PICTURES GAME

PICTURES GAME

A.    Describing The Technique

            Pictures are used to arouse interest and concentrate attention at the beginning of the lesson. Picture is one of the materials that can be used as game. Picture is very attractive material to attract students’ attention.  While hitting the pictures game is one of the games or techniques which is very interesting for young learner. They will be happy when the teacher gives games for them. They are interested in game because when play the game, they can enjoy their selves, feel comfortable and safe in teaching learning process. This game is very unique and simple. The students can move their part of body by running, hitting, and not just write down or use their mind in learning process; According to (Wendy A. Scott and Lisbeth H. Ytreberg; 2011) Don’t rely on the spoken word only. Most activities for young learners should include movement and involve the sense. You will need to have plenty of object and pictures to work with, and to make full use of the school and surrounding. Therefore, hitting the pictures game is a really good technique to teach the students, especially to young learners.

            In this game, the student puts the pictures on the board, wall and around the class and the students hit the pictures based on what the teacher says. According to Jeremy Harmer, the students especially young learner understanding comes not just from explanation, but also from what they see and hear and crucially, have a chance to touch and interact with. Therefore, hitting the pictures game is a technique which the students can understand quickly the lesson by touching the picture, listening to the teacher and learn happily and fun through the game.

B.     The Implementation of Game

            This kind of game can develop the students’ ability to mastery Listening, Vocabulary, Pronunciation and Speaking.

1.      Mastery Listening Skill.

      Hitting Pictures Game is one of games which the teacher can use in teaching Listening. First the teacher asks the students put the pictures on the whiteboard, wall or around classroom. The teacher invites two students to come in front of the classroom, then the teacher tells the students to hit the pictures based on what the teacher say. The technique is very effective to improve the students’ Listening Skill for the game automatically make the students memorize the sound of speaker/teacher if they don’t want to be loser or they will motivate their selves to be winner for the game.

2.      Mastery in Vocabulary

      To develop language skill, the first thing that the students have to know is Vocabulary. Vocabulary is very important to students – it is more important than grammar for communication purposes, particularly in the early stages when students are motivated to learn the basic words they need to get by in the language. Through Hitting the Pictures, the students will learn new words automatically by memorizing the words that related to the pictures. Pictures will make the students are easier to memorize the words.

3.      Mastery in Pronunciation and Speaking.

      Hitting the pictures game is effective to develop the students’ pronunciation. When the students listen to the teacher, the students also learn how to pronounce the words or the other ways, the teacher gives chance to one of the students to say the words and two other students to hit the pictures based on their friend’s say.  Therefore, the students will learn how to pronounce the words and speak automatically.

C.    Advance and Disadvance

The Advance of Hitting the Pictures Game:

1.      The students will be happy when the teacher gives games for them. They are interested in game because when play the game, they can enjoy their selves, feel comfortable and safe in teaching learning process. Therefore, the teacher will easy to transfer his/her knowledge  

2.      The students will motivate theirselves to be the winner of the game.

3.      The students can mastery the language skill and also the language aspect automatically through this game.

The Disadvance of Hitting the Picture Game:

1.      It’s difficult to implement the game for the students which amount of them more than 30 students because they will be very noisy.

2.      The technique just suitable for Elementary School Students.

3.      Sometimes, it can be very danger when the students play this game careless.

They can be hurt if they do this game not carefully. So, the teacher have to be pay attention for the moving of the students in playing the game.

References

Gower, R. D. (2001). Teaching Practice. Thailand: Macmillan .

Harmer, J. (2011). The Practice of English Language Teaching. New York: Longman.

Ytreberg, W. A. (2011). Teaching English to Children. New York: Longman.

               

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Media Pembelajaran Bahasa Inggris Kelas 4SD Tema Pekerjaan

http://www.4shared.com/file/ocvXzayV/Media_Pembelajaran_Kelas_4SD_S.html

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Hitting the pictures game

Dalam pembelajaran bahasa Inggris, khususnya mengajar anak-anak GAMES adalah cara yang paling tepat. pada umumnya anak-anak lebih suka bermain daripada belajar maka dari itu dalam proses belajar mengajar seorang guru harus lebih inovatif yaitu dengan mengajak anak-anak belajar sambil bermain. Hitting the Picture game, sangat cocok untuk diterapkan dalam proses belajar mengajar. cara mainnya simple saja. Guru mengundang 2 orang siswa untuk maju ke depan kelas, guru memberi 1 alat tepuk pada masing-masing anak, kemudian anak tersebut harus menepuk gambar sesuai yang diucapkan oleh guru. Permainan tersebut tidak hanya melatih kemampuan LISTENING siswa tapi juga VOCABULARY.

