THE USE OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH:
CASE STUDY OF ENGLISH TEACHERS AT STATE SENIOR HIGH SCHOOLS IN KAMPAR
THESIS
Submitted to State Islamic University Sultan Syarif Kasim Riau In partial fulfilment of the requirements for the degree
of Magister in English Education
BY:
WINDA EKA SARI SRN. 21990125625
POST GRADUATE PROGRAM OF STATE ISLAMIC UNIVERSITY
SULTAN SYARIF KASIM RIAU 1444 H/2023 M
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ACKNOWLEDGEMENT
Praise to Allah ‘azza wa jalla, the Lord of the Universe, by His guidance and blessing, the researcher can finish and complete this academic requirement. Then the researcher says be upon to prophet Muhammad shalallahu ‘alaihi wa sallam, his family, his companion, and his followers.
This thesis is written and intended to submit in partial of the requirements for the Magister Program in English Education Concentration at the Postgraduate Program of State Islamic University Sultan Syarif Kasim Riau. The thesis is entitled “The Use of Instructional Media in Teaching English: Case Study of English Teachers at State Senior High Schools in Kampar”.
Then, the researcher would like to express gratitude and special thanks to all the people below who have given the meaningful advice, guidance and assistance to finish this thesis. They are:
1. Prof. Dr. Khairunnas Rajab, M.Ag, the Rector of State Islamic University of Sultan Syarif Kasim Riau.
2. Prof. Dr. Ilyas Husti, MA, the Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau.
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3. Dr. Zaitun, M.Ag, Deputy Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau.
4. Dr. Alwizar, M.Ag, the Chairperson of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the researcher’s accomplishment of this thesis.
5. Dr. Khairil Anwar, M.A, the secretary of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the researcher’s accomplishment of this thesis.
6. Dr. Bukhori, M.Pd, as the researcher’s first supervisor. May Allah ‘azza wa jalla reward you with good. It is an honor to be his student. I am profoundly grateful for his invaluable assistance, guidance, encouragement and valuable suggestion, advice and motivation to me to finish this thesis.
7. Dr. Abdullah Hasan, M.Sc, as the researcher’s second supervisor who had responsibility for his patience in providing careful guidance and correction for this thesis. May Allah ‘azza wa jalla reward you with good.
8. All lecturers of English Education Department, staff, and friends of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau who have not only giving valuable knowledge but also giving insight, values, information, and motivation.
9. My beloved parents, Bapak Syamsurijal, S.Pd and Ibuk Nurhailis, S.Pd. My Mother in law Beta Hasrina, SP. My lovely Husband Benny Putra, S.Kom. My siblings Ns.
Metrianis Utami, S.Kep., Rizka Alfitri, S.Farm., apt and Izzatul Syarly S.Farm. My
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cousin Muhammad Ziyan Ar Rasyid and Muhammad Faizan Ramadan. All of them have given their affection, attention, motivation and taking care of the writer in any kind of situation. Besides, they always support me mentally and financially.
10. My close friends Annisa Tasyakurna M, M.Pd, Aziza Dyaningrum S.Pd, Meriani, S.Pd, Yulia Kartika S.Pd, Misdarifah Riafnur, M.Pd, Oka Endah Sari, M.Pd, Suci Febriana, M.Pd, Martiana Sari, S.Pd, Wandi Kurnia Harapan, S.Pd, Suci Kuspita Sari, M.Pd, Mardiah, M.Pd and all of my friends who has given his part in this journey. His advice and guidance are always be my motivation in finishing this thesis.
11. All of their participation for their attention, cooperation, and motivation to complete this thesis as soon as possible.
Finally, the researcher realizes that this thesis is still far from the perfection.
Therefore, comments, critics, and suggestions will be appreciated. Hopefully this thesis would be beneficial to everyone.
Pekanbaru, 06 Januari 2023 Researcher,
Winda Eka Sari SRN. 21990125625
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TABLE OF CONTENTS
ACKNOWLEDGEMENT ... i
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
LIST OF FIGURE ... viii
TRANSLITERATION GUIDELINES ... ix
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 5
C. Limitation of the Problem ... 6
D. Formulation of the Problem ... 7
E. Objectives of the Study ... 7
F. Significances of the Study ... 7
G. Definition of Key Terms ... 8
CHAPTER II REVIEW OF RELATED LITERATURE ... 10
A. Theoretical Framework ... 10
1. Instructional Media ... 10
2. Media Use Teaching English in Indonesia ... 40
B. Operational Concept ... 56
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CHAPTER III RESEARCH METHODOLOGY ... 59
A. Research Design ... 59
B. Participants of the Research ... 59
C. Time and Location of the Study ... 60
D. Data Collection Technique ... 60
E. Data Analysis Technique ... 63
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 66
A. Research Findings ... 66
B. Discussion ... 105
CHAPTER V ... 115
A. Conclusions ... 115
B. Implications ... 116
C. Recommendations ... 117
REFERENCES ... 120
APPENDICES ... 124
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LIST OF TABLES
Table 2.1 Types of Instructional Media ... 22 Table 4.1 Instructional Media Used by Teacher 1 and 2 in SMAN 1 Kampar 68 Table 4.2 Instructional Media Used by Teacher 1 and 2 in SMAN 1 Kampar
Timur ... 69 Table 4.3 Instructional Media Used by English Teachers in SMAN 1 Kampar
and SMAN 1 Kampar Timur ... 78 Table 4.4 Teachers’ Selection of Instructional Media ... 113
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LIST OF FIGURES
Figure 2.1. Operational Concept of The Use of Instructional Media in Teaching English ... 58
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TRANSLITERATION GUIDELINES
1. Single Consonant
Arabic Alphabet Name Latin Alphabet
ا Alif A
ب Ba B
ت Ta T
ﺚ Tsa Ts
ج Jim J
ح Ha H
خ Kha Kh
ﺪ Da D
ذ Dzal Dz
ر Ra R
ز Zai Z
س Sin S
ش Syin Sy
ص Shad Sh
ض Dhad Dh
ﻃ Tha Th
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ظ Zha Zh
ع ‘Ain ‘
غ Ghain Gh
ف Fa F
ق Qaf Q
ك Kaf K
ل Lam L
م Mim M
ن Nun N
و Waw W
ه Ha H
ء Hamzah ‘
ي Ya Y
2. Double Consonant
The double consonant is written double for instance ﮫﻣﺎﻌاﻟ written ɑl-ɑmmah.
