Teaching English Language
Teaching English Language
TEACHERS’ PERCEPTIONS
OF ENGLISH LANGUAGE TEACHING MEDIA
A THESIS
by
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A THESIS
TEACHERS' PERCEPTIGNS
OF FINGLiSH LANGUAGE TEACHING ivtiltltA
A THESIS
TEACHERS' PERCEPTIONS
OF ENGLISH LANGUAGE TEACHING MEDIA
by
THESIS COMMITTEE
lti
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
This is to certify that all the ideas, phrases, and sentences, unless otherwise
stated are the ideas, phrases, and sentences of the researcher. The researcher
V,il-h
Hyasintha Lusia Soko
1V
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TEACHERS' PERCEPTIONS
OF ENGLISH LAI{GUAGE TEACHING MEDIA
Tanggal :6JuniZ}fl
Yang menyatakan,
V,^il-h
Hyasintha Lusia Soko
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENT
express my gratitude to those who shared their care, love and compassion to me
with their own ways so I can responsibly finish this particular chapter of my life.
completion of this thesis. I am also thankful for the valuable knowledge and
Emanuel Sunarto, M.Hum., my thesis reviewers, for sparing their time to give
I also would like to thank all faculty members of the graduate program of
English Language Studies, Sanata Dharma University. To all the lecturers, for
sharing valuable knowledge and giving positive input during my time in this study
program. Also to mbak Marni and pak Mul for every single information given
M.Ed, Ph.D., for wisely giving me chance to prove that I was able to finish what I
I am also thankful for the togetherness I have with all my ELS colleagues,
especially to mbak Ayu, mbak Ina and Deasy who continuously encouraged each
other to have faith and be optimistic that we all could possibly finish our thesis
writing.
I did not even have a vision that I was able to reach this stage if I was not
fully supported by my family. I am so grateful for they are always ready to help
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
difficulties and problems faced so far. Also to Jacob Alackal, for the continuous
I thank also many who are not mentioned here, for I do believe that
everyone whom I meet every day of my life, one way or another, has an important
Last but not least, I would like to express my gratitude to the One who
gives me chance and trust to stand still and always be faithful. I thank God
whom I believe as His media in showing His great love for me.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 4.8 : Hardware Media Usage for Audio Software Media ........................... 88
Table 4.9 : Hardware Media Usage for Visual Software Media ........................... 89
Table 4.10 : Hardware Media Usage for Audio-Visual Software Media ............. 90
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix 3. Data of Teachers’ understanding and Views of ELT Media .......... 112
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
background of the study, problem formulation, research goal and benefit of the
study.
A. Background
Education in Indonesia is still trying to move into the best achievement
that it can get. Many efforts including innovation and improvement are done time
Generally, the problems that can be found in education are divided into
three categories: input, process and output. In the first category which is input, the
problem covers the aspects that undergo the teaching and learning process such as
instructional media, tools, and infrastructures. In the process category, we can find
some problems when the teaching-learning activity is done in the classroom such
as class management. While the third category which is output covers the problem
of the learning achievement which is always the centre of attention so far. Then
what happens with English Language Teaching in Indonesia? Do all the problems
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
relationship with other nations from now on. Harsono (2006) delivers some
the state and nation, build a relationship with other nations, and run foreign
policy. Regarding this importance, it is expected that our young generation that is
still having education at school will be able to apply what they have learned, in
the Year 2006, English is started to be taught officially in junior high school as a
compulsory subject. But we can find that English is taught in elementary or even
designed by the National Education Standards Board (2006), we can notice how
gain some achievements that the student is able to communicate and argue about
reading and writing. After passing through those standards of competence and
basic of competence (that obviously already being developed by the teachers into
2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
student and lesson plan are the input, English learning activity is the process, and
that when a teacher is able to develop the standard and basic of competence into
the teaching material and indicator of achievement well, the students will be
attracted to English, and eventually he/ she will be able to get a good achievement
That is how the researcher can visualize the English language teaching
situation without any doubtful problem. But, what is happening now is not
something like what already mentioned above. There are several problems that
still can be found when the English language teaching is done. In this case, the
being taught first in this particular level of education. The students are officially
to create an interesting learning that can make the learning process runs well,
A good learning result, of course, can be achieved when the teacher has a
well-prepared teaching material and also is able to run the material in the class
activity well. Ali, 2005 argues that there are two crucial aspects that support a
successful learning, they are teaching material and instructional media. Improving
teaching method is always done by those who work in education field. Teaching is
now no longer about the teacher who stands up in front of the classroom, gives the
lectures to the students and gives them assignment or exercise at the end of the
3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
class activity. It is now moving to a more active learning where the students also
teaching method where the teachers dominate the learning activity with lecturing
and any other teacher-centered method, the use of instructional media becomes
active and fun and eventually the greatest result (output) will be achieved.
Instructional media are those media that used in order to assist teachers in
delivering a message to the students in teaching and learning process. They can be
classified into some taxonomies such as based on the learning stimuli which is
Gagne 1965, based on the hierarchy use for education which proposed by Duncan
and the last one, based on the sensory channels involved which proposed by Ohm
2010 (Munadi, 2010). In the further explanation, the researcher will only focus on
audio, visual, and audio-visual media. Most of us are familiar with the following
the senses involved in a learning process, better the achievement at the end.
The teachers, (whether utilizes things that already exist around him/her or
provide students with enriching the learning experience. In language teaching and
learning, instructional media are used as the aids to explain language meaning and
4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Some studies are done in order to examine the advantage of using certain
technology based devices also take part as instructional media that utilized by
English teachers in teaching and learning process. Silcha & Ivone (2015) conduct
a research about using Facebook as a medium which is used outside the classroom
with process writing strategy to enhance the teaching of recount text. Pun (2013)
English language teaching proposed various advantages that can be gained for
Surprisingly, there are also some studies done that deal with the use of
traditional ELT media. As the result, traditional media are still having “special
journal that maximizing the use of pictures can assist the teacher to catch the
student’s attention and also give information about certain topics especially in
some studies on the same topic which are accomplished by Cahill and Gregory in
Whatever the studies are, all of them prove that instructional media are able to
assist the teacher and student in gaining better achievement in English language
teaching.
In a different way with what already explained above, Clark (1994) have a
notion that media do not play an important role in the student’s learning
5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
achievement. Teaching and learning method is the one which influences the
learning result of the student. He/she likens the media as vehicles contain food
that people eat that undoubtedly do not affect to people’s nutrition at all. Indeed
the food here represents the teaching and learning method. He has an opinion that
a learning method which is run by using various media will give the same learning
result eventually.
Two different views with strong arguments toward one thing that is
learning. So, where is the English teacher place him/ herself? Is it important to use
ELT media? In this case, one thing for sure, English teacher indeed plays an
plays a role as both mentor and facilitator of his/ her students in the learning
activity. Differently from what did happen in the past, where a teacher tends to be
“a knowledge source”, in this information and technology era, every single thing
around as can be our knowledge source which is fun and interesting to be known.
We can learn anything from everything around us. This situation then influences
required in order to facilitate the students with various media which also can be
found outside the school so that the learning activity can be enjoyable or even
entertaining.
covers he/ she him/ herself, teaching tools as well as the student.
6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
what do they believe about media and how do they apply the ELT media will be
the main focus of this research. All these three aspects are classified in one
position namely perception. Perception is something that one knows what they
are, what they do and what they can do with it (Vernon, 1987) In this case, the
teachers’ perceptions about instructional media? Does he/ she think that it is
important to use ELT media? And what kind of instructional media do the teacher
use in supporting their class activity? These questions are the fundamental points
English language teaching since how the teachers view, understand and eventually
apply certain media become really important to facilitate the students in the
enthusiasm) The researcher truly believes that when there is a good perception,
One thing for sure, the researcher does not simply focus on the way how
the student can achieve the best result. More than that, when the student has very
deep understanding about what he/she learns at school, he/ she is expected to have
the capability in implementing it in his/her daily life as well. The ability to apply
his/her knowledge in his/her own life then is believed to make him/her a person
who can take part in bringing a better living condition to our country and
generally in this world. It then leads us to the consideration that the quality of
education is not simply determined by the result but it is all about the whole
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
process, start from the preparation, process which refers to the execution and
B. Problem Formulation
The researcher formulates the problem of the study as follows:
The scope of perceptions here are understanding, view and action of the
English teachers toward ELT media. To what extend the English teachers
understand about ELT media, whether the role or advantage in English language
teaching? What is the English teachers’ views about ELT media, whether they are
helpful or not in teaching and learning process? In addition, how do the English
teachers act toward ELT media? And also have the English teachers moved from
C. Research Goal
What makes the researcher decided to conduct a research about teachers’
perceptions of ELT media is the fact that they can be counted as crucial issues in
learning process since it is able to lead the learning process into an effective way.
Here, the researcher investigated the teachers’ perceptions of using ELT media in
order to gain knowledge about the teachers’ views about the importance of using
process. This better learning process then hopefully will lead the teachers and
especially the students and the school generally in getting better learning
achievement.
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
benefit.
The theoretical benefit of this study is the researcher hopes that this study
will provide scientific information in education in general. The result of this study
The practical benefit is that the result of this study can be a reflection to
English teachers. This study provides opportunities for the teachers to have a
teachers will have a better perception about the ELT media in language teaching.
The result of this study is also expected to be a medium of sharing various ways in
9
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
THEORETICAL REVIEW
problem. This chapter is divided into the parts; they are theoretical review, related
studies and theoretical framework. The first part talks about theories which relate
to this study. In the second part, the researcher provides some studies which are
done in the same interest with what the researcher did, while the last part talks
A. Theoretical Review
In this particular section, the researcher focuses on the elaboration of
1. English Teacher
Changes are continually made in education. The government for instance,
in this case, the Ministry of Education still try to find a better solution for
time, a teacher is probably considered as the one and only person in the classroom
who knows everything. He/she is viewed as the content expert and source for all
(Newby et. at., 1996). The teacher is the one who controls every single activity in
the classroom, asks a question and gives direction to the student along the lesson.
But yet, it is all shifted to students-centred learning approach where the teacher
for all information and direction given by the teacher before, now they have to
10
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
actively participate in digging out information related to what will they learn in
the classroom. The teacher has to know how to put him/herself in a proper
position that rather be the one who gives direction and keeps the students on track
than the one who acts as a knowledge supplier for the students.
the one who has responsibilities in planning, implementing and evaluating the
considerations like the objective of the instruction, the students’ needs and
implements what he/she has planned before. There is a possibility for the teacher
to discuss or ask some opinion from his/her colleagues or even curriculum expert
to revise or improve the instructional material that he/she has been prepared. It
aims to create an instructional plan which can produce high quality outcome that
represented by those students who indeed experience the learning process. The
appraise the success of his/ her design. It will be reflected by the result of the
students’ achievement as well as his/her note along the process about its
By the changing or teacher’s role, then how can we define a good teacher?
Is there any criterion of a good teacher? Each of us perhaps has our way to
determine what a good teacher is. Some factors that might influence how we
judge whether a teacher is good or not are his/her personality, probably he/she has
11
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interesting things to say, his/her care toward his/her students’ progress, or simply
because of his/her charm. But above all, it would be great if a teacher really
his/her role or what kind of skill and knowledge that he/she should hold as a
a. Teacher role
A teacher has many different roles in teaching; it depends on in what
here, a teacher has a role as controller mainly at the beginning of teaching and
second role as prompter, rather than solving the students’ facing problem, the
teacher better plays role in encouraging them to solve their own problem by only
giving direction on how to solve their problem. The third role which is participant
may sound odd, but, sometimes this kind of role shifting enable the teacher to
understand more about what the students really experience and what kind of
difficulties that they face during the activity. It probably works when the class has
certain activities like group discussion or role play as long as the teacher does not
monopolize the activities. Similarly, with a controller, there is also shifting duty
toward the role of a teacher as a resource. For although the students now are now
suggestion from the teacher, in writing for instance. But it will be better if the
12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teacher only be as a resource of reference that will be the one who can really
source, the teacher existence is really needed when the activity is dealing with a
very small group that perhaps is preparing debate material or writing project.
b. Teacher task
Similarly to what is stated by Woolfolk (1998), teacher’s task here mostly
activity that will be done in the classroom, what kind of objective that has to be
out of his/ her plan. A teacher should also be in order in the context of
administration, mainly when it deals with planning design and evaluation. It will
ease the teacher in assessing the students’ achievement. It also helps the teacher as
one of the references in determining what kind of plan that will be designed
and homework.
c. Teacher skill
Some skills should be held by a teacher such as managing class, matching
What is meant by managing class here related to the ability to keep the
students ‘on track’ in any order that the teacher asks the students to. It will be
easier when the teacher really understands every single student’s character and
ability. Sometimes it is found that not all of the classroom enjoying or participate
actively in a certain activity. The ability of the teacher to handle this kind of
13
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
situation by creating some fun activities that attract the whole class participation is
As the best activity also becomes not that best if it is done for several of times. As
every single activity will lead us to an end, it is expected for the teacher to be able
d. Teacher knowledge
Beside understanding his/her role and task as well as having certain
He/she has to really understand about the subject that will be taught, the material
and any other learning resources that will be used, and also always being updated
The first basic knowledge that a teacher should have is language system. A
language teacher should aware with grammar and lexical system as well as
pronunciation features. The students need a teacher who can direct them in
answering their curiosity and interest toward English. Therefore, a teacher should
also have a good comprehension toward various resources that can be useful in
solving the students’ problems. The students will also appreciate their teacher who
can master all of the material while teaching. It will be more effective when the
teacher is free to use every single equipment around him/her as long as the
equipment is helpful in reaching the achievement and he/she really knows well
how to operate them. Last but not least, a teacher should always keep updating
14
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
approaches and media are still being developed and improving. They massively
know or understand (Brown, 2000). In the case of English, the English language
teaching has been running for a very long time, started at the end of middle ages
up to present day. Different time and place are the main factors that cause English
plays a different role all around the world. Indeed, people who live in a particular
time and place use English for particular need which may be different with those
people who live in the other time and place. Based on this condition Kacru (1992)
formulates the three-circle model of World Englishes. The three circles of English
consist of the “Inner Circle”, the “Outer Circle”, and the “Expanding Circle”
countries. The inner circle refers to the “traditional bases” of English: the UK,
USA, Ireland, Canada, Australia, and New Zealand. The outer circle which is also
important second language. It includes Singapore, Malaysia, India, and over fifty
where English plays the role as an international language and have not given
English any special official status. English is taught as a foreign language in these
15
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
foreign language. English is one of the compulsory courses which is taught from
the junior high school up to the senior high and the vocational school level. Over
the last decade, however, The English language becomes a compulsory local
2000).
