teachers’ perceptions of english language teaching …

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TEACHERS’ PERCEPTIONS OF ENGLISH LANGUAGE TEACHING MEDIA

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree

in English Language Studies

by

Hyasintha Lusia Soko

Student Number: 116332028

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A THESIS

TEACHERS' PERCEPTIGNSOF FINGLiSH LANGUAGE TEACHING ivtiltltA

Qf.-B._E-Dwi i atrye kg-M..tr_Thesis Advisor "4 B,-r(


A THESIS

TEACHERS' PERCEPTIONSOF ENGLISH LANGUAGE TEACHING MEDIA

by

Hyasintha Lusia Soko

Student Number: 116332028

Defended befbre the Thesis Committee

and Declared Acceptable

Chairperson

Secretary

Member

THESIS COMMITTEE

: F. X. Mukarto, Ph.D.

: Dr. B. B. Drvijatmoko, M.A.

: 1. Dr. J. Bismoko

2. Dr. E. Sunarto, M.Hum.

Or,*

-;

./

lti

Yogyakarta, 20 June, 2017

uate Program Directorma University

. Budi Subanar, S.J.


STATEMENT OF WORK ORIGINALITY

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

understands the full consequences including degree cancellation if she took

somebody else's ideas, phrases or sentences without proper references.

Yogyakarta, 6 June 201'7

V,il-hHyasintha Lusia Soko

1V


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, sebagai mahasiswa Universitas Sanata

Dharma:

Nama : Hyasintha Lusia Soko

NIM :116332028

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ihniah saya yang berjudul:

TEACHERS' PERCEPTIONSOF ENGLISH LAI{GUAGE TEACHING MEDIA

Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata

Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,

mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Intemet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun

memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Di : Yogyakarta

Tanggal :6JuniZ}fl

Yang menyatakan,

V,^il-hHyasintha Lusia Soko


vi

ACKNOWLEDGEMENT

As I am completing the final stage of my graduate study, I would like to

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.

I initially would like to express my gratitude to Dr. B. B. Dwijatmoko,

M.A., my supervisor, for patiently supporting and guiding me during the

completion of this thesis. I am also thankful for the valuable knowledge and

information shared, which enlightened me during the consultation process.

My deepest appreciation goes to Drs. F. X. Mukarto, Ph.D. and Dr.

Emanuel Sunarto, M.Hum., my thesis reviewers, for sparing their time to give

feedback for the improvement of this thesis.

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

whenever I needed it. My gratitude is also addressed to Drs. Tarsisius Sarkim,

M.Ed, Ph.D., for wisely giving me chance to prove that I was able to finish what I

have already started.

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


vii

me whenever I need them, encourage me that I am able to handle all the

difficulties and problems faced so far. Also to Jacob Alackal, for the continuous

scolding as well as enticement that motivated me to finish my study.

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

role in shaping me as a better person.

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

especially for accompanying me with those people I previously mentioned above

whom I believe as His media in showing His great love for me.


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TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... i

APPROVAL PAGE ................................................................................................ ii

DEFENSE APPROVAL PAGE ............................................................................. iii

STATEMENT OF WORK ORIGINALITY .......................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v

ACKNOWLEDGEMENT ..................................................................................... vi

TABLE OF CONTENTS ..................................................................................... viii

LIST OF TABLES ................................................................................................. xi

LIST OF APPENDICES ....................................................................................... xii

ABSTRACT .......................................................................................................... xii

ABSTRAK ........................................................................................................... xiii

CHAPTER I INTRODUCTION ............................................................................. 1

A.Background ........................................................................................................ 1

B.Problem Formulation .......................................................................................... 8

C.Research Goal ..................................................................................................... 8

D.Benefit of the Study ............................................................................................ 9

CHAPTER II THEORETICAL REVIEW ............................................................ 10

A.Theoretical Review ........................................................................................... 10

1. English Teacher ...................................................................................... 10

a. Teacher role ..................................................................................... 12

b. Teacher task ..................................................................................... 13

c. Teacher skill ..................................................................................... 13

d. Teacher knowledge .......................................................................... 14

2. English Language Teaching .................................................................... 15

3. Perception ............................................................................................... 16

a. Understanding .................................................................................. 18

b. View ................................................................................................. 19

c. Action ............................................................................................... 20

4. ELT Media .............................................................................................. 20

a. Audio ............................................................................................... 26


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1) Audio Recording .................................................................... 27

2) Drama ..................................................................................... 29

3) News report ............................................................................ 30

4) Song ........................................................................................ 31

b. Visual ............................................................................................... 33

1) Pictures ................................................................................... 33

2) Word Cards/ Flash Cards ....................................................... 35

3) Chart ....................................................................................... 37

c. Audio-visual ..................................................................................... 40

1) Video ...................................................................................... 40

2) Films ....................................................................................... 42

3) TV Programs .......................................................................... 44

B.Related Studies ................................................................................................. 47

C.Theoretical Framework .................................................................................... 50

CHAPTER III RESEARCH METHODOLOGY .................................................. 53

A.Research Method .............................................................................................. 53

B.Research Respondents ...................................................................................... 53

C.Research Instruments ....................................................................................... 54

1. Questionnaire .......................................................................................... 55

2. Interview ................................................................................................. 56

D.Data Gathering Techniques .............................................................................. 57

E.Data Analysis Techniques ................................................................................ 58

1. Teachers’ understanding and View of Media ......................................... 59

a. Classification of perception based on each respondent ................... 59

b. Classification of perception based on each statement ..................... 60

2. Teachers’ action toward Software Media ............................................... 60

a. Classification of perception based on each respondent ................... 61

b. Classification of perception based on each medium ........................ 62

3. Teachers’ action toward Hardware Media .............................................. 62

4. Teacher’s Reflection of ELT Media Usage ............................................ 63

CHAPTER IV RESULTS AND DISCUSSIONS ................................................. 64

A.Overall Research Results .................................................................................. 64


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B.Teachers’ understanding of ELT media ........................................................... 65

1. Data from the Questionnaire ................................................................... 65

2. Data from the Interview .......................................................................... 70

3. Discussion ............................................................................................... 72

C.Teachers’ views of ELT media ........................................................................ 74



3. Discussion ............................................................................................... 80

D.Teachers’ action toward ELT media ................................................................ 82


a. Software Media ................................................................................ 82

1) Listening ................................................................................. 83

2) Speaking ................................................................................. 84

3) Reading .................................................................................. 85

4) Writing ................................................................................... 86

b. Hardware .......................................................................................... 87

1) Audio ...................................................................................... 88

2) Visual ..................................................................................... 89

3) Audio-visual ........................................................................... 90


3. Discussion ............................................................................................... 92

E.Other findings ................................................................................................... 97

CHAPTER V CONCLUSIONS ............................................................................ 99

A.Conclusions ...................................................................................................... 99

B.Suggestions ..................................................................................................... 100

BIBLIOGRAPHY ............................................................................................... 101

APPENDICES ..................................................................................................... 105


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LIST OF TABLES

Table 3.1 : Rank Input Value ................................................................................ 61

Table 3.2 : Maximum & Minimum Score of Hardware Media ............................ 63

Table 4.1 : Overall Result ..................................................................................... 65

Table 4.2 : Teachers’ understanding of ELT media .............................................. 66

Table 4.3 : Teachers’ views of ELT media ........................................................... 75

Table 4.4 : Software Media Usage for Listening Skill .......................................... 83

Table 4.5 : Software Media Usage for Speaking Skill .......................................... 84

Table 4.6 : Software Media Usage for Reading Skill ........................................... 85

Table 4.7 : Software Media Usage for Writing Skill ............................................ 86

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


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LIST OF APPENDICES

Appendix 1. Questionnaire .................................................................................. 105

Appendix 2. Interview Lists ................................................................................ 111

Appendix 3. Data of Teachers’ understanding and Views of ELT Media .......... 112

Appendix 4. Teachers’ action toward ELT Media (Listening) ........................... 113

Appendix 5. Teachers’ action toward ELT Media (Speaking) ........................... 114

Appendix 6. Teachers’ action toward ELT Media (Reading) ............................. 115

Appendix 7. Teachers’ action toward ELT Media (Writing) .............................. 116

Appendix 8. Hardware Media Usage (Audio) .................................................... 117

Appendix 9. Hardware Media Usage (Visual) .................................................... 118

Appendix 10. Hardware Media Usage (Audio-Visual) ....................................... 119

Appendix 11. Interview Transcripts .................................................................... 120


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ABSTRACT

Soko, Hyasintha Lusia. 2017. Teachers’ Perceptions of English Language Teaching Media. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

As the demand of English mastery becomes rapidly higher nowadays, a

teacher, as one of the main input in English language teaching and learning plays important role in maximizing the students’ learning achievement. What is meant by achievement here is not simply a rich knowledge or a good grade, but the most important thing is how the students use the knowledge they gained at school and contribute positively to the society. Thus, the teacher has a big responsibility in facilitating the students in learning. Meanwhile, media, for such a long period are applied in assisting teachers to deliver the teaching material in the classroom, as some researchers find that having ELT media is beneficial for both the teachers and students.

As for how the teachers view, experience and evaluate the ELT media are considered as crucial deals in media implementation, this study aims to investigate the teachers’ perceptions of ELT media. This study is classified into three main dimensions of perception proposed by Vernon (1987) namely understanding, view and action.

By conducting a survey study, the researcher collected, analysed, elaborated and eventually drew conclusion dealing with the teachers’ perceptions of ELT media. The main data of this study were collected with a questionnaire, which was distributed to 30 English teachers in the city of Yogyakarta, while the secondary data were gathered by distributing another questionnaire and conducting interview section with three of those 30 teachers.

The data from the questionnaire were elaborated by applying Riduan’s (2012) formula, so the finding of each of perception dimensions can be classified into certain categories whether very positive, positive, negative or very negative. These categories then led the researcher in drawing the conclusion to answer the question of this particular study. In addition, the secondary data were gathered to confirm and enrich the main data.

