PAPER ON MEDIA LEARNING

CHAPTER I
INTRODUCTION

A. Background
In the learning process, are two very important elements is the method of teaching and learning
media. This paper will discuss how the differences between instructional media, media education
and media in learning English.

In teaching methodology there are two of the most prominent aspects of the teaching methods
and medical education as a teaching aid. While the assessment is to measure or determine the
level achieved whether teaching purposes. Position of educational media as a teaching tool in the
methodology component, as one learning environment that is set by the teacher.

There will also discuss the use of instructional media. As we know that many kinds of learning
media. For good teaching and learning process we must use appropriate learning media. More
detail can be seen in the description in this paper.

B. Destination
1. Knowing the Definition of Learning Media
2. Knowing the difference Media Learning Media Education and Mass Media
3. Knowing the benefits of instructional media in teaching English



CHAPTER II
DISCUSSION

A. Definition
The word media comes from the Latin medius, which literally means "middle", "middle", or
"introduction". In Arabic, the media is the medium () or introductory message from the sender to
the receiver of the message.
According to Gerlach and Ely (1971), when the media is understood broadly human, material or
events that establish conditions that enable the child to acquire knowledge, skills or attitudes. So
that teachers, textbooks and school environment media.
Fleming (1987: 234) states the media serves to organize an effective relationship between the
two parties, namely students and content.
Hainich et al (1982) suggested the term media as an intermediary that transmits information
between the source and the receiver.

In conclusion, the media is anything that can be used to deliver a message from the sender to the
receiver. So as to stimulate the mind, feelings, concerns and interests of students so that the
learning process occurs.

1. Learning Media
Instructional media is media that carry messages or information aimed at containing instructional
or teaching purposes by Gagne and Briggs (1975) study media includes physical tool used to
convey the contents of the teaching materials consisting of books, tape recorders, cassettes, video
camera, video recorder, films, slides (images), photos, pictures, graphics, television and
computer.

2. Media Education
The understanding of the educational media include:
a. Media education has the physical sense (hardware) or hardware, such as the one object that
can be seen, heard or touched by panea senses.
b. Media education has a non-physical sense (software) or software, the content of the message
contained in the hardware that is content to be conveyed to the students.
c. Education there is an emphasis on visual media and audio.
d. Media education has aids understanding of the learning process both inside and outside the
classroom.
e. Media education can be used in a missal (radio, TV), large and small group (films, slides,
video, OHP), or individual (modules, computers, radios, tape / cassette, video recorder).

So in conclusion, media education is an intermediary that carry information or messages as a
source of learning, both in the form of software and hardware. Examples of media education are
drawings, photographs, sketches, diagrams, charts / charts, graphs, cartoons, posters, radio and
others.

3. Mass media
Media derived from two words, namely the media and the masses. Media is a tool or
intermediaries, while the masses are the crowds and the general public. So it can be concluded
that the mass media is an intermediary to convey the message to people or crowds. The message
that contains the information needed by the community, both on the political, social, economic,
and cultural. So with the media people get knowledge about the country. Examples of mass
media was newspapers and newspapers.

B. Benefits of Learning Media
One reason for the use of instructional media is related to the benefits of learning media for the
success of teaching and learning in the classroom. One aspect that determines the success of
teaching and learning is the selection of appropriate learning media.

According Hamalik (1986), appropriate learning media can evoke motivation, desire interests,
and stimulation to students. So it can help understanding, the present data with interesting and
reliable, easy interpretation of the data, compressing information.

As for why appropriate learning media can bring success in learning and teaching in the
classroom, according to Levie and Lentz (1982), it is because the learning media especially the
visual media have four functions:
a) attentional function, which can attract and direct the attention of students to concentrate on the
content related to the meaning of the visual display or accompanying text and subject matter.
b) affective functions, which can arouse emotions and attitudes.
c) cognitive function, which aim to facilitate the understanding and remembering information /
messages contained in the image.
d) Function compensations, which can accommodate students who are weak and slow to accept
and understand the content presented in text or verbally.

The reasons why learning media can enhance students' learning process, namely:
a. The first reason is related to teaching media itself, among others:
1. Teaching students more attention, so the motivation to learn.
2. Teaching materials more clearly its meaning, so as to master the learning objectives well.
3. Teaching methods will vary
4. Students can learn a lot more activities, such as observing, doing, demonstrate and others.

b. The second reason is in accordance with the level of student thinking. Starting from the
concrete to the abstract level of thinking, starting from simple to complex thinking. Because the
presence of media teaching abstract things can and complex things can be simplified. Those are
some reasons why learning media can enhance the success of the learning process.

C. Differences Media Two Dimensional and Three Dimensional
1. Two Dimensional Media
Two-dimensional media are often called graphics media. Two-dimensional media is media that
has length and width. Graphics as a medium of instruction can combine facts, ideas clearly and
strongly through a combination of expressions or graphs. The words and numbers used as the
title and description of the graphs, charts, diagrams, posters, cartoons and comics. While
sketches, photos and even a symbol used to interpret the facts, and the idea that understanding is
essentially a graphical representation. Examples of two-dimensional media C graphic media,
namely:

a. Chart
The combination of graphics and media images designed to visualize in a logical and orderly on
the basic facts of the idea. Function chart is to show relationships, comparisons, relative amount,
development, processing, classification and organization.

b. Diagram
That is a simple picture that is designed to demonstrate a reciprocal relationship, especially with
lines.

c. Graph
Is a data presentation framed. Chart is more interesting integration with a number of well-
structured data tabulation well. Goals in the chart is showing a comparison, qualitative
information quickly and simply. Several kinds of graphs such that graph line, bar, circle, or
plates and charts.

d. Poster
Ie visual combination of strong design with meaning and message in order to catch the attention
of passers-by but long enough to embed the notion of meaning in memory. Useful for
motivational posters, alert and creative experience.

e. Cartoon
Namely in the form of paintings or depictions of caricatures of people, ideas, or situations that
are designed to influence public opinion.

f. Comics
That is a form of cartoons that reveal character and act out a story in a sequence that is closely
linked to the image and is designed to provide entertainment to the readers.