3. Short Vowel
Fathah is written ɑ, for instance (ﺔﻌﯾﺮﺷ Syari’ah), Kasrah is written i, for instance (لﺒﺎﺠاﻟ al-Jibali), and Dhomah is written u, for instance (ﺎﻣﻮﻠظ zhuluman)
4. Double Vowel
و is written ɑw, او is written uw, اۑ is written ɑy, and اۑ is written i.
5. Ta’ Marbuthah
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The stopped Ta‟ Marbuthah in the last verseh, for instance ﺔﻌﯾﺮﺸاﻟ is written syaria’ah, unless it has been taken into the Indonesian standard, for instance may
it. However, when it is read out, it is written t, for instance al-maytatu in Arabic:
اﻟ ﻤ ﯿﺘ ﺔ .
6. Article Alif Lam
The article Alif Lam followed by Qomariyah and Syamsiah letters is written al, for instance ﻠﻢﺴﻤاﻟ is written al-Muslimu, unless when it is the name of person followed by the word Allah, for instance, ﻞﻠھﺪﺒﻋ) Abdullah)
7. Capital Letter
The capitalization is adjusted with the enhanced Indonesian spelling.
xi ABSTRACT
Winda Eka Sari, (2023): “The Use of Instructional media in teaching English:
Case Study of English Teachers at State Senior High Schools in Kampar”.
The objectives of this research ware to describe the use of instructional media in teaching English, to describe how the teachers use media in teaching English at state senior high schools in Kampar. This study was conducted the qualitative case study design. The participants of this research were four English teachers from two senior high schools in Kampar. The schools are SMAN 1 Kampar and SMAN 1 Kampar Timur. The data were collected from the observation, documentation and interview.
The data were analyzed and interpreted through qualitative procedures. The research findings were (1) the English teachers use instructional media in teaching English:
instructional media such as projector, laptop, textbook, internet, paper, picture and printed material such as material from internet. (2) The teachers used three procedures in the use of instructional media in teaching English: teachers showed the instructional media to the students, teachers explained the material by using instructional media and teachers used instructional media to give exercises.
xii ABSTRACT
Winda Eka Sari, (2023): “The Use of Instructional media in teaching English: Case Study of English Teachers at State Senior High Schools in Kampar”.
The objectives of this research ware to describe the use of instructional media in teaching English, to describe how the teachers use media in teaching English at state senior high schools in Kampar. This study was conducted the qualitative case study design. The participants of this research were four English teachers from two senior high schools in Kampar. The schools are SMAN 1 Kampar and SMAN 1 Kampar Timur. The data were collected from the observation, documentation and interview.
The data were analyzed and interpreted through qualitative procedures. The research findings were (1) the English teachers use instructional media in teaching English:
instructional media such as projector, laptop, textbook, internet, paper, picture and printed material such as material from internet. (2) The teachers used three procedures in the use of instructional media in teaching English: teachers showed the instructional media to the students, teachers explained the material by using instructional media and teachers used instructional media to give exercises.
xiii ABSTRAK
Winda Eka Sari, (2023): “Penggunaan Media Pembelajaran dalam Mengajar Bahasa Inggris: Studi Kasus Guru Bahasa Inggris di SMA Negeri di Kampar”.
Tujuan dari penelitian ini adalah untuk mendeskripsikan penggunaan media pembelajaran dalam mengajar bahasa Inggris, untuk mendeskripsikan bagaimana guru menggunakan media dalam mengajar bahasa Inggris di SMA Negeri di Kampar.
Penelitian ini dilakukan dengan desain studi kasus kualitatif. Teknik sampling bertujuan digunakan untuk memilih peserta penelitian ini. Partisipan penelitian ini adalah empat guru bahasa Inggris dari dua SMA di Kampar. Sekolah tersebut adalah SMAN 1 Kampar dan SMAN 1 Kampar Timur. Data dikumpulkan dari observasi, dokumentasi dan wawancara. Data dianalisis dan diinterpretasikan melalui prosedur kualitatif. Temuan penelitian adalah (1) guru bahasa Inggris menggunakan media pembelajaran dalam mengajar bahasa Inggris: media pembelajaran seperti proyektor, laptop, buku teks, internet, kertas, gambar dan bahan cetak seperti materi dari internet.
(2) Guru menggunakan tiga prosedur dalam penggunaan media pembelajaran dalam mengajar bahasa Inggris: guru menunjukkan media pembelajaran kepada siswa, guru menjelaskan materi dengan menggunakan media pembelajaran dan guru menggunakan media pembelajaran untuk memberikan latihan.
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و (ﻨ ﺪ ا إ - . ﺎ ﺳ ﺎ ر ي
، ) 2023 (:
"
ا ﺳ ﺘ ﺨ ﺪ ا م و ﺳ ﺎﺋ ﻞ ا ﻟﺘ ﻌ ﻠA CDE ﻢ ﺗ ﺪ رG ﺲ ا ﻟﻠ ﻐ ﺔ
ا ﻹ ﻧ ﺠ NOD ﻠ ( : ﺔ د را ﺳ ﺔ ﺣ ﺎﻟ ﺔ ﻟ ﻤ ﺪ رّ
س ا ﻟﻠ ﻐ ﺔ ا ﻹ ﻧ ﺠ NOD ﻠ ( CDE ﺔ
ﻣ ﺪ ر ﺳ ﺔ ﺛ ﺎﻧ U ( ﺔ ﺣ ﻜ ﻮ ﻣ A ﺔ X . ﺎ ﻣ Yﺎ ر
"
.
