chapter4

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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is devoted to present the research findings based on the result of
data analysis. In addition, the discussion of the findings is also presented in this
chapter.
4.1 Research Findings
Based on the result of the data analysis, the writer presents the result of
findings achieved from observation, interview related to the teaching media for
teaching vocabulary to the first grade students of Elementary School at Pucang 2
Sidoarjo.
In this study, the writer investigated one teacher in Elementary School at
Pucang 2 Sidoarjo who was teaching in the first to the sixth grade students. The
teacher’s name was Mrs. Suharti, S.Pd. The writer observed one class which
consisted of 47 students. The observation and interview were conducted in a
week. The result of the interview and the observation included: (1) The kinds of
teaching media for teaching vocabularies to the first grade students of Elementary
School at Pucang 2 Sidoarjo, and (2) The teacher used the teaching media the first
grade students of Elementary School at Pucang 2 Sidoarjo.
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4.1.1 The Kinds of Media Used by the Teacher in Teaching Vocabulary.
Based on the writer’s observation, it could be seen that the English teachers of
Elementary School at Pucang 2 Sidoarjo used three kinds of teaching media:
audiovisual media, audio media and visual media.
First, the teacher used audio media. The examples of audio media were radio,
tape recorder, language laboratory, etc. In this case, the teacher used language
laboratory with tape recorder and cassette as a complement. The teacher said that
with this media the students enjoyed the material given. In every meeting, the teacher
gives the simple song to stimulate the student’s brain to find the new vocabulary and
then memorized it.
Second, the teacher used visual media. The visual media which were used by
the teacher were pictures, flash card, real object, etc. The teacher used flashcards or
picture when she conveyed meaning of things such as “desk”, “lamp”, “scissors”,
“knife”, “broom”, “bowl”, “necklace”, “ring”, “comb”, “clock”, “air conditioner”,
etc. The purpose of using this media was because it made students easy to accept the
subject. The teacher also said that the students were very enthusiastic when the
teacher gave them vocabulary lists with colorful pictures.
Third, the teacher used audiovisual media such as film. Topic of the movie
was about Zoo. The reason of choosing this media was that the students were
more interested because they could see the attractive movie directly while
listening the vocabulary from the movie.
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4.1.2 The Way the English Teacher Used the Media in Teaching Vocabulary.
To give a clear description on what the teachers of Elementary School at
Pucang 2 Sidoarjo used during their teaching activities, the writer tried to explain
what they did when she observed them:
The first observation was done at the language laboratory. Here, the students
were divided into two groups because the limitation of the language laboratory. As
usual, the English teachers opened the class by giving greeting such as ” Good
Morning Students ” and started the class by giving the topic about Zoo. The English
teacher of Elementary School at Pucang 2 Sidoarjo explained the way to say
“Monkey, Giraffe, Elephant, Lion, Bird, Snake, Horse, etc” with others by using the
video cassette disc. The English teachers of Elementary School at Pucang 2 Sidoarjo
on the video twice, and then they asked the students to repeat about Zoo presented in
the video. After that the English teachers asked the students individually to repeat it
and helped them to correct their pronunciation when the students did not understand
the meaning of the new vocabulary, the English teachers explained it and paid
attention to the students’ patiently. The last of meeting the English teachers gave
homework to the students.
Based on the first observation above it can be concluded that the teaching
activities done by the English teachers of Elementary School at Pucang 2 Sidoarjo
were good because the English teachers had a good attention to the students by
helping them to correct their pronunciation explained the students’ problem about
how greet correctly and the English teachers were monotonous in using the
teaching media. The English teachers realized that they used one medium to teach
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the topic in each meeting although there was possibility to use various media, so that
the students were not getting bored.
In the second observation, the writer observed the teaching activities done in
the classroom. The English teacher of Elementary School at Pucang 2 Sidoarjo used
audio media (tape recorder). As usual, the English teachers reviewed the last lesson.
