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INSTRUCTIONAL MEDIA IN THE TEACHING OF ENGLISH FOR ADULT LEARNERS

Article · March 2006

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 INSTRUCTIONAL MEDIA

IN THE TEACHING OF ENGLISH FOR ADULT LEARNERS

Lestari Setyowati
English Education Study Program, STKIP PGRI Pasuruan

Abstract: Learning a language requires a lot of effort. To get a

meaningful understanding one needs to make a full use of all sensory
systems in the body. Thus, the use of media is considered necessary to
get a better result in learning. This paper is intended to give ideas and
insights of how to develop media for adult in learning a foreign
language.

Key Words: Instructional media, Adult learners.

Learning is a complex process. Our preceptor sensory mechanism are our

continuing contacts with our world of things and events. The eye, the ear, the nerve
endings which respond to pressure, to heat and cold, and to odors and tastes are the
means through which almost all learning is accomplished. They are the means of
perception. As cited in Wittich and Schuller (1953), the normal learner, insofar as the
functions of his preceptor mechanism are concerned, gains understanding in terms of
multiple impressions recorded through eye, ear, touch, etc. These functions do not occur
in isolation but rather through a blended pattern of any or all of the preceptor mechanisms
that are stimulated by external occurrences.
As our organs of sense and nervous systems are the basis of our gaining
knowledge of the world around us, the use of teaching aids or instructional media is
considered helpful in enhancing the learning. Based on the researches done in
educational field, it has been quite known that the use of media is very effective in
enhancing the teaching and learning process. As aids in the teaching and learning
process, audio-visual aids fill a number of roles. They function as aids to instruction and
aids to learning. In aids to instruction, media serve to help teachers manage instruction
more efficiently. They assist teachers to communicate more effectively and take over the
operating role of instruction from teachers, such as the use of computers, slide tape
presentations, motion pictures, and so on. Whereas in aids to learning, media serve to
help students learn more efficiently (Davies, 1981).
Kasihani (2001b:27) states that one of the many roles of instructional media is to
attract the student‟s attention and to deliver the information. Furthermore, the roles of
media are able to make class situation more alive, enhance and promote learning, and can
replace the teacher (Finocchiaro in Kasihani and Yuswotomo: 1999a). Dale (in Kasihani
and Yuswotomo: 1999a) has similar ideas about the roles of media in teaching and
learning process. They are to heighten motivation in learning, to provide freshness and

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variety, to encourage active participation, give needed reinforcement, to assure order
and continuity of thought, and to widen the range of students experience.
However, in making a decision to use the media, a teacher needs to ask three
out of five basic questions, such as is it easy for us to prepare? is it easy to organize?
and Is it interesting to the students? (Wright in Kasihani:2001b). Being able to answer
these three questions will enable the EFL/EYL teachers or instructors to develop media
effectively and efficiently. Further consideration in decision of using the media,
especially the audio-visual aids, the EFL/EYL teachers and instructors should select those
media on the basis of their availability and suitability, such things as visibility, clearness,
level of understanding, and easy presentation (Clark and Star, 1981).
What is more important in the consideration in the use of audio-visual aids is how
they are used and what they contribute to the teaching-learning process. Audio visual aids
can promote understanding as they help students to grasp meaning more vividly. They
can also assist in the transfer of training and in assessment. In this case, audio-visual aids
can be used in assessing or evaluating mastery performance, such as the use of video tape
and simulators (Davies,1981). Some of them will be explained in the following
sequence.