اﻟ
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، ﻟﺘ ﺼ 1 2 ﺮ ﻛ
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V Wﺎ ﻣ +ﺎ ر اﻟ
?pA no . ﺟ ﻤ ﻊ ا ﻟﺒ
=ﺎ ﻧﺎ ت ﻣ ﻦ ا ﻟ ﻤ ﺮا ﻗ + ﺔ وا ﻟﺘ ﻮ ﺛﻴ ﻖ وا ﻟ ﻤ ﻘ ﺎV ﻠ . ﺔ ﺗ ﺤ ﻠ=
ﻞ ا ﻟﺒ
=ﺎ ﻧﺎ ت
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ا ﻹ ﻧ ﺠ JK@ ﻠ 2 ﺔ و ﺳ ﺎﺋ ﻞ ا ﻟﺘ ﻌ ﻠ=
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ﻢ ﻣ ﺜ ﻞ أ ﺟ ﻬ ﺰ ة
اﻟ ﻌ ﺮ ض وا ﻟ•
ﻤ ﺒﻴ ﻮ ﺗ ﺮ وا ﻟ
‚ ﺘ ﺐ ا ﻟ ﻤ ﺪ ر ﺳ
= ﺔ وا ﻹ ﻧ Jp ﻧ ﺖ وا ﻟ ﻮ ر ق وا ﻟ ﺼ ﻮ ر وا ﻟ ﻤ ﻮ اد ا ﻟ ﻤ ﻄ ﺒ ﻮ ﻋ ﺔ
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?@A ت ا ﺳ ﺘ ﺨ ﺪ ا م و ﺳ ﺎﺋ ﻞ
اﻟ ﺘ ﻌ ﻠ=
ﻢ
?@A ﺗ ﺪ رD ﺲ ا ﻟﻠ ﻐ ﺔ ا ﻹ ﻧ ﺠ JK@ ﻠ 2 ﺔ : ˆُ
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ﻢ ﻟ ﻠﺘ ﻼ ﻣ
= ﺬ
، و D no ح
ﻣ ﺪ ر س ا ﻟ ﻤ ﺎ د ة Vﺎ ﺳ ﺘ ﺨ ﺪ ا م و ﺳ ﺎﺋ ﻞ ا ﻟﺘ ﻌ ﻠ=
ﻢ
، و D ﺴ ﺘ ﺨ ﺪ م ﻣ ﺪ ر س و ﺳ ﺎﺋ ﻞ ا ﻟﺘ ﻌ ﻠ=
ﻢ ﻟ ﺘ ﻘ ﺪ ˆ ﻢ
اﻟ
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.
1 CHAPTER I INTRODUCTION A. Background of the Study
There are many factors influencing the effective and efficient of learning English. Two of them are the media and the characteristics of the students. Media is used for instructional purposes and utilized to the teacher and the student communication, it categorized as instructional media. Nevertheless, the utilization of the instructional media seems not effective in teaching English to young learners in Indonesia (Mutohhar, 2009). The effectiveness of media is not about the teachers utilize media or not in the classroom, but it deals with how the teachers optimize the utilization of the instructional media in the classroom.
Media is one of the teaching and learning component. As a component, the media should be an integral part and should correspond to the overall learning process. It means, the use of the media is needed in the teaching and learning process to achieve the instructional goal.
Instructional media is one of the key principles in creating effective instruction (Reiser & Dick, 1996). Instructional media itself is defined by Scanlan as all materials that can be used by the teachers to conduct teaching learning activities and support students in reaching instructional objectives.
The use of instructional media in the teaching and learning process is essential. According to Adegbia and Fakomogbon (2012), the instructional media are the human and non-human devices, material, or methodologies used by the
teachers to overcome all learning problems. It means that the instructional media is the key to transfer the knowledge from the teacher to the students effectively.
printed images only emphasize on the learners’ eyes and the size can be very limited for large groups (Sanjaya, 2008). Generally, classrooms at schools are constructed rather large which can accommodate more than 30 students. Consequently, the images can barely be seen for all at once. Likewise, the use of printed posters as instructional media can also ruin the activities of learning if not presented effectively (Amel, 2014). Another example is the use of projectors to deliver presentation materials by specific application such as PowerPoint with minimal knowledge on how it should be created prevalently occurs in the process of teaching and learning (James, Burke, & Hutchins, 2006). These result in the least of information that can be comprehended.
Even though the use of instructional media is evolving and continuing to be a concern in teaching learning process. Mateer, et al. (2018) also stated that the use of media in teaching English would help students easier to relate the concepts with the context. In this case, the teacher is the one who takes responsibility to create a good class in teaching, they have to provide and organize the classroom setting in order to give a positive impact on the students. In curriculum 2013, there 5 steps in teaching English. Observing, questioning, finding information, associating and communicating. In observing, the teachers should use media in teaching, but in fact English teachers rare to use media and do not use media in teaching English. The teacher often use textbook for teaching English.
When the English teacher use kinds of instructional media in their teaching and learning process, they will face kinds of problem when they use instructional media. According to the result of the study conducted by Muspawi, et al (2014), the inhibiting factors in the EFL teachers’ used of media in the learning process are 1. Lack of finance, 2. Lack of mastering the use of media, 3. Insufficient facilities and infrastructure. Furthermore, the media that has been used by the teachers showed their less creative in using media learning (monotone). The teachers seem less use other media that the media are actually around them, such as using plants, animals, nature, or handicrafts. While the obstacle, the teachers claim that their main obstacle is the issue of funds, as if the existence of the media is too dependent on the existence of funds.
There are some related researchers that have been conducted a similar study before. One of them is Qomariyah (2016) who conducted a study entitled
“Teachers’ Problem in Utilizing Instructional Media in Teaching English: A Case Study with English Teachers’ at Madrasah Aliyah Negeri Laung Tuhup (Central Kalimantan) in Academic Year 2015/2016”. The purpose of this research is to know the kinds of media used by the English teachers’ and to know the English teachers’ problem in using media in the classroom while teaching English at Madrasah Aliyah Negeri Laung Tuhup (Central Kalimantan). The result of this research showed that the kind of media used by the English teachers at Madrasah Aliyah Negeri Laung Tuhup has a lot of variations and always appropriate with the
material being taught. Nevertheless, there was a teacher chosen to use media which was provided in the school. For English teachers, the use of instructional media in teaching English is not easy, the English teachers has the same problems like no budget to buy a media, has limited time to make a media.