The findings showed that the teachers have positive responses towards the two of the dimensions, understanding and view. The score of teachers’ understanding is 87 of 100, while the score of view is 88 of 100. The teachers however, do not show positive responses toward the action as its score is 37 of 100. However, in general, the English teachers’ perceptions of ELT media in this study was categorized as a good perception. In other words, all the teachers have a positive perception of ELT media.


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ABSTRAK

Soko, Hyasintha Lusia. 2017. Teachers’ perceptions of ELT media. Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Seiring tuntutan penguasaan bahasa Inggris menjadi semakin tinggi saat ini, seorang guru, sebagai salah satu masukan utama dalam pengajaran dan pembelajaran Bahasa Inggris memainkan peran penting dalam memaksimalkan prestasi belajar siswa. Yang dimaksud dengan prestasi di sini tidaklah sesederhana pengetahuan yang kaya dan nilai yang memuaskan, namun hal yang penting adalah bagaimana para siswa menggunakan pengetahuan yang diperoleh di sekolah dan memberikan kontribusi positif di masyarakat. Dengan demikian, guru diberi tanggung jawab besar dalam memfasilitasi siswa dalam belajar. Sementara itu, media untuk jangka waktu yang panjang diterapkan dalam membantu guru dalam menyampaikan materi pengajaran di kelas, seperti apa yang menjadi penemuan beberapa peneliti, mengikutsertakan media dalam pengajaran Bahasa Inggris membawa dampak positif baik bagi guru maupun siswa.

Karena bagaimana guru memandang, mengalami dan mengevaluasi media dalam pengajaran Bahasa Inggris dianggap sebagai aspek penting dalam implementasi media, penelitian ini bertujuan untuk mengetahui persepsi guru terhadap media dalam pengajaran Bahasa Inggris. Penelitian ini dijabarkan menjadi tiga dimensi utama persepsi sebagaimana dipaparkan oleh Vernon (1987), yaitu pemahaman, pandangan dan tindakan.

Dengan melakukan studi survei, penulis mengumpulkan, menganalisa, menguraikan dan pada akhirnya menarik kesimpulan yang berhubungan dengan persepsi guru terhadap media dalam pengajaran Bahasa Inggris. Data utama penelitian ini dikumpulkan dengan kuesioner, yang dibagikan kepada 30 guru Bahasa Inggris di kota Yogyakarta, sedangkan data sekunder dikumpulkan dengan membagikan kuesioner lain dan melakukan wawancara dengan tiga dari 30 guru tersebut.

Data dari kuesioner dijabarkan dengan menggunakan rumus yang dikemukakan oleh Riduan (2012) sehingga temuan masing-masing dimensi persepsi dapat diklasifikasikan ke dalam kategori tertentu baik itu sangat positif, positif, negatif, atau pun sangat negatif. Kategori ini kemudian mengarahkan penulis untuk menarik kesimpulan untuk menjawab pertanyaan dari penelitian ini. Selain itu data sekunder dikumpulkan untuk mengkonfirmasi dan memperkaya data utama.

Temuan menunjukkan bahwa guru memiliki respon positif terhadap dua dimensi persepsi, pemahaman dan pandangan. Hal ini dapat dilihat dari skor yang diperoleh pemahaman yakni 87 dari 100 serta pandangan yakni 88 dari 100. Di lain pihak, hasil penelitian tidak menunjukkan respon positif terhadap dimensi tindakan yang memperoleh skor 37 dari 100. Namun, secara keseluruhan, persepsi guru terhadap media dalam pengajaran Bahasa Inggris dalam penelitian ini dikategorikan sebagai persepsi yang baik. Dengan kata lain, semua guru memiliki persepsi positif terhadap media dalam pengajaran Bahasa Inggris.


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CHAPTER I INTRODUCTION

This chapter describes the rationale for conducting a study on teachers’

perceptions of English language teaching media. The description covers the

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

after time to solve the facing problems.

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

the teachers (competence, qualification), students (readiness, independence,

learning interest) and other supporting aspects such as teaching model,

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

that explained above also occur in English language teaching?

English is a foreign language in Indonesia. It is the first foreign language

to be taught at school. English learning in Indonesia is done with a consideration

that English obviously plays an important role in maintaining the better


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relationship with other nations from now on. Harsono (2006) delivers some

functions of English in Indonesia as a language that can help the development of

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

their daily life in the society where they are.

Based on the Regulation of Minister of National Education Number 22

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

preschool as well. In some elementary schools, English is taught as a Local

Content subject or also international subject like what happens in international or

national plus schools.

Based on the standard of competence and basic of competence that

designed by the National Education Standards Board (2006), we can notice how

detail the government design an English teaching reference to be done by the

teacher. An English language teaching is expected to be done in high school to

gain some achievements that the student is able to communicate and argue about

something in English in a certain literacy level.

English in high school covers four skills such as listening, speaking,

reading and writing. After passing through those standards of competence and

basic of competence (that obviously already being developed by the teachers into

a lesson plan) the student is expected to master or at least be able to implement

confidently those four aspects in his/her daily life.


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Therefore, in this kind of situation, it can be concluded that the teacher,

student and lesson plan are the input, English learning activity is the process, and

student’s achievement is the output. It will bring us to another conclusion as well,

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

in learning English as well.

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

researcher is interested in observing English in junior high school since English is

being taught first in this particular level of education. The students are officially

introduced to English in junior high school. Apparently, it is not an easy challenge

to create an interesting learning that can make the learning process runs well,

which eventually bring a good result as 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


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class activity. It is now moving to a more active learning where the students also

actively take part in gaining knowledge through the running activity.

What about the instructional media? By decreasing the old way of

teaching method where the teachers dominate the learning activity with lecturing

and any other teacher-centered method, the use of instructional media becomes

increasingly exist nowadays. It is truly expected that by using various media

(input) in English language teaching, learning activity (process) will be more

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

proposed by Edling 1966, based on the learning function which proposed by

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

discussing instructional media based on what proposed by Ohm which covers

audio, visual, and audio-visual media. Most of us are familiar with the following

statement “I hear, I forget; I see, I remember; I do, I understand” it means more

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

creates new ones) instructional media to enhance their teaching practice or to

provide students with enriching the learning experience. In language teaching and

learning, instructional media are used as the aids to explain language meaning and


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construction, engage students in a certain topic, or as the basis of the whole

activity (Harmer, 2001)

Some studies are done in order to examine the advantage of using certain

instructional media in supporting English learning. In this digital era, undoubtedly

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)

in his/ her journal about a global perspective of using multimedia technology in

English language teaching proposed various advantages that can be gained for

both teacher and student by the existence of the media.

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

position” in English language teaching. As what Amelia (2015) states in her

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

reading comprehension activities. Her research is supported by the conclusions of

some studies on the same topic which are accomplished by Cahill and Gregory in

2011, Cunnins and Quiroa in 2012 and O’Neil in 2011.

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


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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

important role in succeeding and active and fun English learning.

An English teacher with whatever qualification that he/she may have,

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

the demand of English language teaching. The teacher’s capability is really

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.

As a teacher where English is firstly taught, a junior high school English

teacher execute a very urgent responsibility in qualifying a good input which

covers he/ she him/ herself, teaching tools as well as the student.


7

Thus, what do the English teachers understand about instructional media,

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

English teachers’ perceptions toward instructional media covers, what is 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

that make the researcher interested in conducting this research.

The researcher is curious about the teachers’ perceptions of media used in

English language teaching since how the teachers view, understand and eventually

apply certain media become really important to facilitate the students in the

classroom which come from different background (learning style, learning

enthusiasm) The researcher truly believes that when there is a good perception,

there will be also a good learning achievement.

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


8

process, start from the preparation, process which refers to the execution and

eventually the result.

B. Problem Formulation

The researcher formulates the problem of the study as follows:

What is the English teachers’ perceptions of English language teaching media?

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

using a traditional medium to the digital one?

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

media in the class activity as well as the implementation in the classroom.

By answering the research question, the researcher expected that what is

going to be achieved in this study will be helpful to conduct a better learning

process. This better learning process then hopefully will lead the teachers and

especially the students and the school generally in getting better learning

achievement.


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D. Benefit of the Study

Two benefits can be gained by doing this study, theoretical and practical

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

especially is expected to be valuable information for the teachers to make use of

the ELT media effective in the classroom activity.

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

better understanding of ELT media. By having a better understanding, the

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

implementing ELT media in classroom activities.


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CHAPTER II THEORETICAL REVIEW

In this chapter, the researcher provides theories related to the research

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

about the limitation which will be used in discussing the findings.

A. Theoretical Review In this particular section, the researcher focuses on the elaboration of

literature on related topics. It covers English teacher, perception, ELT media,

language learning and related studies on ELT media in language learning.

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

education improvement by proposing some curriculum development than can be

implemented in teaching and learning activities, including English. For a long

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

and students “responsibilities” are viewed differently. If students passively wait

for all information and direction given by the teacher before, now they have to


11

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.

However, a teacher should be better known as instructional expert as what

is proposed by Woolfolk 1990 than a knowledge source. An instructional expert is

the one who has responsibilities in planning, implementing and evaluating the

running instruction. As a planner, a teacher should pay more attention to some

considerations like the objective of the instruction, the students’ needs and

characteristics-which influence instructional method and strategy selection- and

instructional material and media which will be used. As an implementer, a teacher

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

last role as an instructional expert is evaluator. A teacher eventually has to

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

effectiveness and efficiency through strength and weakness description.

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


12

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

understands his/her duty and responsibility as a professional, whether dealing with

his/her role or what kind of skill and knowledge that he/she should hold as a

teacher. (Harmer, 2007)

a. Teacher role A teacher has many different roles in teaching; it depends on in what

situation he/she is. A teacher has roles as a controller, prompter, participant,

resources as well as a tutor.

Differently, from what controller is defined in previous education view,

here, a teacher has a role as controller mainly at the beginning of teaching and

learning process. It includes giving explanations, organizing questions and answer

work, lecturing, making an announcement or bringing a class to order. For the

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

expected to be more independent, they still need some detail information of

suggestion from the teacher, in writing for instance. But it will be better if the


13

teacher only be as a resource of reference that will be the one who can really

answer their needs. Moreover, as a tutor which is a combination of prompter and

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

deals with his/her responsibility in running the instructional activity.