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MATCHING THE PICTURES

Game berikutnya adalah Matching the pictures game . Dalam jumlah murid yang tidak terlalu banyak atau maksimal jumlah murid 20 orang. Game ini sangat membantu dalam proses belajar mengajar untuk anak-anak. Cara mainnya adalah siswa harus mencocokkan gambar dengan teks nya yang sesuai. Selain melatih kecepatan otak dalam berpikir , game ini juga sangat bagus untuk melatih ketangkasan siswa. Siswa akan merasa lebih semangat dalam belajar. Dalam permainan ini,guru membagi siswa menjadi 2 kelompok, selanjutnya membariskan siswa tsb per kelompok. satu persatu siswa akan mencocokkan gambar dan teks secara bergantian.. Siapa yang paling cepat atau paling banyak memasangkan gambar dengan benar, merekalah pemenangnya. Game ini sangat bagus untuk melatih Pengejaan Kata atau Spelling dalam belajar Bahasa Inggris. Selamat mencoba, dan keberhasilan di depan mata and.

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TEXT BOOK ANALYSIS

CHAPTER I

INTRODUCTION

1.1  Background of the Study

The main part of teaching and learning activity is a good material for students. One of the basic things in teaching material is text book. Textbook is a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions.

As the main things in teaching material, textbook is used in every school and course. Nowadays, textbook is a main device to deliver the material to students even at their homes. The students can use textbook to practice their understanding about the material from the teacher. They can also develop their skill by reading textbook.

           Sometimes, the quality of textbooks, in senior high schools in Bali particularly, is not yet so satisfying. Many textbooks which are used in senior high schools in Bali do not have a good standard as a textbook. As a matter of fact, the writer’s wish is to provide valuable informative analysis about textbook and suggest the criteria of the good textbook.

1.2  Statement of Research Question

           In reference to the background of the study, the writer stated the research question of the present study as follow: Is the English textbook which is used in SMA Negeri 3 Denpasar appropriate with the syllabus or not?

1.3  Definition of the Key Terms

           In order to avoid misunderstanding and confusion on the parts of the readers concerning the key terms used in this analysis, the writer needs to operationally define the following terms:

1.     Textbook is defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Although most textbooks are only published in printed format, many are now available as online electronic books and increasingly, although illegally, in scanned format in P2P networks. 

2.     Analysis is defined as the focusing study of an object to decide the quality and study the features of the object

3.     Textbook analysis is defined as the focusing study to decide the quality and study the features of a textbook

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1   Textbook

Textbookis defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions.

2.2   The Syllabus Design

            Syllabus design concerns the selection of items to be learnt at the grading of those items into a textbook. In the later, the designer is concerned not just with lists of what will be taught and in what order, but also with the planning, implementation, evaluation, management and administration of education programs.

2.3   The Use of Grammar Textbook

            Grammar textbook come in many shape and sizes. The most popular one tend to offer quick digestible explanations of grammar points and provide opportunities for practice the specific points. Both students and teachers may consult grammar textbooks for a number of reasons. For example, students may be drafting or redrafting a piece of written work and may want to check that they are using some grammar correctly.

2.4   Narrative

A narrative is a constructive format (as a work of speech, writing, song, film, television, video games, photography or theatre) that describes a sequence of non-fictional or fictional events. The word derives from the Latin verb narrare, "to recount", and is related to the adjective gnarus, "knowing" or "skilled".The word "story" may be used as a synonym of "narrative". It can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process.

2.5   Descriptive

Description is used in all forms of writing to create a vivid impression of a person, place, object or event e.g. to: • describe a special place and explain why it is special • describe the most important person in your life • describe the animal's habitat in your report Descriptive writing is usually used to help a writer develop an aspect of their work, e.g. to create a particular mood, atmosphere or describe a place so that the reader can create vivid pictures of characters, places, objects etc.

2.6   Interpersonal Conversation

Interpersonal communication is usually defined by communication scholars in numerous ways, usually describing participants who are dependent upon one another. It can involve one on one conversations or individuals interacting with many people within a society. It helps us understand how and why people behave and communicate in different ways to construct and negotiate a social reality.

2.7   Transactional Conversation

Two different kinds of conversational interaction can be distinguished--those in which the primary focus is on the exchange of information (the transactional function of conversation), and those in which the primary purpose is to establish and maintain social relations (the interactional function of conversation) (Brown and Yule, 1983). In transactional uses of conversation the primary focus is on the message.

CHAPTER III

RESEARCH METHODOLOGY

3.1  Research Methods

            In this study, the writer uses documentary method. Documentary method is defined as a way to collect the data by using books, literatures, or electronic media which are related to the topic of the study.

3.2  Object of the study

The object of this study is an English Book for SMA Grade XI. This book is used at SMA Negeri 3 Denpasar

1.   Title                   : Look Ahead An English Course 2

2.   Author               : Th. M. Sudarwati&Eudia Grace

3.   Year                   : 2007

4.   Publisher             : Erlangga

5.   Place                  : Jakarta

6.  Intended for Grade : SMA/MA Grade XI

3.3  Research Instrument

The instrument which is used in this study is the Standard Competence and Basic Competence of the syllabus of Grade XI.

3.4  Research Procedure

3.4.1      Preparation

Before doing the study, the writer has to prepare the instruments. The instruments are Standard Competence and Basic Competence of the syllabus which is related to the textbook. After deciding the appropriate book and syllabus, the writer has to collect the data from those instruments.

3.4.2      Implementation

After collecting the data, the writer has to identify the book. The writer has to decide whether the textbook is appropriate or not with the syllabus. In addition, the writer has to make a conclusion about the study.