There are four skills which should be developed by the students learn
English from primary level up to high school level, they are listening, speaking,
reading, and writing. Those basic skills then can be classified into two main skills;
receptive skill which covers listening and reading and productive skill which
covers speaking and writing. Each of them will be developed based on the
syllabus in every level of education. Through English, the students are intended to
develop four skills so they can communicate in English for a certain literacy level.
In the performative level, the students are expected to be able to read, write, listen
and speak by using symbols. In the functional level, the students are expected to
be able to use language for their daily life like reading newspaper, manual or
direction. In the informational level, the students are expected to be able to access
3. Perception
As mentioned before, this study aimed at exploring the teachers’
16
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
real study, it is important for the researcher to have a good knowledge of the
people based on how thing seems. It means that there is a possibility of having
different perception about the same thing among people, based on how they look
belief about something. Similarly, Gibson (1985) proposes the term perception as
the cognitive process that individuals use to interpret and understand the world
translate the signals that he or she receives. Perception is also defined as the
than an activity of simply seeing something (Atkinson et. al., 1999). From these
Perception involves experience which does not only refer to sets of past
events but also refers to what human beings are constantly at work trying to make
meaning of what is going on around and ‘within’ them (Murphy 1960 in Bradley
2002). Boore (2002) also argues that after getting events (or what is previously
said stimuli) from the world, people, in turn give those events meaning by
interpreting and acting upon them. Referring to the study which will be
conducted, instructional media are regarded as something that stay among the
17
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
English teachers and become what they are working with every day. Thus, the
perception here (indeed what each teachers has) plays a role as a standard of
learning. In other words, we can say that English teachers’ perceptions are needed
teaching process.
experience. They are the understanding about the object, the view and the action
toward the object. It means that when we want to explore someone’s perception,
a. Understanding
Understanding can be simply defined as knowledge about something and
how it works. It is the flexibility of thinking and acting based on what one knows
sufficient grasp of concepts, principles or skills so that one can bring them to bear
competencies can suffice and which ways one may require new skills or
18
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
knowledge than the simple one. If we understand the idea, we grasp its
significance, its implicit connection with other important idea and its meaning.
mind. When the English teachers understand the concept of instructional media
and English language teaching, they can grasp and judge which component of
b. View
The word view refers to the way of thinking about something. Ramsey
reasonable conclusion from the factual evidence. Ramsey argues that view is
adheres without ruling out the possibility of debate. It can be concluded that view
which are in line with the components of English language teaching based on their
19
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
English language teaching in this case related to the design, approach and
procedure. In other words, how the teachers view on instructional media can meet
c. Action
Action can be simply defined as something that we do. It involves the use
of five senses and bodily movement, like the acts of seeing, hearing, touching,
tasting, and smelling. According to Dretske (1988) action is a causal process that
begins with intentions that actualized in a form of bodily motions that eventually
influence the environment. Action involves the subject of motion, the target of
action, and the causality that connects them (Kuniyoshi, 1997). In addition,
Davidson in Wilson (2007) action is something an agent does that was intentional
under some description. Action only deals with something done by a person, not
happens to the person. Thus, we may say that when the English teachers
their view on the media and their action toward the media.
4. ELT Media
The term “media” is a plural form of “medium”. McLuhan in Akhsin 1986
says that media are also known as channels since they deliver information from
the information source to the receiver. Another opinion comes from Hamidjojo (in
Sadiman et. al. 2003) that medium (singular form of media) is defined as every
20
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
form of things that used by people to give or spread an idea or opinion so that the
particular idea can reach the receiver. So we might need media when we are going
instructional media are those media used in order to support the run of certain
instruction in the class activity. Gagne 1987 says that instructional media cover
all components in students’ environment that can be used to stimulate the students
to learn. Heinich et. al. 1996 asserts that instructional media refer to a channel of
message to the students, teachers, in fact should do their best to make the message
successfully reaches the students and then can give good understanding as well.
This good understanding eventually will be useful for the student in succeeding
his/her life in both short and long term of period. What is meant by the short term
of period is the achieved understanding will be useful for the student when he/she
still at school period, while the long term of period represent the time when the
students face their future. The time when they have to apply what they have
Not every single message can be directly delivered by the teacher and if
the teacher forces to do so, lecturing method which is not really enjoyable to the
create conducive learning situation first. In this place, instructional media are able
to take their role as message delivery agents from the teacher to the students.
21
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Instructional media are used to assist the teacher in delivering the teaching
material to the student. There are some objectives that make consideration of
maintain the relevancy between learning material and objectives, as well as help
the students to put more attention in the learning process (Sanaky, 2013). By
delivering a message from the teacher to the students will be more effective and
efficient.
Since learning process can be carried out whenever and in whatever way,
the use of media is not only dealing with the learning process in the classroom. It
is even suggested to introduce early children with the media. The intense contact
with the media at an early age makes it possible for the students who begin
English curriculum later than their peers to reach the same level of proficiency but
in a shorter period of time (Königs, 1999). Media can bring some advantages for
both the teacher and the student which reflect the smoothness of teaching and
learning process in the classroom. According to Sanaky (2013) media are helpful
creating a better quality of teaching as well as teaching variation and creating fun
learning. Meanwhile, instructional media bring some advantages for the students
such as, to increase the student learning motivation, as well as variation, stimuli
the student for thinking analytically in fun situation, and instructional media are
22
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teaching and learning process. Heinich et. al. 1982 proposed a guide in
which cover analyse learners characteristics, state the objectives, select, modify or
A teacher has to understand what is really needed for the teaching which
will be done. It will be helpful by designing certain objectives that he/she hopes
The second factor is state the objective. Every single teaching and learning
process indeed has its own goal which has to be achieved at the end of the
Third, a teacher has to choose, modify and design the instructional media
which will be used. The teacher can whether use the media that already exist,
modify the media so they will adjust with the criteria that will facilitate both the
teacher and student needs, or even create new instructional media based on his/her
need. Fourth, before deciding to pick the media to be used, a teacher should
design the teaching material first, since the role of the media here is to help the
the student. Thus, the media which will be used should contain the teaching
23
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The last one is the evaluation. Evaluating the media which were used in
the class activity is really important. Were the using media effective enough?
Could the media assist the teacher in delivering information well? These
particular questions can be the guidelines for media use as well as development
consideration.
stated earlier can be used in English language teaching which covers listening,
classification, due to the notion that the more sensory channels get involved in
teaching learning process, the better result will be gained. In Ohm’s media
classification, instructional media are divided into three categories, they are audio,
be imagined that an English class does not have any learning resource, only a
teacher and the number of students who are listening to the teacher talking about
used to assist the teacher in delivering the information that he/she might not be
24
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
information from various sources which are still provided by the teacher. It is
believed that making use of various equipment in teaching and learning process
can bring a good impact to the student’s achievement. Rao (2014) asserts that
media if utilized in the educational setting will complement the teaching and
learning process. They make the English Language Teaching better and more
effective, and also enhance the students’ abilities to understand and experiment
For some reasons, using ELT media is also has the economical advantage.
native speaker.
amount of schools in Indonesia are now shifting to ICT based English language
other teachers through e-mail (Dwijatmoko 2015). But, there are also still many
schools in this country that still rely on the traditional media or even simply use
the handbook as the one and only learning resource in class activity. Some factors
25
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
to be instructional media.
be categorized into three forms namely: audio, visual and audio-visual. Each of
them has its own role in stimulating the sensory channels in order to process the
a. Audio
Audio media undoubtedly deal with the listening experience. Audio is
used in order to stimulate the students’ sense of hearing. However, it does not
mean that in English language teaching, audio media are merely used in listening
find that they use 53% of their wake time for listening (Munadi, 2010). It means,
in their daily communication, the listening portion is bigger than other activities
such as speaking, reading or writing. It can be concluded that the students’ sense
teaching and learning activity. But why are the problems still exist?
talking, someone has to get through some steps including hearing, listening,
26
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
course hear what the teacher says, but it is not guaranteed that all of them are
listening to him/her which then brings them into a process of understanding and
In this case, a teacher has to give his/her best in getting the students’
attention to listening to his/her given information. Here, audio media can play
enjoyable ways.
the form of audio media such as instruction, narration, dialog, drama, interview,
1) Audio Recording
These are probably the most frequently used of audio ELT media. Audio
recording may cover instruction, narration and dialog. They are frequently
material (Harmer, 2001). Yet, there is a possibility that the teacher stores his/ her
own audio recording that he/ she made. He/ she can record a certain dialog or
narration that discusses some current issues or characters that are happening in
There might be some people who still think that the use of audio
students get used to listening activities that will bring them to succeed in finishing
listening section of the final examination. Indeed, high practice frequency will set
27
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
to the best achievement, but there are a lot of advantages that can be gained from
definitely has a good speaking ability, by listening, the students can improve their
speaking ability by repeating the words, phrases or sentences that they just
listened. The students are also introduced to some new words from the recording
which the meaning can be figured out as well as learn how to use the words in a
sentence.
Providing some questions to be answered after having listening section are also
through atape recorder. Yet, various audio recordings storage are relatively easy to
find, they can be stored in the form of a compact disc which is played through CD
player, or in a form of audio files that can be played through audio computer
the students’ attention since he/ she does not have to read the monolog, dialog or
instruction that is listened at the time. Anotther benefit of using audio recordings
needed when the teacher has additional information when there is missing
information that the students cannot get or there is certain information that must
be skipped. Besides, most of the audio recording storages are resistant to damage,
so the teacher can keep the recordings for a long period of time. However, some
obstacles are found in audio recordings’ usage in the classroom. If the teacher is
28
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
willing to have a high quality and various audio recordings, should provide high
2) Drama
Drama generally consists of narration and dialog. What makes it different
from the dialog and narration in audiotapes is that a drama has a more complex
plot, mostly has more than two characters and it has longer lines than the audio
might get the listener bored, but on the other hand, it is able to train the students’
Some activities can be done with drama. The simplest one is providing
some questions related to the drama that has to be answered by the students after
the drama is played. The teacher can even make the students be more active by
assigning them to construct the question which will be answered by their partner.
Drama also provides the opportunity for the students to learn new words or
idioms. Since the students create their own imaginary world of the drama, the
teacher can ask them to visualize the drama in a group. It will help to increase
their speaking ability as well as their drama performative. Besides, they will also
learn how to make a good coordination and collaboration while discussing how to
of the obstacles for the teacher due to the different schedule of the aired drama
and English class. Luckily, the drama can be recorded and replayed anytime later
phone.
29
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teacher since he/she is allowed to employ the existed reference without recording
his/ her own narration or dialog. Unfortunately, it is not easy for the teacher to
3) News report
Another audio aid that can be functioned as instructional media is news
report. Indeed, news report gives worldwide information that becomes new
knowledge for the students, but there are many other advantages that can be
gained by the use of news report in the classroom. By listening to the news report,
the students obviously can enrich the vocabulary as well as improve their
speaking ability. Rao (2014) on his report journal toward the use of ELT media at
undergraduate level states that listening to the news on the radio is able to
stimulate the students’ awareness of their mother tongue influence to their spoken
English.
media. The simplest one is answering questions based on the given information.
The teacher will get great chance to monitor the students’ attention at the time
since he/she is not the one who delivers the news. The teacher also can pick one
current issue that he/she thinks possible to be a debate topic. The students are
divided into two groups then they have to discuss the topic to defend their side.
doing these certain activities, the students will improve their speaking and writing
ability as well as acquire the way of paraphrasing and gain more confidence.