An effective teacher should be well-prepared. He/ she knows what kind of

activity that will be done in the classroom, what kind of objective that has to be

achieved at the end of activity as well what to do in anticipating something that

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

forward. In addition, a teacher should be reliable especially in the context of time

and homework.

c. Teacher skill Some skills should be held by a teacher such as managing class, matching

task and group, varying activities and appearing destination.

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


14

situation by creating some fun activities that attract the whole class participation is

needed. However, a variation of activities and topic is required in the classroom.

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

to show what kind of destination the students will reach later.

d. Teacher knowledge Beside understanding his/her role and task as well as having certain

abilities, a teacher is also expected to have certain knowledge in teaching English.

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

with instructional technique and method.

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 supported with the ability to utilize various learning equipment. A

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

with English teaching and learning innovation Instructional techniques,


15

approaches and media are still being developed and improving. They massively

help as a reference in having a better teaching and learning.

2. English Language Teaching The term teaching can be defined generally as a process of knowledge

transferring from one to another. Teaching is defined as showing of helping

someone to learn how to do something, providing with knowledge, causing to

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

known as extended circle. It refers to those non-native countries where English

has become an important institution of the countries and plays a role as an

important second language. It includes Singapore, Malaysia, India, and over fifty

others territories. The expanding or extending circle refers to those countries

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

particular countries. It includes Indonesia, China, Japan, Greece, and Poland.


16

As mentioned, in the field of education in Indonesia, English is taught as a

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

course of the elementary school in several provinces in Indonesia (Kasihani,

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.

The literacy level includes performative, functional, informational and epistemic.

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

knowledge. However, in the level of epistemic, the students are expected to be

able to express their knowledge by using target language (Wells, 1987).

3. Perception As mentioned before, this study aimed at exploring the teachers’

perceptions and implementation of instructional ELT media. Before coming to the


17

real study, it is important for the researcher to have a good knowledge of the

meaning of perception viewed from different sources.

Perception can be basically defined as a belief or opinion that held by

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

that particular thing. According to Chaplin (1968), perception is a process to

know something through human sense, which involves awareness of people’s

belief about something. Similarly, Gibson (1985) proposes the term perception as

the cognitive process that individuals use to interpret and understand the world

around them. He adds that perception is a conscious mental process of observing,

comprehending, and responding a particular thing, in which a person tries to

translate the signals that he or she receives. Perception is also defined as the

process of organizing and interpreting some stimulus toward some phenomena in

the environment, it involves memory as a part of a cognitive process, and it more

than an activity of simply seeing something (Atkinson et. al., 1999). From these

theories, it can be said that perception is an understanding of some stimuli that

appear around us.

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


18

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

measuring the efficiency of the implementation of instructional media in language

learning. In other words, we can say that English teachers’ perceptions are needed

to judge whether the instructional media is worth or worse in English language

teaching process.

As mentioned before, perception involves experience in it, and according

to Vernon (1987), there are three dimensions of perception based on one’s

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,

those three dimensions are the basic components to deal with.

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

(Perkins, 1988). Understanding involves a process of selecting and organizing

information. This particular information is integrated with prior knowledge (Ip,

2003). In addition, Gardner in Wigginss (1998) formulates understanding as a

sufficient grasp of concepts, principles or skills so that one can bring them to bear

on new problems and situations, deciding in which ways one’s present

competencies can suffice and which ways one may require new skills or

knowledge. Wiggins himself states that understanding is not a sudden “Aha!”

whereby we go from ignorance to deep understanding.

Based on those definitions, it can be assumed that understanding is the

awareness of the connection between the individual pieces of information.


19

Understanding allows knowledge to be put to use. It represents a deeper level of

knowledge than the simple one. If we understand the idea, we grasp its

significance, its implicit connection with other important idea and its meaning.

Understanding helps people to judge possible responses that come to their

mind. When the English teachers understand the concept of instructional media

and English language teaching, they can grasp and judge which component of

instructional media that can be applied in English language teaching.

b. View The word view refers to the way of thinking about something. Ramsey

(1986) defines view as a judgment based on fact. It is an honest attempt to draw a

reasonable conclusion from the factual evidence. Ramsey argues that view is

potentially changeable depending on how the evidence is interpreted. A view also

can be regarded as an opinion. Nick (2006) states that opinion is a belief or

conclusion held with confidence. It is applicable to any conclusion to which one

adheres without ruling out the possibility of debate. It can be concluded that view

or opinion is a statement as the result of interpretation of facts. It is changeable

depending on how the evidence is interpreted.

In a particular case, a view or opinion is not always necessary supported

by evidence, and this kind of view is known as a subjective statement. Some

factors that influence subjectivity are emotion and individual interpretation of a

fact (Platts, 1999)

The English teachers may judge the components of instructional media

which are in line with the components of English language teaching based on their

experiences of using it. Their views of instructional media will be implemented in


20

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

the English language teaching components.

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

implement instructional media in their teaching-learning process, it is regarded as

an action, since they have intentions to do so.

Based on the description above, it can be concluded that perception refers

to the understanding, view and action. Related to the English teachers’

perceptions of ELT media, it refers to the teachers’ understanding of the media,

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


21

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

to have kind of communication with others.

On the basis of how some experts define media, it is obvious that

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

communication which includes film, television, diagram, printed materials,

computers, and instructors.

Education is about communication process. As the person who deliver a

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

learned at school in the social environment.

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

student. To create conducive communication process, indeed, the teacher has to

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.


22

Instructional media are used to assist the teacher in delivering the teaching

material to the student. There are some objectives that make consideration of

using instructional media in learning-teaching process such as to ease learning

process in the classroom, increase the efficiency of the learning process, to

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

using media in teaching learning process, it is expected that the process of

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

in facilitating teacher to reach the learning objectives, increasing confidence,

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

also helpful in understanding the material systematically.


23

Some considerations are needed to decide the use of instructional media in

teaching and learning process. Heinich et. al. 1982 proposed a guide in

determining which media are proper enough to be used. It is known as ASSURE

which cover analyse learners characteristics, state the objectives, select, modify or

design materials, utilize material, require learners response, evaluate.

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

will be reached by the student.

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

process. By using instructional media, it is expected that achieving the learning

objective will be easier.

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

teacher in delivering the teaching material, so it can be easier to be accepted by

the student. Thus, the media which will be used should contain the teaching

material which will be delivered.

Fifth, generally media are used in education to create learning in a fun

way. A teacher is expected to use instructional media to trigger the student in

actively participating in the activity.


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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.

Various instructional media which indeed include those requirements

stated earlier can be used in English language teaching which covers listening,

speaking, reading and writing comprehensions. As mentioned before, the

researcher will only focus on discussing instructional media based on Ohm’s

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,

visual, and audiovisual media (Chan et. al., 2011).

The creativity and innovation demand in educational field more or less

trigger an English teacher to use media as supportive items in teaching. It cannot

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

English language theory.

Generally, Instructional media can be defined as all things that carry

information between a source and a receiver. In English language teaching

context, instructional media can be defined as means of communication which are

used to assist the teacher in delivering the information that he/she might not be

able to deliver to the students by him/her.


25

In this particular situation, instructional media play role to facilitate the

students’ needs in joining an enjoyable English class and be able to earn

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

with the language.

For some reasons, using ELT media is also has the economical advantage.

Since English is an international language, instructional media will be useful for

instance in learning about word pronunciation or intonation without having a

native speaker.

As the world now moves to technology-based living life, education in

Indonesia more or less dealing with information and communication technology

(ICT) in the context of its daily implementation. Some teachers of a certain

amount of schools in Indonesia are now shifting to ICT based English language

teaching. They apply technology such as for in-class teaching, searching

additional material, developing computer-based material or communicating with

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

appear as the background of these different situations, such as supporting facilities


26

and teachers’ abilities in producing, developing or employing tools around them

to be instructional media.

Instructional media whether they are operated digitally or traditionally can

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

message delivered by the teachers during English language teaching.

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

comprehension activities. Information that is given by the teacher through audio

media to the students supposed to be useful whether in listening itself, as well as

speaking, reading and writing.

Barker et al. in 1981 conduct a research among undergraduate students and

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

of hearing are accustomed to listening to the given information. When it is applied

in English language teaching, it supposed to be easy for the English teacher to

simply lecture in front of the classroom to achieve the objective of his/her

teaching and learning activity. But why are the problems still exist?

Listening is not a simple process. In order to totally understand other’s

talking, someone has to get through some steps including hearing, listening,

understanding and memorizing (Munadi, 2010). Students in the classroom, of


27

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

eventually memorizing what they just listened to in a long period of time.

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

their role as helpful devices to assist the teacher to deliver information in

enjoyable ways.

Different audio media are made or probably be utilized by English teacher

whether in listening, speaking, reading or writing activities. The material can be in

the form of audio media such as instruction, narration, dialog, drama, interview,

news report or even a song.

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

commercially produced, either as part of course book or as supplementary

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

his/ her students daily.

There might be some people who still think that the use of audio

recordings as supporting media in enhancing listening skills is simply to make the

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


28

to the best achievement, but there are a lot of advantages that can be gained from

the extracts whether instruction, monolog or dialog.

Audio recordings are reliable in practicing pronunciation, as the speaker

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

helpful in leading students’ focus.

Traditionally audio recordings are stored in audio cassettes and played

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

programs or even mobile phone.

By utilizing audio recordings as the media, English teacher can monitor

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

is that audio recording can be paused, rewound and forwarded. It is sometimes

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


29

willing to have a high quality and various audio recordings, should provide high

budget as well. Besides, most of the recordings require electricity to be played.

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

recordings’ dialog. As it is an audio drama, there is no visualization available, it

might get the listener bored, but on the other hand, it is able to train the students’

imagination in visualizing the characters, plots, and the setting.

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

perform the drama.

Audio drama is commonly a part of a radio program. It may become one

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

by usina g tape recorder or any audio player in a computer or even in a smart

phone.


30

Using drama in English language teaching is basically helpful to the

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

find a drama that suits his/her teaching objectives.

