Professional Documents
Culture Documents
INTRODUCTION
media work in the English classroom. Media is a tool that will help the teachers in facing
the students. It will simplify teacherss 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
some media are available in school. For teaching listening, there are cassete, and CD. For
2
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
learning English at school so that there is no negative or positive judgments about the
teacher.
3
about English
: the medium or facilities that uses sight and sound to present
information or materials.
Instructional media: the contents of media object which are used in teaching
learning process.
CHAPTER 2
REVIEW OF LITERATURE
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
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
8
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.
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
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
10
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
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 students 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.
11
12
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), 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
13
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 days 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
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
14
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 advantage 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.
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
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
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
16
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
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.
17
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.
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
18
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
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 Nimah (2007) who studies about A Study
of Using Media in Teaching English at SMU 3 Madiun. The study aimed at describing of
19
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.
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
20
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.
G. Conceptual Framework
21
Teaching English
Realia
Printed
Text
Printed
Visual
Real
Objects
Books
Models
Whiteboard
Audio
Recording
Multimedia
Drawings
Tape
Slides
Handouts
Pictures
CDs
Videos
Worksheets
Photos
Movies
CHAPTER III
22
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.
C. Research Instrument
23
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.
24
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 researchers 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
Grade 2
Grade 3
Grade 4
Outstanding
Good
Requires Improvement
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
researchers note.
2. Categorizing the data of the interview that relate to any kinds of media are used in
teaching English.
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.
25
Appendix 1
Name of School :
Date
: .
Teachers 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
Realia
Real Objects
Models
Yes
No
Printed Text
Books
Handouts
Worksheets
Printed Visual
Drawings
26
Comment
Pictures
Photos
White board
Audio recording
Tape
CDs
Multimedia
Slides
Videos
Movies
Appendix 2
Interview Format
Teachers name :
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?
27
1. Jenis Media
A. Audio (Suara)
No
Ya Tdk
1
2
3
4
5
6
7
10
11
28
Seberapa seringkah
Bapak/Ibu,
menggunakan media
ini dalam
mengajarkan bahasa
Inggris
SS
Kd
HTP
Ya Tdk
1
2
3
4
5
Seberapa seringkah
Bapak/Ibu,
menggunakan media
ini dalam
mengajarkan bahasa
Inggris
SS
Kd
HTP
Ya Tdk
1
3
4
5
6
29
Seberapa seringkah
Bapak/Ibu,
menggunakan media
ini dalam
mengajarkan bahasa
Inggris
SS
Kd
HTP
7
8
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)
No
Ya Tdk
1
3
4
5
6
7
8
Seberapa seringkah
Bapak/Ibu,
menggunakan media
ini dalam
mengajarkan bahasa
Inggris
SS
Kd
HTP
Jika Bapak/Ibu memiliki jenis-jenis media yang mungkin bermanfaat untuk dimasukkan didalam mengajar
bahasa Inggris SMA, tolong ditulis di bawah ini!
...................................................................................................
.............
30
2. Jenis-Jenis Topik
No
Ya
1
10
11
12
13
15
16
18
19
20
21
22
31
Menurut Bapak/Ibu,
seberapa seringkah
siswa menemukn
kesulitan dalam
topik ini?
Tdk SS
Kd
HTP
exposition
Jika Bapak/Ibu memiliki topik yang seharusnya ada pada bahasa Inggris kelas X dan kelas XI, silahkan tulis
dibawah ini:
...............................................................................................................................................................................
...............................................................................................................................................................................
............................................................................................................................
3. Jenis-Jenis Language
A. Language Component
No
Grammar
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
1
Kd
HTP
No
Vocabulary
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
1
32
Kd
HTP
Pronunciation
No
Menurut Bapak/Ibu,
seberapa seringkah
siswa menemukn
kesulitan dalam
materi ini?
Ya Tdk SS
1
Kd
HTP
B. Language Skills
No
Ya
1
10
33
Tdk
Menurut
Bapak/Ibu,
seberapa seringkah
siswa menemukn
kesulitan dalam
materi ini?
SS
S Kd
HTP
Jika anda memiliki informasi mengenai subskill yang penting didalam listening, anda bisa menulisnya
dibawah ini!
..
..........................................
4. Jenis-Jenis Latihan
No
Ya
1
34
Seberapa seringkah
anda mendapat
kesulitan dalam
menyelesaikan
latihan ini?
Tdk SS
Kd
HTP
cerita/ujaran tersebut
9
10
11
12
13
14
15
16
17
18
19
20
35
Jika anda memiliki informasi mengenai beberapa latihan penting yang mesti dimasukkan kedalam materi
listening, anda bisa menulisnya dibawah ini!)
36
37