teacher in teaching speaking and the way the

teachers apply the media. She found that teachers used audio visual media such as, play the

cartoon movie in television and use visual media such as, picture story to tell narrative and

picture series to tell recount. As a result, those media give some advantages such as: they

can increase and inprove students’ ability especially in speaking, motivate and aroust

students’ interest , make students easily catch the lesson and more active joining in the

class.

The last researcher was Wildan Nurul Aini (2013) that who studies about

“Instructional Media in Teaching English to Young Learners”. This research investigated

(1) the use of instructional media by the teachers in teaching English to young learners; (2) the

problems that they encounter in using instructional media; also (3) problem solving of the

media utilization challenges. This study was conducted in elementary schools in Kuningan. To

collect the data, the researcher employed observation and interview techniques. The result of

the study indicates that there are five types of instructional media which are generally used by

the teachers, comprising: (1) boards; (2) realia; (3) pictures; and (4) books. Each of them is

used in various ways. The teachers faced challenges in both process of selecting and using

instructional media. The strategy used to solve the problems during selection process was

utilizing available media. Meanwhile, to overcome the problem during the use of instructional

media were by requesting technician help, borrowing instructional media supply from other

class and preparing back-up instructional media.

Based on those researches, media is very important, in order to help the teachers

deliver lesson materials accurately and effectively. This research was inspired by those

researches. Thus, the kinds of media are used in teaching English at senior high school will

be analyzed in this research.

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G. Conceptual Framework

22

Teaching English

Media for Teaching English

Type of Instructional Media for Teaching English

Realia Printed Text

Whiteboard Audio Recording

Printed Visual

Slides

Videos

Movies

Multimedia

Real Objects

Models

Tape

CDs

Books

Handouts

Worksheets

Drawings

Pictures

Photos

CHAPTER III

METHOD OF RESEARCH

A. Design of the Research

This research will be conducted by using a descriptive research. According to Gay

(2009), a descriptive research involves collecting data in order to test hypothesis or to

answer questions concerning the current status of the subject of the study. Moreover, it

determines and reports the way things are representative about current condition.

Therefore, this research will describes the phenomena that happen when teachers use

media in teaching English and the data will be analyzed based on the theory.

B. Population and Sampling

This research will be conducted in five Senior High Schools in Payakumbuh. These

senior high schools will be chosen as the site of this research because they are easy to be

accessed. The population of the research will be all of English teachers that are taught in

grade X and XI grades teaching at those schools. As Gay et al. (2011: 130) mentions that

the population is the group to which makes the researcher interested to research and the

population are accessible and available.

Moreover, in choosing the sample, this research use purposive sampling. As Gay et

al.(2011:141) says that purposive sampling also referred to as judgment sampling, is the

process of selecting a sample that is believed to be representative of a given population. In

other words, the researcher selects the sample using his experience and knowledge of the

group to be sampled. Therefore, the samples of this research are all of English teachers are

taught in grade X and XI.

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C. Research Instrument

In conducting this research, the researcher uses two instruments. The instruments

are observation and interview. The research will use a guideline of observation.

Then, researcher interview the teachers to know the reason why teachers use or do

not use the media. In order to get accurate data, it is important to check the validity before.

Here, the researcher also uses content validity. Therefore, the list of interview questions

used in this research will be discussed with the lecturers of English Department of State

University Padang who are qualified at this field to. After that, the list of interview

questions will be revised based on the judgment of the experts.

D. Technique of Data Collection

To collect data, observation and interview were employed. The observation was

non-participant observation, in which the researcher only sits at the back of the classroom

to prevent disturbing students’ concentration in learning process. As Creswell (2008:214)

says that a non-participant observer is an observer who sits a site and record notes without

becoming involved in the activities of the participants. The observation was purposed to

identify what kinds of instructional media used by the teachers. This observation was

conducted 8 times.

