English Teaching Media

PAPER OF ENGLISH TEACHING MEDIA

USING PICTURE CHART WITH MAGNETIC BOARD SURFACE AND WAVE IN TEACHING AND LEARNING PROCESS

Lecturer:

Dwi Rosita Sari, S.Pd, M.Pd

Arranged By:

1.   Rianto Duta .W.                10.321.220

2.   Herlyn Istriana .S.            11.321.118

3.   Nofia Rahmayani              11.321.138

TEACHING ENGLISH DEPARTMENT

THE FACULTY OF LETTER AND ARTS

IKIP PGRI MADIUN

2012/2013

CHAPTER I

INTRODUCTION

 Education is important in our life. We can get knowledge with study. Study is process transformation knowledge from source to the receiver, we can study in everywhere and in anywhere, we can study in a round our. There are three kind of education such as Formal education, informal education and non formal education. One of important education is formal education. It is education which be done in the school. In the school we get knowledge from teaching and learning process. There are some interaction between the teacher and the student. Teaching and learning process can’t run well if the students have low attentions in process learning. In this condition the teacher can’t give a mistake to the student. This problem may appear from the teacher. In a teaching and learning process the teacher didn’t use some media, the teachers only teach without something to make student interest with the lesson. It makes teaching and learning process can’t run well.

In this condition as the teacher we must use an interesting media in teaching and learning process. It makes the student understanding the lesson easily and makes the student no boar with the lesson. There are some kinds of interesting media to use in teaching and learning process. One of them is traditional and electronic media. We can use picture chart with surface of magnetic board as traditional media and wave as electronic media. This media help the student receive the lesson easily.  Therefore, this paper tries to share two media that can be used by the teacher in language teaching process. There are picture chart with surface of magnetic board as traditional media and wave as electronic media including how to make the media and how to apply the media in teaching and learning process. 

Statement of Problems

1.       What is the definition of Picture Chart and magnetic board?

2.       How to make Picture Chart with magnetic board?

3.       How to use Picture Chart in Language Teaching Process?

4.       What is the definition of wave?

5.       How to make wave?

6.       How to use wave in Language Teaching Process?

CHAPTER II

DISCUSSION

A.      Definition of Picture Chart and Magnetic Board

Based on definition chart from  http://www.merriam-webster.com/dictionary/chart, chart is information in the form of a table, diagram, etc. An outline map exhibiting something (as climatic or magnetic variations) in its geographical aspects .

Then, the definition picture from  http://www.merriam-webster.com/dictionary/picture picture is a painting, drawing, or photograph of someone or something a design or representation made by various means (as painting, drawing, or photography).

Based on that definition, we can conclude that picture chart is a drawing about someone or somenody and the picture is contain about information.

Magnetic board surface is a surface serve much the same purposes as cloth boards. Visuals are back with magnets and then placed on the metal surface of the board.

B.      Step of making Picture chart with Magnetic Board surface

a.       Material

There are some materials to make Picture chart with Magnetic Board surface:

1.       Plywood and zinc board (as a surface)

2.       Asturo paper

3.       Nail

4.       Stereo foam

5.       Magnet

6.       Color paint

7.       Double cellophane tape  and glue

8.       Marmer paper

b.       Tools

There are some tools to make Picture chart with Magnetic Board surface:

1.       Scissors

2.       Cutter

3.       Hammer

4.       Ruler

5.       Pencil

c.        Steps

Step to make magnetic board surface:

1.       Preparing plywood in size 1 x 1 m

2.       Preparing  cutting zinc board in appropriate size

3.       Stick the cutting’s zinc on the plywood with a glue and some nails

4.       Covering the plywood which has been stick by zinc with Asturo paper using double cellophane tape. 

5.       Making a frame on the board using marmer paper, measure and cutting the paper in appropriate size based on border of board surface. Putting the cut’s marmer paper in a round of board surface as a frame. 

Steps to make picture chart:

1.       Preparing the idea or material which we want to teach.

2.       Preparing a stereo foam and drawing a material on the stereo foam with a pencil

3.       Cutting the stereo foam by using cutter based on drawing 

4.       Coloring the stereo foam by using color paint  

5.       Putting a magnet under the stereo foam in order to stereo foam can stick in the board surface.

A.      The Application of using picture chart in Language Teaching Process

1.       Teaching explanation text by using picture chart

There are teaching procedures of using picture chart to teach explanation text:

1)       The teacher explained about explanation text definition and generic structure ( generic stucture, sequenced explanation and closing).

2)       The students listen while the teacher explain about explaination text.

3)       The teacher gives a text about material to the students.

4)       The teacher asks the students to read the text.

5)       The teacher ask two students to stick pictures to the magnetic board.

6)       The first student arrange the picture untill arrange become solar eclipse.

7)       The second student also arrange the picures but with the other eclipse, that is lunar eclipse

8)       After the students arranged the pictures, the students must retell about the eclipse that they  have arrange.