Aini (2013) conducted a study which the title is “Instructional Media in Teaching English to Young Learners: A Case Study in Elementary Schools in Kuningan”. This research investigated: the used of instructional media by the teachers in teaching English to young learners, the problems they encountered in using instructional media and also problem solving of the media utilization challenges. The result of the study indicates that there are five types of instructional media which are generally used by the teachers, comprising: (1) boards; (2) realia;
(3) pictures; and (4) books. Each of them is used in various ways. The teachers faced challenges in both process of selecting and using instructional media. The strategy used to solve the problems during selection process was utilizing available media. Meanwhile, to overcome the problem during the use of instructional media were by requesting technician help, borrowing instructional media supply from other class and preparing back-up instructional media.
Additionally, this case same with in the one of senior high school in Kampar (direct observation, July, 30, 2021). After pandemic situation, students have limited time to learn in the school. Based on preliminary observation in Senior High School in Kampar, the teacher often use textbook in teaching English.
Based on observation there, the English teacher used some variety of instructional
media in the teaching learning process. The English teacher sometimes used picture, video and song in teaching learning activity depended on the materials that have been taught by the English teacher. The English teacher used the instructional media to make the students easier to understand the material. But, sometimes not all the students are interested and understand about the material. The teachers use media but just for the explanation not combination with the other media to make the students interest in learning English. It is the reason why the researcher was interested to know the instructional media used by English teacher in the teaching learning process.
The phenomena depicted above and the urgencies of teachers’ in using instructional media in teaching English motivate the researcher to conduct this study. Therefore, the researcher is going to conduct a qualitative research entitled:
The Use of Instructional Media in Teaching English at one of State Senior High School in Kampar.
B. Identification of the Problem
In this study, the problem stated the teacher use instructional media in teaching English and also how the teachers use instructional media in teaching English.
In teaching English using media, the teacher has to select it according to theme, objective, and the characteristic of the students. Media should be attracive and interesting for them. Furthermore, instructional media can increase students’
motivation in learning, make the students active to give response, enable them to
repeat what they learned and encourage them to interest in learning English. To make students interest in learning English the teacher should be creative when delivering teaching materials. The important point must be remembered is the teacher should have certain ability and skill to use media effectively and efficiently.
First problem is some students is not interest and understand with the material. It found that some students not enjoy during the teaching and learning process. The teachers use media in teaching English but just focus on their explanation without improve with the other media to make the students more active and enjoy in learning English.
Based on the problems above, it can be seen that teacher plays an important role in helping the development of student’s ability in learning.
Meanwhile, the the types of instructional media use in teaching English should suitable with the characteristic of the students and the teachers more preparation the media before learning start in the classroom.
C. Limitation of the Problem
The scope of this research focus on the use of instructional media in teaching English: case study of English teachers at State Senior High Schools in Kampar. The use of instructional media in teaching English and how the teachers use media in teaching English are the result of this study.
D. Formulation of the Problem
Based on the background of study, the problem will be discuss in this research is about the use of instructional media in teaching English. Furthermore, the researcher formulates the problem as follow:
1. What are the instructional media used by English teachers in teaching English?
2. How do the teachers use instructional media in teaching English?
E. Objectives of the Study
The purpose of this qualitative study is to explore the use of instructional media in teaching English at State Senior High School in Kampar. Specially, the objectives of the study are as follows:
1. To explore the instructional media used by the English teachers in teaching English.
2. To describe how the teacher use instructional media in teaching English.
F. Significance of the Research
This research is concerned about teachers’ use of instructional media English teaching. Theoretically, the result of the study can contribute to development of be used as a reference for those who want to conduct the research.
Practically, this study is expected to give inspiration for teachers to apply an appropriate media in their teaching. This study can give an insight into the English teachers’ use of instructional media in enhancing teaching learning process. It may
encourage the teachers to be more effective in applying instructional media as they are more aware of the impacts of the media for students.
Besides, this research benefits students and readers in comprehending the views of students towards the use of instructional media in English classroom as well as the views of teachers on the utilization of instructional media in the teaching learning process.
At last, this study will also be beneficial for future researchers who are doing research on the similar issue. It can be as a reference providing the significant information to expand their knowledge.
Hopefully this research is able to benefit the writer as a novice researcher, especially in learning how to conduct the research. Besides, these research findings are also expected to be positive and valuable information, especially for those who are concerned in the world of teaching and learning English as a foreign language.
Finally, these research findings are also expected to be practical and theoretical information to the development of the theories of language teaching.
G. Definitions of the Terms
1. Instructional media are also called audio-visual aids, tools for instruction, teaching media, educational media, or instructional technology (Wamalwa
& Wamalwa, 2014, p. 141). Therefore, instructional media encompass the things perceived as the intermediaries between teachers and students for attaining the instructional objectives. In this study, the media can be tape
recorders, pictures, speakers, videos, songs, realia, and so on, which support teachers in teaching English subject.
2. Teaching English: Frimpong (1990) defined teaching as the process whereby a teacher imparts knowledge, skills, attitudes and values to a learner or group of learners in a way that respects the intellectual integrity and capacity of the learners with the aim of changing the behavior of the learners. In this study the focus is on teaching English by using instructional media to understand the English material at senior high school.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Instructional Media
The term “media” defined as the plural of “medium”, is a way of communicating information and ideas (Wamalwa & Wamalwa, 2014). Media can therefore be used by teachers to communicate instructional information or ideas to students. Media are carriers of information between the source and receiver, and when the messages are intended to achieve the learning objectives, they are considered as instructional media (Heinich, Molenda, Russel &
Smaldino, 2002; Arsyad, 2010). For instances: televisions, films, recorders, pictures, etc, are media. They are considered as instructional media when they are used to carry messages for attaining the learning aims.
Moreover, the instructional media are provided and brought into classroom by a teacher as additional support to facilitate teaching learning process (Baidawi, 2016). They are the means that enable teachers to easily transmit messages to students in accordance with the learning purposes (Naz &
Akbar, 2011). They can be all available material resources that teachers use to involve learners’ senses of seeing, hearing, smelling, tasting, touching or feeling (Adekola, 2008).
The instructional media are expected to help teachers explain the lesson more clearly and interesting to be followed by the students (Baidawi, 2016).
Thus, instructional media used in the instructional process do not only work as aids of teachers but also tools for learners to stimulate idea, attention, and willingness to learn and get actively involved in the teaching learning process (Adekola, 2008). Instructional media are also called audio-visual aids, tools for instruction, teaching media, educational media, or instructional technology (Wamalwa & Wamalwa, 2014).
