Setiawan, Bayu (2017) Instructional Media Used By The Teachers In Teaching English At The Seventh Grade Of Smpn 2 Margorejo Pati In Academic Year 2016/2017. Update Test thesis, Universitas Muria Kudus.

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Abstrak

The importance of using media is considered to enhance the quality of learning. Using appropriate media is needed to help and involve the students actively to acquire new concepts, ideas, skills and language competence. Media can also make learning process more interesting and easy to understand. The teachers should be able to use instructional media to create effective learning and increase the students’ motivation to learn. In teaching, the teachers may implement different instructional media and it depends on the learning materials. The teachers implement instructional media appropriate and related with the learning materials in order to make the learning material can be received well by the students and make easier the students’ understanding in learning process. The objective of this research: (i) to know kinds of instructional media that is ever used by the teachers in teaching English at the seventh grade of SMPN 2 Margorejo Pati (ii) to know the problems encountered by the teachers in selecting and using instructional media (iii) to describe the implementation of instructional media in teaching and learning process. This is a descriptive qualitative research. The data of this research is instructional media used by English teachers. The data source is two teachers in teaching English at the seventh grade of SMPN 2 Margorejo Pati. It is conducted in three meetings in every teacher. To analyse the data, the writer transcribes to identify kinds of instructional media and the problems in selecting and using instructional media, describe the implementation of instructional media, and make the conclusion. The result of this research shows that kinds of instructional media that is ever used by the teachers are real object, book, students’ worksheet, picture, whiteboard, and power point presentation (T1) and real object, book, students’ worksheet, picture, whiteboard, video, power point presentation and the web/internet (T2). The result of the problems in selecting included appropriateness of media with material, unavailability the media, technical problems, and limited time. In using instructional media included there are some students are not interested in the media and dysfunction of high-tech instructional media (T1). The problems in selecting are appropriateness of media with the material and technical problems. In using instructional media included there are some students are not interested in the media and personal problem (T2). In the implementation of instructional media, T1 implemented picture and book as the apperception. Book and whiteboard are as media to explain and write material. PPT is as media to explain material and worksheet as exercise. T2 implemented book as the apperception. PPT and book are as media to explain material. Whiteboard to write example, material, worksheet as exercise, real object as the apperception. At the end of this research, the writer suggests that the teacher should need more time in preparing instructional media before teaching in order to use of instructional media more optimal and appropriate. The teacher is expected to use creatively instructional media in order to build meaningful teaching and learning process.

Item Type:	Skripsi/ Thesis (Update Test)
Dosen Pembimbing:	Pembimbing: Titis Sulistyowati, S.S., M.Pd
Kata Kunci:	Media, Instructional Media, Kinds of Instructional Media
Subjects:	Pendidikan > Teori dan praktek pendidikan
Program Studi:	Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	pustakawan umk
Date Deposited:	01 Mar 2017 07:44
Last Modified:	01 Mar 2017 07:44
URI:	http://eprints.umk.ac.id/id/eprint/6722

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