Example of Paper

LEARNING MEDIA OF WRITING

IN SENIOR HIGH SCHOOL

GRADE XII SEMESTER I

CHAPTER I

INTRODUCTION

A.    Background

In the learning process, there are two very important elements, the method of teaching and learning media. In teaching methodology there are two of the most prominent aspects of the teaching methods and medical education as a teaching aid. While the assessment is to measure or to determine the level achieved whether teaching purposes. The position of educational media as a teaching tool in the methodology component, as one of learning environments that is set by the teacher.

There will discuss the use of instructional media. As we know that many kinds of learning media. For good teaching and learning process we must use appropriate learning media.

B. Aim

1.      Find out and identify one basic competence including the indicators from Curriculum of Senior High School Grade XII Semester I.

2.      To ease visual learner to learn English.

3.      Knowing the theory of instructional media in teaching English.

4.      Knowing the instructional procedures by using the media in the form of chronological     narration.

CHAPTER II

DISCUSSION

A.    Standard Competence

Convey meaning in monologue text in narrative, explanation, and discussion accurately, fluently, and accepted in daily life context.

B.     Basic Competence

Convey meaning in short formal functional text and informal text by using variety of written language accurately, fluently, and accepted in daily life context.

C.    Subject of Learning

Writing short descriptions and announcement.

D.    Theory

The theory used is BangMoGI. BangMoGI method is the name of the learning steps using contextual learning approach which the researcher gives with the aim to make it easier to remember to do so by mentioning one word the teacher will know the learning stages that must be passed. This method is a step-by-step learning approach using the principles of contextual learning.

There are four stages in the steps that can be described as follows:

·         Bang (Membangun/Mengembangkan/Building/Improving)

·         Mo (Model/Modeling)

·         G (Grup/Grouping)

·         I (Individual/Independent)

            Learning to use visual media such as banners, posters and pamphlets through the steps of learning methods BangMoGI. Learning that learned is to write narrative non-fiction text. The steps in this cycle are as follows:

1.      Planning, consists of:

a)      Preparation of  lesson plan.

b)      Setting up materials based on Teacher's notes.

c)         Setting Visual learning media.

d)        Setting up models of narrative non-fiction text.

e)         Setting up showing board.

f)          Prepare assessment instruments.

g)         Prepare a blank observation.

2.      Implementation of measures

The learning process is conducted in accordance with the Lesson Plan with the following steps:

a)      Pre-activity consists of: greeting, check the class, motivating activities.

b)      While-activity consists of: building, modeling, grouping, individual.

c)      Post-activity consists of: reflection, giving the task to be done outside of school hours and closing.

3.      Observing

During the observation of the activities carried out as follows:

Involvement of the students in the learning process such as: how many times the students ask, how many times the students answer, how many times the students express, and how many times the students practice. How far the students do the work given. How quickly the students carry out tasks with limited time. How far students can collaborate with groupmates.

4.      Reflecting

Reflection is used to determine how much the acquisition of learning outcomes that researchers do. The extent to which the implementation of the action in the first cycle is effective and positive impact on the learning process.

E.     Learning Activities

Writing a banner, poster, pamphlet in group and publishing on wall magazine.

F.     Indicator

·  Writing main idea.

·  Using grammar, vocabulary, punctuation mark, spelling, and written accurately.

·  Collaborate main idea.

·  Making draft, revising, sorting, producing banner, poster, or pamphlet.

G.    Media

a)      Banner

A banner is a flag or other piece of cloth bearing a symbol, logo, slogan or other message. A flag whose design is the same as the shield in a coat of arms (but usually in a square or rectangular shape) is called a banner of arms.

Banner-making is an ancient craft. Church banners commonly portray the saint to whom the church is dedicated.

The word derives from French word "bannière" and late Latin bandum, a cloth out of which a flag is made (Latin: banderia, Italian: bandiera, Portuguese: bandeira, Spanish: bandera). The German language developed the word to mean an official edict or proclamation and since such written orders often prohibited some form of human activity, bandum assumed the meaning of a ban, control, interdict or xcommunication. Banns has the same origin meaning an official proclamation, and abandon means to change loyalty or disobey orders, semantically "to leave the cloth or flag".

Example of banner:

b)      Poster

A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically posters include both textual and graphic elements, although a poster may be either wholly graphical or wholly text. Posters are designed to be both eye-catching and informative. Posters may be used for many purposes. They are a frequent tool of advertisers (particularly of events, musicians and films), propagandists, protestors and other groups trying to communicate a message. Posters are also used for reproductions of artwork, particularly famous works, and are generally low-cost compared to original artwork.

Example of poster:

c)      Pamphlet

A pamphlet is an unbound booklet (that is, without a hard cover or binding). It may consist of a single sheet of paper that is printed on both sides and folded in half, in thirds, or in fourths (called a leaflet), or it may consist of a few pages that are folded in half and saddle stapled at the crease to make a simple book.

The word pamphlet for a small work (opuscule) issued by itself without covers came into Middle English ca 1387 as pamphilet or panflet, generalized from a twelfth-century amatory comic poem with an old flavor, Pamphilus, seu de Amore ("Pamphilus: or, Concerning Love"), written in Latin. Pamphilus's name was derived from Greek, meaning "friend of everyone". The poem was popular and widely copied and circulated on its own, forming a slim codex.

The pamphlet form of literature has been used for centuries as an economical vehicle for the broad distribution of information. Its modern connotations of a tract concerning a contemporary issue was a product of the heated arguments leading to the English Civil War; this sense appeared in 1642. In some European languages other than English, this secondary connotation, of a disputatious tract, has come to the fore: compare libelle, from the Latin libellus, denoting a "little book".

Pamphlets can contain anything from information on kitchen appliances to medical information and religious treatises. Pamphlets are very important in marketing as they are cheap to produce and can be distributed easily to customers. Pamphlets have also long been an important tool of political protest and political campaigning for similar reasons.

Example of pamphlet:

H.    Procedures

First Activities (10’)

·         Saying with a friendly greeting to the students when entering the classroom (embedded value: polite, caring).

·         Checking the presence of students (embedded value: disciplined, diligent).

·         Linking the material / competencies that will be learned with character.

·         With reference to the syllabus, lesson plans and teaching materials, delivering grain character to be developed in addition to those associated with the basic competence.

·         Students discuss the questions listed in the textbook.

Main Activities (70’)

Exploration

In the exploration activities of teachers:

§  Provide encouragement in the form of short functional text materials "Advertising".

§  Discuss the matter with the student (Book: English Teaching Material on short functional text "Advertisement".

§  Provide opportunities for learners communicate orally or short functional text presented on "Advertising".

§  Students are asked to discuss the example problems in the book: English Teaching Material on short functional text "Advertisement".

Elaboration

In the course of teacher elaboration:

§  Getting used students to make sentences of short functional text "Advertisement".

§  Facilitating students through giving the task, doing exercises that there are in the English textbook to be done individually.

Confirmation

In the course of teacher confirmation:

§  Providing feedback to the students by giving verbal reinforcement to students who have been able to complete the task.

§  Giving confirmation of the results of the work already done by the students through sources from other books.

§  Facilitating students to reflect to obtain a learning experience that has been done.

§  Motivating the students who lack motivation and have not been able to follow the narrative text material.

Last Activities (10’)

§  The students are asked to to make a summary of the material regarding of short functional text "Advertisement".

§  Students and teacher reflecting on the activities that have been implemented.

§  The students are given homework related to short functional text materials "Advertising".

§  Delivering lesson plan at the next meeting.