CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Language
Language understanding by Big Indonesian Dictionary is the symbol
of the sound system articulates (which generated said tools) are arbitrary and
conventionally used as a tool of communication for the delivery of feelings and
thoughts (Depdikbud, 1989:66).
Language is an important communication tool in human life, which is a tool
among members of the community in conveying thoughts and feelings verbally and
in writing (Depdiknas, 2002).
Foreign language is the language of another nation's typically controlled
through a formal education in socio-cultural not considered a language of its
own (Depdikdud, 1989:66)
English is an international language is usually controlled through a formal
education in socio-cultural is not considered a language of its own (Depdiknas,
2002).
2.1.1 Aspects of Language
According
to the Department of Education (2002:1) has two important aspects of language
(the nature of language), that are:
a.
aspects
of the form (rule)
b. Aspect
of the content (the meaning of the language itself).
2.2 Approaches in Learning English
Through the eyes of English language lessons, students are expected to be able
to develop English language skills both orally and in writing so that students
have the skills, knowledge and pride of adequate English language, which allows
can participate actively, intelligently and responsibly in their application in
society.
There are several approaches in learning English. These approaches include:
a.
Appreciative
approach, namely the effort to get around the learning of literature
in the form of understanding, appreciation, respect, and if possible the
creation of a work.
b. Hierarchical
approach is strategy of development of learning materials based on subject
matter hierarchy.
c.
Procedural
approach is strategic development of learning materials based on
completion of a task sequence learning
d. Spiral
approach is the strategy of development of learning materials based
on environmental compartments that are the scope of the environment closest to
the students headed to the scope of the environment even further.
e.
Thematic
approach is the material development strategy starts from a theme.
f.
Webbed
approach is the development strategy of learning by using the topic
of some subjects that are relevant as a central point, and the relationship
between themes with sub themes can be described as a Webb.
g. The
learning experience. The learning experience showed
activity of the student learning through student interaction with learning
objects or resources. The learning experience can be selected according to
their competence, may be obtained in the classroom and outside the classroom.
Shape can be demonstrated activity, practice, stimulate, conduct experiments,
analyze, discover, observe, examine, examines the interaction rather than
teacher and student activities such as listening to a description of teachers,
and discussions under the guidance of teachers.
2.3 Learning Media
Media according to Big Indonesian Dictionary (1989) is the tool or means of
communication. Learning media means a tool or means of communication used in
the learning process.
Learning media is the intermediary or the tools used to help convey information
in the learning process. Media in learning is a process of communication.
2.3.1 Benefits of Learning Media
Media
is required in the learning process so that learning is more effective and efficient
(Koesnandar, 2004).
2.3.2 Classification of Learning Media
Learning media are classified into:
a. Visual
media is a media of learning in the form of pictures or anything
that can only be seen with the eye. Examples of visual media are drawing,
writing teachers on the board and books.
b. Audio
media is the form of instructional media that everything that can
be captured by our sense of hearing, the media can be audio cassette tapes,
compact disks, English music and others.
c.
Audio
visual media is a media of learning that can be
captured by senses other than sight also has a voice that can be heard by our
senses. For example, television, video, VCD.
d. Computer
media is a special media that uses a computer to assist the
learning process. This computer media usually contain elements in addition to
audio visual motor also contains elements such as learning to spell, translate,
talking and listening. Computer media is a powerful medium that is a medium
that can cover all categories of assessment (Writing, speaking, listening and
reading).
2.3.3 Media selection of learning
According Kusnandar (2004) there are a number of considerations in selecting
appropriate learning media. to more easily remember, such considerations can be
encapsulated in one word ACTION, which is an acronym of: access, cost,
technology, interactivity, organization and novelty.
a.
Access.
Ease
of access into the first consideration in selecting the media. Whether we need
media that are available, easy and can be used by students? For example, we
want to use the Internet media, should be considered first whether there is a
channel to connect to the internet? Access also involves aspects of policy, for
example, whether students are allowed to use it? Computer connected to the
Internet should not only be used for the principal, but also for teachers and
more importantly for the students. Students should gain access.
b. Cost.
Costs should also be considered. Many types of media that can be our choice.
Sophisticated media are usually expensive. However, the high cost of it should
we count with aspects of its benefits. The more you use, and then the unit cost
of a media will decrease.
c.
Technology.
We may be attracted to one particular medium. But we need to consider whether
the technology is available and easy to use? if we want to use the audio visual
media in the classroom. We need to consider, whether there is electricity, or
enough electricity voltage appropriate?
d. Interactivity.
Good media is to bring two-way communication or interactivity. Each learning
activity developed course need the appropriate media with the aim of learning.
e.
Organization.
Considerations are also important is the support organization. For example,
whether the leader of the school or foundation support? How organized? Whether
the school is available one unit called a learning resource center.
f.
Novelty.
Novelty of the media selected should also be a consideration. The new media are
usually better and more attractive to students.
2.4 The Role of the Teacher
As
with any other type to classroom procedure, teacher needs to play number of
different roles during the activity. However, three have particular to help
students to improve their student English achievement.
2.4.1 Prompter
We may be able to help them and the activity to progress by offering discrete
suggestion. If this can be done supportively, without disrupting the discussion
or forcing students out of role, it will stop the sense of frustration that
some students feel when they come to dead end of language or ideas.
2.4.2 Participant
Teacher
should be good animators when asking students to produce language. Sometimes
this can be achieved by setting up an activity clearly and with enthusiasm. At
the other times, however, teachers may want to participate in discussion or
role plays them. That way they can prompt covertly, introduce new information
to help the activity along.