30
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
News report is still available in the radio broadcasting at present. There are
some radio stations in Indonesia that include English news as of the programs.
which help us to listen to myriad radio stations all around the world, through a
computer or smart phone. However, it is not impossible for the teacher to record
using news report in the classroom. Furthermore, the duration which is relatively
short makes the students do not get bored. Unfortunately, the fact that there is no
4) Song
Song does exist in teaching and learning process for a long time. The fact
that song is a combination of music and language makes its presence does not
escape of our attention (Shen, 2009). Song is really helpful especially in imparting
a new concept such as science and math or language and culture for the young
learner. For example, three little monkeys for subtraction, four seasons for science
and head shoulders for language. This fact does not mean that will not be
certain song and fill in the blank words of the lyric, for instance, can be one of the
suggests including song in the class activity such as listening to a song and later
making a discussion or report toward the song. This particular activity is possibly
done in both oral and written. When the report is done written, the students can
31
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
make a personal report so the teacher will be able to evaluate the students’ writing
progress, whereas oral report can be done in a group. They will have a discussion
and eventually present the result of their discussion to the other groups. Here, the
teacher will have a chance to see the progress of the students’ speaking ability.
compact disc can be found in the music store. However, in this digital era, song
also transforms into its audio digital version called mp3. This kind of song can be
Whatever the song, and whenever it is stored, one thing that the teacher as
someone who is building the students’ good character as well should consider is
that he/she should utilize an original song as one of the instructional media in the
classroom.
especially when the song which is used is one of their favourite songs. That is
why it is suggested to the teacher to keep being updated with the song. Besides,
Unfortunately, for some reasons utilizing song in the classroom might disturb
good facility of the audio system, which consumes much money. Although song is
considerable to be used for its availability, it is not easy for a teacher to find a
32
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Visual
Visual media are definitely dealing with the sense of sight. They can be
generally divided into two categories, whether they contain verbal or nonverbal
messages (Munadi, 2010). Verbal messages can be seen in meaningful words that
form certain writing. This might be the most common visual media that exist in
English language teaching. They exist in the form of books, magazine, newspaper,
graphs, posters and cartoons (Smaldino et. al. 1996). They can be presented in the
projection.
Like other media, visual media are also utilizing to assist the teacher in
knowledge information to the students, visual media that used by English teacher
are also able to make concrete of abstract ideas, encourage students, and direct
attention. (Smaldino et. al 1996) Visual media, particularly that contain nonverbal
messages ones, can be objectively used to make English language teaching and
1) Pictures
One of the undeniable roles of the picture is the ability in getting people’s
attention. That is why those who sell certain products try their best in creating the
finest picture whether for the package which represents the product itself or the
Harmer (2001) asserts that pictures can be used for multiple ways comprising
33
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
discussion.
for lower level, especially for vocabulary mastery. As the students grow, they start
to learn about ideas, pictures are in fact really helpful in learning how to
communicate their ideas to one another. Pictures have the ability to engage the
English class to lead the students’ curiosity about what will be learned. When the
students are encouraged to predict what will be happened through the shown
pictures, it makes a kind of bonds between the students and the lesson. Besides,
there are many possibilities to dig various information from the pictures. Some
questions may arise and which can be the guideline of students’ discussion, such
as the situation, figure, meaning, or message that captured in the picture. There
are two out of six points proposed by Harmer which are suitable for English
language teaching in the junior high school context, they are communication and
discussion.
Fachrurrazy (2011) in more detail explains, that in writing, pictures can be used
for teaching some genres of texts such as descriptive text by using pictures or
Slides of cartoons are also can be utilized to enhance students’ speaking ability by
34
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interpreting and explaining them in, for instance, a phrase, sentence, or short
story.
benefits and weaknesses. Traditional pictures like drawing or printed images are
relatively inexpensive. Unfortunately, the fact that not all of the teachers are
‘gifted’ to make their own drawing and the risk of breaking the printed image are
the reasons of some of the teachers who decide to use digital images cartoon.
Utilizing digital images in the classroom also has its own obstacle. Since digital
However, there are three qualifications of pictures that should be put into
(2007) states that flashcards are set of cards with colourful pictures, which are
flashed to the class by the teacher. What makes flashcard is classified differently
Most of the people may assume that flashcards can only be used for early
with flashcards is often used to the education of toddlers, as they are easy media
of instruction due to their childish appeal. However, flashcards are also applicable
in the high level of English education, but one thing for sure the appearance
obviously is not as simple as what is utilized for the lower level. The
35
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
introduce and enrich vocabularies. Yet, as the student’s need becomes higher,
flashcards are also utilized to fill other objectives and the structures are not as
not as simple as what can be treated to young learners. Activities, like reading
aloud or asking the students to repeat the words said by the teacher, seem not
really effective for high school students since these ways can make the students
easily forget the words. There should be followed up action after introducing the
words through flashcards like asking the students to formulate a phrase or even a
sentence by using the word. Besides, the pictures provided can be more complex.
The teacher can show pictures of whether objects or situation which represent
verb or adjective, say the words then ask the students to predict the words’
spelling. It can be done providing several words that have similar pronunciation or
the asking the students themselves to write the spelling. This kind of activity can
be followed by speaking activity. The teacher can provide some pictures that have
similar pronunciation so the students can recognize the spelling, intonation and
stress differences.
providing complex flashcards like a certain situation where there are so many
objects in the pictures. It is possible to have the same object but with different
characteristic. The students then are asked to describe the object, both the
characteristic and position, as an example: the red long ruler is one the table. It is
36
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
paragraph. It is even easier and well directed when using flashcard since they are
utilized by the teacher as he/she wishes which definitely to fit the students’ needs.
But, with technical assistance, the teacher can easily find on the internet and use
them as printed flashcards. The teacher even can have slides show by utilizing the
computer.
inexpensiveness. They are also able to attract the students’ attention. Moreover, a
good packaging can make the flashcards durable and be used for a long period of
time. However, same as pictures, some teachers cannot make their own
facility should be highly considered. Last but not least, what is written on the
flashcards is limited and the teacher should be extra selective in choosing pictures
3) Chart
Chart can be simply defined as a visual display which represents certain
matter in a simple way. Some people may think that chart can only be used in the
37
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The most familiar English chart which has been used almost all over the
planet for such a long time is grammar chart. The grammar chart is really helpful
to the beginners of English lessons. It summarizes all rules, pattern and formula of
English grammar just in one image. This kind of chart can be found in most of the
English textbooks, English learning website and yet, it also appears in some social
media pages like Facebook for instance. Apparently, another chart can be utilized
media can be divided into two main ways which are gaining knowledge by
a new chart.
the teacher in using chart in the classroom. Chart can be used as one of the media
shopping mall visitors percentage based on the age, for instance, they can make
comparison toward what showed in the chart. For example, people in the age
group of 10-19 visit the shopping mall more regularly than those who are 50-59.
20-29 years old people are the most regular visitors to the shopping mall. The
student can also gain more vocabularies like increase, decrease, dip and so on
through a line chart. There is also organizational chart which is commonly used in
English class which is family tree. Through this kind of chart, the students can
learn the concept of possessive pronoun and also gain more new vocabulary
toward family. Besides, chart which contains several pictures which represent a
certain process like cake making or butterfly cycle can somehow be a clue or
38
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
particular activity can be done classically when then teacher aims to introduce a
new concept to the students. However, it is also applicable for a mini quiz by
asking the students to elaborate some provided charts using the concept that
learned before.
utilizing chart. The teacher can provide word families chart that consists of noun,
verb, adjective and adverb columns. The teeacher can randomly mention one word
then ask the students to recognize in which column the word should be put. The
students then are asked to cite what the word will be when it goes to the other
columns.
Making a chart is really helpful when the students are going to develop their idea
Traditionally, chart can be simply drawn on the whiteboard but there are
also some teachers who spare their time to make their own chart to be displayed in
the classroom. Luckily, we now have some computer applications that provide
various chart making programs. The teacher even can be more expressive in
decorating the chart since the applications provide myriad colours and ornaments
on the whiteboard or computer. Some charts are even made without any
particular fact also limits the use of chart in English language teaching. Chart
39
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. Audio-visual
These particular media are the integration of motion pictures and sound at
a time. Smalindo et. al. (1996) claim that these particular media are available for
almost all educational topic and able to embrace all of the learning aspects such as
the form of videos (documentary, tutorial, and lectures), films (drama, fairy tale,
Our recent generation is the generation that cannot stay away from
television, computer and the internet. A research conduct in the US shows that
people watch tv more frequently than do any other daily activities like reading
expected can be the media that are able to deliver a message (from the teacher)
1) Video
There are generally three types of video that used in education namely
documentary, tutorial and lecture. Its ability to bring various benefits makes video
very familiar in English language teaching for such a long time. Corporation for
Public Broadcasting 2004, elaborates some benefits that video offers such as
reinforce reading and learning material and also develop the students’ basic
as their ability in discussing ideas to one another. Moreover, video is also proved
can facilitate most of the students’ learning styles as well as encourage them to be
be used in English language teaching. There are some criteria that a video that the
40
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teacher should pay attention to in order to use video in the classroom, they are
objectives and also with the students’ interest. The video should also be valid both
in language and culture context. When the video is used in the language
classroom, it should deal with language not simply moving pictures and sound
which are meaningless. The language which is used must be a formal language,
proportional, which means not too many and not too few. Having too much issue
will cause overwhelmed discussion while too little issue will make the followed
up activity not that effective. Moreover, the video should enable interactivity
which means it will stimulate the students to use the language productively. Last
but not least, the video should be motivating and success-oriented. Video has to
The students need video which does not only make them understand the whole
linguistic rules, formula and pattern but also trigger them to start to use the
language communicatively.
more effective when the teacher provides some question related to the video that
improved if the teacher can facilitate the students with various followed up
activities. Sowntharya et. al. (2014) listed some activities that can be done in
English language teaching along with the benefit of each of them. Asking the
students to give oral commentaries or spontaneous opinion toward the video can
41
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
train their speaking ability and word choice. They also will improve their ability
in describing things. In addition, writing script for the video narration or short
report or review about the video can improve the students’ writing skills.
stored in compact disc or DVD which is played by CD or DVD player. Video can
also be stored in flash drive or hard drive that can be played by using smart TV or
computer. In fact, in this digital era, video can even be stored in online storage.
We can find many sites provide many educational videos which accessible online.
various learning styles. The teacher gets a chance to control the classroom’s
attention once the video is played. Unfortunately, to present the video in the
classroom, teacher needs some supporting aids like viewer and sound system that
can reach the whole class, and not to mention, all of them need electricity to be
operated. We also need a good internet connection when we are going to watch
online video.
2) Films
Film is one of the artworks that most of the people have interested in. It
exists in various genre and theme which facilitate various desires of the audiences.
Film, in this context drama, fairy tale, biography can assist English teacher to run
the class. A number of studies have proved that film brings significant effect to
the development of basic language skills which are listening, speaking, reading
for example, shows that films can attract the students’ attention, presents language
42
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
in a more natural way that found in course-book. It also offers visual context aids
which help the students’ understanding as well as improve their learning skills.
Besides, film also provides the opportunity for the students to learn about various
However, there are still some points that should be paid attention to if the teacher
The teacher should be selective in picking the film that is going to be used
in the classroom. It should be appropriate for junior high school students. Film
contains violence, fight, sex or gross humour, besides they are offensive, there is
also not too much dialog that can be listened by the students that contain linguistic
knowledge. The teacher also has to make sure that there will be enough followed
up activity after watching the film. The availability of topic that can be discussed
which not too complex for the students (Kabooha, 2016) There should be various
information that can be dug out from the film. Last but not least, when we design
to follow-up activity, always keep in mind that what we are going to have is film
A simple activity like ask the students to note down any strange word or
phrase that they listened in the film can be a starting point in using film in the
classroom. The teacher also can give the students list of questions which have to
be answered later to help them to keep their focus in the film. To improve the
students’ oral proficiency, the teacher can provide a discussion, to talk about the
theme, plot or character of the film (Sowntharya et. al. 2014). Debating is also
possible to be done as the follow up activity after watching film to improve the
students’ speaking skill. By rising up one particular issue from the film, each
43
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
group is asked to stand for one position. To make sure that everyone speaks up,
every member of the group at least has one point to support their group (Stewart,
2014). Besides, several activities like making a review, summary discussing one
of the issues of the film in a written form can also help the students to improve
played by the video player. Technology eventually makes the film is possibly
stored in compact disc or DVD. It is also can be stored in flash drive or hard drive
which then be played in smart TV or computer just like video. Apparently, we can
easily access film that is stored online through some film or video sharing sites.
A right film which followed by fun activities undoubtedly can revive the
class. Film also enables the students to acquire cross-cultural understanding, since
most of the films portrays actual situation, such as geographical feature, costume,
citizen characteristic and so on (Wang et. al. 2012) However, some consideration
like difficulty, time length, historical and cultural background for some reasons
make it is not easy to find film the fit and proper to be used in the classroom.
