SKRIPSI PTK Planel Board

SKRIPSI PTK Planel Board
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  SKRIPSI PTK   THE EFFECTIVENESS OF USING FLANNEL BOARD IN MASTERING   VOCABULARY FOR THE FIFTH YEAR STUDENT OF   ELEMENTARY SCHOOL IN THE SCHOOL YEAR 2006-2007   CHAPTER I   INTRODUCTION  This chapter presents the discussion about (1) Background of the study, (2) Statement of the problem, (3) Objective of the study, (4) Scope and limitation of the study (5) Assumption of the study, (6) Hypothesis of the study, (7) The definition of key term and (8) Significance of the study. 1.1.   Background of the Study  In teaching English, teachers are obliged to choose any suitable teaching media in order to achieve the teaching objective easily, so that the student will be motivated to learn more. Teacher who area able to presents the material easily will be students’ idol. In applying teaching media, the teacher should consider many things like teaching material, students’ level, classroom management and many other aspects, because the use in appropriate technique could cause many difficulty or the students and the teachers fail in teaching them and would also be burden for. In this study, the teacher would like to show a simple and interesting teaching media in presenting vocabulary items to the fifth year student, which is called Flannel Board. As one of language teaching media such as Flannel Board have very significance role to make the teaching and learning activity more interesting. Many example of language teaching and learning English that don’t make the students bored.  Starting from this point, the writer is interested in investigating the using of song in teaching English vocabulary, a study of teaching media at the fifth year student of Elementary School. 1.2.   Statement of the Problem  The following problems need to be found out its answer through this particular investigation: 1.   Are the Flannel Board effective in teaching English vocabulary? 2.   To what extent is the effectiveness of using Flannel Board in teaching English vocabulary? 1.3.   Objective of the Study  Based on the research statements this research is aimed at finding out: 1.   Whether Flannel Board are effective to teach English vocabulary for the fifth year students in Elementary School 2.   The effectiveness of using Flannel Board in teaching English vocabulary for the fifth year students of Elementary School. 1.4.   Scope and Limitation of the Study  The scope and limitation of the study are limited to the subject and object of research. 1.   The research subject is limited to fifth year students of SDN 3 Tetebatu. 2.   The research object is limited on using Flannel Board in teaching English Vocabulary.    1.5.   Assumption of the Study  In illustrating above, can be attracts the assumption of the study as follows: 1.   The fifth year students of Elementary School are interested in Flannel Board, and Flannel Board media can be motivated the students to master English. 2.   By using Flannel Board, the student will be easier in memorizing new vocabulary. 1.6.   Hypothesis of the Study  The hypothesis of the recent study is formulated as follows: 1.   The students who are thought by using Flannel Board have greater achievement than those who are not thought by using Flannel Board. 1.7.   Definition of Key Terms  To avoid misunderstanding and misinterpretation among the readers, it is necessary to clarify some of the terms used in this study. Flannel Board : is a board which is the faced of the board covered by flannel-cloth Vocabulary : is a list of word phrasal usually arrange alphabetically and defined or translated as a lexical or glossary. Effective : having an effect producing the intended result. Mastering : complete knowledge, great skill. 1.8.   The Significance of the Study The significance of the study can be seen from theoretically and practically. 1.   Theoretically The result of the study may give some information in acquiring new vocabulary by using Flannel Board, this research also inform the English teacher that there are many ways of teaching vocabulary and those can be applied to students as well. 2.   Practically To ask the students to take part more actively in teaching and learning process and give  precious experience to the researcher in writing this study for developing creativity either in writing or teaching in the classroom.    CHAPTER II   REVIEW OF RELATED LITERATURE  After formulating the problem of the study the researcher arrives at one important  process finding some related information. This chapter discusses (1) Media, (2) Flannel Board, (3) Relevant of the Study and (4) Theoretical Frame Work. Media  Media is means of expressing massage and information. Hamalik (1986: 23) states that: media is a tool or method and technique used to make the communication and interaction between the teacher and the student in teaching learning process to be more effective. Based on the definition above, it can be concluded that the media relates to technique, method in teaching and learning process. By media we mean all aids which may be used by teacher and learner to attain certain education objectives. We shall restrict ourselves in some respect in our treatment of media which may be used in FLT, only those media which have a direct contribution to make to teaching/learning process will be discussed. We shall also restrict ourselves to the use of media in the classroom. Various consideration have traditionally led people to advocate the use of media in FLT, as Schilder in Edward (1977) point out in his study of the history of media use, there  was and still is a consensus as the usefulness of media. The developments that have taken  place have changed little in the respect. These developments can be attributed on the one hand to the technological innovation which continued to expand the range of reliable and accessible media and on the other hand to change in linguistic, psychological and didactic insight: another important factors is constituted by the changes in educational itself, e.g. with respect to objectives and curricula and the role played by FLT in them. Given the above definition, media can be specified in different ways, Erdemengerin Edward (1979: 24) list a number of points of view from which media can be considered: 1.   The nature of information conveyed by the media (i.e. linguistic and non linguistic information). 2.   The channel of information (auditory, visual, or audiovisual media). 3.   The phrases in the process of teaching, and testing (are they used for the presentation and exploitation of learning material of for testing). 4.   The didactic function (are they used to motivate learners to convey information or to stimulate free language use) 5.   The degree of accessibility and adaptability (Mindt, 1978, Macht and Sctolossbaer, 1978, Heaton, 1979: 39). 6.   The possibilities for supporting, supplementing or replacing the teacher (Ahrens, 1980). 7.   The use of media by individual or groups. The General Principle in Using Media  There are some general principles in using media; the first principle is that the media and the method should complete each other, they can not stand by it self. Media supports the application of one method, and the method needs a media to convey the method. This is accordance with the second principle that a certain media is more appropriate to be used in conveying a unit of lesson, a lesson may be running well, when a particular media is applied, while the same media might not be used to teach other lesson unit. In fact, not all media is appropriate, which could be used in all teaching learning process. (Rahmatullah, 1998: 12) The Importance of Using Media Media for teaching is a media that can be used to help the students in their study, in order to make the teaching learning process more effective and efficient. By using media, the material is more interesting concrete and easier to understand. One of the roles of media is to attract the student’s attention and to deliver the information. There are various kinds of media, but visual are the appropriate media for young learner. According to Wright (1989) states that, in making decision to use the media, the teacher need to ask three out five basic questions: 1) is it easy for us to prepare? 2) Is it easy to organize in the classroom? 3) Is it interesting to the students? The three criteria can be applied by any teacher including teachers for beginners. There are various kinds of visual which can be effectively used by the EFL teacher in their classroom. Teacher of young learner have to use some visual in their teaching activities to facilitate their teaching. In general, some of the visuals are: 1) still pictures, 2) reality, 3) drawing or teacher drawing, 4) chart, poster, cartoons, and 5) real objects. Some school have already equipped with modern media, such as radio video tape material. In this case, songs, stories, poems and dialogue are invaluable in teaching foreign language. Many kinds of supplementary material can be place in media. EFL teacher use media in their English class learning, so in SMP/SMA students will be learning the foreign
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