PAPER TEYL MEDIA

“Teaching English for Young Learner with Media in SDN 3 Kendal Ngawi”

Lecture : Lulus Irawati, SS, M.Pd

Written by:

Lia Suparni (11321157/6E)

Siti Purwaningsih (11321159/6E)

Suryani (11321166/6E)

DEPARTEMENT OF ENGLISH TEACHING

FACULTY OF LETTERS AND ARTS EDUCATION

IKIP PGRI MADIUN

2014

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TABLE OF CONTENT

Title page ...................................................................................................... i

Table of content ............................................................................................ ii

Chapter I. Background of The Activity ..................................................... 1

Chapter II. Result ....................................................................................... 2

Chapter III. Discussion ................................................................................ 6

Chapter IV. Conclusion and Suggestion ....................................................... 8

Reference ...................................................................................................... iii

Appendixes

- pictures

- list names of students

- text reading

- students’ drawing

- students’ matching assessment

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CHAPTER I BACKGROUND OF THE ACTIVITY

We chose SDN 3 Kendal for media applications that we have planned. We chose

SDN 3 Kendal because this school is a school that is located in the countryside and in our

rural school teachers in the way of teaching is passive and not creative. In addition, there is

less use of media in teaching and learning English. And usually the teacher still tends to

use the lecture method to teach. So that, learning process becomes monotonous and does

not attract the attention of students. This makes students bored and tired of the learning

process. Because bored and tired, when the teacher explains a little matter of those who

listen, there are some lively own, play, and some even fall asleep. This factor is due to the

teachers who teach English in a school classroom teacher who teaches all subjects, so

lacking in mastery of the English language. Besides the lack of facilities for supporting

medium, teaching and learning process is still lacking.

We use the media so that students do not get bored and more interested in learning

English. Due to the rural students in learning English is a difficult subject and this is

usually a difficult subject makes students bored quickly. Moreover, students in this school

was introduced English from low-grade (grade 1). And usually lower class students are still

reluctant to learn, let alone to learn a foreign language such as English. They are more

often using his spare time to play than on learning. So that teachers should be more clever

and creative that the material presented is more easily remembered by his students not only

in school, but also the spirit in the home to learn it again.

According to us, students include middle category. This is because, when students

described the material without the use of the media, they are less notice, however, when

they are described by using the media, their morale was higher in the study. So that,

students understand the material described by the teacher quickly. In addition, students are

taught lessons in rural schools and they just feel lazy to tutoring (extra lessons). That is

why we chose this school to apply the media in the process of learning English so that

students are more interested and not bored to learn English. By using the media, students

will understand the lesson faster. Besides that, the interaction between students and

teachers will be established well and not monotonous.

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CHAPTER II RESULT

Setting of Place:

Name of school : SDN 3 Kendal

Address : Jalan Jogorogo, No. 7, Kendal, Ngawi, East Java

We practice to teach English for young learner with media in SDN 3 Kendal,

Ngawi. We practice to teach the fourth grade students. In this class, there are just eleven

students, and one of them is absent.

Material:

- Part of Body

We teach part of body to the students. We teach the names of body parts, how to pronounce them, and the meaning of the names of body parts (by show their own body parts).

Activity:

- Listen and do

- Listen and repeat

- What is missing game

- Drawing

- Reading text

- Matching

Media :

Electronic media : animation video/ song “Head shoulder knees and toe”

Traditional media : picture and drawing

Tool : laptop, speaker, boardmarker

Teaching Procedures:

1) Opening activity

In the opening activity, we greet the students and introduce ourselves to them.

Lia Suparni as the first teacher also asks the students’ name. They mention their

name shyly. After that, the students lead to pray together. Then we show an

animation video. It is a song about part of body, titled, “Head Shoulder Knees and

Toe”. The teacher gives example to sing the song and practice it. Then the students

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appreciate to imitate the teacher. They imitate the song and touch their body when

sing it. For example, when they say head, they touch their head, when they say

“shoulder” they touch their shoulder, etc. After that, the teacher asks what the song

tells about. The students answer that the song tells about part of body.