3) TV Programs
TV caters people with myriad programs, which embrace all ages from all
needs makes it desirable. For the defender, TV is a window of the world; it is also
a magic carpet of discovery. It has the ability to enlarge both knowledge and
hopes, needs and problems. Whereas, critics call TV as the idiot box which
44
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
fact that people nowadays are really addicted to TV program can be one of the
reasons for the teacher to utilize TV program in the classroom. It is believed that
having TV program in the classroom can raise the students’ motivation since the
teacher uses something that the students familiar with. Some TV programs that
can be used in the classroom are news, series and talk show.
knowledge of English. It actually has been used in education field since 1930’s
and take part in English language teaching for about 50 years (Hambrook, 1979)
which are seeing and listening, which means they stimulate more than one sense
at the same time. TV program, such as news, talk show and some of the series
offers real situation which not only makes the students learn linguistically but also
the chance to extend their learning horizon since TV program provides the way
does not simply asking the students to watch the program which then followed by
still teacher should have his/ her own provision which can be shared with the
students in the form of information or guidance related to the program that will be
45
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
which will be showed. In the preparation stage, the teacher is expected to give
some clues which can be guidelines for the students as well as keep the students’
focus while screen time. Moreover, in reconstruction, the students can sit in some
small groups to retell and discuss the story that they have just watched. It is also
teacher can give some questions related to the TV program. The question will be
different with the one asked in the previous stage. The teacher asks a question
related to what they have seen in the screen time in reconstruction stage, while in
this particular stage, the teacher asks about the students’ personal point of the
view of the show. Questions like “what will you do if you were one of the
characters of the show?”, “is there any similarity between the situation in the
show and our actual situation?” or “can we find a certain situation in the show in
our environment?” can be some choices to stimulate the students to share their
opinion. At the end of the stage, the teacher can pick some language point to be
work with, it can be done by asking the student to construct new dialog or do role
play.
Additionally, Swontharya et. al. 2014, propose some activities that can be
news and talk show. It is noted that listening to the same news both in mother
tongue and English can help the students to understand new vocabulary as well as
help them in translation skill. They also suggest watching headlines, since it is one
of the best ways to enrich the students’ vocabularies while making written report
can help to improve the students’ writing skills. Moreover, having talk show can
46
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
make the students acquire pronunciation and the ability on how to raise a
question, interrupt others, anchor a show and analyse different point of view. We
can see that TV program which followed by some activities can cater the students
with the material that can improve four communicative skill of the students which
are listening, speaking, reading and writing. The students can gain information by
listening to the show and reading some written information. By giving an opinion
and doing role play, they train their speaking skills, while making written report,
in the classroom. Thank technology, some of the TV programs are now can be
watched through internet streaming. People nowadays even get a wide chance to
can make the classroom livelier especially when the program is today’s trend.
connection for doing live streaming for some reasons is the main obstacle in
B. Related Studies
As previously mentioned, the aim of this study is to know the teachers’
perceptions of ELT media. Thus, the researcher needs relevant studies to help the
particular section, the researcher reviews some out of myriad related studies of
47
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ELT media. Yet, the studies can be different in some contexts such as the focus of
the studies, educational levels or probably the methods in conducting the studies.
The variation of the studies, however, helps the researcher to ensure that the topic
support for using English songs in ELT. She conducts an experimental study in a
university in Hangzhou, China. She picks two different classes of the same year in
the same College, one is Electronics which is the control group and the other
immerse the students in English songs, she comes to the conclusion that EFL
learners are easily moved and motivated by the singers, the music, the variety of
rhythm, and the popular themes. She emphasises that English songs have effective
(2015). Based on the study of language input Hypothesis, output Hypothesis and
language social communication theory, they put English film into the English
teaching activity of Chinese college students. The experimental results show that
Chinese college students can improve their listening and speaking skills. They
also can enrich their vocabulary knowledge and they can even make their
48
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
One of the studies on ELT media which deals with visual media is
traditional media, which are pictures still exist in the digital era and digital media
in this case digital images do not exactly change the position of the traditional
ones.
Still, in the same field with the previously mentioned, Juliani (2010) does
Yogyakarta and Klaten who graduated from English Education Study Program
and had experience in teaching children at least for six months as the respondents.
The findings show that all the teachers who participated in the research had
because they are suitable for the concrete cognitive level of children.
As we can see, the previous studies prove that media in whatever form it
may exist, play important roles in the English language teaching improvement. As
many studies done related to the effectiveness of media, through this particular
study, the researcher focuses on how the teachers as the ones who facilitate the
students in ELT not simply apply but also how they personally understand and
view ELT.
49
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. Theoretical Framework
Unlike old learning conception which said that all kinds of knowledge can
only be gained from the teacher at school, today’s education moves to the reality
that knowledge can be gained from anyone, everywhere and anytime. This
changing, however, does not obliterate the teacher existence in the learning
process. In fact, the students still need someone who can guide, facilitate and
supervise them in gaining knowledge process to keep them on the right track. As
what Harmer says (2007) that teacher also plays a role as a facilitator for the
students. At this point, the teacher is one of the knowledge providers for the
providing various attractive ways to make the students actively participate in the
students’ long-term memory. One of the ways that applicable in the classroom to
media. There are various media that can be utilized by the teacher to assist him/
use ELT media, he/she as the one who design, plans, does and evaluates teaching
Instructional media are those media which can deliver a message from the
teacher to the students. They play a role as helpful means in stimulating the
students to learn (Gagne, 1987). Having media in the English language teaching is
believed can bring some benefits for both the teacher and the students. Sanaky
50
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
(2013) says that media enrich teacher resources and aids. A teacher becomes more
different ways. Media also enable the teacher to use creative and innovative ways
in helping the students to reach learning objectives. Whereas for the students,
media are helpful in creating a livelier and fun class since the activity does not
only focus on the teacher’s preach or explanation. The students are also
stimulated to think analytically since they get the knowledge not directly from the
teacher. Media have a big chance in facilitating the students’ different learning
included, namely audio, visual and audio-visual media (Ohm, 2010) Audio media
are those instructional media which involve the sense of hearing. The researcher
categorizes them into audio recording, drama, news report and song. Visual media
are those media which involve the sense of sight and cover picture, flashcard and
chart. While audio-visual are those media which involve both sense of hearing
and sight. In this particular study, the researcher divides them into three, video,
film and TV program. Those media are helpful for English teacher since they are
applied by the teacher. The teacher in fact, will be able to use media if they have a
cognitive process that individual uses to interpret and understand the world
around him/her. In order to be able to interpret and understand, he/ she has to
translate the signal that he/ she receives through some process namely, observing,
51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
depend on how they process every single thing about media through their senses.
There are three aspects that can guide us in analysing teachers’ perceptions, they
are understanding, view and action (Vernon, 1987) It means, teachers’ perceptions
of instructional media can be seen through how he/ she understand the media, how
he/ she view the media and also how his/ her action toward the media.
Thus, to answer the problem formulation of this study, the researcher uses
some points as the guidelines. The researcher gathers the data in order to answer
the question about teachers’ perceptions of ELT media by looking deeper to the
teachers’ understanding, view and action toward media. The concept of media,
their benefit, and classification will help the researcher to examine the teachers’
understanding of media. Knowing the teachers’ views about media is also useful
in this study. It can be gathered by asking about how the teacher personally sees
the media, what kind of impact do the media bring for both the teacher and the
students. The researcher also investigates the use of ELT media by asking the
52
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology and the procedures which are
conducted in the research. It is important for the study since it elaborates the
discussion covers five sections, they are (1) research method, (2) research
respondents (3) research instruments, (4) data gathering techniques, and (5) data
analysis techniques.
A. Research Method
In conducting this study, the researcher designed a survey research. As the
researcher needs a method that is able to make the result of this study represents
(1995), a survey is used to answer the study which is related to social and
someone’s perception is influenced by his/ her environment and his/ her way of
living in the society. In fact, (Lodico et. al. 2006) explain that survey research is
conducted to gather opinion, beliefs or perceptions about the current issue for a
large group of people. So the survey is the best choice to be used as the method in
B. Research Respondents
The respondents of this study were 30 English teachers who work in the
city of Yogyakarta. The researcher decides to take those teachers who work in the
53
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There were 14 junior high schools included in this study. As a respondent in this
study, the number of the teachers is different from one school to another. There is
only one respondent from SMP BOPKRI 5 and SMP Joannes Bosco. Two
respondents are taken from SMPN 1, SMPN 9, SMPN 12, SMPN 15, SMPN 16,
SMP Pangudi Luhur 1, SMP Stella Duce 1, SMP Stella Duce 2, SMP Kristen
Kalam Kudus, and SMP Kanisius Gayam. Three respondents are taken from SMP
Maria Immaculata Marsudirini and five respondents are taken from SMPN 5.
Thus, as the total, there are 30 English teachers from 14 different junior high
The researcher only chose the junior high schools which are A-accredited.
The reason to do so is that those schools fulfill all eight educational standards
Penilaian).
C. Research Instruments
The researcher used questionnaire and interview as the instruments of this
particular study. The researcher employed quantitative and qualitative data. The
quantitative data were taken from close-ended questionnaire while the qualitative
data were taken from interview result. Ary et. al. (2002) state that utilizing
54
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
questionnaire as a data gathering device is really helpful for money and time
and can guarantee confidentiality, which may elicit more truthful responses.
While the interview is seen useful for getting the stories behind the participant’s
interview, the researcher intended to assess data about the teachers consisting of
media.
1. Questionnaire
The researcher especially used the close-ended questionnaire as the main
instrument in gathering data of this study. The questionnaire was divided into two
main parts, the understanding and view part and the action part. There are 15
statements in the first section which are related to teacher’s feeling and point of
view of media. In this section, the researcher used the Likert scale, a scale with a
number of points that provide ordinal scale measurement (Wiersma, 1995). Each
statement was provided with four column of number from 1 to 4 which represents
the level of the respondent’s agreement. The high score represents positive answer
in responding the questionnaire, while the low score represents the negative
answer.
- 2 is for disagree
- 3 is for agree
55
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There are four statements in the second section; they are related to media
short, this particular questionnaire was provided to get the data about how the
teacher applies media in promoting the students’ listening, speaking, reading and
writing ability. The statements were answered by giving rank to each given
choices about the frequency of using the media in improving each language skills
of the students. It ranges from 1 to 10, which 1 refers to the most used medium
and 10 is the least used one. As mention before, the researcher focused on the
main one. The questionnaire is about the frequency of using hardware media to
the researcher provides various hardware media, from the traditional to the digital
ones. This section functions to gain the data about the teacher’s preference in
using hardware media to deliver the software ones. The researcher also needs to
know to what extend do the teachers deal with hardware media. It especially
2. Interview
Same as the last questionnaire, interview plays a role as additional data
collection instrument. It is set to make certain of the data and also to recheck the
teacher’s answer in the questionnaire. The interview list contains some questions
56
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
about the use of ELT media that are not written in the questionnaire. It covers in
what condition does the teacher decide to use media, what kind of criteria do the
media should have so they can be utilized by the teacher, whether the teacher
finds some difficulties in utilizing the media or not and what is the teacher
There were only three teachers who are invited to join the interview. The
interview effective. Those interviewees were invited to the interview section for
they represented different criteria of the questionnaire result. The first interviewee
was invited because she has a very positive perception of ELT media, whether
when it deals with understanding, view or action. The second interviewee was
invited because he has a positive of both understanding and action toward ELT
Meanwhile, the third interviewee was invited for her result which shows that she
has both positive understanding and view toward ELT media but negative action
data to answer the question of this study. The questionnaire was distributed to 30
English teachers of junior high school. The teachers were randomly chosen from
A-accredited schools in the city of Yogyakarta. There were some steps that the
researcher had to do to make the data collection process goes smoothly. The
researcher went to each of the schools and passed both recommendation letter
from Sanata Dharma University and research permission letter from Major of the
57
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
city of Yogyakarta to the school principle. After holding permission from the
school principal by getting informed to whom the letter was disposed of, the
brief explanation about the objection of conducting this study. The researcher then
After processing the main data which were gathered from questionnaire,
the write also conducted interview section. The section was done by interviewing
three teachers as previously mentioned. It was done to enrich the data which were
taken from the questionnaire. The researcher recorded the interview by using a
recorder and also took some important notes during the interview.
analysed to answer the research question. The data of this particular study are
classified into two groups, namely main data and additional data. Main data are
gathered from questionnaire and the additional ones are gathered from the
study. Thus, the researcher especially uses Riduwan’s (2009) formula as the
Samples
Samples
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Technically, the researcher will analyse four different data which are the data of
teachers’ understanding and view toward ELT media, teachers’ action toward
software media as well as the hardware ones, and the last one is teacher’s
reflection about ELT media. Thus, the researcher plans to process those four data
separately.
Each of the scales will be replaced by the number in data processing, 1 is for
totally disagree, 2 is for disagree, 3 is for agree and 4 is four totally agree. There
will be two different perception classifications in this section which are based on
respondent’s score as well as the average of their score. The researcher then has to
calculate the average of total score of all respondents and the standard deviation.
The maximum and minimum score that might be held by the respondent are
shown as follows:
59
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
in order to get each statement categorization. Those components are total score of
each statement as well as the average, total score of all the statements, the average
The maximum and minimum score of each statement are shown as follows:
the rank column with number 1-10 based on his/ her frequency of using ten
provided media (audio recording, audio drama, news report, song, picture, flash
card, chart, video, film, TV program). The respondent can also not label certain
media if he/ she never uses them in English language teaching. Each of the ranks
60
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There will be two different perception classifications in this section which are
objective, the researcher has to calculate each of the respondent’s score as well as
the average of their score. The researcher then has to calculate the average of total
score of all respondents and the standard deviation. These whole components will
respondent.
