A STUDY ON THE USE OF MEDIA IN TEACHING VOCABULARY TO YOUNG LEARNERS

Vocabulary is one of the important points of English learning. It is one of the language components and as a base of a language. That is why vocabulary building should be given to children.Getting much vocabulary is better because they will have stronger base in learning and simple vocabulary is the best choice for children ( colour, number, fruit and so on). In addition, in teaching learning process, an English teacher for the elementary level is plays a very important role, because he/she is the most influential person in the classroom. They can support the success of the teaching and decisions to be made. Each decision involved a challenge to the skills or accessing a new situation and coming up with new problems.Furthermore, the efficiency of the use of media depend on how well a teacher determined and manipulated the good media for children

Teaching Reading online For a Small Class: An Instructional Design for Teaching Reading Online

The digital technology has equipped people especially the students with applications needed for online learning in the form of applications. However, these applications will be useless if the online learning concept is not applied in the correct way.  This research is aimed to describe qualitatively the instructional design of teaching reading online in a small class which consists of 5 students. The method of the research is qualitative research. The data collected by observing the process of learning and documenting the process. The result found that the small numbers of students is the most important aspect to make the instructional design effective. All the students were active in the online learning. The online media used were Google Meet and WhatApps Group (WAG). The Google meet was the substitution of classroom and WAG was the medium to sending the materials. The highest score for the progress test was 92 and the lowest was 78. The score indicates that the instructional design for teaching reading online in the small class is effective.   Keywords: teaching Reading, instructional design, small clas

The Language Learning Principles Reflected In EF’s English Threshold 2 Textbook

The thesis describes the language learning principles in The EF’s English Threshold 2, an English textbook published by English First (EF). By doing the research, the researcher could find the language learning principles reflected in English threshold 2, the frequency of them so that the dominant principle could be found, and the implication of language teaching. Subjects of the research are all the instructions and tasks in English Threshold 2. The data gathering was conducted by documentation. The collected data analyzed were qualitative. The findings of the research shows the dominant language learning principle is the cognitivism, while the other three principles comes as follows: the second dominant is behaviorism, the third dominant is constructivism, and the least dominant is humanism. The language learning principles are the perspectives of describing the book so the teacher can hold the findings as the hand-grip in choosing a proper English textbook for their students. And the material developer can use the principles as other consideration of arranging the new English textboo

Teaching Reading Online for A Small Class: an Instructional Design for Teaching Reading Online

The digital technology has equipped people especially the students with applications needed for online learning in the form of applications. However, these applications will be useless if the online learning concept is not applied in the correct way.  This research is aimed to describe qualitatively the instructional design of teaching reading online in a small class which consists of 5 students. The method of the research is qualitative research. The data collected by observing the process of learning and documenting the process. The result found that the small numbers of students is the most important aspect to make the instructional design effective. All the students were active in the online learning. The online media used were Google Meet and WhatApps Group (WAG). The Google meet was the substitution of classroom and WAG was the medium to sending the materials. The highest score for the progress test was 92 and the lowest was 78. The score indicates that the instructional design for teaching reading online in the small class is effective.   Keywords: teaching Reading, instructional design, small clas