2.       Teaching vocabulary by using picture chart

There are teaching procedures of using picture chart to teach vocabulary :

1)       The teacher explain about eclipse to the students

2)       While the teacher explain about eclipse text, the teacher show special terms and give the meaning of each words.

3)       If the students didn’t about the words what the teacher explain, they can ask the teacher to repeat about the word that the students didn’t understand.

B.      Definition of  wave

Based on the definition WAV from http://ipod.about.com/od/filetypes/g/wav_definition.htm. WAV - Stands for Waveform Audio Format. This is a high-quality audio file type generally used for applications that require high quality, such as CDs. WAV files are uncompressed, and therefore take up some disk space, unlike MP3s or AACs, which are compressed.Because WAV files are uncompressed, they contain more data and produce better, more subtle, and more detailed sounds. A WAV file generally needs  10MB for every 1 minute of audio, whereas an MP3 needs about 1MB for every 1 minute. WAV stands for Waveform Audio Format. This is a high-quality audio file type generally used for applications that require high quality, such as CDs. WAV files are uncompressed, and therefore take up some disk space, unlike MP3s or AACs, which are compressed. Because WAV files are uncompressed, they contain more data and produce better, more subtle, and more detailed sounds. A WAV file generally needs 10MB for every 1 minute of audio, whereas an MP3 needs about 1MB for every 1 minute.

So, in short WAV is audio files are another common way to store and use audio data that had recorded. But it is not the same with MP3 especially about the size of file.

C.      Steps on making wave

a.       Material : text

b.       Tools : recorder

c.        Steps :

1.       Make a text to conversation

2.       Practice conversation

3.       Record the conversation

 

A.      The Application of using wave in Language Teaching Process

1)       The teacher give explanation about material ( how to ask for and give suggestion) to the students.

2)       The teacher give the students dialogue text but in the dialog text there are some missing word.

3)       The teacher plays the recorded about the material.

4)       The students listen the recorded.

5)       While the student listen the recorded the students must fill the blank in the dialog.

6)       The teacher ask to the students about the missing word, one student only answer one word.

7)       In the last, the teacher ask the students who knows about sentence that express for asking suggestion and opinion.  

CHAPTER III

CONCLUSION

Picture chart, magnetic board and wave are the interest media for learning. Picture chart is so attractive media because it is so colourfull and have the unique shape. Picture chart and magnetic board are the good match for learning. Picture chart and magnetic board can be good for learning about the procedure,cycle, daily activity and so on. it can be also used to teach new vocabulary.  It will make students easy the memorize about the material what the teacher have given.

Wave is the also the attractive media, we can improve our conversation by using wave. Because we can make wave based on the material what we want, but we must careful when we make wave in order to make the students easy to understand about the material that contain in wave.

 REFERENCES

http://www.merriam-webster.com/dictionary/chart

http://www.merriam-webster.com/dictionary/picture

http://ipod.about.com/od/filetypes/g/wav_definition.htm

Scientific Writing

TEACHING VOCABULARY BY USING COOKING ACADEMY

Nofia Rahmayani

11.321.138 (4D)

Based on Oxford Dictionary, vocabulary is list of word with their meanings, especially  in a book for learning foreign language. In English, vocabulary is very important because it is the key to understand English, but  many students still difficult to increase their vocabulary. Now adays, technology had improved like electronic media. It can be used for learning. Using electronic media can make students increase their vocabulary, for example teach by using electronic media like Cooking Academy game. This article tries to share about teaching use electronic media Cooking Academy game, teaching procedures and benefits teach by using Cooking Academy.

Electronic media is a equipment that need electricity to use it . The common equipment we use in daily like television, radio, computer, cell phone, etc. In every computer usually there are many games and one of them can be used to teach is Cooking Academy game. Cooking Academy is a cooking game that challenge participants to cook variant foods from some country. In this game participants will guide by a chef. Cooking Academy almost the same with cooking class when we get the material then we must practice it and we must pass the exam to continue higher level.

There are some teaching procedures to teach vocabulary by using Cooking Academy game. First, the teacher prepare the Cooking Academy game. Second, the teacher explain how to play Cooking Academy, when teacher playing the game students must pay attention about the instruction and materials ( look at the pictures ). Third, teacher prepare power point that show about the game had played by teacher , but the teacher must hide the instruction and materials . Fourth, the teacher ask students to write in white board what the verb and material. Fifth, the students must practice it in front of class. Last, the teacher give score if students can write the correct answer.

The game created to make the gamers feel enjoy and fun . So, some benefit of teaching vocabulary by using Cooking Academy are first, the students can fast understand the new vocabularies. Second, student will fun and enjoy in the subject .Third, Students not only know the meaning but also they can practice it.