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.

Some activities are possibly be done by utilizing this particular audio

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.

Another possibility is redelivering the news whether in oral or written form. By

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.


31

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.

Moreover, credit to technology that we are introduced to streaming channels

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

his/ her own news report to be played in the classroom.

The easiness of having this particular media is one of the advantages of

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

picture, sometimes also make audio news report is not utilized.

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

applicable as one of the instructional media in junior high school.

Songs are mostly used to enrich the students’ vocabularies. Listening to a

certain song and fill in the blank words of the lyric, for instance, can be one of the

ways to introduce new vocabularies to the students. Moreover, Howse (1979)

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


32

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.

Song is available everywhere. The one which is stored in a cassette or

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

bought in official music site and it can be stored in computer or smartphone.

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.

Relatively easy to be found is one the main advantage of song as an

instructional media. Murpey (1992) claims that song provides a harmonious

classroom atmosphere. It will lead to the reduction of the students’ anxiety

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,

compared to other forms of texts, repetitions of songs are more motivating.

Unfortunately, for some reasons utilizing song in the classroom might disturb

adjacent classes (Murphey, 1992). This actually can be overcome by having a

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

song that fits the activity objectives.


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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,

etc. Whereas nonverbal messages can be seen in pictures, drawings, charts,

graphs, posters and cartoons (Smaldino et. al. 1996). They can be presented in the

form of printed visuals, presentation software, digital images, and overhead

projection.

Like other media, visual media are also utilizing to assist the teacher in

delivering information in the classroom. Along with delivering contained-

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

learning become more colourful.

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

advertisement. The ability of a picture in representing the huge amount of

meaningful words is obviously applicable in English language teaching. As what

Harmer (2001) asserts that pictures can be used for multiple ways comprising


34

such as drill, communication, understanding, ornamentation, prediction, and

discussion.

Drilling by using pictures as the teaching aids is mostly done in English

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

viewer as well, pictures sometimes used in some passages or writing as the

ornamentation to enhance them. However, pictures are sometimes needed in

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.

Pictures, whether in the form of drawing, cartoon or digital image can be

utilized to facilitate the students in communicating ideas in the classroom.

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

images of objects, procedure text by using pictures or images of ingredients.

Slides of cartoons are also can be utilized to enhance students’ speaking ability by


35

interpreting and explaining them in, for instance, a phrase, sentence, or short

story.

Pictures whether being displayed traditionally or digitally have their own

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

pictures need electricity to be displayed, they cannot be used in some condition.

However, there are three qualifications of pictures that should be put into

consideration by English teachers, such as the appropriateness, visibility and

durability (Harmer, 2001)

2) Word Cards/ Flash Cards Flashcard can be simply defined as a card that flashily shown. Suyanto

(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

from picture is the presence of one or more words on it.

Most of the people may assume that flashcards can only be used for early

level of education. It is also affirmed by Bellani’s (2011) statement that learning

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

implementation of flashcards as instructional ELT media is mostly to both


36

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

simple as a single picture with a single word.

Introducing and enriching vocabulary by using flashcards in high school is

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.

Flashcards can also be used to learn about preposition and adjective, by

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

expected to improve the students’ speaking ability as well.


37

Same as pictures, serial flashcards are also can be used to develop a

paragraph. It is even easier and well directed when using flashcard since they are

provided by a certain phrase or short sentence.

Traditionally, flashcard is created by the teacher. It is drawn, coloured, and

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.

The use of flashcards in the classroom is considered for their

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

flashcards, and when it comes to digital flashcards, availability of electricity and

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

which will be used in the flashcards.

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

classroom for numeric subjects like mathematics or economics. Edgar Dale

(1969) defines a chart as a visual symbol summarizing, comparing, contrasting or

performing other helpful services in explaining subject-matter. The main function

of the chart is always to show the relationships such a comparison, relative

amounts, developments, processes, classification, and organization.


38

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

in English language teaching as instructional media. Using chart as instructional

media can be divided into two main ways which are gaining knowledge by

analysing information of the provided chart or gaining knowledge by constructing

a new chart.

Some functions of a chart which asserted previously can be a guideline for

the teacher in using chart in the classroom. Chart can be used as one of the media

to introduce comparison and superlative concepts. By showing a pie chart of

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

guideline for the students in constructing descriptive or procedure text. This


39

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.

Enriching vocabulary through vocabulary building can also be done by

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.

Chart, in particular situation, plays role as the representation of our thought.

Making a chart is really helpful when the students are going to develop their idea

for creative writing like speech or text.

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

which can make the chart more attractive.

Flexibility is one of the advantages of chart. Chart can be made instantly,

on the whiteboard or computer. Some charts are even made without any

preparation since they are product of brainstorming activity. Unfortunately, this

particular fact also limits the use of chart in English language teaching. Chart

tends to be used more effectively in classical activities.


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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

cognitive, affective, psychomotor and interpersonal abilities. They are available in

the form of videos (documentary, tutorial, and lectures), films (drama, fairy tale,

biography) and TV programs (news, series, talk show).

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

newspaper, book, or magazine (Hamalik, 1994). Thus, audio-visual media are

expected can be the media that are able to deliver a message (from the teacher)

which will be received and processed well by the students.

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

knowledge. Besides, video is able to augment the students’ understanding as well

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

more motivated and enthusiastic.

Not every single video, whether it is documentary, tutorial or lecture can

be used in English language teaching. There are some criteria that a video that the


41

teacher should pay attention to in order to use video in the classroom, they are

relevancy, validity, interactivity, and orientation (Tschirner, 2011).The video

should be relevant, it has to be compatible with the teaching material and

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,

easy to be understood and accent-less if possible. The carried issues should be

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

be able to attract the students’ attention as well as motivate them linguistically.

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.

Video can stimulate the students’ listening skills repeatedly. It will be

more effective when the teacher provides some question related to the video that

must be answered by the students. Other communicative skills can also be

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


42

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.

In the early used, video is stored in video cassette which is played by

video player. Apparently, as the technology develops, video is possible to be

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.

Video can be one of the teacher’s reliance on its ability in embracing

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

and writing (Kabooha, 2016). An experimental study conducted by Ismaili (2013)

for example, shows that films can attract the students’ attention, presents language


43

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

types of personality, attitude, and cultural background of certain countries.

However, there are still some points that should be paid attention to if the teacher

wants to deliver film in the classroom.

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

English, not film study, always be on the right track.

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


44

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

their vocabulary selection and writing skill.

Same as video, film is stored in video cassette in it early used which is

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

background. The ability of TV program in providing shows for people’s various

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

understanding as well as encourage a new way of thinking with interlocking

hopes, needs and problems. Whereas, critics call TV as the idiot box which

promotes mindless viewing of mindless programs (Tafani, 2009). However, the


45

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.

TV program is believed provides some opportunities in gaining more

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)

By utilizing TV program in the classroom, the students do two activities at once

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

acquire up-to-date information worldwide. By watching TV program, people get

the chance to extend their learning horizon since TV program provides the way

English is spoken by various people with different background in different

situation (Hambrook, 1979)

Applying TV program as one of the instructional media in the classroom

does not simply asking the students to watch the program which then followed by

several trifling activities. Although TV program provides the teaching material,

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

showed Tomalin (1979) suggests four comprehension stages in using TV program

in English language teaching, they are preparation, reconstruction, interpretation

and discussion, and language work.


46

It is important to give some information to the students about the program

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

possible to be done in a big group. In interpretation and discussion stage, the

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

done dealing with the application of TV program in the classroom, especially

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


47

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,

review or summary helps the students to improve their writing skills.

Beside television, teacher previously can record TV program to be showed

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

watch a foreign TV program. TV program is also available in a video-sharing

website like YouTube.

By utilizing TV program in the classroom, the teacher is facilitated to

monitor the students’ focus and attention. Furthermore, up-to-date TV program

can make the classroom livelier especially when the program is today’s trend.

However, the hardware supplies such as sound system, electricity or internet

connection for doing live streaming for some reasons is the main obstacle in

having TV program in the classroom.

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

researcher in shaping the consistent track in conducting this study. In this

particular section, the researcher reviews some out of myriad related studies of


48

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

which the researcher deals with is relevant to be studied.

Through a paper on using English songs: an enjoyable and effective

approach to ELT, Shen (2009) provides theoretical arguments as well as practical

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

which is the experimental group is Communication Engineering. Those two

groups’ average academic performance in National Entrance Exam and in the

previous semester is at a similar level. By sparing 4 out of 68 teaching hours to

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

power in language learning and promote language awareness.

Another study related to media application is conducted by Li and Wand

(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

pronunciation and intonation better.


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One of the studies on ELT media which deals with visual media is

conducted by Amelia (2015). She specifically emphasises visual media hardware

in teaching English as a foreign language. Among numerous kinds of media

pictures and digital image are compared as representatives. It appears that

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

a survey research on teachers’ perceptions on the use of pictures in teaching

English to young learners. She includes 20 young learners’ teachers around

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

positive perceptions toward the use of pictures in teaching English to young

learners. Pictures are seen as effective media in teaching to young learners

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.


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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

students at the school. Today’s Indonesian teacher is required to be creative in

developing his/ her teaching material (the Regulation of Minister of National

Education Number 16 Year 2007). It means the teacher has to be innovative in

providing various attractive ways to make the students actively participate in the

learning process and eventually gain the knowledge independently. It focuses on

the students-centred activity which the knowledge is expected stays in the

students’ long-term memory. One of the ways that applicable in the classroom to

stimulate the students to gain knowledge independently is by using instructional

media. There are various media that can be utilized by the teacher to assist him/

her in transmitting knowledge activities. However, when the teacher decides to

use ELT media, he/she as the one who design, plans, does and evaluates teaching

and learning activities should have a good perception of media.

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


51

(2013) says that media enrich teacher resources and aids. A teacher becomes more

creative in delivering teaching material to the children since it is given in many

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

styles since they appear in many different forms.

Instructional media can be classified based on the sensory channels that

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

applicable in English language teaching.