Meanwhile, interview was employed informally. In formal interview was

conducted mainly to find out the problem occurs related to instructional media utilization

and how the teachers solve them. However, since it is in-depth interview, the questions

could be developed as needed. The research also uses a recording to support / strengthen

the data. The researcher will ask some questions to the interviewees informally. The

questions that are going to be asked are all about the teachers’ responses of the teaching

English by using media. The interview will be conducted in Indonesian and English in

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order the teachers can express their feelings and thought freely. Through the interview, the

researcher will know the reason why teachers tend to do not use the media in teaching

English and if they use media, what is the reason to select the kinds of media for teaching

English. While conducting the interview, the researcher will record each interview by

using cell phone recorder to enable the researcher to get verbatim data which will be

written down on the researcher’s note. Then, the recording will be transcribe in

transcription.

E. Technique of Data Analysis.

After the stages above, the data were transformed into descriptions.

In analyzing the notes of observation, if observations are graded, the grading

standards used will be from the Common Inspection Framework (CIF). Grades and grade

descriptors are:

Grade 1 Outstanding

Grade 2 Good

Grade 3 Requires Improvement

Grade 4 Inadequate

Second, in analyzing the data of interview, the researcher will use these steps:

1. The interview data which is recorded by the tape recorder will be transcribed into

the written text, in order to complete the interview data which is obtained from the

researcher’s note.

2. Categorizing the data of the interview that relate to any kinds of media are used in

teaching English.

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3. Interpreting the data from interview to answer and relating the data to the theory

the research questions. At the end, the data will be reported in a written form.

Appendix 1

Name of School :

26

Date : …………….

Teacher’s name : …………….

Topic : …………….

Duration : …………….

Class

Observation Sheet about the kinds of media teacher used in teaching English

The types of media based on Rudasill (2011: 105)

Types of Media Yes No Comment

Realia

Real Objects Models

Printed Text

Books Handouts Worksheets

Printed Visual

Drawings Pictures Photos

White board

Audio recording

Tape CDs

Multimedia

Slides Videos Movies

Appendix 2

Interview Format

Teacher’s name :

27

Name of School:

Day/ Date :

Questions:

Years of teaching:

1. Do you use media in your classroom? If yes, what are those?

2. Why do you use that kinds of that media in teaching language?

3. How do they facilitate you in teaching language skills?

4. How do you relate that media with the lesson?

5. How do you select the media for your class?

6. Do you face any challenges while using certain media? If yes, what are those?

7. How do you overcome those problems?

1. Jenis Media

A. Audio (Suara)

No Pernahkah Bapak/Ibu memberikan materi bahasa Inggris Seberapa seringkah

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dengan media yang berkenaan dengan …………………..?) Bapak/Ibu, menggunakan media ini dalam mengajarkan bahasa Inggris

Ya Tdk SS S Kd HTP

1Mendengarkan percakapan antara dua orang atau lebih

2Mendengarkan sandiwara di radio

3Mendengarkan penyiar di radio menyapa pendengar

4Mendengarkan informasi melalui telfon

5Mendengarkan pengumuman di bandara, di mall, dll

6Mendengarkan iklan di radio, di tempat umum, dll

7Mendengarkan rekaman dongeng, legenda, atau cerita pendek

8Mendengarkan cerita dengan akhir yang lucu di radio

9Mendengarkan deskripsi seseorang, benda, atau tempat

10Mendengarkan informasi berbentuk ajakan di radio

11Mendengarkan informasi/ cerita live-streaming di internet?

B. Audio-Visual (Gambar dan Suara)

No Pernahkah Bapak/Ibu memberikan materi bahasa Inggris dengan media yang berkenaan dengan …………………..?)

Seberapa seringkah Bapak/Ibu, menggunakan media ini dalam mengajarkan bahasa Inggris

Ya Tdk SS S Kd HTP

1menonton video percakapan antara dua orang atau lebih

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2menonton talkshow ditelevisi

3menonton informasi/pemberitahuan yang bertujuan untuk mengajak ditelevisi

4menonton iklan ditelevisi

5menonoton video dongeng, legenda, atau cerita pendek

6menonton video-video lucu

C. Multimedia (Gambar, Suara, Video, Tulisan/Text pada komputer)

No Pernahkah Bapak/Ibu memberikan materi bahasa Inggris dimana siswa mendengarkan dan menonton multimedia (terdapat gambar, suara, video, dan text) yang berkenaan dengan …………………..?)