In conclusion, applying a technique by using Cooking Academy in teaching vocabulary is one of effective technique to increase students’ ability in memorizing new vocabulary. This technique can make student fun and happy in learning, not only they can easy to understand new vocabulary but also they can practice it .

Using Two Stay Two Stray in Teaching Reading

 USING TWO STAY TWO STRAY (TSTS) IN TEACHING READING

By Nofia Rahmayani ( 11.321.138 )

Introduction

Reading is one of  four basic skills in English. In Educational Unit-Oriented Curriculum (Kurikulum Tingkat Satuan Pendidikan (KTSP), the objectives of teaching reading are clearly stated. For Senior High School students, they are expected to be able to read and comprehend: description, narration, procedure, recount, news item, report, exposition, spoof, review and explanation (BSNP, 2006:18).

In order to get the purposes of reading, the method that used must match with the purpose. The method by choosing the teacher is so definitive to success the purpose of reading, so the student can develop their reading skill. But in fact in Senior High School, there are many students still difficult to get high score in English reading.

 This paper tries to share ideas about the strategies using Two Stay Two Stray in Teaching Reading for Senior High School. Therefore it covers the defintion of reading, indicators of reading, TSTS, procedure, and conclusion . 

A.    Definition of Reading

According to Bernhardt et.al. (2003:6), reading consists of two processes: word recognition and comprehension. Word recognition is process to perceive how written symbol correspond to one’s spoken language. Comprehension is process of making sense of word, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. Grabe and Stoller (2002:4) state that reading can be taught as a way to draw information from the text and to form an interpretation of that information. The process of drawing information and interpreting information requires the work of the brain actively. According to Othman (2003:3) reading process is interaction  between text and reader’s imagination. Therefore, readers need three aspects: making prediction, thinking of the text that it is even of life and having similarity to the human life.

From the explaination from some resources, the writter can conclude that reading is comprehend the text to get information. Reading also can give us more knowledge like an idiom that “The book is the window of world”.

B.     Two Stay Two Stray

Two Stay Stray developed by Spencer Kagan (1992) . Structure TSTS is one type of cooperative learning. In this technique students will learn in group and it give opportunity the group to share result and information to the others group. Based on individual activity in teaching and learning the students do their task by themself and not allowed to cheat to the other students.

Figure of Two Stay Two Stray

 

C.    Characteristics of TSTS

The students work the task in the group and consist four students.The group consist of students that have high, middle, and low ability. If possible in the group is consist of different ras, gender, and culture. The reward is more dedication for the group than individual.

D.    The Purposes of TSTS

In this learning the students’ activity listen to their friends said when they visit the others group. The students must listen carefully what the host explain about the material. So, in this learning the students must visit dan listen carefully each other to do their task.

E.     Procedures of TSTS

There are some step in TSTS learning (Lie, 2002:60-61). The student must coorporation to do their task. After finish understand the material two students will leave their group to visit the group each other. Then two students stay in the group to share result and information from their material to the guests. The guests comeback to their group each other to report what they get from the other group. The group will match and discussion result of their task.

F.     Teaching Procedure

There are some proccedures using Two Stay Two Stray, those are :

1.      Preparing

Before teaching teachers must make silabus, mark system, learning design, and pepare the task for students. Then teacher make some group and in group consist four students. In each group must heterogen based on the grade academic and ethnic.

2.      The Teacher’s Presentation

The teacher will tell indicators of learning, introducing, and explaining materials based on the lesson plans that have been made.

3.      The Groups’ Activity

Each group will give papers that contain tasks and every student in group must learn that materials. After they received the tasks that contain problems there are relation with the materials and clarification, the students learn in the small group and discuss about the tasks togethere.each group will solve the problems by their way. Then two students of four students from each group will leave the group to visit the others group. And  two members stay in group they duty is share the result and information to the guests. After the guests get the information, they will came back to their group to report what they get from the others group and discuss about their material to finish it.

4.      Formality

After the group finish their tasks, one of four groups will presentation for discussing with the others group. The teacher only give add and direct them.

5.      The Groups’ Evaluation and Reward

The purpose of evalution to know stundents’ ability when they understand the materials by using Two Stay Two Stray cooperative learning. Each students will give question from learn result with TSTS, then continue by giving reward to the group who get the high score.

Conclusion

In this learning model with Two Stay Two Stray consciously or unconsciously, students will do an activity language to improve their comprehend skill. By implementing this cooperative learning model students will do more comprehend consciously. It mean that always just listen teacher, it can make students bored. While debriefing by one group to another to match the material what they got. That way, student can evaluate themeselve, how accurate their thought concept with the resource’s mindset. By implementing this cooperative learning, students will more active and it can build their spirit in the study.

References

Alhaz Harahap, Fitrah. Improving Students’ Reading Comprehension Through Two Stay-Two Stray Leaning model. http://jurnal.unimed.ac.id/index.php/jelt/article/view/373