National Education Association as cited in Sadiman, Rahardjo, Haryono, & Rahardjito (2005) state that media is the components of communication as a printed, audiovisual. In addition, media is means that can be used to deliver information from sender to receiver that can attract students’
interest and attention to learn. Gagne’s study (1970, as cited in Ruis, Muhyidin,
& Waluyo, 2009) stated that media is learning element that support student learning process.
Scanlan (as cited in Ruis, Muhyidin, & Waluyo, 2009) wrote that instructional media covers the means that the teachers use to facilitate the teaching and learning process for students’ achievements. It encompasses handouts, slides, charts, overheads, real object, flash card, videotape, film, DVDs, internet. Sadiman, et al. (2005) point out that media was teaching aid in the past. The teaching aid is visual aid comprising picture, model, object, and
other concrete aid. There was a technological audio in the middle of 20 century, moreover the visual aids is equipped with the audio aid, then came audio visual aids. Sadiman, et al. (2005) stated that various teaching aids can be utilized by teacher to deliver the information through vision and listening activity.
There are a lot of definitions of instructional media according to some experts. Brigss (1970) defines media as physical means which are used to send messages to the students and stimulate them to learn.
Scanian states that instructional media encompasses all the materials and physical means an instructor and teacher might use to implement instruction and facilitate learners’ achievement of instructional objectives. This may include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, flash cards, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the internet, and interactive video conferencing. Whatever the definitions of media are, there is a guideline which can be stated about media. Media are anything used to send message(s), from the sender(s) to the receiver(s), so they can be aroused the learner’s thought, feeling and interest in learning (Sadiman et al, 2002).
In short, instructional media are means that can help teachers (sources) to deliver instructional messages to the students (receivers) to make the lesson clearer so that students can understand and absorb the information easily.
Media Use
Considering the benefits of media for English teaching, it is strongly recommended that English teachers should make use of instructional media in their teaching. The English teachers can employ various kinds of media to teach all aspects of the language. The following is one of the media utilization in English teaching.
1. Listening : audiotape, cassette, CD, language laboratory, radio, picture, chart, etc.
2. Speaking : chalkboard, pictures, charts, cards, flannel board, model (glove puppet), maps, etc.
3. Reading : chalkboard, OHP, Infocus, etc.
4. Writing : chalkboard, pictures, charts, flannel board, OHP, Infocus, etc.
5. Grammar : chalkboard, flashcards, flannel board, filmstrips, etc.
6. Vocabulary : chalkboard, pictures, flashcards, flannel board, model, filmstrips, etc.
7. Cultural : pictures, OHP, Infocus, films, TV programs, etc.
(Adapted from handout of Media Pembelajaran bahasa Inggris, 2006) From the description above, it shows that a medium can be used to teach more than one aspects of the language. If it is necessary and relevant with the learning goals and materials given, teachers can also combine the medium.
Apart from its relevance with aspects of the language, media utilization is also interrelated to teaching methods in which the utilization depends on the selected method. As stated by Brinton (2001) that in the foreign language classroom, “the extent to which media are used has varied widely, depending on the methodology selected”.
Brinton gives some examples of media utilization in some methods and approach. In the Silent Way method, the sound-color charts and rods are commonly used to provide students with tools for the creative construction of language.
In Communicative Language Teaching, real life objects or texts such as maps, railroad time-tables, and application forms are mostly used to lend authenticity to the communicative situation. Meanwhile, in the Natural Approach, magazine pictures are used as elicitation devices in the listening comprehension, and charts and maps are used to motivate and enhance communicative interchange.
To conclude her explanation, Brinton (2001) gives statement as follow:
“Whatever the approach, language teachers seem to agree that media can and do enhance language teaching, and thus in the daily practice of language teaching we find the entire range of media assisting teachers in their jobs, bringing the outside world into the classroom, and, in short, making the task of language learning a more meaningful and exciting one”.
The statement has an implication that in reality, the approach or methods are no longer be the most determinant factor in media utilization because teachers may use media as long as they can enhance language teaching.
Wright (1976) on the other hand, asserts that in language teaching, there is no single ideal medium because “language teaching is a collective title for variety of activities undertaken by different people in very different circumstances. It indicates that media availability and teachers’
creativity/adaptability will play major roles in determining the utilization of in the classroom (Brinton, 2001).
In relation to the media utilization, Center for Excellence in Teaching (CET) (2000) gives several general principles for teachers in using media as follow.
1. Choose the media that are suitable with the instructional objectives. Decide goals to be accomplished and then employ the tools that are most likely to help you in achieving the goals.
2. If possible, use a variety of tools in order to keep the students’ interest and address the needs of those who receive information in different ways.
3. Check out the media before class starts to make sure it works properly.
Nothing is more frustrating to you or the students than to find that the VCR does not work or the overhead projector is lacking a light bulb.
In conclusion, the use of instructional media in English teaching is various. It depends not only on approach or on method of teaching, but also on the availability of media and teachers’ creativity.
Classification of Instructional Media
Instructional media has the classification. Based on the types of instructional media, Sadiman, et al. (2005) classified part of instructional media, they are as follows:
a. Graphics Media
Graphic media is the media that work to deliver the information from sender to receiver by using vision, and the information is displayed on visual communication. Particularly, graphic is also benefit to draw attention, clarify the idea, illustrate the fact. In addition, the cost of graphic media is inexpensive and it is simple. These are the types of graphic media, comprising
1) Picture/Photo
Sadiman, et al. (2005) state that picture and photo is the most commonly used instructional media in teaching. There are various advantage of picture/photo. Picture/photo is a concrete media, it is more realistic to reveal the idea that verbal media. It can overcome the limitation. Due to not all objects and accident can come to the classroom. For instance, teacher can provide the objects; including lake, sea, waterfall and events by revealing the
picture of photo of those objects and events. This strategy is worthwhile. Picture/photo can solve the limitation of human vision.
In addition, photo can clear up the problem in every subject and every age. It is easy to get, and inexpensive. It is also easy to utilize without adding particular aids.