2) Main activity

The first main activity is listen and do. Before the teachers do this activity, the

teacher explains and mentions the parts of body. The teacher says that there are so

many parts of body, but that day, the teacher will explain some of them. There are

head, shoulder, hair, nose, mouth, cheek, chin, hand, foot, arm, finger, eyes, ears and

etc. Then the teacher practices listen and do activity. The teacher asks the student to

stand up and then says some parts of body, the students listen it and then touch their

parts of body. For example, the teacher say head, the students have to touch head,

etc. In this activity, there are still many students that can’t do it well. They still feel

difficult to differentiate the names of body part, such as they confused to differentiate

between foot and toe, hand and finger. They also seem lack of vocabulary. They

don’t know what the meaning of toe, foot, hand, etc. Therefore, in this activity there

are many students don’t do this activity well, they wrong to touch the exact parts of

body. When there’s student wrong, the teacher asks him/her to sing “Head Shoulder

Knees and Toes” in front of the class. We take this as punishment that can make the

class fun.

The second activity is listen and repeat. The teacher uses some pictures to do this

game. The picture is like flash card but in a big size, there is a picture of body parts

and the names of body parts. The teacher uses this picture to teach how to pronounce

the body parts well. The teacher show the picture and read the names of body part in

the picture, the students listen it and then repeat what the teacher say. For example

the teacher say “head” [hed], then the students repeat it. The teacher, first, asks the

students to repeat in a whole of class, then in some groups, and the last, individual.

The students seemed interest to join this activity. They repeat after the teacher

seriously.

The third activity is what is missing game. This activity is conveyed by Siti

Purwaningsih, as the second teacher. Before the class brought to this activity, the

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class is divided into 3 groups. Two groups consist of three students, and the rest

consist of four students. The teacher prepares a drawing and patches it in the

whiteboard. Before the teac her give the rules of the game, the teacher reviews what

the parts of body are. Then the teacher asks the students to remember all of the body

parts in the drawing. The teachers explain the rules of the games. The teachers say

that she will ask the students to close their eyes, then the teacher will take/ remove

one part of the body in the drawing. After that the teacher asks the students to open

their eyes and look at the drawing. The students have to discuss with their friends to

guess what miss in the drawing. When the teacher say “What is missing”, the

students who can answer have to raise their hand and say “The missing is.....”. The

groups who can raise the hand first and answer correctly will get reward.

After explain the rules of the games, the teacher give example by remove the

eyes of the drawing. At first, the teacher removes the nose, and the second group can

answer it. Then, the teacher removes the mouth, the first group can answer it. And

the last, the teacher removes the ears and the last group can answer it. In this activity

all of the students seems interest to the games. They can guess all of the missing

parts of body.

The fourth activity is drawing. The teacher makes this activity as a game. If the

previous activity, they play what is missing game in group work, now they play

drawing in the same group. In this game, the teacher gives some clues to the

students, then they must draw the clues in a sheet of paper. The clues are simple, like

“I have a big head, I have a nose, I have two eyes”, etc. After the teacher reads the

clues, the students looked discuss with their groups and then draw the clues in the

paper. All of the students seemed interest in this game, they enjoy draw the clues.

The next activity is reading text. This activity is conveyed by Suryani, as the

third teacher. In this activity, the students asked to read a text. The text is not like

usual text. The text consists of text and picture. For example “I have two . I see

with my . This text constructed to increase the students’ ability to read and

understanding the parts of body. The teacher uses reading aloud as the method to

read this kind of text. The teacher asks the student one by one to read aloud this text,

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one student has at least 1-2 sentences to be read. When read this text, the students

seemed enjoy because they said that they never read this kind of text.

The last activity in the main activity is matching assessment. The teacher

prepares an assessment of matching. The students have to match between the picture

and the names of body parts. This assessment is given to test the students’

understanding of the material. The teacher gives about 5-7 minutes to the students do

this assessment. The students actually know the teacher’s instruction, but they

seemed difficult to match the pictures and the names of body parts. We think it is

because they forget the names of body parts.

3) Closing activity

In the closing activity, the teacher reviews the material. The teacher asks the

students what they learn today and asks to students to mention some names of body

parts. Then, the teacher asks the students difficulty of the material. The students said

that they still difficult to remember the names of body parts in English. The teacher

gives a suggestion that they have to study more about English. The students also ask

the teachers to come again in their school. It proves that they enjoy and interest with

the material we conveyed. In the last, the teachers take leave to the students and end

the teaching and learning process.

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CHAPTER III DISCUSSION

In teaching English to young learners, it is important that the English teachers use

media or realia in delivering the materials in order that the students are able to understand

easily. Piaget (1991: 256) states that children in primary or elementary school are usually

in what is called the concrete operational stage of cognitive development. This means that

they learn through hands–on experiences and through manipulation of objects in the

environment.