The availability of media becomes meaningless if they cannot be well

applied by the teacher. The teacher in fact, will be able to use media if they have a

good perception of the media. Perception, according to Gibson (1985) is 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,


52

comprehending and responding. In sum, teachers’ perceptions toward media

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

frequency of media used in the classroom, whether to assist the teachers in

improving the students’ listening, speaking, reading or writing skills.


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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

appropriate steps of how to answer the research questions systematically. 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

objective of this study is to investigate teachers’ perceptions of ELT media, the

researcher needs a method that is able to make the result of this study represents

the population of English teachers of junior high school. According to Wiersma

(1995), a survey is used to answer the study which is related to social and

emotional aspects. Undoubtedly, perception relates to those two aspects,

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

this particular study.

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

city of Yogyakarta because of the consideration of time and financial constraint.


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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

schools in the city of Yogyakarta.

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

published by The Board of Culture and Education (Departemen Pendidikan dan

Kebudayaan=Depdikbud). The educational standards include: standard of content

(Standar Isi), standard of process (Standar Proses), standard of graduate

competence (Standar Kompetensi Lulusan), standard of educator and educational

staff (Standar Pendidikdan Tenaga Kependidikan), standard of facilities (Standar

Sarana dan Prasarana), standard of management (Standar Pengelolaan),

standard of funding (Standar Pembiayaan), and standard of evaluation (Standar

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


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questionnaire as a data gathering device is really helpful for money and time

constraint consideration. It is possible to comprise a large number of the subjects

and can guarantee confidentiality, which may elicit more truthful responses.

While the interview is seen useful for getting the stories behind the participant’s

lived experience Mc. Namara (1994). By making use of a questionnaire and

interview, the researcher intended to assess data about the teachers consisting of

their thoughts and perceptions in accordance with the implementation of ELT

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.

The scores were as followed:

- 1 is for totally disagree

- 2 is for disagree

- 3 is for agree

- 4 is for totally agree


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There are four statements in the second section; they are related to media

application in English language teaching. These statements cover four language

aspects in English language teaching namely listening, reading and writing. In

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

software part of media to represent action part of perception.

This questionnaire was followed by another similar questionnaire which

the researcher provides in order to collect additional information to support the

main one. The questionnaire is about the frequency of using hardware media to

support software media in delivering teaching material. In this particular section,

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

refers to the regulation of minister of national education that Indonesian teachers

should have the competency to use ICT in teaching their subject.

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


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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

suggestion to make the use of ELT media is more effective.

There were only three teachers who are invited to join the interview. The

researcher decided to only choose three teachers representative to make 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

media, but he negatively responded to one of the statements of view dimension.

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

toward media application in the classroom.

D. Data Gathering Techniques

As mentioned, the questionnaire was utilized in order to collect the main

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


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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

researcher asked teachers’ willingness in participating in this study by giving a

brief explanation about the objection of conducting this study. The researcher then

made an appointment to meet the teacher in person to fill the questionnaire.

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.

E. Data Analysis Techniques

Data gathered from the entire provided instruments were processed and

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

questionnaire and interview.

The result of data analysis guided the researcher in drawing a conclusion

of this study, which is about teachers’ perceptions of media in English language

study. Thus, the researcher especially uses Riduwan’s (2009) formula as the

guideline in analysing the gained data which can be seen as follow:

Maximum Index Score : Highest Score x Total of Statements x Total of

Samples

Minimum Index Score : Lowest Score x Total of Statement x Total of

Samples


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Interval range : (Maximum Score – Minimum Score) : 4

Final Score : (Total of Score : Maximum Score) x 100

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.

1. Teachers’ understanding and View of Media

The data of this section are taken from the first questionnaire which

applies four agreement Likert scale. The questionnaire consists of 15 statements.

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

each respondent and based on each statement.

a. Classification of perception based on each respondent In order to reach the 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 be substituted to the attitude categorization to find

the perception of each respondent.

The maximum and minimum score that might be held by the respondent are

shown as follows:

- Maximum score : 4 x 22 = 88; which means the respondent has a

very positive understanding and view toward media


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- Minimum score : 1 x 22 = 22; which means the respondent has a

very negative understanding and view toward media.

b. Classification of perception based on each statement

Same as the previous analysis, this section also requires some components

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

of total score of all the statements and the standard deviation.

The maximum and minimum score of each statement are shown as follows:

- Maximum score : 4 x 30 = 120; which means all the teachers totally

agree with the statement.

- Minimum score : 1 x 30 = 30; which means all the teachers totally

disagree with the statement.

2. Teachers’ action toward Software Media The data of this section are taken from the second questionnaire which is a

ranking questionnaire. In responding to the statement, the respondent has to label

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

will be valued differently in data input, as shown in the following table:


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Table 3.1 : Rank Input Value

Rank Value 1 10 2 9 3 8 4 7 5 6 6 5 7 4 8 3 9 2 10 1 - 0

There will be two different perception classifications in this section which are

based on each respondent and based on each medium.

a. Classification of perception based on each respondent It refers to the teachers’ action toward media, whether for enhancing the

students’ listening, speaking, reading or writing skills. In order to reach the

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

be substituted to the attitude categorization to find the perception of each

respondent.

The maximum and minimum score that might be held by the respondent are

shown as follows:

- Maximum score : 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 = 55; which

means the respondent has a very positive action toward media, he/ she

applies all the media in his/ her English class.


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- Minimum score : 0 x 10 = 0; which means the respondent never uses

the provided media at all.

b. Classification of perception based on each medium

The objective of this analysis is to investigate which software medium is

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

each of the medium.

The maximum and minimum score of each medium are shown as follows:

- Maximum score : 10 x 30 = 300; which means this medium is the

most used by all of the teachers.

- Minimum score : 0 x 30 = 0; which means there is no teacher who

applies this medium in his/ her English class.

3. Teachers’ action toward Hardware Media This particular analysis is conducted in processing additional data of this

study. The data are gathered from the third questionnaire in order to scrutinize the

teacher’s preference in using the hardware media. It also aims to investigate

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

media (paper, printed paper, class board, transparency, smartphone, and

computer) for visual software media and five hardware media (TV, VCD player,

DVD player, computer and smart TV) for audio-visual software media.


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The maximum and minimum score of each software media can be seen in the

following table:

Table 3.2 : Maximum & Minimum Score of Hardware Media Media

software Maximum score Minimum score

Audio 5 x 30 = 150 0 x 30 = 0 Visual 6 x 30 = 180 0 x 30 = 0

Audi-visual 5 x 30 = 150 0 x 30 = 0 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,

and it is applicable to all media whether audio, visual or audio-visual media.

4. Teacher’s Reflection of ELT Media Usage

The data are taken from the interview section. The interview is conducted

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

teacher then will be elaborated descriptively based on the sequence of the

questions.


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CHAPTER IV RESULTS AND DISCUSSIONS

By presenting this particular section, the researcher aims to deliver the

result of the data collection and analysis as well as the interpretation. It is

expected that the objective of the study which is to investigate the teachers’

perceptions of ELT media can be answered through this chapter.

In order to make it systematically, the researcher will deliver the result of

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

questionnaire and conducting interview section. Thus, it will be explained in two

different parts based on the data resources, which are directly followed by the

discussion.

A. Overall Research Results The following table is the overall result of the data collection about the

teachers’ perceptions of ELT media. By presenting the analysis of each dimension

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

dimension belongs to. It is classified by adopting Riduwan’s (2012) classification

formula. The formula classifies each score into four categories, whether it is very

good/ positive, good/ positive, bad/ negative or very bad/ negative.


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Table 4.1: Overall Result 1. Understanding 87 Very good/ positive 2. View 88 Very good/ positive 3. Action Listening 41 Bad/ negative

Speaking 39 Bad/ negative Reading 34 Bad/ negative Writing 37 Bad/ negative

Average 54 Good/ positive 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

media. However, the other dimension of perception shows a different result.

Based on the table showed, four aspects of action get a low score, respectively 41,

39, 34, and 37.

B. Teachers’ understanding of ELT media

The first perception dimension proposed by Vernon is understanding. In

this particular section, the researcher delivers the data collection of teachers’

understanding of ELT media from both questionnaire and interview.

1. Data from the Questionnaire There are 15 statements that have to be responded by the teacher in this

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,

agree, disagree, or totally disagree with the given statement.


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Table 4.2 : Teachers’ understanding of ELT media

NO STATEMENT TOTAL SCORE CLASSIFICATION

1. Media are beneficial in assisting the teacher to deliver teaching material. 94 Very good/ positive

2. Media are beneficial in enhancing the students’ linguistic aspect (practice) 91 Very good / positive

3. Media are beneficial in enhancing the students’ linguistic aspect (produce) 87 Very good / positive

4. a Audio recording can be used by the teacher as one of the ELT media. 88 Very good / positive

4. b Audio drama can be used by the teacher as one of the ELT media. 86 Very good / positive

4. c News report can be used by teacher as one of the ELT media. 84 Very good / positive

4. d Song can be used by the teacher as one of the ELT media. 86 Very good / positive

5. a Picture can be used by the teacher as one of the ELT media. 89 Very good / positive

5. b Flash card can be used by the teacher as one of the ELT media. 87 Very good / positive

5. c Teacher can utilize chart as one of the ELT media. 85 Very good / positive

6. a Teacher can utilize video as one of the ELT media. 88 Very good /positive

6. b Teacher can utilize film as one of the ELT media. 88 Very good / positive

6. c Teacher can utilize TV program as one of the ELT media. 83 Very good / positive

Average 87 Notes:

25 ≤ x ≤ 43 : very bad response, categorized as negative understanding 44 ≤ x ≤ 62 : bad response, categorized as negative understanding 63 ≤ x ≤ 81 : good response, categorized as positive understanding 82 ≤ x ≤ 100 : very good response, categorized as positive understanding

Based on the questionnaire result above, it is clear that most of the

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

classified based on the sensory channels are beneficial in English language

teaching.


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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

presenting teaching material to the students. The next statement, which is

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.

The next ten statements refer to theory of media classification in which

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


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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.

The statement number 4. c is delivered to investigate the teachers’ understanding

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

of audio media group.