Kinds of Media
Among the enormous kinds of instructional media, the kinds of audio aids that
can be used in EFL or EYL teaching are record player, tape recorder, radio, and language
laboratory. Whereas some of the visual aids are chalkboard, posters, cartoons, real
objects, realia, dolls, puppet, picture files, series pictures, wall charts, flash cards, word
cards, pocket cards, flannel or felt board, clock, over head projector and transparencies,
kodachrome slides, film strips, and miscellaneous materials.
From the many kinds of visual aids, chalkboard is the most often used
instructional media. However, the techniques of how to make use of the chalkboard
easily and effectively is sometimes beyond the teacher‟s ability. If the chalkboard is used
properly, it can improve instruction through good chalkboard utilization. One of the
important thing to keep in mind in using the chalkboard, before teaching, the chalkboard
should be thoroughly clean, including the excess chalk powder and smudgy surface
dust. On the chalkboard, printing is more legible than cursive writing. Although many
people think that cursive writing is much more rapid than printing, reasonable practice
with simple block letters will result in amazing speed in printing. It is important to note
that although the letter may appear unusually large to the person who is writing them, an
occasional walk to the rear of the seating area will show that they are not too large.
Wittich and Schuller (1953) propose some methods of how to make use of the
chalkboard; lettering, the pattern method, the template method, the hidden drawing
method, the projection method, the grid method, and the comic approach. White chalk
gives high visibility when used on a green, yellow, or black chalkboard. For most day-to-
day uses—directions, word lists, activity diaries, etc.—white chalk is effective. Colored
chalk should be used when the visualization will take on greater meaning through its use.
Color merely for color‟s sake is a poor argument for the use of colored chalk in the
classroom.
As summarized in Wittich and Schuller (1953:53-54) some advantages of using a
chalkboard in the learning process are: (1) the chalkboard can become an integral and

Syntagma Vol 1, no 1, Maret 2006 59

valuable part of pupil-teacher planning; (2) the chalkboard can be a means of motivation.
It can be used for recording progress and status of pupil-teacher planning; (3) the
chalkboard is useful is useful in recording progress by documenting trial-and-error
approaches to subject responsibilities;(4) the chalkboard permits quick change and
rearrangement, both valuable in documenting developmental thinking; (5) the chalkboard
may become the medium through which group projects are worked out: planned,
illustrated, and summarized by means of chalkboard techniques.

Other kinds of media is the flat picture which is an old familiar friend. We
constantly exposed to pictures—in newspapers, magazines, books, comics,
billboards,cartoons, posters, even on postage stamps.What essentials characteristics must
a picture have to be valuable for classroom purposes? Wittich and Schuller (1953:61-66)
suggest the following characteristics: (1) Flat pictures are a „still‟ medium, in the sense
that they are motionless; (2) flat pictures can suggest motion, in the sense that the picture
may show several types of activity very effectively; (3) flat pictures emphasize key ideas
and impressions, in the sense that it represents one principal ideas—there is a well-
defined center of interest and the whole scene contributes to what the picture has to say;
(4) flat pictures lend themselves to detailed individual study, in the sense that it provides
opportunity for careful, detailed analysis at the learner‟s own rate and interest level; (5)
flat pictures are flexible and cover a wide range of subjects, in the sense that it has its
versatility.
After knowing the characteristics of flat pictures, the criteria for its selection in
the teaching and learning process in the classroom should also be considered. There are
six major criteria in the selection of still pictures for classroom use: artistic quality,
clarity, truthfulness, interest, suitability for teaching purposes, and size (Wittich and
Schuller, 1953:67-73). In term of its artistic quality, the pictures should have good
composition or good overall organization, and the use of harmonious and effective color.
Good classroom procedure with flat pictures involves the selection of pictures in
terms of specific purposes, their integrated use in the lesson, and the use of few rather
than many pictures.

The next kind of media is the poster. It is a simple, dynamic medium. It must
present its message in compact form that is capable of being comprehended at a glance.
To attract attention, however, simplicity alone is not enough, posters which are effective
are usually pleasing to the eye, composition, color, and technique are the principal
elements in effective poster preparation (Wittich and Schuller,1953:111-113). They
suggest that as one of the learning aids poster can be called as motivational or simulative.
For example, a set of good travel posters on Great Britain could be used effectively in
arousing curiosity and interest in a study of modern Britain. Posters can also function as
reminders, and creative experience. The latter helpful use of posters in teaching lies in
their creative and participation possibilities. They present a situation in which the student
can give play to what he has learned and make his own posters.
Cartoons is also one of the many kinds of media that can be used in the teaching
and learning of English. Still another unique medium for communicating ideas is the
cartoon. Although an increasing number of excellent cartoons are intended merely to
make people chuckle, it is the cartoon as an instrument of propaganda that has the chief