Sadiman, et al. (2005) argue the drawback of picture/photo, comprising: photo/picture is only focuses on the vision. For the big group, picture/photo is too limited. Sadiman, et al. (2005) state that the requirements as an appropriate picture/photo to be used in teaching process.
a) Authentic: Picture should be clear to illustrate the real situation or condition of the object.
b) Simple: The ideas, components of the picture should be clear.
c) Relative size: If students have never seen the picture/photo yet, they will be difficult to imagine the size of the object. To avoid this possibility, teacher can provide other objects in one picture/photo, and student can easily compare and see the size of the object.
d) Picture/photo should include movement, to show the particular activity of the object.
e) Picture/photo should be good as an art, and it must relevant with the objectives in teaching and learning.
2) Poster
Poster is the media that can influence and motivate behavior of the person who see it. Poster can be created on paper, wood, cloth, and it can be put in the classroom or outside classroom.
Furthermore, there are several aspects that indicate a good poster, comprising: poster should be simple, convey the idea and should achieve the goal of the poster, poster should have color, poster should have brief slogan, poster should have a clear writing, poster should has vary design and motif.
3) Flannel Board
Flannel board is the media that is designed to display the particular information. this media is covered by cloth is easy to utilize. It can be used many times because the picture or the material can be stick and removed. Teacher in primary school can use this media to stick alphabets and numbers.
b. Audio Media
Sadiman, et al. (2005) state that audio media is the instructional media that use listening skill. The idea from this media is showed in verbal and non-verbal. There are several instructional media of audio media, comprising:
1) Radio
Sadiman, et al, (2005) state that there are several media advantages of radio, comprising: the cost is cheap and has many programs. Radio is portable mean that can be moved from one place to another place. It can attract students to become a good listener because they can draw, write, or sing. Radio can make students pay their attention about diction, sound, and the meaning, this advantage is good for literature material. Moreover, sound from radio is good to be used in language class, and it can provide the event or experience from outside the classroom, so student can listen the story directly from the radio. In the other hand, Sadiman, et al.
(2005) classify several drawbacks in using radio as the instructional media, into; one-way communication, teacher cannot
control the broadcast (the broadcast is centralized), problem comes from the timetable of streaming, and sometimes the radio streaming is quite arduous in teaching and learning process.
2) Language laboratory
Sadiman, et al. (2005) write that language laboratory is the media that can train students in listening and speaking skill in learning foreign language. He also states every student sit in one chamber with the sound device, and students listen to the teacher by using headphone. When students imitate their teacher in producing
the sounds, they can compare their sound with the teacher’s sound, so they can fix the mistake.
3) Still Projected Media
Still projected media is the media that have the similarity with the graphic media that use visualization. Sometimes, this media also equipped with the audio recording (Sadiman, et al.
2005). He classifies the still projected media, are as follows:
a) Overhead Transparency
Sadiman, et al. (2005) point out that this media is designed to project transparency to the screen. Picture that is projected by using this media will look clearer and it is healthier that the black board.
b) Television
Sadiman, et al. (2005) state that television is the media that provides the information with the movement of the object.
Television is a modern and interesting media, this media is the famous media for children as learners because the know it from outside classroom. Television can increase teacher knowledge. In the other side, he also claims that the drawback from television, as follows; one-way communication, difficult to adjust the television program and the teaching material/topic.
c) Video
Sadiman et al. (2005) claim that video as the audio-visual media shows the information about news or event. In addition, another expert in Instructional media divided instructional media, as Vernon’s study (1996, as cited in Ruis, et al. 2009) classified six types of instructional media:
Table 2.1 types of instructional media
No Instructional Media Definition 1. Drawing of teacher
mode drawings
This media can be prepared by the teacher at home, then she/he can use this media in the classroom to support the objectives and goal in
teaching and learning process.
2. Still Pictures Still pictures is a record, copy of a real object or event, for instance: photograph, bulletin board,material, brochure.
3. Audio Recording Audio recording is available on disc, magnetic,or soundtracks.
Sound shows the actual event unless it is edited.
4. Motion Picture and TV Motion picture or video is the moving object that is presented in color or black and white.
5. Real Object, Simulation and models
Real object or realia, this media is not contrasted by the artificial object. Simulation is replication a real situation which has been set. A model is a replication, and it may be in miniature.
6. Programmed and computer-assisted instruction
Program and computer-assisted instruction is designed that is showed in programmed
textbook.
Moreover, still about the types of instructional media, Ruis, Muhyidin & Wahyono (2009) point out several audio visual media in teaching, into:
1. Pictures
Ruis, et al. (2009) state that pictures including photograph of places, things, people which utilized in printed media.
2. Realia or real objects
Ruis et al. (2009) also note that realia is real things or object comprising tools, plants, animals, artifacts that teacher bring in learning process as a media to illustrate material to be more clear, and easy to remember.
3. Drawings or teacher-mode drawings
Ruis et al. (2009) write that drawing is a simple media that yet provides a lot of information, and it is quickly to make.
4. Chart, poster, and cartoon
Chart is the media that provide the information in diagram, map of sea, or sky. In addition, poster is a notice in public places, usually as an advertisement in a large printed picture. Cartoon is a funny drawing that contain in newspaper or magazine (Ruis, et al., 2009).
5. Black board or white board
Ruis et al. (2009) claim that black or white board is the most common media that is used in the classroom to present the drawing, diagram, and writing for many purposes.
6. Audio Media
Ruis et al. (2009) state that tape recorder is the media that is very useful in learning as language for learners. Cassette is one of audio media that can be used for listening session. Teacher can use the recording from radio as the authentic material, or using recorder to create teacher own material.
7. Over Head Projector (OHP)
OHP allows teachers face the students and provide the students a common focus of attention, and it is suitable for large classes, less messy than chalk in white board (Ruis, et al., 2009).
8. Liquid Crystal Display (LCD) Projector
This media is similar with OHP which need to be connected to computer to show the material. This media is popular media in this era because it is practice and efficient media (Ruis et al., 2009).
2. The Roles of Media
As an integral part of instructional process, instructional media serve many roles. The primary role of media in English instructional is as supporting means for the teachers. This role concerns with how media assist teachers in presenting language contents. As Heinich,
Molenda, and Russell (1993) state that media used in instructional situation is as the supplemental supports of the “live” instructor in the classroom.