Seberapa seringkah Bapak/Ibu, menggunakan media ini dalam mengajarkan bahasa Inggris

Ya Tdk SS S Kd HTP

1Percakapan antara dua orang (tokoh seperti animasi hewan, benda) atau lebih dalam bentuk kartun

2Potongan bagian-bagian film (bagian/scene tertentu)

3Percakapan antara dua orang atau lebih

4Dongeng, legenda, atau video/film pendek

5Video/film pendek dengan akhir cerita yang lucu

6Deskripsi seseorang, benda, tempat atau kejadian

7Informasi dengan tujuan mengajak

8Informasi/ cerita berupa live streaming diinternet

D. Multimedia Interaktif ( Terdapat Gambar, Suara, Video, Tulisan/Text pada komputer dimana

siswa bisa memberikan jawaban untuk setiap pertanyaan dan komputer akan memberikan respon

terhadap jawaban siswa)

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No Pernahkah Bapak/Ibu meminta siswa mengerjakan materi listening berupa interaktif multimedia (terdapat suara, gambar, video, dan text) dan komputer akan merespon jawaban siswa yang berkenaan dengan ...?

Seberapa seringkah Bapak/Ibu, menggunakan media ini dalam mengajarkan bahasa Inggris

Ya Tdk SS S Kd HTP

1Percakapan antara dua orang (tokoh seperti animasi hewan, benda) atau lebih dalam bentuk kartun

2Potongan bagian-bagian film (bagian/scene tertentu)

3Percakapan antara dua orang atau lebih

4Dongeng, legenda, atau video/film pendek

5Video/film pendek dengan akhir cerita yang lucu

6Deskripsi seseorang, benda, atau tempat

7Informasi dengan tujuan mengajak

8Informasi/ cerita berupa live-streaming diinternet.

Jika Bapak/Ibu memiliki jenis-jenis media yang mungkin bermanfaat untuk dimasukkan didalam mengajar bahasa Inggris SMA, tolong ditulis di bawah ini!

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………...................................................................................................

.............

2. Jenis-Jenis Topik

No Pernahkah Bapak/Ibu memberikan materi listening yang berkenaan dengan …………………..?)

Menurut Bapak/Ibu, seberapa seringkah siswa menemukn kesulitan dalam

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topik ini?

Ya Tdk SS S Kd HTP

1Mendengarkan tindak tutur menyampaikan pendapat

2 Mendengarkan tindak tutur meminta pendapat

3 Mendengarkan tindak tutur menyatakan puas

4 Mendengarkan tindak tutur menyatakan tidak puas

5 Mendengarkan tindak tutur menasehati

6 Mendengarkan tindak tutur meluluskan permintaan

7 Mendengarkan tindak tutur menyatakan perasaan relief, pain, pleasure

8 Mendengarkan tindak tutur setuju dan tidak setuju

9 Mendengarkan tindak tutur menyatakan perasaan cinta

10 Mendengarkan tindak tutur menyatakan perasaan sedih

11 Mendengarkan tindak tutur perasaan malu

12 Mendengarkan tindak tutur perasaaan marah

13 Mendengarkan tindak tutur perasaan jengkel

15 Mendengarakan iklan diradio, tv, internet, dan tempat umum

16 Mendengrkan pengumuman diradio, tv, internet, dan tempat umum

18 Mendengarkan monologue berbentuk report

19 Mendengarkan monologue berbentuk narrative

20 Mendengarkan monologue berbentuk spoof

21 Mendengarkan monologue berbentuk analytical expoition

22 Mendengarkan monologue berbentuk hortatory exposition

Jika Bapak/Ibu memiliki topik yang seharusnya ada pada bahasa Inggris kelas X dan kelas XI, silahkan tulis dibawah ini:

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...............................................................................................................................................................................

...............................................................................................................................................................................

............................................................................................................................