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potentialities in teaching. Good cartoons are those which are effective with their intended
audience (Wittich and Schuller ,1953:122-125). This has certain implications for the
teacher who is selecting cartoons for teaching purposes. Thus, the cartoons should: (1) be
in appropriateness to experience level, in the sense that the meaning of the cartoon must
be understandable by the class in which it is to be used; (2) be in its simplicity, in the
sense that they should have desirable mechanical characteristics in which it has its key
characteristics of recognition—extensive explanation is unnecessary if the cartoon is well
conceived and well executed; next, (3) have clear symbols, in the sense that it has the
clarity of symbolic meanings, thus, teachers must be careful to select cartoons whose
symbols are not too abstruse for their students; and (4) have adequate size, in the sense
that if the captions is difficult to read and significant details are hard to see an interpret,
it is better enlarge it using opaque projector or have the original newspaper cartoon.
By nature, an effective cartoon readily attracts attention and arouses interest. This
suggests at once that appropriate cartoon materials can be useful motivation devices in
the classroom. Cartoons can also be used as an illustration. It provides teachers with two
valuable assets—good illustrations of significant learning points, and change of pace and
variety in presentation.
Other kinds of media is comics strips which is closely related to the cartoon.
Comics focus on people. The stories are personalized so that the reader can readily
identify himself with the feelings and actions of the leading characters. The stories are
brief enough to hold attention, they are packed with action. The extensive popularity of
comics has led many teachers to experiment with this medium in teaching. According to
Wittich and Schuller (1953:129-131), language and literature instruction apparently
benefited in four ways from the use of comics. They are: (1) increased interest in the
subject, (2) the individualizing and personalizing of instruction for certain types of pupils,
(3) valuable practice in reading, and (4) a widening of reading interests. Comics books
are being used effectively by teachers to arouse interest, to develop vocabulary and
reading skills, and to serve as springboards into broader reading interests.

The last but not least is the three dimensional models. Models may be defined as
recognizable three-dimensional representations of real things—some books called it
realia. What are the effective modeling for teaching purposes? Wittich and Schuller
(1953:200-203) suggest the following characteristics: (1) they are three-dimensional,
(2)they reduce large objects or enlarge small objects to a size convenient or observation,
ideally, a model should be large enough to be seen readily by the whole class, (3) models
accent important features and minimize less important features, (4)the most useful
models can be taken apart and put together again. It is important to note that in using the
three dimensional teaching materials effectively, the models should be able to be seen
clearly and examined from various angle.
Knowing all these kinds and usage of media, however, not many EFL and EYL
teachers use it in their teaching and learning process regardless of their knowing of its
importance and effectiveness. Based on the research conducted by Setyowati (2000, pp.
54-55) in SMK Sriwedari Malang, it is found that most of the teachers there said that
they hardly have enough time to develop and prepare the media for the students, such as
flash cards, number cards, wall charts, pictures file, or tape recorder, although the latter
media mentioned available in their school. Some of the teachers even said that they did

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not know how to develop the media. They said that pictures in textbooks were enough to
be used as the media.
This research finding is quite similar with the research result conducted by
Puspitawati (2002: 37) in SMK PGRI 2 Pasuruan. It is found out that most teachers use
media only available in the classroom, such as textbooks, blackboards, and chalks. They
hardly develop and prepare other media to aid their teaching and learning process.
Although it will be unwise to generalize that all EFL/EYL teachers are reluctant
to develop and use the media, I believe it is safe enough to conclude that many of the
EFL and EYL teachers are quite reluctant to do so. One most told reason is that they are
too busy to prepare the media at home. The next most told reason is that although they
have time, they do not know how to develop one. They find difficulties to develop
„proper‟ media for adult learners (Puspitawati, 2002). Some English teachers even told
me their opinion that media are only for young learners, or learners who learn English at
the very beginning level. This opinion implicitly stated that adult learners do need any
media in their learning of English. In my opinion, of course, this is not true.
This being the case, this paper is intended to give insights for teachers teaching
adult learners of how to develop some media in their teaching of English. Most of the
items discussed are emphasizing on how to develop and how to use media for adult
learners and most of them come from my own personal experience teaching English
for adult learners in SMK Sriwedari Malang (1999-2001) and in Lembaga Pendidikan
dan Pengembangan Profesi Indonesia (LP3I) Malang (2000-present). A little
discussion on media for young learners is also revealed to give comparison of media for
adult learners and for young learner. Further, I consider the paper as „ a sharing opinion
medium‟ in the field of the teaching of English for a better improvement both for the
readers and, especially, for me.