The next three statement which are statement number 5. a, 5. b, and 5. c

refer to visual media. The statements are asked in order to investigate the

teachers’ understanding toward the role of audio-visual ELT media. Statement

number 5. a. asked whether the teacher agree that picture (which can be in the

form of drawing, cartoon, printed image or digital image) is applicable in English

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


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very good category, which means most of the teachers have a positive

understanding of the use of chart in English language teaching.

Last three statements of understanding section which are statement

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

lecture video is applicable in English language teaching. The score of this

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

of understanding section which is statement number 6. c. The statement deals with

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

groups. However, it is still categorized as a good understanding, which means

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

positive understanding about ELT media


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2. Data from the Interview

The following elaboration is some of the results of interview section with

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

media in their English class.

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.

According to the first interviewee, media enable the teacher in both

presenting the material and controlling the class in the easier way.

She said,

By having instructional media in my English class, I can present the material as well as controlling the class at the same time. Every single medium that I use is really helpful. For the students, not to mention about the appropriate teaching strategy, of course, media become something that can motivate them to actively participate in the class activities. The students are positively encouraged in getting involved and learning the given material.

The other argued that media are really beneficial for English language

teaching, but it must be applied by using a good strategy as well. (Interviewee 1)

He said,

Media maximizes the achievement of learning objectives. I really propose to apply ELT media, but the application should be in line with the creativity of adopting teaching strategy. It becomes useless if the teacher having various good media but fail in delivering the strategy. (Interviewee 2)


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Similarly to the first interviewee, the third interviewee sees media as

something beneficial for her and her students.

She said,

Media are really advantageous in English language teaching. Based on my personal experience, for instance, there is a big difference between my media applied class with the one that does not include media. My class becomes livelier once I use media. The students participate more actively in the learning process as well. (Interviewee 3)

Another question of the interview section that deals with understanding

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

utilization of media, especially for listening and speaking skills.

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)

Whereas according to the second interviewee, there are two main

considerations of having media in his English class. The first one is the teaching

objective and the second one is the students’ readiness.

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.


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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)

Surprisingly, different answers come from the third interviewee. She

shared that for some reasons she recently does not intensively use media in her

English class.

She said,

I totally understand that various media are applicable in various English language teaching, from the simplest to the sophisticated ones. However, I personally utilize media rarely in my English class, especially this ongoing semester because of some consideration. However, I do use media if I have enough time to prepare it, looking for the ones which suitable with the activities that I plan to have in the classroom, and of course I need media assistance to make my students stay focused in what they learn without getting bored. (Interviewee 3)

Although the answers are quite different, still the interviewees shared the

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

effectiveness of the learning process.

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.


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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

material, encouraging the students to enrich their linguistic aspect both in

practicing and producing activity.

As previously mentioned the questionnaire also aims to investigate

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

applicable in English language teaching.

Meanwhile, what can be discussed from the interview section related to

the teachers’ understanding of ELT media is that the teachers which in this case

represented by three interviewees familiar with the application of ELT media.

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


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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

objectives, increasing confidence, 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 also instructional media, are helpful in understanding the material

systematically.

As understanding is defined as the product of selecting and organizing

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 teachers do have the very good understanding of ELT media.

C. Teachers’ views of ELT media

The second perception dimension proposed by Vernon is view. Same with

the previous one, the researcher delivers the data collection of teachers’ views of

ELT media from both questionnaire and interview.


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1. Data from the Questionnaire

There are nine statements provided, which are statement number 9 to 15.

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,

disagree or totally disagree with the statement.

Table 4.3 : Teachers’ views of ELT media

NO STATEMENT TOTAL SCORE CLASSIFICATION

7. It is interesting to utilize ELT media. 91 Very good/ positive 8. Media are applicable in my English

class. 93 Very good / positive

9. I gain more confidence when having media in my teaching process. 89 Very good / positive

10. Media effectively and efficiently facilitate me to present the teaching material.

88 Very good / positive

11. Media effectively and efficiently facilitate me to achieve my teaching and learning objectives.


12. Having media support in my teaching, make the class livelier. 86 Very good / positive

13. The students can understand the material easier when I use media to deliver it. 86 Very good / positive

14. The students can practice to identify linguistic aspect easier when media are included in the activity.


15. The students are able to produce linguistic aspects easier based on the learning objective when media are included in the activity.

85

Very good / positive

Average 88 Notes: 25 ≤ x ≤ 43 : very bad response, categorized as negative view 44 ≤ x ≤ 62 : bad response, categorized as negative view 63 ≤ x ≤ 81 : good response, categorized as positive view 82 ≤ x ≤ 100 : very good response, categorized as positive view

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


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language teaching. It can be seen from the score of each statement which asked

about the advantage of media in certain concern.

Statements number 7, 8, and 12 are especially asked to examine the

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

statement which is statement number 8 asked whether media applicable to the

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.

It can be seen from the achieved score which is 86.

The next three statements, respectively number 9, 10 and 11 are provided

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

the effectiveness and efficiency concern of media in assisting the teacher to

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


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the teacher to reach his/ her teaching target. The result shows a positive response.

It can be seen from the score which is 85.

The last three statements aimed at investigating the teachers’ views about

the role of media specifically for the students of English language teaching.

Statement number 13 asked whether it is more comprehensible when the teacher

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

categorized as a very good view. Statement number 15 however, asked whether

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

teachers have a good view of ELT media.


This particular section delivers the result of some of the interview process.

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


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there are any significant criteria in selecting media to be presented in the

classroom. While the second question asked if the teacher finds any difficulty

during the media application.

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

interviewee also pays more concern on the flexibility of media themselves.

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

concern on his media mastery.

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,

in selecting media for her English class.

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)

The next question which asked to the interviewees is what kind of

difficulty the teacher face during media application in the English language


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teaching. The context of teaching process here covers presenting material,

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,

Once again I have to say, the current unavailability of language laboratory forces us to have listening section and the other activity that require sound system support in the classroom. It indeed eventually cannot be maximized since we have to consider the other running classes. Besides, we have so many media that need supporting hardware media which are not so handy to be mobilized. (Interviewee 1)

The second interviewee more focuses on the students’ enthusiasm in

having media in their English class.

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)


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Some important points can be selected to draw the conclusion of this

result. The interviewees as English teachers do have some criteria in deciding to

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

of the statement in this particular section.

The teachers do see media as interesting aids to be used in English

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

complement the teaching and learning process.

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


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English language teaching as seen in their response to statement number 10 up to

number 15 of the questionnaire. The statement talks about how the media

specifically bring benefit for both the teacher and the students. Those statement

originally are the representative of Sanaky (2013) thought about instructional

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.

Furthermore, the elaboration of the teachers’ view of ELT media can be

enriched by the result of interview section with three interviewees as the

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

media have to be mastered by the teachers.

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


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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.

D. Teachers’ action toward ELT media

Action is the last dimension of perception proposed by Vernon. The data

of this section are also gathered from distributing questionnaire and conducting

interview section with the English teacher.

1. Data from the Questionnaire There are two kinds of data result that will be presented in this section.

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


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which adapted Likert-scale questionnaire, the researcher used the rank

questionnaire to deal with this one.

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.

Undoubtedly, audio recording-whether in the form of instruction,

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

audio recording and song.


84

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

also frequently used in enhancing the students’ listening skills.

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


85

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.

One representative of each media classification which are audio recording,

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

teachers do not have really good action toward those media.

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

action toward these thee media.

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


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76 ≤ x ≤ 100 : very good response, categorized as positive action

The table shows that there is only one medium which is seemed to be

frequently used by the teachers in improving the students’ reading skill.

Unfortunately, the other nine media are that prior for most of the teachers to be

used in English class when it deals with reading skill.

The result reveals that picture is the teachers’ favourite assistant to

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

dealing with improving the students’ reading skills.

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



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The data collection result reveals that ten media proposed by the

researcher are used by the teachers in a quite different frequency.

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

that picture gets the highest score which is 85.

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

teachers in dealing with students’ writing development. It can be seen by 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,

regarding the 30 teachers as the respondents, different skill requires different

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

of the media presented in the previous section needs hardware to be delivered in

the classroom, this particular section will especially present teachers’ action


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toward hardware media. It aims at investigating the teacher’s choice of the

hardware that assist him/ her in in English language teaching.

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

rank each of the media based on their frequency of usage.

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


There is only one out of five hardware proposed by the researcher which

get a very good response from most of the teachers.

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.


89

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

classified as both bad and very bad response.

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


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

teachers utilize computer in delivering visual software media. It is followed by the

other three hardware namely paper, class board and printed paper which are

scored respectively 61, 64 and 54.

For some reason, transparency is less frequently used to deliver visual

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.


90

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


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

deliver audio-visual media in the classroom.

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

those hardware media.


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 action

toward ELT media. There are two questions asked to the interviewees, the first

one is about the composition comparison of media usage when it is implemented

in 2013 curriculum and the second composition comparison of the media source.

For your information, there are five approaches in teaching and learning process


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applied in 2013 curriculum namely observing, questioning, associating,

experimenting, and communicating. Meanwhile what is meant by media source

here, whether teacher applies media that he/ she creates him/herself, adopting

available media by having some adjustment like editing or making an

improvement or the teacher uses the available media as they are.

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.

The first interview said,

I apply media mostly in observing and questioning activity. It aims to bring the students to my teaching track. I also use media to highlight what has been learned in the classroom at the end of the class meeting. It is kind of making conclusion together with the student which usually done visually by using Microsoft power point program. (Interviewee 1)

The second interviewee said,

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)

In line with the previous interviewee, the third interviewee said,

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)

As previously mentioned, those three interviewees mostly apply media in

the first stage of 5 approaches promoted by 2013 curriculum. However, it does not

mean that they do not apply media in the other approaches.

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


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ones that they make by themselves, media which are already available or

adjusting media which are already available.

The first interviewee said that,

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)

Differently, the second interviewee said,

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

comprehension aspect in English language teaching

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


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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

language is not English. Beside the consideration of language authenticity, song,

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

asserted by Murphey (1992) that song provides a harmonious classroom

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

found in the course book.

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

toward media in dealing with improving the students’ speaking comprehension.

