CHAPTER II

THEORYTICAL REVIEW

A. Definition English Learning Metode

Learning is a system that aims to assist the student learning process, which contains a series

of events designed and structured in such a way as to influence and support the internal student

learning process. Learning is an activity in which there is a process of teaching, guiding,

training, giving examples, and organizing and facilitating various things for students to get

used to learning so that educational goals are achieved. Learning is an interaction process that

is carried out by educators to students to bring up the desire to learn and achieve the goals that

have been set through the media, environment, and others. (Yamin 2017)1.

Learning methods are techniques that are mastered by educators or teachers to present

subject matter to students in class, both individually and in groups so that the subject matter

can be absorbed, understood and utilized by students properly. (Ahmadi & Prasetya, 2015,

hlm. 52).2 There is also according to Nunuk Suryani and Leo Agung "learning methods can

be interpreted as ways used to implement plans that have been prepared in the form of real

and practical activities to achieve learning objectives. There are several learning methods that

can be used to implement learning strategies, including: 1) lecture, 2) demonstration, 3)

discussion, 4) simulation, 5) laboratory, 6) field experience, 7) brainstorming, 8) debate, 9)

symposium, and so on (Suryani dan Agung, 2012)”3 Learning methods according to Gagne

(2015) there are six modern and conventional learning methods namely tutorials, lectures,

1
yamin. MJURNAL PESONA DASAR Vol. 1 No. 5, April 2017, p. 82 – 97
2
Ahmadi, A., Prasetya, J.T. Strategi Belajar Mengajar. Bandung: CV.Pustaka Setia. Tahun 2015 p. 52
3
Nunuk Suryani dan Leo Agung, Strategi Belajar Mengajar, (Yogyakarta: Penerbit Ombak, 2012), p. 6-7
 resistance, discussions, laboratory activities, public works, these methods need to be

accumulated with proportional and urgent methods that are modern and conventional oriented.

Uno dan Muhammad (2012) defines the learning method as the method used by the teacher

in carrying out its functions and is a tool to achieve learning objectives. However, in actual

implementation, the methods and techniques have differences as in the following example:

Miss Yulia and Pak Bambang both use the demonstration method. Both of them have mastered

the application of these methods in learning, but it turns out that the learning outcomes shown

by students from each of these teachers are different. This happens because even though the

method is the same, namely demonstration, the implementation technique is different. Ibu

Yulia uses a demonstration technique where 15 students are required to be able to demonstrate

again what she has observed, while Pak Bambang only demonstrates it to students without

giving them the opportunity to demonstrate again. (Hamzah Uno dan Nurdin Muhammad,

2012)4. The learning method (instruction method) is an accumulation of teaching concepts

and learning concepts (learning).(Dewi, 2018)

B. Types of Methods

Learning English in schools aims to make students able and skilled in using English.

However, the success of a learning depends on the accuracy of the learning method used.

This is because if a teacher uses an inappropriate learning method, it will affect the tendency

of students to feel bored which can result in students not liking the ongoing English class.

The following are nine main models of learning English that every English teacher must

know according to M. Yamin (2017);

1. Direct Method (Direct Method)

4
Ibid...
 The direct method or direct model is a way of teaching foreign language subject matter

in which the teacher directly uses the foreign language as the language of instruction,

and without using the students' language at all in teaching. If there are words that are

difficult for students to understand, the teacher can interpret them by using props,

demonstrating, illustrating and so on.

2. The Berlitz Method

The Berlitz method is another example of a language learning method that adheres to

the direct method in teaching and learning foreign languages. The basic principle on

which this method is based is to always maintain a direct connection between the

language being taught and the learner's mind.

The natural method uses more activities in learning. This method places more emphasis

on listening and speaking, then emphasizes the accuracy of pronunciation and

grammar, communication skills are developed by discussing questions and answers in

class, and what is more interesting is that the learning uses demonstrations such as

visual aids.

