makalah etm pocket chart and digital video
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TRANSCRIPT
PAPER
LANGUAGE TEACHING MEDIA (LTM)
“POCKET CHART AND DIGITAL VIDEO“
Written by:
Dwi Parawhiyanto (11321154/5E)
Siti Purwaningsih (11321159/5E)
Rizky Yuli Ardilla (11321181/5E)
DEPARTEMENT OF ENGLISH TEACHING
FACULTY OF LETTERS AND ARTS EDUCATION
IKIP PGRI MADIUN
2013
ii
TABLE OF CONTENT
Title Page ...................................................................................................... i
Table of Content ........................................................................................... ii
Chapter I. INTRODUCTION
I.1. Problem Statement .......................................................... 1
Chapter II. DISCUSSION
II.1. Pocket Chart and Flannel Board as Traditional Media ..... 2
II.2. Digital Video as Electronic Media ................................... 4
Chapter III. Conclusion ............................................................................... 7
Reference ...................................................................................................... iv
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CHAPTER I
INTRODUTION
I.1. ProblemStatement
1. What is the definition of pocket chart and flannel board?
2. How does make pocket chart and flannel board?
3. How does use pocket chart and flannel board to teach English?
4. What is the definition of digital video?
5. How does make the digital video?
6. How does use digital video to teach English?
3
CHAPTER II
DISCUSSION
II.1. Pocket Chart and Flannel Board as Traditional Media
A. Definition of Pocket Chart
Pocket chart is kind of traditional media that can be used to teach a
language. It consists of some pockets series and cards that can be included in
the pocket.
According to Morris (2009: 3-4), “In the classroom, the possible uses for
a pocket chart are nearly endless. Teachers can place pieces of paper or
cardstock into the individual pockets, creating anything from attendance and
behavior charts to a lesson plan for spelling, reading, or writing”. A pocket
chart with very large pockets can be used to hold student’s folders or
schoolwork, while charts with smaller pockets could be used to create
calendars or used to hold monthly curriculum themes for various classroom
centers. Teachers can also insert prompts for journaling and foreign language
lessons.
Since pocket charts are available in a variety of sizes and are reasonably
priced, they make an ideal organizational and display tool. Though most are
square or rectangular in shape, some pocket charts come in fun shapes like
apples. They can be used interactively in the classroom when combined with
specially designed flashcards made for teaching numbers, letters, sequencing,
and more. (teken from: www.wisegeek.com)
B. Definition of Flannel Board
Flannel board is a kind of display surfaces that is used by the teachers as
surfaces for putting their media. Flannel board is constructed of cloth stretched
over a sturdy backing material such as plywood or heavy cardboard. (taken
from: www.wisegeek.com)
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C. How to Make Pocket Chart and Flannel Board
Materials and Equipments
- Flannel 1m x 1m
- Colorfull Flannel
25cm x 25cm
- Manila paper
- Pencil, scissor, double tip, candle glue,
ruler
Steps to Make Pocket Chart
1. Prepare and stretch the larger flannel
2. Make pola of alphabet with manila paper to make the title “ ACTIVE
AND PASSIVE VOICE”
3. Copy the pola of manila paper to colorfull flannel and cut it base on
the pola
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4. Cut the colorfull flannel to make the pockets
5. Patch them (title and pocket) to the larger flannel with glue
6. Make some cards that contain words by using manila paper
7. Insert the cards into the pockets
8. The pocket chart and flannel board are ready to use
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D. How to Use Pocket Chart and Flannel Board
Pocket chart can be used to teach English structure and imporove the
students’ writing and reading skill and also the grammar structure. This paper
explains about pocket chart that is used to teach active and passive voice.
1. The teacher prepares the pocket chart. It needs four pockets and some
cards to teach active and passive voice.
- Make eight cards that contain tense words (present tense, present
progressive, past tense, past progressive, present perfect, past
perfect, future, and modals) then insert into tho first pockets
- Make eight cards that contain subjects (the teacher, I, my mother,
Rino, Dido, my father, my sister, and the students), then insert into
the second pockets
- Make eight cards that contain verbs (read, write, eat, buy, find,
lose, lend, obey) then insert into the third pocket.
- Make eight cards that contain “use appropriate noun as the object”
2. The teacher explains about active and passive voice.
3. The teacher use such a game to evaluate the students’ understanding
about the material.
Rule of the game:
- Divide the class into seven groups.
- Teacher give the example to do the game.
- One person of each group come to the front and take one card
from each pocket.
- Each group have to arrange two sentences from the words, one
active sentence and one passive sentence.
- Each group who can make good and correct sentences will get
reward.
4. The teacher reviews and concludes the material.
II.2. Digital Video as Electronic Media
A. Definition of Digital Video
Digital video is a type of digital recording system that works by using a
digital rather than an analog video signal.
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According Goodwyn (1992: 56-57), “Digital video can be used in a
classroom and has given the teacher highly control of pupils’ viewing”. It
means that the teacher can record almost anything to show three dimentional
animation for the students. Digital video can be used by the teacher to support
the teaching learning process and let the students know and understand deeply
for the material that given.
B. How to Make Digital Video
Equipments
- Camera digital
Steps to Make Digital Video
- Make the dialog about “greeting and leave taking”
- Prepare the digital camera and change into video mode.
- Act based on the scenario and record it.
- Edit the video to be good and interesting vidoe.
C. How to Use Digital Video
The digital video can be used to teach listening, speaking and writing.
This paper explain how to use digital video about greeting and leave taking.
1. The teacher show the video about greeting and leave taking
2. The students should listen carefully with the video, so that they can
answer if the teacher ask them about the video.
3. The teacher explain how to express greeting and leave taking and the
responses.
4. The teacher ask the students to make a dialog about greeting and leave
taking.
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5. Then, the students have to practice speaking about greeting and leave
taking with their partner in front of the class.
6. Students who want to practice it in front of the class will get reward from
the teacher.
7
CHAPTER III
CONCLUSION
Pocket chart is kind of traditional media that can be used by the teacher to teach
English structure. It can be used to ask the students arrange some words to be good
sentences and improve the students’ writing skill. Digital video is kind of electronic media
and can be used to show three dimentional animation. Both of the media can be used to teach
English in effective way.
iv
REFERENCE
Goodwyn, A. 1992. English Teaching and Media Education. Great Britain: Biddles
Limited
Morris, R. 2009. Pocket Chart. A Simple Discipline Strategy for Promoting Positive
Behavior. 1-28. Retrieved from: http://www.newmanagement.com
Http://www.searchsoa.techtarget.com/definition/digital-video
Http://www.wisegeek.com/what-is-a-pocket-chart.htm
Http://www.wisegeek.com/what-is-a-cloth-board.htm
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