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

comes regarding mastering vocabulary. Additionally, Harmer (2001) who says

that picture is really helpful in learning how to communicate the students’ thought

to one another. Meanwhile, as previously mentioned, audio recording and video


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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

students’ reading comprehension. As the picture can be a representation of

reading or passage read by the students, the teacher can ask the students to match

what they read with the provided picture.

Meanwhile, audio recording, film, song, video, news report, chart, flash

card, audio drama, and TV program, respectively less frequently used by the

teachers in improving the students’ reading comprehension.

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

assistance in developing the students’ writing comprehension.


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Again, in writing comprehension aspect, picture appears as the priority

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

(Fachrurrazy, 2011). Picture of objects can be utilized in constructing descriptive

text, while picture of ingredients, for instance, can be utilized in constructing

procedure text.

Similar to picture, as flash card is a combination of picture and a word or

two, it is also frequently in writing comprehension development.

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

particular comprehension aspect activity. This is contradictive with some theories

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

video or create a narration of certain video that already presented in the

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

they are going to use in the classroom.


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In delivering audio software media such as audio recording, audio drama,

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,

electricity and sometimes internet connection.

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

tape in delivering the software media.

Similar to the previous one, most of the teachers also prefer to use

computer in delivering visual software media. Microsoft PowerPoint, Paint and

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

and sometimes internet connection as well.

It is followed by sequentially class board, paper and printed paper which

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


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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

is used to deliver audio-visual software media. Computer provides some programs

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

some supporting items in order to be maximize in the teaching activity such as

sound system, LCD projector, electricity and sometimes internet connection.

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

delivering audio-visual media and there is no teacher who uses smart TV in

English language teaching so far.

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

hardware media in the classroom.

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

recommendation, suggestion or even resolution that each of the interviewees has


98

in order to maximize the use of ELT media in both quantitatively and

qualitatively.

All the interviewees highlighted on the teachers’ performance, how the

teacher handle the class, make a teaching strategy and manage themselves is the

main consideration of these three interviewees.

The first interviewee said,

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)

While the second interviewee said,

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,

I myself as the teacher should be wiser in my time management so the teaching preparation including media preparation, teaching strategy up to the evaluation will all prepared and reach the best result. I also have to enrich myself with various media program available out there as well as enrich my knowledge toward media in English teaching. I also hope that the government can synchronize the teaching and learning process with the evaluation standard. Since as what I experience so far, the students do enjoy having media in English class, but when it comes to paper and pencil examination, most of my students seem do not know what to do, because they fail in recognizing that what they have in their paper actually discuss about what they have learned in the classroom by applying media. This also becomes the teacher’s duty in designing strategy so the students really absorb what they already learned. (Interviewee 3)


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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

recommendations for the future in the area of ELT media.

A. Conclusions

The data analysis result shows that the teachers have very good

understanding of media as the average score of their understanding is 87 of 100.

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

teachers in the city of Yogyakarta have good perceptions of ELT media.

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

on the sensory channels, which applicable in English language teaching.

Having the experience of utilizing media in their English class influences

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.


100

However, having good understanding and views are not eventually

followed by good media application. The result shows that most of the teachers

only rely on certain media especially in enhancing the students’ language

comprehension such as listening, speaking, reading and writing. Each of the

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

the appropriate media, lack of knowledge in developing suitable teaching strategy

as well as limitation of technical supporting system.

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

apply traditional hardware media in the classroom.

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

with any specific media application in English language teaching. By having

research and development research design, the future researcher is expected to be

able to propose a particular strategy in applying certain ELT media.

Another recommendation is doing research about designing evaluation

model to be used to measure students’ achievement. As previously mentioned,

some students’ find difficulties in transferring their knowledge gained by learning

English through media to paper and pencil evaluation. The researcher hopes that

there will be a study on another evaluation alternative to assess the students’

learning achievement.


101

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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?

- Kapan anda menggunakan media dalam pengajaran Bahasa Inggris?

- Media apa saja yang anda gunakan dalam pengajaran Bahasa Inggris?


106

I. Tandailah (√) kolom* yang menurut anda sesuai dengan pernyataan berikut! *STS : Sangat Tidak Setuju TS : Tidak Setuju S : Setuju SS : Sangat Setuju

NO. PERNYATAAN S

STS

T

TS

S

S

S

SS

1. Penggunaan media bermanfaat dalam kegiatan

pengajaran materi.


latihan aspek kebahasaan siswa.


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

5. Media visual di bawah ini dapat guru gunakan

dalam kegiatan pengajaran Bahasa Inggris:

- Gambar

- Kartu flash

- Chart

6. Media audio-visual di bawah ini dapat guru

gunakan dalam kegiatan pengajaran Bahasa

Inggris:

- Video (dokumenter, tutorial, pengajaran)


107

- Film (drama, dongeng, biografi)

- Program televisi

7. Media merupakan alat bantu belajar yang

menarik untuk digunakan.

8. Media dapat saya gunakan di kelas Bahasa

Inggris saya.

9. Saya lebih percaya diri ketika menggunakan

media saat mengajar.

10. Saya lebih mudah menyampaikan materi

pelajaran ketika menggunakan media sebagai

perantara.

11. Tujuan pembelajaran lebih mudah tercapai ketika

menggunakan media dalam kegiatan belajar-

mengajar

12. Kegiatan belajar-mengajar di kelas saya lebih

lancar ketika menggunakan media.

13. Siswa lebih mudah memahami materi yang saya

sampaikan ketika saya memanfaatkan media.

14. Siswa lebih mudah berlatih mengenali aspek-

aspek kebahasaan ketika media dilibatkan dalam

kegiatan pembelajaran.

15. Siswa lebih mudah menghasilkan aspek-aspek

kebahasaaan sesuai dengan apa yang dipelajari

dengan basis media.


108

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

16. Saya memanfaatkan media di bawah ini dalam kegiatan yang

bertujuan untuk meningkatkan kemampuan mendengarkan siswa:

- Rekaman audio (petunjuk, cerita, percakapan)

- Drama

- Siaran berita

- Lagu

- Gambar

- Kartu flash

- Chart



- Program televisi


bertujuan untuk meningkatkan kemampuan berbicara siswa:


- Drama

- Siaran berita

- Lagu

- Gambar

- Kartu flash

- Chart



- Program televisi


bertujuan untuk meningkatkan kemampuan membaca siswa:


- Drama


109

- Siaran berita

- Lagu

- Gambar

- Kartu flash

- Chart



- Program televisi


bertujuan untuk meningkatkan kemampuan menulis siswa:


- Drama

- Siaran berita

- Lagu

- Gambar

- Kartu flash

- Chart



- Program televisi


110

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)

NO. MEDIA PERANGKAT LUNAK

MEDIA PERANGKAT KERAS URUTAN

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


111

Appendix 2. Interview Lists

DAFTAR PERTANYAAN WAWANCARA

1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa

Inggris?

2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran?

3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan

dalam pengajaran Bahasa Inggris?

4. Kesulitan apa saja yang anda temui selama menggunakan media dalam

kegiatan berikut?

- Presentasi materi pengajaran

- Latihan (siswa)

- Produksi (siswa)

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

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan

media dalam pengajaran Bahasa Inggris?

7. Jika dikaitkan dengan pendekatan 5-M yang ada pada kurikulum 2013, pada

pendekatan manakah media pengajaran anda gunakan secara lebih intens?

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara

media yang anda ciptakan sendiri; media yang sudah ada, yang anda

sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap

dipakai.


112

Appendix 3. Data of Teachers’ understanding and View of ELT Media

NO. 4 3 2 1 TP SCORE CLASSIFICATION 1 23 7 0 0 113 94 Very good/ positive 8 21 9 0 0 111 93 Very good/ positive 2 19 11 0 0 109 91 Very good/ positive 7 19 11 0 0 109 91 Very good/ positive 5.a 17 13 0 0 107 89 Very good/ positive 9 17 13 0 0 107 89 Very good/ positive 6.a 16 14 0 0 106 88 Very good/ positive 10 16 14 0 0 106 88 Very good/ positive 4.a 15 15 0 0 105 88 Very good/ positive 6.b 15 15 0 0 105 88 Very good/ positive 3 14 16 0 0 104 87 Very good/ positive 5.b 14 16 0 0 104 87 Very good/ positive 4.b 13 17 0 0 103 86 Very good/ positive 4.d 13 17 0 0 103 86 Very good/ positive 12 13 17 0 0 103 86 Very good/ positive 13 14 15 1 0 103 86 Very good/ positive 5.c 12 18 0 0 102 85 Very good/ positive 11 12 18 0 0 102 85 Very good/ positive 14 12 18 0 0 102 85 Very good/ positive 15 12 18 0 0 102 85 Very good/ positive 4.c 11 19 0 0 101 84 Very good/ positive 6.c 9 21 0 0 99 83 Very good/ positive

CLASSIFICATION SCORE TOTAL Very good/ positive 82-100 30 Good/ positive 63-81 0 Bad/ negative 44-62 0 Very bad/ negative 25-43 0

TOTAL 30


113

Appendix 4. Teachers’ action toward ELT Media (Listening)

SKILL MEDIA 10 9 8 7 6 5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY

LIS

TE

NIN

G

Audio recording 15 6 1 5 1 0 0 0 0 0 2 30 253 84 Very good/ positive Song 4 11 8 2 2 0 0 0 0 1 2 30 230 77 Very good/ positive Video 5 4 6 4 2 4 2 0 0 0 3 30 202 67 Good/ positive Film 4 4 6 5 0 2 2 0 1 0 6 30 179 60 Good/ positive Picture 2 2 5 3 2 2 1 0 0 0 13 30 125 42 Bad/ negative Audio drama 0 1 1 2 6 1 0 2 0 0 17 30 78 26 Bad/ negative Flash card 0 0 1 1 2 2 3 1 1 0 19 30 54 18 Very bad/ negative News report 0 2 0 1 1 2 0 0 3 0 21 30 47 16 Very bad/ negative TV program 0 0 1 0 1 0 2 1 1 2 22 30 29 10 Very bad/ negative Chart 0 0 0 1 0 1 1 1 0 1 25 30 20 7 Very bad/ negative