The Application of Media for Adult Learners

Adults, of course, are better thinkers than children , for the latter are guided in
their thought by literal applications or limited applications of perceived experience.
According to Wittich and Sculler (1953), in thinking, the learner is limited by the
number, variety, and scope of perceptions already experienced. Thus the learner who has
it within his ability to draw upon a wide variety of background experiences which he can
recall at will is apt to be more effective in his thinking than the learner who does not have
this broad background.
During the thinking process the learner is ordinarily confronted by a problem to
be solved. If the problem is clearly understood, if it is interesting or challenging to the
learner, if it is not so difficult as to discourage him, he will begin to search for and select
appropriate understandings which may apply to the ultimate solution of the problem. He
will be able to recall understanding, or he may have to search for new information
through new perception—reading, interviews, observation, and examination.
Although adult people can think about abstract things already, but when they
come to learn about a foreign language, they still find difficulties to picture clearly of a
thing in their mind when their English teacher give them a lengthy explanation about
something. For example, I give an explanation to my students about the word „ a sink‟. A
sink is fixed basin (of stone, porcelain, steel, etc.) with a drain for taking off water,
usually water taps in a kitchen or scullery, used for washing dishes, cleaning vegetables,

Syntagma Vol 1, no 1, Maret 2006 62

etc. Listening to my lengthy and complete description of a sink, I am not sure that my
students will grasp a vivid picture of a sink in their mind. The picture of a sink in one
student, I believe, will completely different from one another. And they will ask each
other, how is a sink really look like?
It will be different when I give them a picture of a sink, big enough for all the
students to see. The picture I show will save my time in giving lengthy explanation about
„a sink‟. I believe that the picture tells more to help the students understand about a new
word and a new concept in the foreign language. This is what I call as the power of
media.
It has been stated earlier that there are three broad kinds of media, they are visual
media, audio media, and the combination of both, audio-visual media. Each of them has
its own advantageous. The following is the explanation of how to develop and how to
use some parts of visual media, and audio media related to my teaching and learning
process.
I experienced it myself that the use of media is very helpful in enhancing the
teaching and learning process. Before starting to use the media, I often had difficulties in
explaining some English concept to my students, such as in clothing, and food. I found
great difficulties to explain to them about jumper, loafer, sweater; coat and cloak; suit
and tuxedo; bathrobe and pajama; cake and pie; hamburgers, burgers, sandwiches, and
salad; salad dressing, ketchup, and sauce, and many other.
The explanation of those concept in my words do not help my students much to
understand. They seemed to me to be puzzled and confused because of my lengthy
explanation. I was not satisfied with my teaching. When I got home, I found old
American magazines Good Housekeeping and Journal on my bookshelves, and
surprisingly, I also found the things that I wanted to explain to my students, about
clothing and food. I cut the pictures I wanted in the magazines and glued them on the
hardpaper, and then the next day I showed them to my students.
I seemed to have all students attention when I showed them my picture files of
clothes and food. They wanted to hold the pictures and looked at them closely. In that
way, I did not need to give lengthy explanation to the students anymore. The picture files
media had served me well enough. I regretted of not knowing this way of explaining at
the first place of my teaching.
When I come to a chapter of “Describing a person”, I was not quite satisfied to
use the black and white pictures provided in the textbook. If I was not interested in those
pictures, how could my students be? So I decided to make another picture files. I cut
people pictures in any Western magazines which were big enough for all students could
see, and glued them on the hardpapers. The next morning in the class, I explained to
them of how to describe a person, such as the kinds of color of people eyes, types of hair
and skin, nose, lips, height, weight,and so on. After that, I distributed the pictures to the
students, asked them to observe it closely, then we played the „missing person‟. The
picture files of different kinds of persons‟ physical characteristics help them so much in
understanding the concept I had explained to them. I found out that the students and me
enjoyed the class very much as we were not aware that the time was running out. I was
happy to know that my students learned something from the pictures of the real person,
some of them even the famous one. The next day I asked them to bring their own family
picture and tell about them in the class. I gave them freedom to choose to write first

