TABLE LIST OF CONTENT

FOREWORD.................................................................................................... 1

TABLE LIST OF CONTENT..........................................................................2

CHAPTER 1 ...................................................................................................3
Introduction
1.1 Background.............................................................................................3
1.2 Formulate of the problem........................................................................3
1.3 Purpose....................................................................................................3

CHAPTER 2.....................................................................................................4
Discussion
2.1 What is Learning Media…………………………………………..
2.2 What is Interactive Instructional Media Of English for Primary School…..

CHAPTER 3.....................................................................................................9
Closing
3.1 CONCLUSION......................................................................................9

3.2 SUGGESTION.......................................................................................9

REFERENCES……………………………………………………………..10
 BAB I
BACKGROUND
1.1 Background
Teaching English to young learners is considered necessary needs in Indonesia
especially in big cities (Rodliyah, 2009). Many parents compete to make their children
learn English as younger as they are. The issue is how the school deals with this
phenomenon and how they could provide the students with effective and efficient
learning. There are many factors influencing the effective and efficient of learning. Two
of them are the media and the characteristics of the students. Smaldino et al., (2006)
argue when media is used for instructional purposes and utilized to canalize
teacherstudents communication, it categorized as instructional media. Nevertheless, the
utilization of the instructional media seems not effective in teaching English to young
learners in Indonesia (Mutohhar, 2009). The effectiveness of media is not about the
teachers utilize media or not in the classroom, but it deals with how the teachers
optimize the utilization of the instructional media in the classroom. According to a
study conducted by Mutohhar (2009), many elementary school teachers in Indonesia
deliver their material in such a way but makes the students still bored, not enjoying the
learning process. Many of the teachers only utilize the provided media in the schools
and utilize it to show the materials only without transferring the knowledge in attractive
ways to the students. This phenomenon appears because some of them think that a good
media is expensive media and sophisticated media which needs cost much money.
Whereas, Mutohhar (2009) argues that a good media is media which is suitable for the
topic, material, the students, and practical to use. In other words, a good media doesn’t
need to be expensive, it just needs to be reusable, and so it can help the teacher to create
an effective instruction in the classroom.
1.2 Formulate Of Problem
2.1 What is Learning Media?
2.2 How is Interactive Instructional Media Of English for Primary School?
1.3 Purpose
2.1 Student know what is learning media
2.2 Student know how is Interactive Instructional Media Of English for Primary School
 BAB II
DISCUSSION
2.1 Learning Media
Curtain and Dahlberg (2004) as quoted by Ara (2009) state that the amount of
time spent studying languages is a major factor for building foreign language
proficiency. Language learning will also take a long time, need more practice and
experience, and will be smoother and more effective if started early. In addition, the
initial introduction to teaching a second language / foreign language is better than adults.
Cameron (2001) said, "Children can learn a second language especially effectively
before puberty because their brains can still use the mechanism aided by mastering the
first language".
According to Isbell and Exelby (2001), the environment of young learners must
be attractive, exciting, and placed where they can work and play using appropriate
resources, materials and tools. The environment created by the teacher must support and
encourage them because they learn by exploring and investigating. In addition, the most
effective classroom activities such as fun activities of songs and games should be used
for children in language classes (Ara: 2009). This means that teaching English for
Young Learners (EYL) is not simple. Fun activities such as learning by singing, playing
games, storytelling and implementing media and tools must be carried out in the
teaching and learning process of EYL.
Media is something that can convey information and support teaching and
learning activities in English effectively. Smaldino, et al (2011) states that the media is a
mediator or everything that brings all information from sources to students to make
communication and learning easier. It consists of text, audio, visual, manipulative, and
person. In addition, effective teaching and learning activities, teachers must choose
appropriate media related to the material to deliver it to young students. In addition,
young students will be interested in the teaching and learning process of joning and
know about the material using the media used by the teacher According to Moon (2000)
as quoted by Shin (2005) states that making visuals related to the material will involve
students in the learning process . This will make students become interested, invest, and
care for subject matter better.
Media becomes an important aspect in the learning process. This not only makes
young students interested and know more with the material but also gives them
psychological and motivational effects. Based on a journal by Khoury (2010), visual