As Kemp and Dayton (1985) state that instructional media are used either as the primary tools for direct instruction or as an essential element of classroom instruction. Thus, in English instruction, instructional media play a role 12 as means for supporting the instruction. In addition, “media can serve as an important motivator in the language teaching process” Brinton (2001).
The role of media related to students’ learning process is as means for facilitating their learning process. In English instruction, this role concerns with how instructional media provide students more opportunities and channels to learn the language so that they can get better understanding on the language contents. In short, instructional media have at least three major roles namely as tools to support teacher, as tools to support instruction, and as tools to facilitatestudents’ learning process. All of the roles are interconnected with media benefits that are going to be discussed in the following section.
The Advantages of Instructional Media
There are many writers who explain the advantages of instructional media in teaching learning process. Some of the advantages are elaborated as follows:
Firstly, According to Juma (2008), instructional media enhance and facilitate learning leading to faster and enjoyable learning. This kind of learning is preferred by students as compared to the traditional methods in which all knowledge is a preserve of the teacher and learners are passive recipients of this knowledge. When instructional media is integrated into the learning process, greater learning is accomplished in less time. Instructional media are very effective in the teaching learning process by providing concrete experiences, and increasing retention.
Secondly, Powel (1978) cited in Seth (2007) states that some ideas cannot be reliably communicated through textbooks. For example, music must be heard, paintings must be seen, perfumes must be smelt, and drink must be tasted. Some learners learn things either by reading or hearing and others by combining the senses. Powel also notes that experiences such as seeing the way colors change in bright light cannot be learned by reading a text but by experiencing in a different way. Hence, the varieties of instructional media allow learners to have concrete experiences.
Thirdly, Baidawi (2016) notes that media can attract students’
attention more so that it can stimulate learning motivation, make subject matter clearer and more meaningful so that it is easily understood by the students and enable them to master the expected competence better, make learning method more various not merely verbal communications through teacher’s words so that students do not get bored and the teacher does not run out of energy, make students do more learning activities because they do not only listen to teacher’s explanation but also have other activities such as observing, demonstrating and so forth.
Lastly, James, Burke, and Hutchins (2006) assert PowerPoint as a presentational software medium has widely been used by business people, educators, students, and trainers. In teaching and learning situation, PowerPoint-based lectures help the students take better notes as the slides emphasize the key points only, visual images presented in PowerPoint-based lectures help them recalling content during exams, and PowerPoint-based lectures hold the learners’ attention in class.
Therefore, there are diverse benefits of implementing instructional media in teaching learning process stated by the writers, such as to make the learning be more enjoyable, interesting, easily understood, and so forth. Indeed, the implementation of instructional media is to harness the potential of the instructional media.
Types of Instructional Media
Instructional media are classified in multiplicity of ways by several experts. Three experts’ categorizations of instructional media are explained in this research. The first expert is Romiszowski (1988) cited in Seth (2009). Romiszowki states that instructional media include software such as films, slides, teacher-made diagrams, real objects, cartoons, models, maps and photographs; hardware such as blackboards, radio, television, tape recorders, video tapes, and projectors. Thus, the software contains educational information which is presented by using hardware. To illustrate, a teacher shows a short film (software) from laptop through projector, and a slide of projector (hardware).
The second one is Spratt (2008). Spratt points out that there are three types of instructional media including visual, audio, and audio- visual media. He claims that these types of media are commonly known by majority of people in learning a new language, specifically English language.
1. Visual media are anything that can be seen by eyes and brought into classrooms to support teaching learning process. The visual media can give authentic visual experience to the students. Spratt divides the visual media into three kinds including printed media, realia, overhead transparency and LCD projector. Particularly,
a) printed media are the media that are made through printing process such as textbooks, magazines, newspapers, journals, etc.
b) Realia are real objects which can be brought into the classroom such as calendars, puzzles, maps, globes, etc.
c) Overhead transparency (OHT) and LCD projector are used by educators to display the materials through the screen of projector. OHT can show pictures, writings, or other hardcopy visuals put on the surface of a glass and projected on the screen of projector. Whereas LCD can show pictures, videos, PowerPoint, or other softcopy materials from laptop projected through the screen of projector. Both OHT and LCD projector help the educators to describe, or explain the talking point.
2. Audio media are recorded learning materials which can only be heard.
The audio media function for the listeners to identify the intonation and pronunciation of the native speakers without the live presence of the natives in the classroom. These media include radio, tape recorders, language laboratory, etc.
3. Audio-visual media are the combination of audio and visual. Thus, the media can be seen and heard simultaneously. The media include films, videos, TV programs containing picture and voice. Spratt also states that the students can easily understand the discussion through facial expressions, gestures, physical background from the audio-visual media.
The last expert is Harmer (2001) who states that the instructional media can be:
1. Pictures or images whether drawn, taken from books, newspapers and magazines, photographs, or illustrations;
2. Overhead projectors which allow teachers to prepare visual and demonstration material;
3. Bits and pieces include realia, language cards, and Cuisenaire rods;
4. Language laboratory, which has between ten to twenty booths. Each equipped with tape deck, headphones, microphones, and computers;
5. Homeground materials production, meaning that all materials designed by teachers. Homeground materials range from grammar worksheet to words/sentence cards.
In other words, the types of instructional media vary depending on how the experts categorize them. There are unlikely precise examples of instructional media, since all things surround us can be considered instructional media when they can bring information to learners in teaching learning process. Somehow, all types of instructional media explained by the experts above mention the tools teachers use in the teaching learning situation.
3. Media Selection
Media selection is one of the important phases in instructional design process. Gagne and Briggs (1979) state that, “one of the
essential decisions that must be made in instructional design is what medium to employ as a vehicle for the presentation of the stimulation which makes up the events of instruction. In other words, in the media selection, teachers choose media that are suitable for delivering instruction in the classrooms.
Gerlach and Ely (1980) emphasize the importance of this phase in instructional design. They state that the process for selecting the best instructional strategies and media is extensive and comprehensive;
therefore, carefully decision-making is needed in this process.
Concerning the proper time to make media selection decision, Smith and Ragan (1999) state that media selection should be made after the instructional analysis and during the development of the instructional strategy. They add that teachers should analyze the needs of the instructional condition first, then decide medium or combination of media that will best fulfilling the demands of that condition.
