Erny Selfina Nggala Hambandima, Eka Merdekawati Imelda Seseli

Principles of Developing “V-I-S-U-A-L-S” Media in Teaching English to Young Learners at SD GMIT Oepura

Introduction

Principles of developing “v-i-s-u-a-l-s” media in teaching english to young learners at sd gmit oepura. Discover principles for developing "V-I-S-U-A-L-S" media (Visible, Interesting, Simple, Useful, Accurate, Legitimate, Structured) to teach English to young learners effectively.

Abstract

Abstract. This research aims to help EYL teachers utilize the media to achieve learning goals. The learning process becomes fun, students are pro-active in learning, the material is easy to understand and there is interaction between teachers and students. The research was conducted in the SD GMIT Oepura, where the researcher taught the elementary students using EYL media which EYL students have made. This focuses on how the elementary students respond to the media itself whether the media interacted with them or not. The research data was collected through observation. Analysis was carried out through analytical descriptive methods and qualitative content analysis. Research on this topic is about V-I-S-U-A-L-S which stands for visible, interesting, simple, useful, accurate, legitimate, and structured, was obtained from (1.) Media create a memorable learning experience, understand complex and abstract concepts through colorful images, grab attention, and encourage active participation. (2.) Psychologically, the v-i-s-u-a-l-s media development provides meaningful experiences, and builds the young learners’ creativity by overcoming limitations of time, space, and energy that make the learning more interactive, improving the quality of their learning outcomes. (3.) V-i-s-u-a-l-s media helps students understand difficult material, making the learning process more interesting and varied, and making students more active in class. (4.) V-i-s-u-a-l-s media builds students’ creativity to develop their interaction easily between teachers and students so that learning activities are more effective and efficient. (5.) V-i-s-u-a-l-s media stimulated young learners to learn more actively. (6.) V-i-s-u-a-l-s media helps the teaching and learning process with various benefits, such as reducing obstacles in the learning process, assisting teachers in providing explanations of learning material, helping students absorb lesson material more deeply, helping students think concretely, and helping students build creativity.

Review

The paper titled "Principles of Developing “V-I-S-U-A-L-S” Media in Teaching English to Young Learners at SD GMIT Oepura" addresses a highly relevant topic in language education for children. The research aims to support English to Young Learners (EYL) teachers in effectively utilizing media to achieve engaging and comprehensible learning experiences, fostering student pro-activity and interaction. Conducted within the specific context of SD GMIT Oepura, the study focuses on the responses of elementary students to EYL media, particularly media created by the students themselves, and whether these materials facilitate meaningful interaction. The abstract effectively outlines the core concept of "V-I-S-U-A-L-S," defining it as Visible, Interesting, Simple, Useful, Accurate, Legitimate, and Structured – a commendable framework for media development. The study's emphasis on creating memorable experiences, simplifying complex concepts, and encouraging active participation through these principles is well-articulated. Psychologically, the benefits of building creativity and overcoming traditional learning limitations are highlighted, promising improved learning outcomes. However, the abstract could benefit from greater methodological clarity; while observation and qualitative content analysis are mentioned, details on *how* student responses and media interaction were measured remain sparse. Furthermore, the six enumerated findings, while strongly advocating for the benefits of V-I-S-U-A-L-S media, read more like general advantages rather than specific empirical results directly derived from the observation and analysis at SD GMIT Oepura, making it unclear whether these are established principles or specific findings from this research. Despite these minor points for clarification, the research offers valuable insights into the practical application of visual media in EYL. Its focus on student-made media is particularly interesting, suggesting a potential for heightened engagement and ownership in the learning process. The paper's contribution lies in reinforcing the importance of carefully designed media for fostering a dynamic and effective EYL classroom environment. The full paper would likely benefit from a more detailed account of the research methodology and a clearer distinction between the theoretical underpinnings of V-I-S-U-A-L-S and the specific, empirical findings obtained from the study's context. This work provides a useful guide for EYL educators looking to enhance their teaching practices through thoughtful media integration.

Full Text

Comments

You need to be logged in to post a comment.