media from colored paper (Booklets) has a positive impact on young students in certain
language learning skills. He found that media could be an important factor for the
quality of writing produced in more conventional writing assignments because all young
students said that they liked writing on colored paper.
According to Cameron (2001: 212), children who are taught a foreign language
will learn it with curiosity and their desire to understand the world. They will be
enthusiastic and willing to do all the work. This means, children who are taught foreign
languages at a lower age will improve their language skills. As a result, they can take
many benefits to learn foreign languages at an early age. Meanwhile, teaching English
for Young Learners not only conveys the material itself, but also encourages and
stimulates students to think creatively. According to Horner and Ryf (2007: 109), as
creative English teachers, he must create creative activities that identify and build on
their early language and literary experiences to encourage children to use their
imagination. Stimulating young students to think creatively is not simple, the teacher
must establish a strong class, student environment and media that can introduce material
to young learners and direct them to think creatively.
Sadiman et al (2010: 7) states, "Media is everything that can be used to convey
messages from sources to recipients or from teachers to students. As a result, the media
can stimulate students' thoughts, feelings, concerns, and interests to conduct teaching
and learning activities. "According to Arsyad (2010) the media is a tool that conveys
learning messages. It can be concluded that the media is a tool that can bring messages
or information from sources to students.
Media can make students interested in the process of teaching and learning
languages. Teachers can use several media to support their teaching activities.
According to Suyanto (2007: 102) there are three types of media: visual media involving
the senses of the eye, audio media that involve the sense of hearing, and audio visual
media that involves the senses of sight and hearing.
1) Audio Media Because this audio media involves the sense of hearing, it can be used
by teachers to check student competence in listening comprehension. Recorders and
radios including audio media.
2) Visual Media Visual media is media that involves the senses of the eye, so they can
obtain information with the senses of their eyes. There are several types of visual
media such as images, flash cards, dolls, and real objects
 3) Audio Visual Media Audio visual is a complete teaching medium. Not only can
students hear, they can also see the media. lesson information will be obtained by
hearing and seeing the senses. Because there are sounds and illustrations, teaching
and learning will not be boring. It can also convey material clearly. As a result,
students will understand the lesson easily. There are several examples of audio-visual
media such as television and film strips.
Learning media can help teachers deliver material easily. It also provides many
benefits for students. There are many types of media that can be used for teaching. The
teacher can use more than one medium when teaching because it will help them to keep
students' attention. Meanwhile, when the teacher uses it in teaching, he must choose the
appropriate one related to the material at that time.
According to Santyasa (2007), there are 15 functions of teaching media. Among
others are:
 1. See things or phenomena that happened in the past with pictures, slides, films, or
videos.
2. Observing things or phenomena that are difficult to visit because of the distance, risk,
and forbidden.
3. Get clear illustrations of things that are hard to see because of the dimensions.
4. Listen to sounds that are difficult to be heard by the ears directly
5. Observe accurately animals that are difficult to observe because they are not easily
captured.
Important media in teaching and learning. This provides many benefits for both
the teacher and students. The results of a study conducted by Brezigar (2010) showed
that puppet visual media had a positive impact on the use of English. He stated in his
journal that children love dolls and believe that they are alive and can help them speak
English. It can be said that the media can motivate children to learn and bring them to
real situations.
2.2 Interactive Instructional Media of English for Primary School
Instructional media are defined by Sadiman et al. (1986) as anything used to send
information from the sender(s) to the receiver(s) to arise learners’ curiosity and
encourage them to learn. Related to the definition above, Reisser and Dick (1996)
purposed that instructional media might be all the traditional ways to deliver and the
lesson (teachers, chalkboards, textbooks, and other printed materials) or the new
instructional media (CD Room, computer, interactive video and multimedia system). In
this study, instructional media are defined as tools used in educational setting to deliver
the materials, information to reach effective teaching-learning. Instructional media has
several benefits in teaching English, especially in teaching English to young learners.
There are several benefits in utilizing instructional media in teaching English. Scanlan
(s.d) states several benefits of instructional media, such as: (1) attracting attention; (2)
developing interest; (3) adjusting the learning environment and (4) promoting the
acceptance of an idea. There are several types of instructional media that can be utilized
in teaching English to young learners. In this study, Harmer’s classification of
instructional media is used as the reference of the instructional media types. There are
(seven) types of instructional media: realia; pictures; course book; boards; OHP;
flipcharts; and computer based-technology.