2. Three-Dimensional Media
Media that has length, width and contents. Three-dimensional media is often used models and
dolls. Model is a 3-dimensional replica of a real object is too large, too distant, too small, too
expensive, too rare, too complicated to be brought into the classroom, and students studied in
their original form.

1) This type of model and its use
a) solid model (solid model), which shows the outer surface of the object and often discard the
parts that confuse main ideas of form, color and composition. Examples of solid models, namely
dolls, flags, balls, human anatomy. Solid models in order to assist and serve the students as
information on some of the knowledge that students better understand the lesson.

b) Model (cuteway model), which shows how an object is visible, if part of the surface was
appointed to determine the composition of its interior. This model is useful for subjects of
biology, as it serves to replace the real object.

c) Model of work (working model), which is a clone of the object that shows the exterior of the
original object. Point to clarify the provision of materials to the students.

d) Mock-ups, ie the composition of the constituent parts and the simplification of a process or
system that is more complicated. Teachers use a mock-up to demonstrate various forms of real
objects such as capacitor-condenser, tube lights and loudspeakers, a symbol-a symbol that is
different from what is shown in the diagram.

e) Diorama, which is a 3-dimensional view of the mini aims to describe the real landscape.

2) The type of doll and its use
Eg hand puppets, and puppets that can be used to make students become more interested in
learning.

D. Various Forms of Media Audio Visual
Audio-visual media consists of two words, namely audio and visual. Audio means hearing or can
be heard, while the visual that appears to the eye or visible. So the audio-visual media is a media
that can be heard and can also be viewed by our senses. Examples of audio-visual media, namely
television and computer.

Excess Audio Visual media, namely:
a) On television; television is direct, can bring the real world into the home and into classes, such
as people, places, and events, through direct broadcasting / recording.
b) Save time teachers and students.
c) Television is direct and obvious, so that students can clearly see what else the program aired
and can maximize the function of the eye and the ear senses.
d) More attract students
e) more varied and memorable lesson
f) Its reach is broad

Weakness audio-visual media are:
a) Diversity broadcast on TV broadcasts difficult for teachers to choose which one is good and
appropriate to the lesson.
b) Equipment and funds allow.
c) seize time teacher, having to explain every event there again.
d) Not every teacher is able to explain the events that there is gambling.

E. Media Selection Criteria Lessons
Factors that should be considered in the selection of media education are as follows
- Relevance procurement of educational media educational
- Feasibility study of educational media procurement
- Ease of procurement of educational media educational

It should be recognized that each medium has a weakness and. Knowledge of the advantages and
limitations of the media to be important for minimize the weaknesses of the media chosen by the
teacher and can directly select the desired criteria.
Criteria for selection of instructional media, namely:
a) In accordance with the objectives to be achieved. Media selected based instructional
objectives that have been defined both in terms of cognitive, affective, and psychomotor.

b) Integration (validity). appropriate media should be to support the lesson content that are facts,
concepts, principles or generalizations.

c) The media must be practical, flexible and enduring. If not available time, funds, or other
resources to produce, should not be forced. Be expensive and take a long time is not a guarantee.
As the best medium. So that teachers can select existing media, easily obtained and easily made
by the teacher. Selected media should be used wherever and whenever with the existing
equipment in the surrounding environment, and easy to carry and moved anywhere.

d) The media must be used properly and skilled teachers. Whatever the medium, the teacher
should be able to use in the learning process. Computer, projector transparency (OHP), slide
projectors, and movies, and other advanced equipment will not mean anything if the teacher has
not been able to use it in teaching and learning in the classroom.

e) technical quality. Development of both visual images and photographs must meet certain
technical requirements. Visual example on the slide should be clear and will find the information
or message to be conveyed and should not be distracted by other elements that form the
background.

f) The media used should be appropriate to the level of student thinking. Media used must be
able to support and assist students' understanding of the lesson so that the learning process can
proceed smoothly and in accordance with the learning objectives to be achieved.

According to Prof. Drs Hartono Kasmadi M.Sc in selecting media education that needs to be
considered that there are 4 things: production, learners, content, and teacher.
1) Consideration of production
- Availabilty
- Cost
- Physical condition
- Accessibility to student
- Emotional impact.

2) Consideration of participants
- Students characeristics
- Students relevance
- Students involvement

3) Consideration of contents
- Curriculair - relevance
- Content-Soundness
- Presentation

4) Consideration of teacher
- Teacher-Utilization
- Teacher peace of mind



CHAPTER III
CLOSING

Conclusion
Media is an intermediate (tool) to achieve the learning objectives. Appropriate use of media to
support the success in the learning process. Media two-dimensional and three-dimensional each
is different and has its own advantages and disadvantages. Instructional media described above
can be applied in the teaching of English. It will be easier for teachers and students in achieving
the learning objectives. As we know that many kinds of learning media. For good teaching and
learning process we must use appropriate learning media. Therefore, teachers should be able to
choose the media that fits the learning materials so that objectives can be achieved smoothly.

References
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S. Sadiman, Arief, dkk. 2003. Media Pendidikan. Jakarta: Rajawali Pers
Harjanto. 2002. Perencanaan pengajaran. Rineka cipta