Using media as a means of teaching English to young learners can helps the teachers

create classroom situations to be more alive. The media also help the teachers render

materials and help the students comprehend the given materials. In place of reading, we

can use flash cards, pictures, and various objects and realia to make the classroom come

alive and resemble more closely the outside world. Use of these tools can free the teacher

to be more the observer and facilitator and free the children to learn to use the language

and learn to love the potentially fabulous experience of being able to communicate in

another language to other people from around our vast word (Abe, 1991: 266-267).

The English teachers of young learners should design a variety of activity because

young learners have little attention span. Therefore, the activities should be designed to

capture children’s immediate interest and the teacher needs to be animated, lively, and

enthusiastic about the subject matter. According to Brown (2001: 87-90), children have

short attention spans, it is quite useful to make lessons become interesting, lively, and fun.

Furthermore, Brown (2001: 87-90) stated that children are often innovative. They are

extremely sensitive. Therefore, the English teachers should help their students to laugh

with (not laugh at) each other at various mistakes that they all make. For example, the

students who make a mistake, the teacher asks them to sing a song in front of the class.

Most of the students usually like sing a song, the song make the students fun, happy,

interest, and relax. This situation is suitable in learning process, the students more easy to

accept the material. Song can improve their vocabulary, they can find new vocabulary

from the song. According to Clark (2007), songs are considered as an effective tool in

pedagogy as they create a relaxed atmosphere in which learners respond positively to the

process of teaching. Meanwhile, Booth (2001) believes that children can be introduced to

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new vocabulary, word patterns, word sequences, and phonemes through repetitions in

songs.

From our observation there are some positive thing when teach english to young

learner with media :

The Headmaster and teacher welcome to our attending in their school. Because

we have innovation to teach young learner with media. They appreciate us

because the english learning is monotonous in there.

The students very excite with our learning process because they never taught

english with media

The student very active with our learning process

Beside positive thing, there are negative thing when teach english to young learner :

Some of the students difficult to accept the material

Facility in that school is minim

From our observation there are some problems when teach english to young learner

with media :

The english ability of the students is less

In the learning process the students make noise

Facilty in that school is minim

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CHAPTER IV

CONCLUSION AND SUGGESTION

Conclusion

From the result and discussion of this paper, we can conclude that:

1) In learning English to young learner, the students feel bored, not interest to the

material, and become passive if the teacher just explains the material without using

media or other interest activities.

2) The students of SDN Kendal 3 have high motivation to learn English when the

teacher uses media.

3) The use of electronic and traditional media makes the students easy to understand

the material.

4) The use of a lot of activities makes the students enjoy and not feel bored easily in

the learning activity.

Suggestion

After observe to teach English for young learner with media,we suggest:

1) In teaching English for young learner, we should use media to support our material.

The media can be traditional such as picture or drawing, or it can be electronic

media such as song,or animated video.

2) We should make various interest activities to teach them, because they have little

span attention and feel bored easy. The activities can be games, or other fun

activities.

3) If there are students who have mistakes, the teacher should punish them in interest

and educated way. For example, the teacher can punish them to sing in front of the

class. Therefore, they will enjoy and not make them afraid when they answer the

question from teacher again.

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REFERENCE

Abe, Keiko. 1991. Teaching English to Children in an EFL Setting (The English Teaching Forum). Yokohama, Japan: Kanto Gakuin Women’s College.

Booth, C. E. (2001). Building Language Through Songs. Early Childhood Today, 15(4), 23-37.

Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Ed.). New York: Addison Wesley Longman, Inc.

Clarke, R. E. 2007. Learning from serious games? Arguments, evidence, and research suggestions. Educational Technology, May-June 2007, 56-59.

Piaget, S. 1999. Methods for Effective Teaching (Second Edition). Cambridge: Cambridge university Press.

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APPENDIXES

Pictures:

name plank of SDN Kendal 3 Ngawi members of group V who observe

teacher and students of grade 4 teacher and students of grade 4

electronic media: laptop & speaker traditional media: picture

traditional media: drawing students’ assesment result

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Pictures of teaching-learning activities :

teachers open the learning activity students pray together

students sing “head shoulder knees and toe” students practice to listen and do activity

students practice to listen and repeat activity students practice what is missing game

students practice to draw parts of body students read a text together

students do matching assessment teacher reviews and close the learning

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List of students of four grades

no. Name of student grade

1. Heru Kiswanto 4th

2. Veri Setiawan 4th

3. Siti Munawaroh 4th

4. Dimas Prayoga 4th

5. Yoga Prasetyo 4th

6. Niko Saputra 4th

7. Novita Sari 4th

8. Putra Yusuf 4th

9. Dwi Bima Saputra 4th

10. Firnanda Aziz 4th

11. Mellysa Dwi Ningrum 4th