4. Conversation Method

Conversational method That is teaching foreign languages such as English, Arabic or

other languages by directly inviting students to converse/speak in the foreign language

being taught.

5. Phonetic Method (Listening and Speaking)

The Phonics Method is one of the reading methods, namely teachers teach children how

to sound the letters and mix the sounds together to form words.

6. Practice Method – Theory

The practice method places more emphasis on practical skills than theory. Comparisons

can be in the form of 7 units of practical material and 3 units of theoretical material.

Learn a foreign language first and prioritize practice, followed by theory (grammar).
 7. Reading Method

The reading guide method is a guided reading method. The reading guide method is

carried out by the teacher selecting the material to be studied.

8. Oral Speaking Method

Oral speaking method is learning that focuses on how to speak in public.

9. Pattern-Practice Method5

The pattern practice method is a learning method in the classroom that trains students

in practice directly pronouncing sentence patterns that have been properly composed,

or doing as intended by the sentence patterns.

C. English Learning Media

Understanding media in language means middle, intermediary or introduction. Whereas in

Arabic the media is an intermediary or messenger from the sender to the recipient of the

message 6. Media is an inherent or inseparable part of the learning process to achieve learning

objectives. Media functions and plays a role in regulating the effective relationship of teachers

and students in the learning process. Learning media includes tools that are physically used to

convey the content of learning materials (Wati, 2016)7. Meanwhile, according to So the media

is a tool used to convey messages or information.1 According to the above understanding it

can be concluded that the role of learning media in the learning process cannot be separated

and becomes a benchmark for the effectiveness of learning or not.

D. Types of Media

Learning media is divided into 3, namely:

5
yamin. MJURNAL PESONA DASAR Vol. 1 No. 5, April 2017, p. 82 – 97
6
http://www.pengertianahli.com/2014/07/pengertian-media-dan-jenis-media.html
7
Wati, E. Rima. 2016. Ragam Media Pembelajaran. Kata Pena: Yogyakarta
 a. Visual Media

Visual media is a tool or learning resource which contains messages, information,

especially subject matter that is presented in an interesting and creative way and is applied

using the sense of sight. So this visual media cannot be used for the general public, more

precisely this media cannot be used by the blind. Because this media can only be used

with the sense of sight only.

Visual Learning Media is the use of material that is absorbed through views. Based on

the opinion of experts, what is called visual learning media is the process of delivering

messages from the source to the recipient of the message through visual media, so that it

can stimulate the thoughts, feelings and interests and attention of students in such a way

that the learning process occurs. (Muhammad Nasikhul Abid, 2018)8 Examples of visual

media such as pictures, concept maps, diagrams, graphics, posters, newspapers, flashcard.

Example of flashcard media which is considered as a medium that causes students'

enjoyment and interest in learning vocabulary, because flashcards are a form of learning

media in the form of picture cards that students like and can be presented in the form of

games. Thus, flashcards are an alternative that can be expected to help improve students'

vocabulary skills, especially the ability to listen to vocabulary (Listening skills) and speak

(speaking skills). In its application in the classroom, the teacher shows flashcards that

contain pictures and words according to the material and are read or told to students.

Flashcard media has advantages and disadvantages, flashcard advantages 1) Easy to

carry because it has a small size, does not require a large space and can be used anywhere.

2) Practical, in the use of flashcards there is no need to use electricity and no need to have

8
https://dosenmuslim.com/pendidikan/pengertian-media-pembelajaran-visual. Di akses tanggal 25 april 2022 pukul
10.05 WIB
 special skills. 3) Easy to remember, images equipped with text make it easier for students

to remember the messages received. 4) Fun, flashcards can be applied with games such

as looking for objects, certain names that are placed in a random place. 5) Attract and

motivate the spirit of students. In addition to the advantages, flashcards certainly have

disadvantages, namely 1) only semi-concrete images. 2) For large groups, flashcard sizes

are often not appropriate for learning. 3) To be able to utilize flashcard media, it requires

time efficient skills, and teacher foresight in its use. (Milla, 2018; Budi & Haryanto,

2014)9

b. Audio Media

Audio media or listening media are types of learning media or learning resources that

contain messages or subject matter that are presented in an interesting and creative way

and are applied using the sense of hearing only. Because this media is only in the form of

sound.