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


114

Appendix 5. Teachers’ action toward ELT Media (Speaking)


SPE

AK

ING

Picture 6 8 6 0 1 1 0 0 1 0 7 30 193 64 Good/ positive Audio recording 11 2 6 1 1 0 0 0 0 0 9 30 189 63 Good/ positive Video 6 1 3 3 4 2 2 1 1 0 7 30 161 54 Good/ positive Audio drama 3 3 2 4 4 0 1 1 0 0 12 30 132 44 Bad/ negative Flash card 2 3 4 3 1 1 2 1 0 0 13 30 122 41 Bad/ negative Film 0 5 2 3 3 3 0 1 2 0 11 30 122 41 Bad/ negative Song 1 5 1 1 2 3 0 1 1 3 12 30 105 35 Bad/ negative Chart 0 1 1 4 1 2 3 0 0 1 17 30 74 25 Very bad/ negative News report 1 1 0 1 1 1 1 2 2 0 20 30 51 17 Very bad/ negative TV program 0 0 0 0 1 1 2 2 1 1 22 30 28 9 Very bad/ negative

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


115

Appendix 6. Teachers’ action toward ELT Media (Reading)


RE

AD

ING

Picture 7 3 5 1 1 2 0 0 0 0 11 30 11 11 11 Audio recording 5 3 1 4 0 0 0 0 0 1 16 30 16 16 16 Film 3 2 3 2 2 1 2 0 1 0 14 30 14 14 14 Song 1 3 3 2 3 3 0 0 1 0 14 30 14 14 14 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


116

Appendix 7. Teachers’ action toward ELT Media (Writing)


WR

ITIN

G

Picture 18 3 3 2 1 1 0 0 0 0 2 30 256 85 Very good/ positive Flash card 2 12 2 1 0 0 3 0 0 0 10 30 163 54 Good/ positive Chart 2 3 11 1 1 0 0 0 0 0 12 30 148 49 Bad/ negative Audio recording 4 3 2 4 0 3 0 0 0 1 13 30 127 42 Bad/ negative Song 0 4 2 4 4 2 2 0 0 0 12 30 122 41 Bad/ negative Video 2 1 2 4 3 1 0 2 0 0 15 30 102 34 Bad/ negative Audio drama 1 0 2 3 4 1 0 0 1 0 18 30 78 26 Bad/ negative Film 0 1 2 2 3 2 2 0 1 0 17 30 77 26 Bad/ negative News report 0 1 0 0 0 1 1 1 2 0 24 30 25 8 Very bad/ negative TV program 1 0 0 0 0 0 0 2 1 2 24 30 20 7 Very bad/ negative

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


117

Appendix 8. Hardware Media Usage (Audio)

SOFT

WA

RE

HA

RD

WA

RE

5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY A

UD

IO

Computer 23 3 2 0 0 2 30 133 89 Very good/ positive

Tape 0 11 5 1 0 13 30 61 41 Bad/ negative

CD player 5 3 7 0 0 15 30 58 39 Bad/ negative

Smartphone 2 10 1 2 0 15 30 57 38 Bad/ negative

Radio 0 0 0 0 1 29 30 1 1 Very bad/ negative

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


118

Appendix 9. Hardware Media Usage (Visual)

SOFT

WA

RE

HA

RD

WA

RE

5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY V

ISU

AL


Class board 7 7 6 4 1 0 30 115 64 Good/ positive

Paper 5 7 9 3 0 0 30 110 61 Good/ positive

Printed paper 3 9 6 3 1 0 30 98 54 Good/ positive

Transparency 0 2 1 3 0 0 23 13 Very bad/ negative

Smart board 0 0 0 0 0 0 30 0 0 Very bad/ negative

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


119

Appendix 10. Hardware Media Usage (Audio-Visual)

SOFT

WA

RE

HA

RD

WA

RE

5 4 3 2 1 0 TOTAL VALUE SCORE CATEGORY A

UD

IO-V

ISU

AL


VCD player 4 9 2 1 0 14 30 64 43 Bad/ negative

DVD player 0 3 7 1 1 18 30 36 24 Very bad/ negative

TV 0 3 1 0 0 26 30 15 10 Very bad/ negative

Smart TV 0 0 0 0 0 30 30 0 0 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


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Appendix 11. Interview Transcripts

Interviewee 1 (Andrea Ismargyaning-SMP Pangudi Luhur 1) 1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa

Inggris? Media sangat membantu. Keberadaannya dalam kelas memudahkan guru, baik itu saat penyajian materi atau untuk mengontrol siswa. Siswa pun begitu, ketika ada media, strategi mengajarnya juga tepat, mereka jadi termotivasi untuk mengenal atau mendalami materi.

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?


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- 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.

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan media dalam pengajaran Bahasa Inggris? Saya sampai sekarang belum menemukan kelemahan media yang berarti yang terus benar-benar tidak bisa diatasi, jadi menurut saya media itu benar-benar bermanfaat dan guru-guru perlu mengaplikasikan media di kelas.

7. Jika dikaitkan dengan pendekatan 5-M (mengamati, menanya, mengumpulkan data, mengasosiasi, menyimpulkan) yang ada pada kurikulum 2013, pada pendekatan manakah media pengajaran anda gunakan secara lebih intens? Kalau di bagian yang mana, saya selalu mengupayakan di masing-masing pendekatan ada media, tapi yang pasti, di bagian awal dan akhir kegiatan saya gunakan media. Saya gunakan media untuk merangsang anak-anak untuk moodnya naik dan enak dipakai untuk belajar, itu di mengamati, menanya, saya gunakan. Kemudian di akhir untuk menyimpulkan, juga saya gunakan media, biasanya chart atau rangkuman-rangkuman yang ditampilkan dengan power point.

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara media yang anda ciptakan sendiri; media yang sudah ada, yang anda sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap dipakai. Yang pasti di antara sekian banyak media yang saya gunakan, belum pernah ada saya saya potong atau mix untuk tujuan tertentu di pengajaran Bahasa Inggris. Kalau dibuat perbandingan, 75% media yang saya pakai itu memang media yang sudah ada, entah saya peroleh dengan bantuan internet, atau memang satu paket dengan buku pelajaran. Sedangkan 25% sisanya adalah media yang saya kreasikan sendiri.

Interviewee 2 (Sutopo Martinus-SMP Kristen Kalam Kudus) 1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa

Inggris? Pada dasarnya media itu sangat membantu untuk tercapainya tujuan pembelajaran. Yang membuat pandangan terhadap media cenderung negatif


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sebenarnya dari faktor kemampuan guru sendiri dalam mengembangkan atau menyediakan media, juga strategi penyampaian materi yang kadang-kadang membuat pemanfaataan media belum bisa maksimal.

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.


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.

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan media dalam pengajaran Bahasa Inggris?


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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.

7. Jika dikaitkan dengan pendekatan 5-M (mengamati, menanya, mengumpulkan data, mengasosiasi, menyimpulkan) yang ada pada kurikulum 2013, pada pendekatan manakah media pengajaran anda gunakan secara lebih intens? Lebih sering di awal, untuk merangsang mood anak-anak untuk bisa aktif di sepanjang pelajaran. Karena seperti yang saya bilang tadi, kalau gunakan media secara maksimal, itu persiapannya benar-benar harus matang, guru juga harus benar-benar menguasai penggunaan perangkat keras, dan yang strateginya juga harus benar-benar direncanakan dengan baik.

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara media yang anda ciptakan sendiri; media yang sudah ada, yang anda sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap dipakai. Kalau untuk menciptakan media baru untuk digunakan di kelas saya belum pernah. Jadi yang selama ini saya gunakan di kelas adalah media yang sudah tersedia, entah itu langsung saya gunakan atau saya sesuaikan dulu dengan kebutuhan penyampaian materi di kelas. Akhir-akhir ini juga saya belajar beberapa program yang bsia dipakai untuk mengedit media-media yang saya pakai, entah itu lagu, video atau film. Terutama untuk video dan film, saya merasa penyesuaian itu perlu selain untuk menghemat waktu, kadang point yang saya perlukan di media tersebut tidak banyak, jadi kalau saya tampilkan semua tanpa diedit, pembahasannya malah melebar ke mana-mana. Kalau perbandingan untuk penggunaan media berdasarkan kriteria tadi, bisa saya bilang, syaa menggunakan 75% media yang sudah ada, 25% sisanya media yang saya sesuaikan dengan kebutuhan kelas.

Interviewee 3 (Lulut Esti Handayani-SMPN 15) 1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa

Inggris? Media sangat bermanfaat dalam pengajaran Bahasa Inggris. Dapat dilihat dari kelas yang jadi lebih hidup. Tapi memang dua tahun belakangan ini, saya sudah jarang memakai media karena beban kerja yang begitu banyak, urusan administrasi yang cukup menyita waktu sehingga kekurangan waktu untuk mempersiapkan media. Kurangnya sarana pendukung juga membuat mood untuk menggunakan media berkurang atau menurun.

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?


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Yang mampu membuat anak-anak enjoy saat belajar, yang mempermudah mencapai tujuan pembelajaran dan yang juga penting, saya lebih memilih yang kemungkinan errornya kecil.


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.

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan media dalam pengajaran Bahasa Inggris? Kalau berdasarkan pengalaman selama ini, kadang yang buat saya berpikir dua kali untuk menggunakan media, ya itu tadi, kalau media yang penggunaannya butuh tenaga listrik atau bantuan koneksi interent, kadang masih suka error.


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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.

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara media yang anda ciptakan sendiri; media yang sudah ada, yang anda sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap dipakai. Saya kadang berkreasi juga membuat media, media yang ada juga saya gunakan, ada yang langsung dipakai, ada juga yang saya sesuaikan dulu dengan kebutuhan kelas. Kalau dibuat perbandingan dalam bentuk prosentase kurang lebih 60% itu yang saya buat sendiri, 25% media yang sudah ada yang langsung saya gunakan di kelas, 15% lagi media yang butuh beberapa penyesuaian sebelum digunakan di kelas.


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