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before telling or just tell without writing. For those who felt having limited ability in
speaking would write first on a piece of paper before telling a story in front of the class.
So did the reverse.
The next day, when I came to a chapter of „Accepting and Refusing Invitation‟, I
use a real advertisements from Jakarta Post daily newspaper or cinemas schedules
from any newspaper. I cut the advertisements of recreational places in the newspaper
complete with its day, date, and opening and closing time. Then I glued the
advertisements on a hard paper. After I explained to the students of how to accept, to
refuse, and to provide alternative for the refused invitation, I have them make groups
in pair, then I distributed the advertisement to each student. They were supposed to make
a short conversation in accordance with the topic discussed. The use of the real
advertisement cut from the newspapers motivated them to ask me more and more about
certain words that they do not understand from the adds, such as available, during,
p.m., a.m. presents, and many other. They told me that they felt „involved‟ with the
language as they learned from the real thing. I found that the media I used have helped
my students to learn English and be „involved‟ with the language better.
Media can also avoid the boredom in the teaching and learning process. Besides
using the visual aids, we can also use tape recorder by singing some songs. I did this in
the class, and it was so much fun.
In using the electronic media, the teacher should be very careful in preparing all
the things needed, such as checking the tape recorder whether it is still in a good
condition, checking the condition of the cassette whether it is clear enough to hear, and
other technical things. Neglecting all these preparation might cause troubles in the use of
the electronic media in the class, as, for example, suddenly the tape button can not be
used for pausing or rewinding. Such trouble will cause inconveniences both for the
teacher and the students. The teacher should also prepare the cassette‟s transcript before
hand if necessary. Preparing everything before the class will help the teacher so much
in conducting an effective and efficient teaching and learning process.
I often use tape recorder in my teaching as I find it necessary for my students to
listen to the appropriate pronunciation of certain words and to get used to the speed of
the native speakers‟ talks based on the sample of the conversations given in the cassette.
I also often give my students‟ some English popular songs to show them the real use of
the language. In choosing the songs, I will select any songs sung the world‟s popular
singers that the students familiar with.
In giving songs to the students, I have to make some preparations before hand.
At home, I usually type the lyrics on a piece of paper and have it copied for all the
students with some words in the lyrics are already omitted. For the omission, I
sometimes apply cloze procedure,every nth word is omitted, if I consider the lyrics is
long enough, or apply random omission, if I find some words in the lyrics are worth
teaching and in line either with the theme or the course objectives. For example, if the
course objective is to enable the students to understand about the use of Verbs1, I will
omit all Verbs in the song lyrics and then have the students listen to the song carefully at
first. Next, while the cassette played on twice they begin to fill the gaps provided before
checking all their answer at the third replay.
One day, I brought a popular singer cassette, Michael Learns to Rock. This boys
band is one of the world‟s popular band, so I chose one of their songs entitled „Breaking

Syntagma Vol 1, no 1, Maret 2006 64

My Heart‟. The objective of the course is to enable the students to differentiate the use
of present continuos tense and gerund. There are two things I did before listening to the
song. First, I explained to them about the different of the use of present continuos tense
and gerund, and next I did pre-listening activity. I asked the students to pay attention to
the tittle, and asked them to guess what is the song about, and asked them what the word
„friends‟ means to them. Some of them answered my questions in English, but some of
them did not. It was not quite a problem for me, as long as they understand my questions,
that would be good for the start.
After we have short discussion about the singer and the song in general, I gave
them the lyrics. This is the way I do with the lyrics.

Friends
by Michael Learnsto Rock

I‟m on the floor

counting one minute more
No one to break the silence
Staring into the night
all alone but that‟s all right.
It‟s the feeling deep inside I don‟t like

* There‟s no excuse my friend

for breaking my heart
breaking my heart again.
This is where our journey ends
You‟re breaking my heart again

Here in my bed
Counting the words you‟ve said
They linger in the shadows

Coming home late at night,

Drunk again but that‟s all right.
It‟s the look in your eyes I don‟t like.