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Language
Language understanding by Big Indonesian Dictionary is the
symbol of the sound system articulates (which generated said tools) are
arbitrary and conventionally used as a tool of communication for the delivery
of feelings and thoughts (Depdikbud, 1989:66).
Language is an important communication tool in human life, which is a tool
among members of the community in conveying thoughts and feelings verbally and
in writing (Depdiknas, 2002).
Foreign language is the language of another nation's typically controlled
through a formal education in socio-cultural not considered a language of its
own (Depdikdud, 1989:66)
English is an international language is usually controlled through a formal
education in socio-cultural is not considered a language of its own (Depdiknas,
2002).
2.1.1 Aspects of Language
According
to the Department of Education (2002:1) has two important aspects of language
(the nature of language), that are:
a.
aspects
of the form (rule)
b. Aspect
of the content (the meaning of the language itself).
2.2 Approaches in Learning English
Through the eyes of English language lessons, students are expected to be able
to develop English language skills both orally and in writing so that students
have the skills, knowledge and pride of adequate English language, which allows
can participate actively, intelligently and responsibly in their application in
society.
There are several approaches in learning English. These approaches include:
a.
Appreciative
approach, namely the effort to get around the learning of literature
in the form of understanding, appreciation, respect, and if possible the
creation of a work.
b. Hierarchical
approach is strategy of development of learning materials based on subject
matter hierarchy.
c.
Procedural
approach is strategic development of learning materials based on
completion of a task sequence learning
d. Spiral
approach is the strategy of development of learning materials based
on environmental compartments that are the scope of the environment closest to
the students headed to the scope of the environment even further.
e.
Thematic
approach is the material development strategy starts from a theme.
f.
Webbed
approach is the development strategy of learning by using the topic
of some subjects that are relevant as a central point, and the relationship
between themes with sub themes can be described as a Webb.
g. The
learning experience. The learning experience showed
activity of the student learning through student interaction with learning
objects or resources. The learning experience can be selected according to
their competence, may be obtained in the classroom and outside the classroom.
Shape can be demonstrated activity, practice, stimulate, conduct experiments,
analyze, discover, observe, examine, examines the interaction rather than
teacher and student activities such as listening to a description of teachers,
and discussions under the guidance of teachers.
2.3 Learning Media
Media according to Big Indonesian Dictionary (1989) is the tool or means of
communication. Learning media means a tool or means of communication used in
the learning process.
Learning media is the intermediary or the tools used to help convey information
in the learning process. Media in learning is a process of communication.
2.3.1 Benefits of Learning Media
Media
is required in the learning process so that learning is more effective and
efficient (Koesnandar, 2004).
2.3.2 Classification of Learning Media
Learning media are classified into:
a. Visual
media is a media of learning in the form of pictures or anything
that can only be seen with the eye. Examples of visual media are drawing,
writing teachers on the board and books.
b. Audio
media is the form of instructional media that everything that can
be captured by our sense of hearing, the media can be audio cassette tapes,
compact disks, English music and others.
c.
Audio
visual media is a media of learning that can be
captured by senses other than sight also has a voice that can be heard by our
senses. For example, television, video, VCD.
d. Computer
media is a special media that uses a computer to assist the
learning process. This computer media usually contain elements in addition to
audio visual motor also contains elements such as learning to spell, translate,
talking and listening. Computer media is a powerful medium that is a medium
that can cover all categories of assessment (Writing, speaking, listening and
reading).
2.3.3 Media selection of learning
According Kusnandar (2004) there are a number of considerations in selecting appropriate
learning media. to more easily remember, such considerations can be
encapsulated in one word ACTION, which is an acronym of: access, cost,
technology, interactivity, organization and novelty.
a.
Access.
Ease
of access into the first consideration in selecting the media. Whether we need
media that are available, easy and can be used by students? For example, we
want to use the Internet media, should be considered first whether there is a
channel to connect to the internet? Access also involves aspects of policy, for
example, whether students are allowed to use it? Computer connected to the
Internet should not only be used for the principal, but also for teachers and
more importantly for the students. Students should gain access.
b. Cost.
Costs should also be considered. Many types of media that can be our choice.
Sophisticated media are usually expensive. However, the high cost of it should
we count with aspects of its benefits. The more you use, and then the unit cost
of a media will decrease.
c.
Technology.
We may be attracted to one particular medium. But we need to consider whether
the technology is available and easy to use? if we want to use the audio visual
media in the classroom. We need to consider, whether there is electricity, or
enough electricity voltage appropriate?
d. Interactivity.
Good media is to bring two-way communication or interactivity. Each learning
activity developed course need the appropriate media with the aim of learning.
e.
Organization.
Considerations are also important is the support organization. For example,
whether the leader of the school or foundation support? How organized? Whether
the school is available one unit called a learning resource center.
f.
Novelty.
Novelty of the media selected should also be a consideration. The new media are
usually better and more attractive to students.
2.4 The Role of the Teacher
As
with any other type to classroom procedure, teacher needs to play number of
different roles during the activity. However, three have particular to help
students to improve their student English achievement.
2.4.1 Prompter
We may be able to help them and the activity to progress by offering discrete
suggestion. If this can be done sportively, without disrupting the discussion
or forcing students out of role, it will stop the sense of frustration that
some students feel when they come to dead end of language or ideas.
2.4.2 Participant
Teacher
should be good animators when asking students to produce language. Sometimes
this can be achieved by setting up an activity clearly and with enthusiasm. At
the other times, however, teachers may want to participate in discussion or
role plays them. That way they can prompt covertly, introduce new information
to help the activity along.
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