3. Jenis-Jenis Language

A. Language Component

GrammarNo Pernahkah Bapak/Ibu memberikan materi listening yang

fokusnya melatih siswa dalam keterampilan …………………..?)

Menurut Bapak/Ibu, seberapa seringkah siswa menemukn kesulitan dalam materi ini?

Ya Tdk SS S Kd HTP

1 Mengenali kelas kata (verb, noun, adjective,

preposition, adverb, conjunction, determiner,

exclamation)

2 Mengenali pola susunan kalimat

3 Mendeteksi makna yang diekspresikan masing-masing tenses

VocabularyNo Pernahkah Bapak/Ibu membrikan materi Listening yang

fokusnya melatih siswa dengan keterampilan………………?

Menurut Bapak/Ibu, seberapa seringkah siswa menemukn kesulitan dalam materi ini?

Ya Tdk SS S Kd HTP

1 Mengenali kosa kata yang digunakan dalam topik percakapan?

2 Mengidentifikasi kata kunci yang berhubungan dengan subjek/ topic?

Pronunciation

No Pernahkah Bapak/Ibu memberikan materi listening yang fokusnya melatih siswa untuk keterampilan …………………..?

Menurut Bapak/Ibu, seberapa seringkah siswa menemukn

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kesulitan dalam materi ini?

Ya Tdk SS S Kd HTP

1 Membedakan bunyi kata-kata homophone (pengucapan sama, arti dan penulisan berbeda)

2 Mengidentifikasi kata-kata yang mendapat tekanan/ tidak dalam kalimat?

B. Language Skills

No Pernahkah Bapak/Ibu memberikan materi listening yang fokusnya melatih siswa untuk keterampilan …………………..?)

Menurut Bapak/Ibu, seberapa seringkah siswa menemukn kesulitan dalam materi ini?

Ya Tdk SS S Kd HTP

1 Menebak makna kata dari konteks

2 Mengenali fungsi ekspresi sesuai dengan situasi dan tujuan

3 Menggunakan pengetahuan nyata dan pengalaman untuk menentukan latar belakang situasi/peristiwa

4 Mengindentifikasi tujuan percakapan

5 Mengindentifikasi topik dari percakapan

6 Mengindentifikasi hubungan (sebab, akibat, kesimpulan)

7 Mendeteksi sikap pembicara terhadap topik pembicaraan

8 Mengindentifikasi participant/tokoh dalam pembicaraan

9 Mengindentifikasi hubungan antara participant/tokoh

10 Mengindentifikasi topik dari percakapan

Jika anda memiliki informasi mengenai subskill yang penting didalam listening, anda bisa menulisnya dibawah ini!

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………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..……………………………………………………………………..........................................

4. Jenis-Jenis Latihan

No Pernahkah anda mendapatkan latihan dalam Listening dimana………………?

Seberapa seringkah anda mendapat kesulitan dalam menyelesaikan latihan ini?

Ya Tdk SS S Kd HTP

1 Anda diminta untuk menggambar benda tertentu (contoh gambarlah sebuah bunga jika kamu seorang gadis)?

2 Anda mendengarkan 2 ujaran dan disuruh menentukan apakah mereka sama atau berbeda

3 Anda mendengarkan satu pernyataan/percakapan, kemudian melihat sejumlah gambar dan menentukan gambar mana yang mewakili pernyataan

4 Anda melihat satu gambar, dan mendengarkan beberapa pernyataan/percakapan dan menentukan pernyataan mana yang relevan dengan gambar

5 Anda ditunjukkan sebuah gambar yang kompleks yang terdapat berbagai kejadian didalamnya, kemudian saudara mendengar beberapa pernyataan mengenai gambar dan menentukan apakah pernyataan itu benar atau salah

6 Anda diberikan satu seri pernyataan dan disuruh menentukan apakah pernyataan-pernyataan itu benar atau salah berdasarkan infromasi yang anda dengar

7 Anda mendengarkan sebuah pernyataan berdasarkan suatu objek(dan kemudian menentukan apakah pernyataan itu benar atau salah)