3.5  Data Analysis

In order to get the conclusion of the study, the data gathered for the study should be analyzed. The data obtained for the present investigation were analyzed by using the ways as follow:

a.     The writer compares the standard competence in the syllabus and the standard competence in the textbook. Then, the writer decides the conclusion.

b.     The writer compares the basic competence in the syllabus and the basic competence in the textbook. Then, the writer decides the conclusion.

c.     The writer checks the material in the textbook and decides whether it is appropriate or not with the syllabus.

CHAPTER IV

DISCUSSION OF FINDINGS

3.1  Definition of Textbook

           Textbook is defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Although most textbooks are only published in printed format, many are now available as online electronic books and increasingly, although illegally, in scanned format in P2P networks.  

3.2  Criteria of the Good Textbook

In this globalization era, book is the one of the important tools for teaching material. The role of book becomes important because teacher should use it to teach the material for student. There are several criteria of the good textbook:

a.     It has a good point of view

b.     The concept is clear enough

c.     It is relevant with curriculum

d.     The contents is interesting for students

e.     It stimulates the students, illustrative, and communicative

f.      It develops the motivation

3.3  Contents of Textbook

3.3.1      Relevancy with Syllabus

The writer compares the standard competence and basic competence in the book and the standard competence and basic competence in the syllabus. The writer found that the textbook and the syllabus have the same standard competence and basic competence. There is the comparison between the syllabus and the materials in the textbook:

UNIT 2

1. Listening

Listening Standard Competence	Basic Competence
Expressing the meaning in short functional text and monologue n the form of narrative, descriptive, and news item.	Responding the meaning in transactional (to get things done) and interpersonal conversation (social) formal and informal accurately, fluently, and acceptable in the context of daily life in the form of narrative, descriptive and news item text

The material is appropriate with the syllabus. The textbook contain some listening activities in the form of narrative text on page 35, 36, 50, and 53. However, the text book doesn’t contain listening activities in the form of descriptive or news item.

2. Speaking

Speaking Standard Competence	Basic Competence
Expressing meaning in transactional and interpersonal conversation in the context of daily life.	Expressing meaning in transactional (to get things done) and interpersonal conversational (social) formal and informal accurately, fluently, and acceptable in the context of daily life and involves the speech acts: state of gratitude, compliment, and congratulating someone.

The material is not appropriate with the syllabus. The textbook doesn’t contain the dialog about interpersonal conversation (gratitude, compliment, and congratulating someone.)

3. Reading

Reading Standard Competence	Basic Competence
Understanding the meaning of short functional text and simple essay in the form of narrative, descriptive, and news item in daily life context to access a science.	Responding the meaning in the short functional text formal and informal accurately, fluently, and acceptable by using written language diversity in the context of daily life and to access a sciences in the form of narrative, descriptive, and news item

The material is appropriatewith the syllabus. The textbook contains the short text about narrative on page 51, and the simple text organization about narrative text on page 52. However, the textbook does not contain the descriptive text and news item text.

4. Writing

Writing Standard Competence	Basic Competence
Revealing the meaning in the short functional text in the form of narrative, descriptive, and news item in the context of daily life.	Revealing the meaning in the short functional text (announcement) formal and informal accurately, fluently and acceptable in the form of narrative, descriptive and news item.

The material is appropriate with the syllabus. The textbook contains some narrative stories (page 51, 52, 55and 60). But there is not a descriptive or news item text.

3.3.2      Illustration in the Textbook

Illustration is the pictures (image, painting) which are used to add the explanations on the textbook, and build the imagination of students in understanding the materials. The illustrations in this textbook are good enough, and there are many kinds of illustrations such as cartoons, and photos.

CHAPTER V

RESULT OF THE STUDY

After doing the analysis about the textbook, the writer decides that:

a.     The textbook is appropriate with the syllabus, and they almost have the same standard competences and basic competences.

b.     The materials in the textbook are appropriate with the syllabus. However, the topics are not too comprehensive.

c.     The contents of the textbook are good enough and interesting

CHAPTER VI

CONCLUSION AND SUGGESTION

6.1   Conclusion

Textbook is defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. There are several criteria of the good textbook: it has a good point of view, the concept is clear enough, it is relevant with curriculum, the contents are interesting for students, it stimulates the students, illustrative, and communicative. In analyzing a textbook, we have to compare it with the syllabus. After doing the analysis, we can know whether the textbook is appropriate or not.

6.2   Suggestion

In this study, the writer has some suggestions:

a.     Textbook becomes so important in recent years, so we have to concern about the use of it.

b.     Teacher has to analyze the textbook first before uses it for teaching.

c.     Teacher has to combine the good textbook with the good methods in teaching.

REFFERENCES

     

Anon. 2012. Textbook. http://id. Wikipedia. Org/wiki/textbook. Diupdate pada 13 : 20, 14 Mei 2012.

Sudarwati, Th. M.(2007). Look Ahead An English Course 2. Jakarta: Erlangga

Adhiyasa, I Made. Silabusdan RPP BahasaInggris SMAN 5 Denpasar. Denpasar: UnpublisherSilabus.

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