The maximum and minimum score that might be held by the respondent are
shown as follows:
means the respondent has a very positive action toward media, he/ she
61
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the most used by the respondent. The must be calculated items in this section are
score of each medium as well as the average, the total score of all media as well as
the average and also the standard deviation. These items will be used to categorize
The maximum and minimum score of each medium are shown as follows:
study. The data are gathered from the third questionnaire in order to scrutinize the
whether the teacher still uses traditional hardware media or already moves to the
digital ones. There are five hardware media (radio, tape recorder, CD player,
smartphone, and computer) provided for audio software media, six hardware
computer) for visual software media and five hardware media (TV, VCD player,
DVD player, computer and smart TV) for audio-visual software media.
62
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The maximum and minimum score of each software media can be seen in the
following table:
Hardware which gets the maximum score (150 for audio; 180 for visual; and 150
for audio-visual) indicates that it is the most used hardware media by all the
teachers. However, hardware which is never used by the teachers will scores 0,
to collect additional information to verify and enrich the data from the
questionnaire. The researcher will only interview three teachers who have very
positive, very negative and unique answers in the questionnaire section. Those
three teacher’s answers that recorded will be transformed in the written form to
make them easier to be analysed. The researcher will read all the answers stated
by the teachers and summarize them. The summary of each answer from each
questions.
63
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
RESULTS AND DISCUSSIONS
expected that the objective of the study which is to investigate the teachers’
the study first, both the overall information and the detail ones. Through some
subsections, the researcher shows what has been gained during the survey process.
The survey was done to collect both main data and additional data which are
gathered to support the main ones. The data are gained by distributing
different parts based on the data resources, which are directly followed by the
discussion.
which are understanding, view and action, the researcher shows the result of the
data analysis. The score then will be followed by the category that each of the
formula. The formula classifies each score into four categories, whether it is very
64
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
From the table above we can see that two of the dimensions which are
understanding and view have the high scores, by handling 87 and 88 which means
that most of the teachers have a very positive understanding and view toward ELT
Based on the table showed, four aspects of action get a low score, respectively 41,
this particular section, the researcher delivers the data collection of teachers’
section. Each of the statement deals with theories of ELT media. This section
particularly aimed at digging out what the teacher has in mind about ELT media.
What the teacher has to do is respond the statements, whether he/she totally agree,
65
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teachers have very good understanding of ELT media. Most of them totally agree
that media are useful in assisting both teacher and students in teaching and
learning process. Most of the teachers also totally agree that media which
teaching.
66
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The statement number 1 asked whether the teacher agree that media are
beneficial in assisting the teacher to deliver teaching material. The score for this
statement is 94 and this is the highest score gained in this study. The result shows
that most of the teachers know that media can be useful for assisting them in
statement number 2 asked whether media are beneficial in enhancing the students
to master linguistic aspects especially when it deals with practice section in the
classroom. The score of this statement is 91. That means most of them agree that
the students will gain better result of practicing the language aspect when media
are included in the activity. The third statement which is statement number 3
asked whether the teacher agree that media are beneficial in assisting the students
to produce linguistic aspects and use them for communicative purposes. The score
for this statement is 87 and that means most of the teachers also have good
understanding that media can be helpful for enhancing the students’ language
aspect production.
media can be classified based on the sensory channels (Ohm, 2010). Based on the
sensory channels, media are classified into audio, visual and audio-visual media.
The result show that most of the teachers also have a good understanding about
the concept of media classification and also their positive role in English language
teaching.
The first four statement which are statement number 4. a, 4. b, 4. c, and 4.d
deal with audio media. Statement number 4.a. asked whether the teacher agree
that audio recording that covers instruction, narration, monologue and dialog can
67
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
be used by the teacher as one of the media in the classroom. The score of this
statement is 88 and that means most of the teachers totally agree with the
statement. The next audio media that the researcher included in statement number
4.b. is audio drama. The score of this statement is 86, and this confirms that most
of the teachers agree that audio drama is also useful in English language teaching.
about the usefulness of news report as one of the ELT media. Most of the teachers
agree that this particular medium can be utilized in the classroom activity, it is
shown by the score of this statement which is 84. However, this is the least score
refer to visual media. The statements are asked in order to investigate the
number 5. a. asked whether the teacher agree that picture (which can be in the
language teaching. The score of this statement is 89, and this is the highest score
of visual media group. The second statement of visual media group which is
statement number 5. b, the teacher is asked whether flash card utilization in the
classroom is beneficial, and the score for this statement is 87. The score shows
that most of the teachers have a good understanding toward the statement. The last
statement of visual media is whether the teacher agree that chart can be used by
the teacher as one of the ELT media. The score of this statement is 85 and this is
the least score of this particular group. However, this score is also included in
68
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
very good category, which means most of the teachers have a positive
number 6. a., 6. b., and 6. c. deal with audio-visual media. Similarly to the
previous ones, the statements are asked to identify the teacher understanding of
media classification based on the sensory channels as well as the beneficial in the
English language teaching. The first statement which is statement number 6. a.,
asked whether the teacher agree that video that covers documenter, tutorial and
statement is 88, which means most of the teachers positively agree with the
statement. Meanwhile, the next statement asked about the existence of film
(drama, fairy tale and biography) in English language teaching. It gets the same
score with the previous statement which is 88. That means, most of the teachers
also agree that film is beneficial in English language teaching. The last statement
the existence of TV program as one the audio-visual media. The score of this
statement is 83, which is the least score of both audio-visual and understanding
most of the teachers agree that TV program is also beneficial in English language
teaching.
Thus, based on the result above, the researcher can draw a conclusion that
the respondents which are 30 English teacher in the city of Yogyakarta have a
69
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
three out of thirty teachers who are the respondents in this study. This particular
section will elaborate the result of the interview that aims to gather more
information to support and enrich the data about the teacher understanding of ELT
media. There are two questions asked to the teachers, the first one is about the
each of the teacher’s opinion on the application of ELT media and the second one
is about whether there is any certain condition that makes the teachers apply
Those three interviewees’ answers for the first question show that they
have a positive opinion about ELT media, show a positive result. It means they
have the good understanding of ELT media. Overall, the interviewees argue that
instructional media are really beneficial for both teachers and students.
presenting the material and controlling the class in the easier way.
She said,
The other argued that media are really beneficial for English language
He said,
She said,
dimension asked about any condition that makes the teacher to utilize media in
his/her English class. The answers are quite different. The first interviewee shared
that media are applicable in every English class she has. But she emphasizes the
She said,
I apply media in all of my English classes, even if the media are the simplest
ones. But definitely, there are certain activities that for me that categorically
media depending. Listening and speaking for instance. I want the students to
not imitate but identify the authentic example of how to speak in a good
intonation, stress and pronunciation. Some media that contain authentic
example also provide reference for my students to improve their word choice,
so they can speak English-English, not Bahasa Indonesia which is translated
into English. (Interviewee 1)
considerations of having media in his English class. The first one is the teaching
He said,
It depends on the objectives, if I can find media that can assist the objective
achievement, definitely I will choose to use media. I also use media for
certain topic that based on previous experience need more effort to be learnt.
71
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Here, media are used to keep the students’ mood on the track, so they are
ready to learn the topic that will be delivered. (Interviewee 2)
shared that for some reasons she recently does not intensively use media in her
English class.
She said,
same idea that media are applicable and effective assistance for them in English
language teaching. What can be concluded from the answers is that there are some
concerns that make them decide to include media in their English class, i.e.,
students’ skills, teaching and learning objective and the efficiency and
3. Discussion
The result of the questionnaire shows that all of the respondents which are
30 junior high school English teachers have very good understanding of ELT
media. They have positive understandings about the concept of media, how they
can be classified as well as the benefit in English language teaching. It can be seen
by the score of each statement that the teachers responded to, all the teachers
totally agree or agree with all the statement provided in the questionnaire.
72
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The teachers know that media around them can be utilized in English class
for teaching and learning activity. It is in line with what is stated by Gagne (1987)
that instructional media cover all components in students’ environment that can be
used to stimulate students to learn. Furthermore, through the response of the first
three statements, the teachers also shared that they also do have a positive opinion
that media are applicable whether for assisting them in presenting teaching
whether the teachers do agree with media classification proposed by Ohm (2010).
Ohm specifically classifies media into three group based on the sensory channels,
namely audio, visual and audio-visual media. The result of the questionnaire
shows that the teachers positively have the same understanding with this
particular theory. The teachers also positively know some certain software media
that included in each audio, visual and audio-visual media. Their response to the
statement in the questionnaire shows that they agree that those software media are
the teachers’ understanding of ELT media is that the teachers which in this case
Three of them even share a good experience in utilizing media in their English
class.
Each of the teachers, however, does not use media without any reason.
They do know when, why and how to apply media in the classroom. As revealed
73
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
in the interview section, each of the teachers has his/her own reason for using
media in the classroom. What kind of skill which will be improved, teaching and
learning objective and the efficiency and effectiveness of the learning process are
some of the teachers’ consideration of using ELT media. This fact support
Sanaky’s (2013) elaboration about what can media specifically do for both
teachers and students during the teaching and learning process. According to
Sanaky (2013) media are helpful in facilitating teacher to reach the learning
teaching variation and creating fun learning. Meanwhile, instructional media bring
some advantages for the students such as, to increase the student learning
motivation, as well as variation, stimuli the student for thinking analytically in fun
situation and also instructional media, are helpful in understanding the material
systematically.
information which integrated with prior knowledge (Ip, 2003), what reveals in the
finding represent what the teachers have in mind toward ELT media. What they
think about media based on what they see, what they experience with their sense,
which then brings them to one conclusion toward the media themselves. The
result, whether from the questionnaire distribution or interview section shows that
the previous one, the researcher delivers the data collection of teachers’ views of
74
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
This section is delivered to investigate how the teachers personally view media
after having experience dealing with them in the classroom. The teacher has to
respond to the given statements by choosing whether he/she totally agree, agree,
The result shows that most of the teachers have a very good view of ELT
media. The teachers agree that media give precious advantages for English
75
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
language teaching. It can be seen from the score of each statement which asked
teacher view about the role of media in assisting teaching learning activity based
on his/ her personal experience so far. Statement number 7 asked whether media
are interesting items to be applied in English language teaching. The score of this
statement is 91. It means, most of the teachers agree with the statement. The next
teacher him/ herself English class. The score for this statement is 93 and this is the
highest score for this particular dimension. Undoubtedly, the score shows that
most of the teachers totally agree with the statement. Meanwhile, the last
statement of this group which is question number 12 asked whether the class
becomes livelier when media are applied in the teaching and learning process. The
result shows that most of the teachers have very good view toward this statement.
to reveal the teacher view about the role of media for him/ herself as an English
teacher. Statement number 9 asked whether media make the teacher gain more
confident in facilitating teaching and learning process. The score of this statement
is 89 which is categorized as a very good view. The next statement asked about
present the teaching material. The score for this statement is 85 which means most
of the teachers have a positive view of the statement. The last statement of this
group which is statement number 11 deals with the ability of media in assisting
76
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the teacher to reach his/ her teaching target. The result shows a positive response.
The last three statements aimed at investigating the teachers’ views about
the role of media specifically for the students of English language teaching.
uses media to deliver the material. The score for this statement is 86. It shows that
most of the teachers have a very good view toward this statement. Revealing the
information about teachers’ views about the role of media in assisting the students
to recognize linguistic aspect is the objective of statement number 14. The score
for this statement is 85. It is the least score for this view group but still, it is
media can situate a better learning process for producing linguistic aspects
activity. Same as the previous statement, the score of this statement is 85, which
shows that most of the teachers have a good view toward the statement.
The elaboration above reveals that all of the statements are responded in a
positive way. Hence, the researcher can conclude that the result shows that the
The researcher will present the answers of two questions that are asked to the
interviewees which are expected can support and enrich the result of the data of
the questionnaire. The questions aim to examine how the interviewees as English
teachers, view media, after applying them in their English class and experiencing
the result of the application. The first question asked the interviewees whether
77
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
classroom. While the second question asked if the teacher finds any difficulty
The answers of the interviewees are quite various for the first question.
The first interviewee argued that back to basic benefits of instructional media, that
she has to make sure that the media are really worth to be used and the
She said,
The media should be the ones which can efficiently help me to achieve the
teaching objective. For your information, the school language laboratory is
currently cannot be used for some reason, that is why I really concern with
the flexibility of the media. They should be handy and need less supporting
tools to be operated. One more thing, I only use the media that I really
familiar with and master to. (Interviewee 1)
In line with the previous interviewee, the second interviewee puts more
He said,
I only apply media that suitable with the context of my teaching material. I
also prefer to use media that I really master to, with the hardware that I am
really able to operate. (Interviewee 2)
The third interviewee adds one thing or two that she really concerns with,
She said,
I only use media that enjoyable, since it will be easier for me to achieve the
teaching objective. I also prefer to use media that can be supported by less
error hardware media, whether it is about the electricity or internet
connection. (Interviewee 3)
difficulty the teacher face during media application in the English language
78
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
facilitating the students to identify linguistic aspects and encouraging the students
to produce linguistic aspects. Each of the interviewee has different opinion about
this matter. The first interviewee for instance, she especially emphasizes on the
use of audio and audio-visual media that might disturb the other class.