Then, they introduced the material before turning on the song, next the English
teachers explained the difficulties on the vocabularies in the song. After explaining
the new vocabulary, the English teachers turned on the song twice before asking the
students to repeat them and they wrote the song on the blackboard, they sang the song
with the students and replayed it. Finally, they asked the students to sing individually.
Based on the activities done by the English teachers in the classroom, it can
be concluded that the teachers’ ways when she explained the material with song are
appropriate to young learners because this teaching steps were set up chronologically.
Therefore, the students really enjoyed the song presented by them. However, the way
she applied the use of media still lacked of variation. In this case, the English teacher
could combine the teaching media when she taught the topic.
In the third observation, it was seen that the English teachers used
flashcard in teaching about the things in the classroom. They opened the class by
greeting the students. After that the English teachers asked the students about the
things in the classroom in Indonesia language, such as table, chair, blackboard,
broom, etc. The teacher translated into English and then the English teachers
asked the students to read more and more. To clarify their explanation, they
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showed the flashcard about the things in the classroom such as flashcards about chair,
table, blackboard, etc. The students were really interested in the material given by
using colorful flashcards. They were really active to answer the questions. In the last
meeting, the English teachers gave homework to the students.
Based on the third observation, it can be concluded that the English teachers
succeeded to arise the students’ attention by combining the teaching media such as
flashcards. Actually in this teaching activity they could use other teaching media such
as pictures about interesting objects to avoid monotonous situation and to give clearer
description to the students.
4.2 Discussion
After obtaining the data and analyzing it based on its categories, then the
writer wants to discuss the whole data to answer the problems proposed in the
previous chapter.
Based on the result of guideinterview,
it can be concluded that the
English teacher of Elementary School at Pucang 2 Sidoarjo used three kinds of
teaching media: audiovisual media, visual media and audio media. Although there
were various teaching media available of Elementary School at Pucang 2
Sidoarjo, they are not utilized optimally. In this case, the English teachers only
used those media even though it was not used in every meeting. This data
indicated that the teachers realized and knew the important roles of media in the
process of teaching and learning that is to enhance the students’ motivation and
interest in learning English.
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If we compared the findings with the related literature, there were some
similar media used by the teacher. First, the teacher used audiovisual media such as
film. According to Sabilah (2001: 3638)
Audio visual media are combination media
between seeing and hearing sensory. So, the teacher had chosen the media which is
suitable to be applied for her students. But, the teacher should show the other film in
order to avoid to the boredom and increase the other vocabularies. It can be
concluded that the teacher need to increase her creativity or her knowledge
concerning the use of media in teaching English vocabulary for young learner
students.
Second, the teacher used audio media. Whit this media, the students enjoyed
the material given because the students had given the song by the teacher. The
teacher gave interesting songs by spelling words, clapping hands, and acting. This
media involved all students and made them more active. Actually, this media made
the students interested in learning English and they were more challenged to find the
new words. This is suitable with Sabilah (2001: 33) stated that audio media are the
media used by the teacher through ears sensory and used to check students’
competence in listening comprehension.
Third, the teacher used visual media because it made students easy to
accept the subject. According to Sabilah (2001: 3638)
Audio visual media are
combination media between seeing and hearing sensory. Besides, it helped the
students gain the successful learning and they understood the material clearly.
But, it will be interesting and can increase students’ motivation if the teacher can
create another media when she teaches vocabulary. In this case, the teacher should
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be more creative to create some media or she can use the media which are
recommended by the expert when she teaches vocabulary to young learners.
The teacher used the example of visual media. This media made students
more active and enjoyable in joining the class because they studied for fun. Besides,
this media could not make students bored because they would be interested and have
good responsibility in teaching and learning process.
In summary, the teaching media of teaching English hold an important role
in order to be successful in teaching and learning process. English teacher has to
know various teaching media of presenting vocabulary. English teacher are
intended to make students understandable and comprehend able words that the
teacher has presented. They not only assist the students to grasp the meaning of
new words easily, but also make the variation of teaching in order to avoid the
monotonous situation and students’ boredom.