Those italics words were omitted, and the students filled the words themselves
by listening to the music played on. After they finished filling the gaps, I had them
identified which one is gerund and which one is present continuos tense and how they
differ.
We were having so much fun as we listened to the songs and sang together. I
told them also the meaning of the song and how it reflects in our daily life. I found that
the students enjoyed the class as we were not aware that our time was already over. So far
the audio media has helped very much in my teaching and in my students‟ learning.
To warm up class before starting the lesson, I often bring comic strips, cartoons,
or series pictures for the students. I ask the students to give attention to the pictures, and
guess what the meaning of it. Many of them get difficulties in interpreting the cartoons. It

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might be because the cartoons or the comic strips are bound to the culture in which it is
intended to be. I often explain to them about the cross cultural understanding. When they
understand the culture, I believe they will not find many difficulties to understand the
cartoons. I usually use Ferd‟nand Cartoons in Jakarta Post daily newspaper. I cut the
cartoons, copy it, hen distribute it to the class before finally discussing it.
If I have to explain about preposition; between, under, below, above, near, next
to, against, on, in, inside, into, around, etc., I bring a picture of a living room, or a
dining room, or a bed room which I cut from any magazines I have at home. After
explaining to them about the differences of those prepositions through demonstration, I
give the students the pictures. I ask them to make a group, one group with two people,
then each of them make and write their own questions to ask where the things are. And
then they have questions and answer session to do with their own friend. To keep them
on task, I sometimes ask them to summarize their answer into a paragraph. In short, they
have to describe the room by writing it on the book, before finally tell the class. I give
them freedom to ask questions if they have difficulties with the word or English
expression.
Discussing about „feeling‟ is a challenging to do because it is not easy. Each
person has their own way to express their emotion, and there is no such „fixed‟
expression to describe certain feeling. As a start, I give the students a piece of paper and
to draw a circle, given eyes and nose, but no eye brow nor lips. Then I ask them to give
eye brow and lips with different kinds of line, slant, straight, short, long, etc. Then they
will see that each face has different expression showing different feeling. I give them a
cut pictures from game book and photographs from newspaper. Before guessing their
feeling, there is former explanation of how to express feeling and what the faces look like
when they feel a particular feeling. After that, we play the game of guessing feeling,
either demonstrated or drawn on the whiteboard.. This is a fun activity.
All the media given above are only examples. There are still enormous number
of media can be used to enhance the teaching and learning process and make the
classroom atmosphere fun. We can use different kinds of media for the same topics, as
long as it is relevant with it. Careful selection of the media will make the teaching and
learning process run effectively and efficiently.

Conclusion
It is true that if a teacher has decided to use a media, he/she will spend his/her
time and energy in developing and preparing the media. It is also true that he/she will
spend his/her money considerably in making good media for the students. But all those
efforts are worth doing. Having developed and prepared sufficient and suitable
instructional media for our teaching will help us so much in saving more our time and
energy in the teaching and learning process. If prepared well, media can also help us to
avoid the boredom atmosphere in the class and increase the students‟ interest and
motivation in their learning of English.
Although nowadays modern media such as television, radio, tape recorder, LCD,
OHP and computer are widely used because of its conveniences and practicality,
traditional media such as wall chart, flash cards, word cards, picture files, flannel board,
realia, and many other are also advisable to use for our teaching and learning process in
the classroom. If the latter kind of media are developed with such great care and

Syntagma Vol 1, no 1, Maret 2006 66

 creativity and used very well, they can also serve and provide us with conveniences and
practicality. In sum, the use of instructional media is very beneficial both for the teacher
and the students.

REFERENCE

Clark, Leonardo H. and Star, Irving. 1981. 4th Ed. Secondary and Middle School
Teaching Methods. New York:Macmillan.

Davies, Ivor K.1981. Instructional Technique. United States of America: Mc. Graw-Hill

Kasihani, Kasbolah E.S., M.A., Ph.D, and Yuswotomo, Drs. M.Pd. 1999a. Instructional
Media. Universitas Negeri Malang: Jurusan Pendidikan Bahasa Inggris.

Kasihani, K.E. Suyanto, M.A., Ph.D. 2001b. Bahan Ajar: Teaching English to Young
Learners. Universitas Negeri Malang: Jurusan Pendidikan Bahasa Inggris.

Puspitawati, Dini. 2002. A Descriptive Study of English Teaching and Learning at SMK
PGRI 2 Pasuruan. Unpublished Thesis. STKIP PGRI Pasuruan: English Education
Department.

Setyowati, Lestari. 2000. A Study on the Teaching of English at Sekolah Menengah

Kejuruan (SMK) Sriwedari Malang. Unpublished Thesis. Malang State University:
English Department.

Wittich and Schuller, 1983. Audio-Visual Materials: Their Nature and Use. NewYork:
Harper and Brothers.

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