According to Sadiman, audio media is a medium for conveying messages to be

conveyed in the form of auditive symbols, both verbal (into words or spoken language)

and non-verbal. (Sadiman, 2012)10. Audio media in learning is defined as learning

materials that can be presented in an auditive form that can stimulate students' thoughts,

feelings, concerns, and abilities so that the teaching and learning process occurs. (Riyana,

2012: 133)11 Examples of audio media such as music speakers, radio, voice recorders.

9
M. N. Ulwiya, "Penggunaan Media Flashcard untuk Meningkatkan Keterampilan Menulis Deskripsi Siswa di
Sekolah Dasar," JPSD, vol. VI, no. 4, 2018.
10
Sadiman, A.S., Rahardjo, R., Haryono, A., dan Rahardjito. 2012. Media Pendidikan. Jakarta: PT. RajaGrafindo
Persada
11
Riyana, C. 2012. Media Pembelajaran. Jakarta: Direktorat Jenderal Pendidikan Islam Kementrian Agama
Republik Indonesia. P.133
 In the application of the use of this media in student learning, music, speech, or

conversation are heard. After that, students are given tasks such as guessing the topic of

conversation (listening), or completing the conversation (grammar), or writing the lyrics

of the song that is being heard (vocabullary).

c. Audiovisual Media

Audio-visual media is a type of learning media or learning resource that contains

messages or subject matter that is made interestingly and creatively by using the senses

of hearing and sight. This media is in the form of sound and images. (Febliza dan Zul

2015:50) said learning using audio-visual media is a way of learning using media that

contains elements of sound and images, where in the process of absorbing material

involves the senses of sight and sense of hearing12. Examples of audio-visual media are

television, film dvd, and video projector.

In its application in the classroom using an LCD projector is one of the media that is

generally more interesting than just reading a book, as for one of them by playing a film

in learning, making it more attractive to students and easier to direct because students can

see and hear clearly. directly to the material presented, as well as making it easier for

teachers to teach material to students on point.

E. Emergency Currycullum

The curriculum has characteristics that can adapt to the needs and developments of the

times. As the world of education develops, needs such as achieving the quality and quantity of

education will be increasingly demanded. The world is currently facing the situation of the

Corona virus disease-2019 (Covid-19) pandemic which has resulted in massive changes in all
 aspects of life, especially in the aspect of education. The Corona virus disease-2019 (Covid-19)

pandemic requires closing public places and implementing physical distancing so that the spread

of this virus can be controlled. This condition requires all community activities to be carried out

remotely or online using technology.13

The Corona virus disease-2019 (Covid-19) pandemic requires learning in Indonesia to be

carried out remotely or online. The distance or online learning system is one of the government's

efforts to prevent transmission of Covid-19 to children. The government is trying to innovate in

the world of education by regulating and publishing the Covid-19 Emergency Curriculum (under

special conditions) to support the implementation of distance or online learning. The Emergency

Curriculum is not a new curriculum, but a simplified form of the 2013 curriculum which is

adapted to the current pandemic conditions by reducing some of the basic competencies in each

subject14. Special Conditions mean a condition in which the central or regional government

determines that a disaster is in progress. This curriculum is intended to keep learning activities

carried out even in a pandemic condition with various accompanying obstacles. In addition, with

the Covid-19 Emergency Curriculum, national education goals can still be achieved.

F. Relevant Research

In addition to using relevant books or references, researchers also look at the results of

previous studies so that later there will be no similarities and also as a reference material,

considering that experience is the best teacher.