She said,
He said,
For particular media like song, the students are sometimes not really attracted
for they feel that is not “their song”, in other word the song does not sound
good. Students’ interest toward song or film are relatively different. That is
why it becomes another duty for me to motivate them to actively participate
in the discussion. Another difficulty is the time constraint. I need time to
prepare media that will be delivered in my English class. In addition, some
media also need extra time to be explored in the classroom. (Interviewee 2)
In line with her answer for the previous question, the third interviewee
shared about some error happen while they having media in the classroom.
She said,
As I said before, the problem is the error that sometimes happen especially
when we have film or video. It more or less distracts the students focus in the
classroom and it indeed wasting time. The other difficulty is more about the
students. They do pay attention and show their enthusiasm when I use media
in presenting the material, but unfortunately they are not motivated enough to
actively participate to the other activities like practicing or doing some tasks.
(Interviewee 3)
79
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
be assisted by media for the English language teaching. It is done to avoid the
possibility of problem faced during the teaching and learning process. First,
definitely the interviewees only use media that potentially helpful in achieving
teaching goals. The media should be enjoyable, not ones that make the students
get bored. The flexibility also one of the considerations in applying media in the
classroom including the mobility and error possibility. And last but not least, the
teachers themselves have to be really familiar with the media. They know what to
do, what kind of activity should be done and master the operation of the hardware
as well.
3. Discussion
Similar to the data of teachers’ understanding of ELT media, the result of
teachers’ views investigation also show good achievement. All the teachers have
good views of instructional media. It can be seen from how they respond to each
language teaching. Not only interesting, media indeed are seen as potential
utilities which are beneficial for both the teacher and the students. This is parallel
to Rao’s (2014) notion that media if utilized in the educational setting will
In addition, giving a very good response to statement deal with the benefit
of media specifically for the teachers and students show that the teachers have a
very good view of ELT media. The teachers agree that media are advantageous in
80
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
number 15 of the questionnaire. The statement talks about how the media
specifically bring benefit for both the teacher and the students. Those statement
media.
Having media in their English class continuously can either make the
teachers have a good view or bad view toward media. As Nick (2006) asserts that
a view of a particular thing comes from the result of interpretation of facts. Here,
the teachers’ themselves give their opinion about media based on the fact that they
experience while having the media in the classroom, and based on the facts that
they got, the teachers reveal that they have a very good view of ELT media.
representative of all respondent of this particular study. The interview reveals that
the teachers not carelessly use all media available around them in the classroom.
The media should have some criteria so they can be used as supporting aid in
English language teaching and each of the teachers is selective enough in picking
media for his/ her English class. Overall, the criteria cover flexibility, the ability
to assist the teacher and students in achieving the teaching and learning objective,
the enjoyment that might be brought to the classroom and last but not least, the
Having media in the teachers’ English class and applying them with
various strategies, enrich the teachers experience as well as enlighten them about
the role of the ELT media. As the teachers answers the second question related to
81
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the their view of media which is what kind of difficulties that the teachers face so
far, it reveals that the criteria mentioned above comes from their experience
toward media. Each of the teachers have their own criteria in selecting the media
in order to minimize the difficulties they might have during the class activity.
of this section are also gathered from distributing questionnaire and conducting
The first one is the main data which aims to reveal the teachers’ action toward
software ELT media. Another data, however, are the secondary data which are
gathered to deepen the main ones. The secondary data focus on the teachers’
action toward hardware media as the supporting tools in delivering the software
media.
a. Software Media
In this particular investigation, the researcher provides 10 software items
which belong to three different groups of media which are classified based on the
sensory channels. There are four audio media, three visual media and three audio-
visual media which relevant in English language teaching. The researcher then
tried to investigate how these ten media are used in different comprehension
aspects which are promoted in English language teaching in junior high school.
The skills cover listening, speaking reading and speaking. This is to reveal the
frequency of using the media, whether there are some media which frequently
used of even never used at all. Thus, differently, from previous two questionnaires
82
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1) Listening
Table 4.4 : Software Media Usage for Listening Skill
NO. MEDIA SCORE CLASSIFICATION
1. Audio recording 84 Very good/ positive
2. Audio drama 26 bad/ negative
3. News report 16 Very bad/ negative
4. Song 77 Very good/ positive
5. Picture 42 Bad/ negative
6. Flash card 18 Very bad/ negative
7. Chart 7 Very bad/ negative
8. Video 67 Good/ positive
9. Film 60 Good/ positive
10. TV program 10 Very bad/ negative
Average 41
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
76 ≤ x ≤ 100 : very good response, categorized as positive action
Result shows that the teachers’ action are quite different from one to the
other media. There are some media that used frequently in enhancing the students
listening comprehension, but there are also some media that are not frequently
used. It can be seen from the score of each of the media as well as the
classification.
narration, monolog or dialog- is one of the most frequently used in enhancing the
students listening skills. The score of this particular software is 84. It is followed
by song which score’s is 77. Both the software are classified as media with a very
good response, which mean most of the teachers have a very good action toward
83
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The other media which have good response from most of the teachers are
video (documentary, tutorial and lecture) and film (drama, fairy tale and
biography) which scored 67 and 60. These results show that most of the teachers
have a good action toward these two media, or it can be said that these media are
On the other hand, there are some media that seemed not to be frequently
used in improving the students’ listening skill such as audio drama and picture.
The score for audio drama software is 26, while picture’s is 42. That means most
of the teachers have a bad response toward those two software of media.
In addition, the rest of the media presented in the table i.e., news repost,
flash card, chart and TV program are also classified in a group of software media
which are not frequently used by the teachers. It can be seen from each of the
medium’s score, 16 for new report; 18 for flash card; 7 for chart; and 10 for TV
program.
2) Speaking
Table 4.5 : Software Media Usage for Speaking Skill
NO. MEDIA SCORE CLASSIFICATION
1. Audio recording 63 Good/ positive
2. Audio drama 44 Bad/ negative
3. News report 17 Very bad/ negative
4. Song 35 Bad/ negative
5. Picture 64 Good/ positive
6. Flash card 41 Bad/ negative
7. Chart 25 Very bad/ negative
8. Video 54 Good/ positive
9. Film 41 Bad/ negative
10. TV program 9 Very bad/ negative
Average 39
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
76 ≤ x ≤ 100 : very good response, categorized as positive action
84
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There are three out ten software which have a good response from the
teachers, while the rest of them have bad and very bad response.
picture and video are classified as media which are frequently used by the
teachers. It can be seen by the score of those three media, respectively 63, 64 and
54. That means most of the teachers have a good action toward audio recording,
picture and video when the objective of teaching deals with the students’ speaking
skills.
However, since audio drama, song, flash card and film’s scores are in the
second range which is between 26 and 50, it can be concluded that most of the
It also happens to news report, chart and TV program which scores are in
the lowest three (17, 25, and 9). It also shows that most of the teachers have a bad
3) Reading
Table 4.6 : Software Media Usage for Reading Skill
NO. MEDIA SCORE CLASSIFICATION
1. Audio recording 38 Bad/ negative
2. Audio drama 26 Bad/ negative
3. News report 34 Bad/ negative
4. Song 37 Bad/ negative
5. Picture 53 Good/ positive
6. Flash card 30 Bad/ negative
7. Chart 32 Bad/ negative
8. Video 36 Bad/ negative
9. Film 38 Bad/ negative
10. TV program 13 Very bad/ negative
Average 34
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
85
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The table shows that there is only one medium which is seemed to be
Unfortunately, the other nine media are that prior for most of the teachers to be
enhance the students’ reading skills. It can be seen from its score which is 53 and
it means most of the teachers have a good action toward that particular medium.
While the rest of the media and their score, respectively audio recording;
38, audio drama; 26, news report; 34, song; 37, flash card; 30, chart; 32, video;
36, film; 38, and TV program; 13, got a negative response form the teachers. It
means most of the teachers do not have a good action toward those media in
4) Writing
Table 4.7 : Software Media Usage for Writing Skill
NO. MEDIA SCORE CLASSIFICATION
1. Audio recording 42 Bad/ negative
2. Audio drama 26 Bad/ negative
3. News report 8 Very bad/ negative
4. Song 41 Bad/ negative
5. Picture 85 Very good/ positive
6. Flash card 54 Good/ positive
7. Chart 49 Bad/ negative
8. Video 34 Bad/ negative
9. Film 26 Bad/ negative
10. TV program 7 Very bad/ negative
Average 37
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
76 ≤ x ≤ 100 : very good response, categorized as positive action
86
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The data collection result reveals that ten media proposed by the
Similar to reading skill, most of the teachers also have a positive action
toward picture in enhancing the students’ writing skills. It is proved by the fact
Most of the teachers also have a positive response toward flash card for its
score is 54. That means most of the teachers have a good action toward flash card.
On the contrary, the other 8 media are not frequently used by most of the
scores of six media that included in bad response category such as audio
recording; 42, audio drama; 26, song; 41, chart; 49, video; 34, and TV program; 7.
These media are the followed by news report and TV program which are
also categorized as not frequently used media for the scores are 8 and 7.
The tables of media usage in four comprehension aspects above reveal that
ten media provided by the researcher in the questionnaire are used in the English
language teaching with a different frequency for each of the skill. In other words,
media usage.
b. Hardware
This section is presented to reveal the secondary data which are used to
support and enrich the main data of teachers’ action toward ELT media. As each
the classroom, this particular section will especially present teachers’ action
87
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The hardware media are classified based on the sensory channels from the
simple to the sophisticated one. Audio media include radio, tape, CD player,
smartphone and computer. Meanwhile, visual media include paper, class board,
transparency, printed paper, computer, and smart board. The last one audio-visual
media include Television, VCD player, DVD player, computer and smart
television.
Similar to the previous data gathering instrument, to gather the data of this
section, the researcher utilized rank questionnaire. What the teacher has to do was
1) Audio
Table 4.8 : Hardware Media Usage for Audio Software Media
NO. MEDIA SCORE CLASSIFICATION
1. Radio 1 Very bad/ negative
2. Tape 41 Bad/ negative
3. CD player 39 Bad/ negative
4. Smart phone 38 Bad/ negative
5. Computer 89 Very good/ positive
Average 41
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
76 ≤ x ≤ 100 : very good response, categorized as positive action
There is only one out of five hardware proposed by the researcher which
The result shows that most of the teachers have a good action toward
computer in delivering audio software ELT media. The score of this particular
media is 89, which is the highest score for this hardware group.
88
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Meanwhile, the rest of the media such as tape, CD player, smart phone and
radio are not frequently be utilized by the teachers, for the scores of those media
2) Visual
Table 4.9 : Hardware Media Usage for Visual Software Media
NO. MEDIA SCORE CLASSIFICATION
1. Paper 61 Good/ positive
2. Class board 64 Good/ positive
3. Transparency 13 Very bad/ negative
4. Printed paper 54 Good/ positive
5. Computer 79 Very good/ positive
6. Smart board 0 Very bad/ negative
Average 45
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
76 ≤ x ≤ 100 : very good response, categorized as positive action
The result shows that the teachers have different action toward the
hardware. But most of the media are intensively used to support the software
ones.
The highest score held by computer which is 79. It means most of the
other three hardware namely paper, class board and printed paper which are
software media. It can be seen from the score which is 13. There is also a
hardware that never been used by all of the teachers. It is smart board which
undoubtedly scored 0.
89
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3) Audio-visual
Table 4.10 : Hardware Media Usage for Audio-Visual Software Media
NO. MEDIA SCORE CLASSIFICATION
1. TV 10 Very bad/ negative
2. VCD player 43 Bad/ negative
3. DVD player 24 Very bad/ negative
4. Computer 95 Very good/ positive
5. Smart TV 0 Very bad/ negative
Average 34
Notes:
0 ≤ x ≤ 25 : very bad response, categorized as negative action
26 ≤ x ≤ 50 : bad response, categorized as negative action
51 ≤ x ≤ 75 : good response, categorized as positive action
76 ≤ x ≤ 100 : very good response, categorized as positive action
Similar to the audio group, most of the teachers only have a very good
response to one particular media which is the computer. It can be seen that it
scored 95 which makes the computer is the prior hardware which is used to
The rest of the hardware are still used in the classroom by the teacher but
not as frequently as computer. As revealed in the table, the score of VCD player is
43, which categorized as bad response. It is followed by the other three hardware
sequentially DVD player, television and smart TV which including in very bad
response group. It means most of the teachers do not have a good action toward
to gather more information to support and enrich the data about the teacher action
toward ELT media. There are two questions asked to the interviewees, the first
in 2013 curriculum and the second composition comparison of the media source.
For your information, there are five approaches in teaching and learning process
90
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
here, whether teacher applies media that he/ she creates him/herself, adopting
The three interviewees have the quite similar answers for the first
question. They mostly use media for the first stage of the teaching and learning
activity.
For me, media are mostly applicable in the beginning activity. Media
especially help me to build the students’ mood to be ready to learn English.
Media are also useful to introduce what will be learned. (Interviewee 2)
So far, I use media 75% at the beginning of the activity as let us say warm up
activity. It is really helpful in getting the students attention. (Interviewee 3)
the first stage of 5 approaches promoted by 2013 curriculum. However, it does not
Each of the interviewees has a different answer for the second question
about their action toward ELT media. The teacher asked them to make a
comparison in the form of a percentage of their action toward media whether the
91
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ones that they make by themselves, media which are already available or
I only use media that already available without adjusting them through
editing or any other method, because I’m afraid it will eliminate the essence
of what will be discussed. My media using is a mixture of 75% available
media usage and 25% my own creation media usage. (Interviewee 1)
I never create any media to be used in the classroom. So far, I use 75%
available media and 25% available media that I adjust so they are suitable for
my teaching. I especially learn some program to do it. (Interviewee 2)
However, the third interviewee also has a different comparison of action toward
ELT media.
