It is commonly happened to every body that certain educational levels should be familiar to the different students; it means that the students who come from different background. For example, social background, economic, level of competence, interests. These phenomena emerges the teacher’s brain and as the basic consideration on how she must spend her time and powers to understand these differences and try hard to recognize the substance of phenomena of this complexity life.
However, some insights of individual differences apply to make an intelligent carrier choice. Because the students learn in such different ways and differ so much in what they already know and need to learn. The teacher’s role needs to give only sketchy guidelines here, because it is understandable that the teacher carrier is to share her vicarious experiences under regular guiding by reflection have the real encounter of the harmonious society.
Regarding the communication process, especially oral communication in which Hendry Guntur Tarigan (1986: 8) in his book “Menulis sebagai suatu keterampilan berbahasa “, (writing as a language skill/called as direct communication is done verbally from the communicator to his partner (interlocutor) in a two –way inter course.
Furthermore, the teacher of language classroom efforts to pay much attention to the student’s capability in speaking the target language in contrary, previously the student in the language classroom are emphasized on the acquisition of linguistic structures or vocabularies, and as a result, the students may know the rules of language usage that will be unable to use the language.
Fortunately, nowadays the students are challenged and rewarded to cope the sufficient knowledge for the sake of their ability in speaking of target language. Means that, firstly, they are challenged by speaking English fluently, for example, when the students could fluently express his desires, ideas, thought or willingness by using the target language, so all at once he may easily learn the listening, reading and writing skills accordingly. Secondly, they felt rewarded when they understood that by mastering the English orally they might get pleasant and intelligent carrier choices beyond the complex and the modern society.
To cove the students who have the definite capability, specifically, in speaking the target language. The teacher in the language classrooms tries hard to involve themselves, the students and all of their resource mentally and physically gains interest in learning the target language. For one common thing, an imaginative and creative professional teacher stimulates the student’s interest with various kinds of vicarious experiences “learning –by-doing”, for example by asking the students to have field trip, camping, recreation, picnic etc. Another, presenting the materials with miscellaneous interesting and fascinating strategies, approaches and techniques in teaching introduces the students with worth while or powerful media such as television, radio, videos, tape recorder or OHP (over head projector ) and even, easy, -made-media for the schools which cannot effort to pay, because they are unreasonable in finance (Sadiman, et.al 1986: 8).
Brochures and pamphlets are two types of media which can be easily obtained whenever or wherever in the market, even on the trees along the road, on the walls and in any instance which familiar to public relation and advertising or promotion center.
Starting from those above phenomena the writer in this particular writing intends to investigate the effectiveness of brochures and pamphlets about restaurant, hotel, and travel as a media of teaching used to encourage the student’s speaking in oral presentation of the second semester students of Madrasah Aliah NW Darul Mahmudien in Academic year 2010.[]
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