13
Luh Devi Herliandry, dkk, “Pembelajaran Pada Masa Pandemi Covid-19”, 67.
14
Dari Artikel Dalam Internet: Kementerian Pendidikan dan Kebudayaan Republik Indonesia, 2000.
https://www.kemdikbud.go.id/main/blog/2020/08/kemendikbud-terbitkan-kurikulum-daruratpada-satuan-
pendidikan-dalam-kondisi-khusus (Diakses Pada 22 November 2022).
 As done by Pretty Elisa Ayu Ningsih from 1 STKIP Muhammadiyah Sungai Penuh entitled

"English Learning Methods Used by Teachers at Non-Formal Education Institutions LP3N

Kerinci." The approach in this study is a qualitative descriptive method. The researcher used this

approach because the researcher described the learning method used by the teacher in learning

English at the non-formal education institution LP3N Kerinci, and in this study the researcher

used two types of instruments, namely observation and interviews. Observations were made 2

times for each grade level taught by each teacher. Observations were made to see directly the

methods applied by the teacher in the learning process. Observations were made while the

teaching and learning process was in progress. During the observation the researcher sat at the

back of the class and took notes on things that were considered important. The results showed

that in learning English at the non-formal education institution LP3N Kerinci, each teacher used

a different method to students, depending on the student's grade level..15

Research conducted by M. Yamin majoring in primary school teacher education at the

syiah kuala university entitled "English learning methods at the elementary level." And draw

conclusions from the research he did, namely: At basic levels such as elementary and junior high

schools, the emphasis should be on learning English on the most basic and most needed elements

of language, namely: vocabulary, pronunciation, simple grammar, and simple conversation.

Besides these language elements, one thing that English teachers should always remember is the

importance of creating a comfortable situation and generating interest and motivation in learning

English. English is a foreign language that is difficult for most Indonesian children to learn

(because the structure of English in many ways contradicts Indonesian and Balinese). Therefore,

if children learn English from the beginning, they should learn in a pleasant situation in the hands

15
Pretty Elisa Ayu Ningsih Jurnal Studi Guru dan Pembelajaran, Vol. 4, No. 1, Januari - April 2021
 of competent teachers, so that it becomes their capital to learn English at a further level (high

school, and beyond). We don't want the opposite to happen, instead, students have been antipathy

to English since elementary school, which was caused by unpleasant learning experiences in

elementary school.16

Likewise with the research conducted by Egar Zulkarnindra from the ibn khaldun

university in Bogor with the research title "Method of Learning English for Middle School Level

at Nuraida Islamic Boarding School Bogor." The research method used by the author is a

qualitative descriptive research method. Qualitative research deals with non-numerical data,

collecting and analyzing narrative data. Qualitative research methods are mainly used to obtain

rich data, in-depth information about the issue or problem to be solved. Nuraida Islamic

Boarding School at the junior high school level in learning English uses curriculum 13 or

commonly known as kurtilas. English subjects are included in the core subjects. The books used

in learning English are published by Erlangga publisher.

In teaching English, the resource person explained that he chose to use the CLT method or

what is known as communicative language teaching. CLT is an approach to language teaching

that emphasizes interaction as a means and end of learning. To apply the CLT method, the

resource persons like to use the jigsaw method in teaching English to their students. Jigsaw is a

cooperative learning method that focuses on group work of students in the form of small groups

for which they then exchange knowledge about the data held by each group member. Regarding

the obstacles faced by the resource person as an English teacher, he explained that the variety of

students present in his class also provided diversity in the individual abilities of each student in

terms of mastering the English language. This is due to the difference in the need to learn English

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Yamin. MJURNAL PESONA DASAR Vol. 1 No. 5, April 2017, p. 82 – 97
from their primary school, so that when we meet in class there are students who have mastered

English enough and there are students who are less proficient in English.