1. Realia

In TEFL Survival’s Site, (2012) realia means using real objects inside or outside
classroom to teach English. It can provide experiences for students to involve students’
senses in learning. Realia is defined by Nunan (1999: p. 313) as objects and teaching
props‘ from the world outside the classroom that are used for teaching and learning. So,
it can be inferred that realia is unmodified real things inside or outside the classroom
which is used by the teacher for teaching learning process. Realia can be used as starting
point to introduce the lesson and/or understanding concept of the material.

2. Pictures

Pictures and images are one of graphic materials examples. Graphic materials
refer to “non-photo-graphic” or “two dimensional materials” designed to convey
messages and information which combines “symbolic visual” and verbal information.
Drawings, charts, graphics and also cartoons are kinds of this media. Pictures can be
used for several purposes, such as drills, communication, understanding, ornamentation,
prediction and discussion. Pictures or graphic materials refer to ―non-photographic and
two dimensional‖ materials which is utilized by the teachers to convey messages to the
students. This kind of material includes drawings, charts, graphs, posters, cartoon, etc.
Pictures are utilized for several purposes. Harmer (2007) explained that pictures can be
used for multiple ways comprising: (1) drilling, (2) communication, (3) understanding,
(4) ornamentation, (5) predicting, and (6) discussing.
3. Course book

Course book is one of print media (Onasanya, 2004) which has been used by
teachers as the guide of teaching learning (Gabrielatos, 2004). It is printed materials and
information (Aini, 2013). It also contains exercises and tasks for students.

Coursebook is a form of print media. It contains material or verbal information

through print. It can also be used as basic instructional guide by the teacher.

4. Boards

Boards refer to blackboard, whiteboard or any board used in classroom. Candler

(2011) states several benefits in using whiteboard in teaching English in classroom:
engaging students in lesson; monitoring students’ comprehension of the lesson; can be
utilized easily; saving paper; students can interact with it easily; no need technical
support and not consuming time. Boards can be used in various different purposes, such
as:note pad, explanation aid, picture frame, public workbook, game board and notice
board.

Boards refer to chalkboard/ blackboard, whiteboard and interactive whiteboard

(IWB). Like pictures, boards also are used for several purposes. Harmer (2007)
describes that teachers can use boards as (1) notepad, (2) explanation aid, (3) picture
frame, (4) public workbook, (5) gameboard, and (6) noticeboard.

5. OHP

OHP or Overhead projectors are useful for teachers in showing many things on
overhead transparencies. Onasanya (2004) states one of the advantage by using OHP,
students can see the materials in front of the class. It also helps teacher to show
something one by one.
 By using overhead projectors, the students can see in front of the class the
material which is writer or drawn in a transparent. The transparent will be projected by
using projectors.

6. Flipcharts

Flipchart is a media which contains big sheets of paper (Aini, 2013). It is mostly
used during discussion to write down points that are being discussed.

Another instructional media that may be used by the teacher is flipchart.

Flipchart is an instructional media which contains big sheets of paper. It is mostly used
to write down some important points in group discussion (Harmer, 2007). Several
benefits of flipchart are portable, accessible, and easy to use.

7. Computer-based presentation technology

Harmer (2007) states that this instructional media have two main components,
hardware and software. In addition, Onansanya (2004) states this media combine audio
and visual presentation which can help teachers to attract students’ attention. This kind
of media also can send a large amount of information.

Harmer (2007) said that this instructional media has two vital components. They
are hardware and software. The hardware needed for this instructional media are
computer and LCD projector. This instructional media combine both audio and visual
material. By using computer-based presentation technology – or so called multimedia
presentation— enable the teacher to convey much larger information to the students
(Blythe-Lord, 1991, Kemp & Smellie, 1989, and Wittich & Schuller, 1973).

From the description about the instructional media above, it can be concluded that
there are many types of instructional media that can be used in teaching learning
activities. Those different types help teacher in different teaching-learning activities and
materials. Although various instructional media have been developed, not all of them
can be used in the same time. Teacher needs to choose the most appropriate instructional
media due to the students’ characteristics, the materials and the teaching method (Clark,
1999).

Utilizing the appropriate instructional media is required because of several benefits.

One of the benefits is to enhance students‘ motivation. By using instructional media e.g.
showing pictures and having the students heard music, the students give more attention
to the teachers, moreover, their curiosity is increasing towards the subject (Reiser &
Dick, 1996). Other benefits are stated by Ruis, et al (2009) comprise (1) solving lack of
experiences problem for the students, (2) reaching everything out of the class, (3)
creating direct interaction between the students and environment, also (4) integrating
experience from the concrete to the abstract information. On the other hand, research
studies about the use of instructional media by the elementary school teachers have been
conducted. One of them is carried out by Abdo and Semela (2010). The former is a
researcher from Hawassa University, Ethiopia, while the latter is from University of
Tübingen, Germany. They conducted the study in Gedeo Zone in Sourthen Ethiopia. The
study shows that the teachers in elementary schools are infrequent using instructional
media in teaching learning process. Some factors influencing the use of instructional
media by the teachers comprise availability of instructional media, manageability of
classroom tasks and administrative supports. Considering benefits in using media in
teaching learning process, the researcher conducted the study which intends to find out:

1. How the teachers use the instructional media.

2. Problems that the teachers encounter in instructional media implementation.

3. Strategies to solve the problems in using the instructional media.

 By knowing them, it was expected that the teaching learning quality can be
improved and local goverment gives more attention to instructional media availability
in all elementary schools.