She said,
I do create my own media, I also use available media and sometimes adjust
them based on what to achieve in my English class. Maybe the percentage are
60%, 25% and 15%. (Interviewee 3)
3. Discussion
The finding of this particular dimension of perception is quite different
with the other two. The result shows that the teachers have a negative action
toward ELT media. Most of the teachers do not apply all media provided in the
questionnaire in their English class, whether when it deals with enhancing the
students’ listening, speaking, reading and writing skills. Additionally, the result
shows that most of the teachers still rely on certain media to be utilized in each of
There are four out of ten media which are frequently used in enhancing the
students’ listening comprehension namely, audio recording, song, video and film.
Audio recording such as instruction narration, monolog and dialog are the most
92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
frequently used in the listening activity. This particular medium is the one which
represents the students’ daily life as the usually listened to instruction, narration,
and people’s talk in real life as well. By having audio recording intensively in the
classroom, the teachers expected that the students will get used to English orally.
It is in line with the benefit of audio recording proposed by Newby et.al. (1996)
that it can provide basic language experiences for the students whose native
video and film are also chosen by the teacher to be used in listening
comprehension activity for the ability to situate the class atmosphere. As what is
atmosphere. In addition, Ismaili’s (2013) experimental study also prove that film
can attract the students’ attention, presents language in a more natural way that
However, the result also shared that most of the teachers do not frequently
apply the rest of the ELT media. It can be seen by the scores of picture, audio
drama, flash card, news report, TV program and chart are categorized as the low
score.
The teachers more or less have the same perception, in this case, action
Most of them prefer to use pictures, audio recording and video to encourage the
students’ to speak English. Picture has become a priority for the teachers when it
that picture is really helpful in learning how to communicate the students’ thought
93
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
are selected as their ability to deliver authentic interpersonal and transactional text
to the students.
On the contrary, most of the teachers do not use audio drama, flash card,
film, song, chart, news report and TV program in enhancing the students’
speaking skills as their scores categorized in low score group. Audio drama, film,
song, news report, and TV program might not be used because of the difficulties
in having the suitable media which can fit the teaching objective.
The result, however, reveals that most of the teachers do not apply media
that provided by the researcher in the questionnaire in dealing with the students’
reading comprehension. There is only one out of ten media which is frequently
used in reading activity which is picture. In line with Harmer’s (2001) theory, in
this case, picture play role as ornamentation. The teachers can use picture to
affirm a given reading or passage. Picture also can be used to evaluate the
reading or passage read by the students, the teacher can ask the students to match
Meanwhile, audio recording, film, song, video, news report, chart, flash
card, audio drama, and TV program, respectively less frequently used by the
The result of the last comprehension aspect which writing shows that there
is an unequal comparison of the frequently used media and the less frequently
used ones. Most of the teachers choose to use visual media as their prior
94
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
which used in English language teaching. Indeed, there are various activities can
be done by using picture in the classroom. Picture whether in the form of drawing,
cartoon, printed or digital image can be used for teaching some genres of text
procedure text.
The other eight media (chart, audio recording, song, video, audio drama,
film, news report, and TV program) conversely are not frequently be used in this
that state about the benefit of those media in improving the students’ writing
skills. Sowntharya et. al. (2014) for example, list some of the activities that can
improve the students’ writing skills such as making a short report of watched
classroom.
As the teachers also need hardware media in delivering the software to the
students, the researcher also has a responsibility for investigating how the
teachers’ action toward hardware ELT media. It is also aimed at examining the
teachers’ choices toward hardware media, whether they still apply traditional
hardware or they are now moving to the digital ones. The result shows that most
of the teachers rely on the computer in delivering most of the software media that
95
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
news report and song, most of the teachers prefer to use computer as the hardware
media. As we know that computer provides so many programs that can facilitate
the teachers in applying the audio software media such as Windows Media Player
and Winamp. That means when the teachers deliver audio software media through
the computer, the teachers also need other supporting aids like sound system,
The teachers also utilized tape, CD player, smartphone and radio but not as
frequently as they use computer. Thus, it reveals that most of the teachers are now
using digital hardware media in assisting them to deliver software media in the
classroom, but there are still some teachers who use traditional media which is
Similar to the previous one, most of the teachers also prefer to use
Mind Jet are three of various programs that computer provides in presenting
visual media. Using computer in delivering visual media definitely requires the
teacher to have some supports from additional aid like LCD projector, electricity
based on the research result categorized in high score group which means most of
the teachers also have positive action toward these three hardware media.
Surprisingly, there are still some teachers who utilize transparency in the
classroom but not as frequently as computer, class board, paper and printed paper.
In addition, the result also reveals that there is no teacher who uses smartboard in
96
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
delivering visual software media in the classroom. However, it indicates that the
teachers utilize both traditional and digital visual media quite equally in English
language teaching.
Furthermore, the result shows that computer is also a prior medium which
that can be used to present audio-visual media whether video, film or even TV
program such as Windows Media Player, VLC Media Player and Power Media
Player. The teachers even can rely on Youtube as the biggest video sharing site to
present audio-visual media for the students. However, computer also indeed needs
Meanwhile, the result reveals that some of the teachers also use VCD
player, DVD player and TV but not as frequently as they use computer in
Thus it can be concluded that most of the teachers are familiar with digital
hardware media. They use some of them in delivering software media in their
daily teaching activities. However, the teachers also still utilized some traditional
E. Other findings
At the end of the interview section, the researcher specifically asked the
interviewees about their reflection about what they have done so far, in this
context deals with ELT media. The researcher asked whether there is any
97
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
qualitatively.
teacher handle the class, make a teaching strategy and manage themselves is the
It is awful that we still have some of the teachers who think that media role as
a leader in the classroom. They just present the media, a video or a song, for
instance, ask the student what to do then leave the students without any
control. I and all of the English teachers out there should be more innovative
in both creating teaching strategy as well as applying media in the classroom.
One more thing, hopefully, each school will provide more adequate media as
well as the supporting tools and infrastructure, so the teacher can maximize
the English language teaching which eventually brings to the best
achievement of the students. (Interviewee 1)
The first thing that needs improvement is the teachers themselves. I myself
still lack in knowledge and strategy toward ELT media. I have to learn more,
enrich my knowledge about ELT media so the achievement will also be
improved. We also have to make sure that all the support system and tools are
also ready to be used. (Interviewee 2)
The answer of the third interviewee is quite similar to the second one. She said,
98
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V
CONCLUSIONS
This chapter presents the final discussion of this research. There are two
points presented in this chapter. The first point presents the researcher’s
conclusion drawn from the result. The second point presents the researcher’s
A. Conclusions
The data analysis result shows that the teachers have very good
The teachers shared that they have very good views of ELT media as well, it is
proved by the average score of their view which is 88 of 100. Although the data
analysis result showed that most of the teachers have negative action toward
media with 37 as the average score, accumulatively, the result reveals that English
The teachers shared that they realise English language teaching will be
done effectively if they are assisted by other supporting system including media.
It is also revealed that the teachers are familiar with media which classified based
the teachers’ view of ELT media. They admitted that utilizing media with suitable
teaching strategy can bring various advantages for both the teachers and the
students. The teachers also shared that having a good preparation, mastering the
media that will be presented in the classroom and recognizing the students’ needs
indeed help them in maximizing the benefit of media in their English class.
99
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
followed by good media application. The result shows that most of the teachers
teachers has his/ her own consideration in deciding his/ her media choice. Some of
the considerations revealed through this study are, the time constraint in preparing
Additionally, the teachers are now already familiar with the use of digital
hardware media. Most of them prefer to use digital media for the quality and
effectiveness concern, although there are also some teachers who still frequently
B. Suggestions
Some recommendation for researcher who are interested in doing research
on ELT media is given in this part. The researcher can conduct a research deals
English through media to paper and pencil evaluation. The researcher hopes that
learning achievement.
100
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
BIBLIOGRAPHY
101
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Newby, T. J., Stepich, D. A., Lehman, J. D., & Russel, J. D. (1996). Instructional
technology for teaching and learning: designing instruction, integrating
computers, and using media. Upper Saddle River: Pearson Education.
Pun, M. (2013). The use of multimedia technology in English language teaching:
a global perspective. Crossing the Borders: International Journal of
Interdisciplinary Studies, 29-38.
Ramsey, F. H. (1986). The little brown handbook. Boston: Little Brown.
Rao, B. M. (2014). Use of media as an instructional tool in English Language
Teaching at undergraduate level. International Journal of English and
Literature, Vol. V (No. 6), 141-143.
Riduan. (2009). Dasar-Dasar Statisktika. Bandung: Alfabeta.
Sadiman, A. S., Rahardjo, R., Haryono, A., & Rahardjito. (2009). Media
pendidikan: pengertian, pengembangkan, dan pemanfaatannya. Jakarta:
Rajawali Press.
Sanaky, H. A. (2013). Media pembelajaran interaktif-inovatif. Yogyakarta:
Kaukaba Dipantara.
Shen, C. (2009). Using English songs: an enjoyable and effective approach to
ELT. CCSE English Language Teaching Journal, 88-94.
Silcha, W. N., & Ivone, F. M. (2015). Using facebook with process writing
strategy to enhance the teaching of recount text. English Language
Education Study Program Sanata Dharma University (pp. 391-399).
Yogyakarta: English Language Education Study Program Sanata Dharma
University.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (1996). Instructional technology
and media for learning. Boston: Pearson Education Inc.
Sowntharya, Y. L., Gomathi, S., & Muhuntarajan, C. (2014). Audio visual media
and English learners. International journal on recent and innovation
trends in computing and communication, Vo. 2 (No. 2), 384-386.
Stewart, D. M. (2006). Film English: using film to teach English. Electronis
Journal of English Education, 1-17.
Suyanto, K. K. (2007). English for young learners. Jakarta: PT. Bumi Aksara.
Tafani, V. (2009). Teaching English through mass media. Acta Didactica
Napocensia, Vol. 2 (No. 1), 81-96.
Tomalin, B. (1979). Using BBC English by radio and television in the classroom.
In T. B. Council, The use of media in English language teaching (pp. 68-
74). London: The British Council Printing and Publishing Department.
Tschirner, E. (2011). Video clips, input processing and language learning. In W.
M. Chan, K. N. Chin, T. Suthiwan, & M. Nagami, Media in foreign
language teaching and learning (pp. 25-40). Berlin: De Gruyter Mouton.
Vernon, M. D. (1987). The psychology of perception. Middlesex: Penguin Books.
103
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Wang, Y., & Zhang, H. F. (2012). The application of English films in higher
vocational English teaching. Journal of Sino-US English Teaching, 1010-
1014.
Wigginss, G. (1998). Educative assessment. San Fransisco: Jossey-Bass
Publisher.
Wells, G. (1987, March). Apprenticeship in Literacy. Interchange, pp. 109-123.
Wiersma, W. (1995). Research method in Education: an introduction. New York:
Allyn and Bacon.
Wilson, G. (2012, April 4th). Action. Retrieved October 17, 2012, from Stanford
encyclopedia of philosophy: https://plato.stanford.edu/entries/action/
Woolfolk, A. E. (1998). Educational psychology. Boston: Allyn & Bacon.
104
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
Appendix 1. Questionnaire
KUESIONER
Nama :
Pengalaman mengajar :
Bahasa Inggris (dalam tahun)
Latar belakang pendidikan :
Kelas yang diampu :
NO. HP/ Alamat email :
Saya bersedia mengikuti sesi wawancara jika ada beberapa informasi lanjutan
yang masih dibutuhkan dari saya: Ya/ Tidak
Kuesioner ini bertujuan untuk mengumpulkan data penelitian tentang penggunaan
media dalam pengajaran Bahasa Inggris.
- Apakah anda menggunakan media dalam pengajaran Bahasa Inggris?
- Media apa saja yang anda gunakan dalam pengajaran Bahasa Inggris?
105
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I. Tandailah (√) kolom* yang menurut anda sesuai dengan pernyataan berikut!
*STS : Sangat Tidak Setuju
TS : Tidak Setuju
S : Setuju
SS : Sangat Setuju
S T S S
NO. PERNYATAAN
STS TS S SS
1. Penggunaan media bermanfaat dalam kegiatan
pengajaran materi.
2. Penggunaan media bermanfaat dalam kegiatan
latihan aspek kebahasaan siswa.
3. Penggunaan media bermanfaat dalam kegiatan
produksi aspek kebahasaan siswa.