Several things should be taken into consideration when selecting instructional media. Sudjana and Rivai (2005) propose six criteria for selecting instructional media as described follow:
a) Media appropriateness with the learning goal
It implies that the instructional media that will be used in the instruction should be appropriate with learning goal that must be achieved by students. For example, in English instruction, when
students are required to able to write the descriptive text, teachers can use pictures as the tools for guiding students in writing descriptive text.
b) Media support toward the learning content
When selecting media, teachers should consider whether the selected media will support the learning material or not. If media support the content of the learning, they can help students in understanding difficult concepts.
c) The easiness to get the media
This criterion deals with the availability of media in school.
Teachers should consider whether the media that they want to use are available at school or not. If they are unavailable, teachers can make their own media or use media from other sources for example from newspaper, magazine, radio/TV broadcast, etc.
d) Teachers’ skill in using media
When choosing certain media, teachers should consider whether they can operate those media or not. It should be considered because when media are used poorly, these can obscure the instructional objectives and make students confused or even frustrated.
e) There is time to use media
Using media needs time in both preparation and implementation. Thus, if teachers will use media in their teaching, they
should properly allocate the time in order to make the use of media more effective.
f) Media appropriateness with students’ level of understanding Every student has different levels of understanding. Therefore, teachers should consider this factor when selecting media. Teachers should not impose themselves to use certain media if they are not suitable. Teachers should also realize that not all media are appropriate for students.
In a similar fashion, Brinton (2001) recommends five factors that should be considered when incorporating instructional media into language teaching as listed below.
1. Type of skill/concept to be presented.
2. Student preference including the age, interests, experiences, and learning styles of the students.
3. Teacher preference including teacher’s capability and familiarity with media and teaching style.
4. Availability of software and hardware of the media.
5. Physical circumstances of the classroom.
Regarding the process of selecting media, Heinich, Molenda, and Russell (1993) construct a model for selecting media which is known as the ASSURE model. The ASSURE is the abbreviation of
Analyze learner, State objectives, Select media and materials, Utilize media and materials, Require learner participation, and Evaluate and revise. The following are the descriptions of each task.
a. Analyze the learner
This step deals with analyzing students’ learning styles, prerequisite knowledge or skills, emotional, cultural or economic issues.
b. State objectives
This step deals with formulating the learning goal, new skill, knowledge or attitude that should be possessed by the learner at the completion of the instruction.
c. Select media and materials
The process of selecting, modifying or developing appropriate media and materials is done in this step. Teachers can select available media if they are appropriate with students’ characteristics and learning goals. If media are not suitable, teachers can modify the media. Developing media and materials can be done if it is impossible to modify the available media.
d. Utilize media and materials
Upon selecting appropriate media and materials, teachers should prepare to make use of them in the classrooms including checking the media and preparing all equipments needed. If teachers have plenty of
time, it will be better to try out the media and materials before using them in the classrooms.
e. Require learner participation
Although media often used in a passive way, students can be actively involved in the information being presented. Teachers can make them participate in the instructional process, for example by asking them to summarize the information/lesson materials given.
f. Evaluate the revise
The purpose of evaluation step is to measure the effectiveness of media and materials to the instructional process. If learning is not taking place as expected, there may be something wrong with the media and teachers can make revision as required.
To sum up, the selection of instructional media is one of the important phases in instructional design because the choice of media can influence the teaching and learning itself. If teachers can select the appropriate media to be used in instructional activities, it can enhance and promote teaching and learning process.
The strategy of Using Instructional Media
Sadiman, et al. (2005) state that media is utilized to achieve the goal in teaching and learning process. He classifies three steps to use the instructional media efficiently:
a. Preparation Before Utilizing the Media
Sadiman, et al. (2005) state that teacher should prepare the media before teacher uses the media. When teachers use the media, the possibility of error will not occur, because teachers do a preparation before it. He also said that the media should be put in correct place so students and teacher can see and hear the media. Moreover, if the media for a group work, the placement of media should be easily to access by all members of the group.
b. The Activity in Using the Media
Sadiman, et al (2005) stated that the tranquility in the classroom while using the media should be maintained. The disturbance while using the media should be avoided. Classroom should have enough lighting, so students write the points that include in the media.
He also states that media that is used in group should be maintained well. Students in the group have to maintain the tranquility, so none of student feels disturbed. Due to in learning process, teacher will ask students to answer the question, and arrange the sentence.
c. The Next Activity
Sadiman, et al. (2005) state the next activity aims to measure students’ understandings about the material that is supported by the instructional media. Exercise is needed to provide to students based on the material. He also states that if they learn in group activity, they
have to do a discussion to answer the question that is provided by teacher.
The Functions of Instructional Media
Levie & Lentz’s study (1982, as cited in Arsyad, 2004) classified the function of visual media as the instructional media:
a. Attention Function
Attention function is the function to attract students’ attention to contribute in learning process. Students often do not interest to learn in the beginning of the class. Picture media that is displayed by overhead projector can attract students motivation and attention to learn.
b. Affective Function
This function can be seen from the students’ interest in learning pictorial text. Picture or visual media can evoke students attitude, for instance is about the social information.
c. Cognitive Function
Cognitive function in visual media points that visual symbol or picture can achieve the objective fluently to memorize and comprehend the information in the picture.
d. Compensatory Function
This function in visual media helps student who has a limitation in reading to organize and remember the information. In other words,
this media can overcome the problem from students who have a limitation in comprehending the material that is presented in text and verbal. Kemp & Dayton’s study (1985, as cited in Arsyad, 2004) classified the three main functions of instructional media, comprising:
Motivate the interest (Instructional media can be applied in role-play that can produce students in), present the information, and provide the information.
4. The Criteria of Using the Media
Sadiman, et al. (2005) claim that in choosing the media, teachers have to consider the media based on the learning goals and objectives. Dick & Carey’s study (1978, as cited in Sadiman, et al.
2005) classified four aspects to be considered in choosing the media:
First, the availability of the instructional media should be considered. If the media is not exists in that particular place, the media must be created or purchased. Second, the next factor is how to buy or produce the media, it about the funding, and facility to buy or producing the media. Third, instructional media can be used everywhere, and portable. Fourth, the last factor that needs to be considered is cost effective in long term. The media can be used for long term.