 Types of Media Instructional

Used by the Teachers and Its Utilization From eight types of instructional media
classified by Harmer (2007), there were only four types of instructional media which is
utilized by the teachers in this study. They comprise: (1) boards; (2) realia; (3) pictures
and (4) books. Each of those instructional media was used for variety purposes. The
purposes also were taken according to Harmer (2007). To begin with, boards were
generally used as notepad, explanation aid, picture frame and public workbook. Next is
realia. This kind of instructional media was used for both engaging and eliciting the
students in teaching learning activities. Different from realia, pictures had different
purposes in the instructions. Based on the findings, the pictures were employed by the
teachers to drill vocabularies, present meaning also to discuss the lesson. Last
instructional media, which is book, was utilized by the teachers to do give exercises to
the students about the lesson and to be used as source for the material.

 Teachers‘ Selection of Instructional Media.

Reiser and Dick (1996) believed that in selecting instructional media, the teachers
should consider three main factors comprising: (1) practicality practicality (including
availability, cost efficient and time efficient); (2) students appropriateness (appropriate
to students‘ characteristics and learning condition) and (3) instructional appropriateness
(appropriate to material, instructional goals and activities). Related to this, the findings
show that only T3 whose instructional media was appropriate to those three factors. In
the meantime, T1 and T2‘s instructional media were generally only suitable with
practicality and the instructions. Meanwhile, they were not really suitable with the
students‘ characteristics. For clearer description, it can be seen in following table.

 Teachers‘ Problems in Selecting and Using Instructional Media

Based on the data, problems were encountered by the teachers not only in using
instructional media but also in selecting them. In selecting instructional media the
problems encountered by the teachers were limited time, limited cost allocation,
availability of instructional media, appropriateness of instructional media, and teachers‘
negative belief towards instructional media. Problems were also experienced by the
teachers in the process of utilizing media. The teachers often encountered technical
problems, for instance running out of supply and the dysfunction of high-tech
instructional media used. The last was personal problem. It dealt with the difficulty
experienced by the teacher in explaining content in the instructional media.

 Strategies to Solve the Problems in Selecting and Using Instructional Media

Due the existence of various problems in both selecting and using instructional
media, the teachers had several ways to overcome them. The first, overcome problems in
process of instructional media selection – regarding limited time and cost, unavailability
of media in the school—all of the teachers had the same action, which is using the
readily-available instructional media in the school. With all of the inadequacy in their
school, they tried to optimize the instructional media provided to help the students reach
the instructional goal. However, types of instructional media by the teacher differs each
other. This was affected by teachers‘ education background and experience.

In the meantime, to solve or even avoid technical and personal problems, which were
the problems they faced in using instructional media, the teacher gives effort by
preparing back-up instructional media and asking for technician support. Furthermore, in
order to make the teacher unable to utilize instructional media, especially the high-tech
one, the teacher asked for special training or workshop for utilizing media by certain
responsible party.
 BAB III
CLOSING
3.1 CONSLUSION

Knowing those characteristics of children is an essential requirement for the

teacher in creating effective instruction (Musthafa, 2010). Effective instruction is ―an
instruction that enables students to acquire specified skills, knowledge, and attitudes.‖
(Reiser & Dick, 1996, p.3). In relation to this, Curtain and Dahlberg (2000) as cited in
Musthafa (2010) argue that the instruction should be built ―on topics and contexts that
are relevant to the young learners.‖ Besides, students‘ experience should also be
considered in choosing teaching method, media and assessment (Barratt-Pugh and
Rohl, 2000, cited in Musthafa, 2010) in order to conduct effective instruction. Besides
knowing children characteristics, using appropriate instructional media is one of the
key principles in creating effective instruction (Reiser & Dick, 1996). Instructional
media itself is defined by Scanlan as all materials that can be used by the teachers to
conduct teaching learning activities and support students in reaching instructional
objectives. Harmer (2007) states that there are several types of instructional media that
can be used by teachers: Realia, Pictures, Coursebook, Boards, Over Projector (OHP),
Flipcharts and Computer-based presentation technology

3.2 SUGGESTION

Every teacher who wants to teach, hopefully can use media for their teaching.
Because mediais one of the thing that can be something student can used and help
student to understand what the lesson about.
 References

Arsyad, Azhar. 2010. Media pembelajaran. Jakarta : Rajawali press

Nurul Aini, Wildan. (2013). Journal of English and Education. Instructional Media In
Teaching English To Young Learners: A Case Study In Elementary Schools In
Kuningan, 1(1), 196-204.
Sukmhidayanti, Tanti. (2015). Journal of English and Education. The Utilization Of
Instructional Media In Teaching English To Young Learners (A Case Study Of An
Elementary School Teacher In Bandung), 3(2), 92-94.