4. Media audio di bawah ini dapat guru gunakan
dalam kegiatan pengajaran Bahasa Inggris:
- Rekaman audio (petunjuk, cerita,
percakapan)
- Drama audio
- Laporan berita
- Lagu
- Kartu flash
- Chart
106
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Program televisi
107
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
II. Urutkan media berikut ini (dimulai dengan angka 1 untuk media yang paling
sering digunakan), berdasarkan frekuensi penggunaan anda di kelas (silang
yang tidak pernah digunakan)
NO. PERNYATAAN URUTAN
108
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Siaran berita
- Lagu
- Gambar
- Kartu flash
- Chart
- Video (dokumenter, tutorial, pengajaran)
- Film (drama, dongeng, biografi)
- Program televisi
19. Saya memanfaatkan media di bawah ini dalam kegiatan yang
bertujuan untuk meningkatkan kemampuan menulis siswa:
- Rekaman audio (petunjuk, cerita, percakapan)
- Drama
- Siaran berita
- Lagu
- Gambar
- Kartu flash
- Chart
- Video (dokumenter, tutorial, pengajaran)
- Film (drama, dongeng, biografi)
- Program televisi
109
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
III. Urutkan media berikut ini (dimulai dengan angka 1 untuk media yang paling
sering digunakan), berdasarkan frekuensi penggunaan anda di kelas (silang
yang tidak pernah digunakan)
MEDIA PERANGKAT MEDIA PERANGKAT
NO. URUTAN
LUNAK KERAS
20. Audio Radio
Alat Perekam/ Pemutar
Kaset
Pemutar CD
Ponsel Pintar
Komputer
21. Visual Kertas
Kertas Cetak
Papan Tulis
Transparan
Komputer
Papan Pintar
22. Audio-visual Pesawat Televisi
Pemutar VCD
Pemutar DVD
Komputer
Televisi Pintar
110
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LISTENING
CATEGORY SCORE TOTAL MEDIA
Very good/ positive 76-100 2 Audio recording, song
Good/ positive 51-75 2 video, film
Bad/ negative 26-50 2 Picture, audio drama
Very bad/ negative 0-25 4 Flash card, news report, TV program, chart
TOTAL 10
113
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
SPEAKING
CATEGORY SCORE TOTAL MEDIA
Very good/ positive 76-100 0 -
Good/ positive 51-75 3 Picture, audio recording, video
Bad/ negative 26-50 4 Audio drama, flash card, film, song
Very bad/ negative 0-25 3 Chart, news repost, TV program
TOTAL 10
114
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Video 3 4 1 3 0 1 0 2 1 0 15 30 15 15 15
News report 5 1 4 0 1 0 0 0 2 0 17 30 17 17 17
Chart 2 1 3 4 1 1 0 1 0 0 17 30 17 17 17
Flash card 2 4 1 1 1 0 3 0 0 0 18 30 18 18 18
Audio drama 0 3 2 2 3 0 1 0 0 0 19 30 19 19 19
TV program 0 2 1 0 0 1 0 2 0 1 23 30 23 23 23
READING
CATEGORY SCORE TOTAL MEDIA
Very good/ positive 76-100 0 -
Good/ positive 51-75 1 Picture
Bad/ negative 26-50 8 Audio recording, film, song, video, news repost, chart, flash card, audio drama
Very bad/ negative 0-25 1 TV program
TOTAL 10
115
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WRITING
CATEGORY SCORE TOTAL MEDIA
Very good/ positive 76-100 1 Picture
Good/ positive 51-75 1 Flash card
Bad/ negative 26-50 6 Chart, audio recording, song, video, audio drama, film
Very bad/ negative 0-25 2 News report, TV program
TOTAL 10
116
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WARE
WARE
HARD
SOFT 5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY
AUDIO
CATEGORY SCORE TOTAL
Very good/ positive 76-100 1
Good/ positive 51-75 0
Bad/ negative 26-50 3
Very bad/ negative 0-25 1
TOTAL 5
117
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WARE
WARE
HARD
SOFT
5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY
VISUAL
CATEGORY SCORE TOTAL
Very good/ positive 76-100 1
Good/ positive 51-75 3
Bad/ negative 26-50 0
Very bad/ negative 0-25 2
TOTAL 6
118
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WARE
WARE
HARD
SOFT 5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY
VCD
4 9 2 1 0 14 30 64 43 Bad/ negative
player
DVD
0 3 7 1 1 18 30 36 24 Very bad/ negative
player
TV 0 3 1 0 0 26 30 15 10 Very bad/ negative
AUDIO-VISUAL
CATEGORY SCORE TOTAL
Very good/ positive 76-100 1
Good/ positive 51-75 0
Bad/ negative 26-50 1
Very bad/ negative 0-25 3
TOTAL 5
119
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran?
Hampir setiap saat, apalagi kalau itu berhubungan dengan listening dan
speaking. Tujuannya, biar anak menyimak dari contoh yang otentik, bukan
maksudnya mengarahkan anak agar cara berbicaranya harus meniru dialek
dari media yang ditampilkan. Tujuan saya lebih biar anak-anak tahu intonasi,
penekanan, pengucapan, juga biar bisa bantu anak-anak dalam pemilihan kata
ketika berbicara, jadi mereka benar-benar bisa berbicara dengan Bahasa
Inggris, bukan Bahasa Indonesia yang diinggriskan.
3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan
dalam pengajaran Bahasa Inggris?
Harus yang ada hubungannya dengan materi yang mau diajarkan sudah pasti.
Seperti fungsinya, membantu guru biar tujuan pembelajaran bisa tercapai.
Tapi sudah satu bulan terakhir ini laboratorium bahasa dialih fungsikan jadi
ruang komputer untuk memfasilitasi UNBK, jadi semua kegiatan belajar
mengajar Bahasa Inggris di kelas. Itu yang akhirnya membuat saya
memutuskan untuk sementara ini pakai media yang simpel-simpel saja, yang
mudah dibawa untuk pindah dari satu kelas ke kelas lain.
4. Kesulitan apa saja yang anda temui selama menggunakan media dalam
kegiatan berikut?
- Presentasi materi pengajaran
- Latihan (siswa)
- Produksi (siswa)
Sejauh ini, ada media, saya benar-benar terbantu. Tapi kalau harus disebutkan
kendalanya, ya seperti yang saya bilang tadi, karena tidak punya laboratorium
bahasa lagi, variasi media yang digunakan jadi berkurang, penggunaannya
juga jadi kurang maksimal. Saya ambil contoh untuk percakapan atau film,
kalau di laboratorium volumenya bisa diatur supaya benar-benar terdengar
jelas oleh anak-anak, tapi kemudian sekarang kita listeningnya di kelas, harus
mempertimbangkan kelas lain yang juga sedang berjalan. Satu lagi, kalau di
laboratorium bahasa, hampir semua media (perangkat keras) sudah tersedia,
sekarang saya jadi kerepotan karena pindah kelas harus bawa-bawa speaker,
projector, laptop, jadi kurang fleksibel.
5. Berdasarkan pengalaman anda, hal-hal apa saja yang perlu dilakukan untuk
meningkatkan penggunaan media dalam pengajaran Bahasa Inggris, khususnya
untuk hal-hal berikut?
120
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Proses pengajaran
- Memperkaya aspek kebahasaan
- Meningkatkan keterampilan berbahasa
Yang lebih perlu dibenahi menurut saya pola pikir. Saat ini saya perhatikan,
dan sayangnya malah terjadi pada yang muda-muda, yang saya harapkan bisa
lebih maksimal dalam memanfaatkan media dan teknologi, beberapa guru
masih menganggap media ada di kelas untuk menggantikan guru. Jadi kalau
sudah ada media, guru jadi lebih santai. Satu contoh, ketika memanfaatkan
video atau film, anak-anak bisa ditinggal begitu saja. OK, saya yakin sudah
ada instruksi, tapi saya pikir itu tidak bijak sama sekali, karena anak tidak
dikontrol. Jadi sebagai guru, kita semua, termasuk saya tentunya, harus benar-
benar mempersiapkan dengan lebih baik materi serta media yang akan
ditampilkan di kelas, strateginya pun harus dipikirkan dengan baik. Yang tidak
kalah penting juga, secara terus menerus belajar dan membuka wawasan
tentang media-media pengajaran yang bisa digunakan di kelas.
121
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran?
Saat saya butuh media untuk mencapai tujuan pembelajaran. Lebih lagi untuk
menjaga mood anak-anak agar tidak suntuk.
3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan
dalam pengajaran Bahasa Inggris?
Harus sesuai dengan konteks materi yang akan disampaikan, juga yang benar-
benar sudah saya kuasai, baik itu perangkat lunak maupun perangkat
kerasnya, karena sekarang juga banyak program-program yang sepertinya
bagus untuk pembelajaran Bahasa Ingris, tapi saya pribadi tidak mau
memaksakan diri menggunakan itu di kelas kalau saya sendiri belum begitu
menguasai.
4. Kesulitan apa saja yang anda temui selama menggunakan media dalam
kegiatan berikut?
- Presentasi materi pengajaran
- Latihan (siswa)
- Produksi (siswa)
Untuk presentasi dan latihan anak-anak, khusus media tertentu, apalagi lagu,
kadang anak-anak masih kurang antusias, kalau menurut mereka lagunya
kurang bagus. Jadi anak-anak masih mempertimbangkan selera. Sementara,
kalau saya harus menjadikan lagu mereka sebagai media, belum tentu
materinya cocok dan banyak yang bisa dipelajari dari lagu itu.
Selain itu, tidak banyak media yang benar-benar bisa dimaksimalkan
pemanfaatannya di kelas ketika dikaitkan dengan alokasi waktu.
5. Berdasarkan pengalaman anda, hal-hal apa saja yang perlu dilakukan untuk
meningkatkan penggunaan media dalam pengajaran Bahasa Inggris, khususnya
untuk hal-hal berikut?
- Proses pengajaran
- Memperkaya aspek kebahasaan
- Meningkatkan keterampilan berbahasa
Hal pertama yang harus ditingakatkan atau benahi adalah gurunya sendiri.
Saya pribadi harus mengakui bahwa pengetahuan dan strategi saya tentang
aplikasi media masih kurang. Saya masih harus banyak belajar, memperkaya
pengetahuan saya tentang media pengajaran Bahasa Inggris sehingga
pencapaian siswa yang menjadi tujuan utama dari pengajaran Bahasa Inggris
pun meningkat.
Para guru juga harus memastikan bahwa sarana dan prasarana pendukung
juga siap digunakan di kelas, ini kaitannya dengan persiapan sebelum aplikasi
media di kelas Bahasa Inggris.
122
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Menurut saya secara pribadi, tidak ada kekurangan yang berarti secara
umum, tinggal pintar-pintarnya guru memadukan media dengan strategi
pengajaran sehingga suasana belajar kondusif, hasil yang dicapai pun bisa
maksimal, menguntungkan guru dan anak-anak.
2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran?
Sebenarnya di setiap pembelajaran akan sangat membantu jika menggunakan
media.
3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan
dalam pengajaran Bahasa Inggris?
123
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Kesulitan apa saja yang anda temui selama menggunakan media dalam
kegiatan berikut?
- Presentasi materi pengajaran
- Latihan (siswa)
- Produksi (siswa)
Seperti yang saya bilang tadi, media (perangkat lunak) terlebih yang butuh
dukungan listrik dan jaringan internet, kadang suka error, padahal sebelum
saya tampilkan di kelas sudah saya coba dan baik-baik saja. Kalau kejadian
seperti ini terjadi berkali-kali di kelas kan sudah banyak waktu yang terbuang
dan mood anak-anak juga jadi ikut-ikutan menurun. Kadang anak-anak juga
hanya antusias saat presentasi saja. Ketika kemudian saya gunakan media
untuk latihan mereka atau untuk kuis-kuis sederhana, sebagian besar anak
masih belum bisa mandiri. Mungkin juga strategi mengajar saya yang juga
harus diubah biar mereka lebih termotivasi.
5. Berdasarkan pengalaman anda, hal-hal apa saja yang perlu dilakukan untuk
meningkatkan penggunaan media dalam pengajaran Bahasa Inggris, khususnya
untuk hal-hal berikut?
- Proses pengajaran
- Memperkaya aspek kebahasaan
- Meningkatkan keterampilan berbahasa
Saya secara pribadi harus lebih bijak dalam mengatur waktu, sehingga
persiapan mengajar yang di antaranya termasuk persiapan media, strategi
mengajar hingga evaluasi dapat dipersiapkan dengan baik dan mencapai hasil
terbaik. Media yang saya gunakan juga harus lebih beragam, begitu juga
dengan pengetahuan saya tentang media yang bisa digunakan untuk kelas
Bahasa Inggris harus lebih diperkaya lagi.
Saya juga berharap agar pemerintah dapat mempertimbangkan penyesuaian
atau penyelarasan proses belajar mengajar dengan evaluasi pencapaian
siswa. Karena yang saya amati dan berdasarkan pengalaman juga selama ini,
siswa saya menikmati belajar Bahasa Inggris dengan berbagai macam media,
namun ketika mereka dihadapkan dengan ujian tertulis, sebagian besar dari
mereka seperti tidak tahu harus melakukan apa, karena mereka tidak
menyadari bahwa apa yang ada pada ujian adalah bentuk tertulis dari apa
yang mereka pelajari selama ini, atau jawaban dari soal yang ada pada ujian
sebernarnya adalah apa yang telah mereka pelajari di kelas dengan
menggunakan media.
124
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7. Jika dikaitkan dengan pendekatan 5-M yang ada pada kurikulum 2013, pada
pendekatan manakah media pengajaran anda gunakan secara lebih intens?
Tergantung kebutuhan saat di kelas, tapi memang paling sering saya gunakan
di awal dan akhir, saat mengamati dan menyimpulkan.
125