8 Anda melihat beberapa gambar dan mendengarkan sebuah percakapan/cerita dan diminta mengurutkan gambar berdasarkan cerita/ujaran tersebut

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9 Anda melihat 4 gambar yang diberi label A, B, C, D dan mendengarkan satu seri percakapan/ujaran dan menentukan gambar mana yang dimaksud oleh tiap-tiap percakapan/ujaran

10 Anda mendengar sebuah percakapan dengan pertanyaan yang diikuti oleh 3 kemungkinan respon dan menentukan respon mana yang paling tepat berdasarkan percakapan tersebut

11 Anda mendengar rekaman dari radio dan menentukan jenis program yang saudara dengarkan (misal: berita, olah raga, ramalan cuaca, fashion))

12 Anda mendengarkan sebuah percakapan/cerita dan diberikan tapescript dari percakapan/cerita tersebut dengan beberapa kolom rumpang. Anda diminta untuk mengisi kolom rumpang tersebut.

13 Anda diberikan sebuah peta dan tempat untuk memulai, kemudian anda mengikuti arahan yang ada di peta, dan menentukan tempat tujuannya

14 Anda mendengarkan pengumuman dari beberapa informasi dan menyusun informasi itu dalam sebuah format

15 Anda mendengarkan seseorang di telepon dan mencatat pesan berdasarkan perintah dari si pembicara

16 Anda melihat sebuah gambar dan menggambar sebuah objek atau rincian lainnya berdasarkan perintah

17 Anda melihat satu seri gambar dan menyimak sebuah diskusi dan mengklasifikasi gambar berdasarkan teks

18 Anda mendengar satu pernyataan yang diikuti oleh 3 kemungkinan kelanjutan dan memilih satu yang mungkin menjadi kelanjutan terbaik

19 Anda mendengar satu percakapan pendek, dan kemudian mendengar satu pertanyaan pendek tentang topik pembicaraan/ informasi rinci berupa tempat dan kapan terjadinya percakapan?

20 Anda mendengar satu pembicaraan atau percakapan, dan kemudian menjawab beberapa pertanyaan pemahaman pendek

36

Jika anda memiliki informasi mengenai beberapa latihan penting yang mesti dimasukkan kedalam materi listening, anda bisa menulisnya dibawah ini!)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………

interactive language proficiency activities. Most importantly,

it has become a common phenomenon to integrate language textbooks with audio and video as additional or

supplementary resources for classroom language learning activities

Questionnaire for students’ focus group discussion

1. What are the common audio/visual materials that your teachers use in English classes?

(a)

(b)

(c)

(d)

1. Do you think that audio-visual aids help you in language learning? If yes, how?

2. How do visual aids facilitate you in speaking?

3. How do audio materials help you to improve your listening skill?

4. How do visual aids (pictures, graphs, posters etc.) motivate you in reading?

5. Do you think that audio-visual aids facilitate you in your writing? If yes, how?

6. Does the class become interesting if a teacher uses audio and videos in language classes? If yes, how?

7. What are the common problems that you face when audio-visual aids are used in the class?

In the teaching and learning process, there are some components to

make the instruction successful. They are teacher, students, material, media,

and the like. Those components are essential and should be inter-correlated.

Media as one of the components in teaching and learning process are

used by teacher as a source to explain the materials to students. Since the

37

existence of technology has given us a big influence in the educational field,

there are many schools adopting technology as the sources in the teaching and

learning process. In fact, technology has affected positively to the language

teaching, especially in attracting the students’ motivation in learning a

language

The learning of language involves acquiring the ability to compose correct

sentences and it involves an understanding of which sentences or part of sentences are

appropriate for a particular context (Widdowson, 1978:2)

The English teacher did notuse interesting media to conduct the teaching and learning process. She didnot optimize any teaching aids as the sources to help her to conduct theteaching. Consequently, the teaching and learning process seemed lessinteresting.

Besides, media

provide clear context, meaning and guidance that can make students enthusiasticin learning English. It is clear stated that media are very useful and really neededfor the teaching and learning process

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