The following obstacle found by the resource persons was the preference of students who

prefer to prefer Arabic over English or vice versa, namely preferring English to Arabic, thus

making them more dominant in one choice of language subjects and less in the other. The last

problem is the students' mastery of English vocabulary which needs to be increased. In another

case regarding the motivation of students, the resource person explained that sometimes students

can feel bored in learning English when they have reached class IX.

In teaching English, the resource persons also included Islamic values in their learning

sessions. For example, when the resource person wants to teach about report text, he or she can

include natural phenomena or Allah's creation in the content of the questions in the report text

so that it can lead to tadabbur about the greatness of Allah SWT. Then also when teaching about

descriptive text, the resource person explained that we can take advantage of content about

physical appearance so that teachers can teach students that we as humans have been given by

Allah SWT good physical and five senses which in the end we can refer to these things on grades.

Islamic. The use of discussion methods involving students to conduct the brainstorming process

was also emphasized by the resource persons. The duration of learning English is 3x40 minutes

a week. In carrying out the learning session, the resource persons make RPP or what is known

as a learning implementation plan which serves as a guide for him to be able to execute the

points to be conveyed in class efficiently, directed, and effectively.

In teaching daily conversation, the resource person explained that learning techniques by

playing clips from sites such as YouTube can be used. For example, the teacher plays a clip from

YouTube containing native English speakers having a dialogue with their everyday expressions,
 then after that the teacher discusses with the students about the expressions used in the video

that was played earlier so that it becomes a material for joint discussion. Furthermore, regarding

teaching English vocabulary, the resource person explained that students were emphasized to

always record the new vocabularies they got every learning session and there was an obligation

that must be fulfilled, namely their minimum target of having five hundred to one thousand

English vocabulary in this school. Drilling or regular practice is the key to being able to use

English properly and correctly.17

And the last is a research by Yessy Setyani Sulaiman from Aryasatya Deo Muri

University with the title Research on English Language Learning at State Senior High School 1

Kupang, East Nusa Tenggara: an ethnographic study. This study uses a qualitative approach in

the form of ethnography, which is a research directed at the background of the classroom and

the behavior of teachers and students as research subjects holistically and contextually. Holistic

means that by being in the field, researchers better understand the context of the data in the

overall situation, in this case learning English at State Senior High School 1 Kupang-NTT, so

that they get a comprehensive understanding. Contextual means that the researcher collects and

records very detailed data on matters related to learning English at SMA Negeri 1 Kupang. The

data of this study are qualitative data related to the background of the English classroom at SMA

Negeri 1 Kupang - NTT.

Based on the results of research in the field, the purpose of learning English at SMA

Negeri 1 Kupang is indeed very focused on mastering four language skills, namely listening,

speaking, reading and writing. The division of emphasis on mastery of language skills is adjusted

to the conditions of students, schools, and the school's vision. In addition, intensive English

17
Egar Zulkarnindra Vol. 5, No. 2, Oktober 2021, p. 437-446
 learning is also directed at improving students' abilities in various types of competitions, both at

the provincial and national levels. SMA Negeri 1 Kupang still puts forward the goal of learning

English which is oriented towards the future because the function of English for the citizens of

this school is already considered an important language, especially for the mastery of science,

social language and the language of instruction for teachers in bilingual teaching.

As a tangible manifestation of the awareness of the importance of English, teaching

English at SMA Negeri 1 Kupang was developed in accordance with the main function of the

language, namely as the main communication tool and a tool to gain knowledge and information.

Therefore, it is quite appropriate that learning English in schools emphasizes the balance process

between receptive skills (listening and reading) and productive skills (speaking and writing).

The facts on the ground show that the English teacher at this school provides English teaching

with an integrative model. This model is quite effective in accommodating all language skills in

every meeting in class. So the main focus after teaching is given is to master the four language

skills comprehensively. Therefore, teachers always provide both oral and written exercises that

lead to mastery of listening, speaking, reading and writing skills.18

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