THE USE OF MEDIA IN TEACHING ENGLISH LANGUAGE AT SMA

(SLUA) SARASWATI 1 DENPASAR

By
Pratama1, P. Y. A. Wedhanti2, N. K. Piscayanti3, K. S.

JURUSAN PENDIDIKAN BAHASA INGGRIS, FAKULTAS BAHASA DAN SENI

UNIVERSITAS PENDIDIKAN BAHASA INGGRIS
SINGARAJA, INDONESIA
Email: yogiagustia@ymail.com, karina.wedhanti@undiksha.ac.id,
Sonia.piscayanti@undiksha.ac.id

ABSTRACT
This study intends to investigate kinds of media that used by the English teacher
in teaching English at SMA (SLUA) Saraswati 1 Denpasar, the way how those media
used, the benefits and the weaknesses of using media in teaching English, and the
teachers’ reason of using media in teaching English. It utilized descriptive qualitative
method in collecting the data. The data were collected from observation sheet and
interview guide. It also used smartphone to take a picture when the researcher observed
teaching-learning process in the classroom. It also used to record the conversation
between the researcher and the English teacher in interview section. The obtained data
were mainly analyzed based on Heinich, et al (2002) theory about Instructional Media
and Technologies for Learning. It showed there are twelve media that used by the
English teachers in teaching English at SMA (SLUA) Saraswati 1 Denpasar. There were
some benefits and weaknesses from using media in teaching English which appears
based on the way those media used and the conditions in the classroom. Those data
was collected by using observation sheet. The data about the English teachers’ reason
in using media will be showed by using interview guide. The English teachers stated that
media have big impact to increase the students’ motivation in learning.

Keyword: Media in teaching, how media used, implication of media, teachers’ reason.

ABSTRAK

Penelitian ini bermaksud untuk menyelidiki jenis-jenis media yang digunakan

oleh guru bahasa Inggris dalam mengajar Bahasa Inggris di SMA (SLUA) Saraswati 1
Denpasar, cara bagaimana media tersebut digunakan, manfaat dan kelemahan
menggunakan media dalam mengajar bahasa Inggris, dan alasan guru menggunakan
 media dalam mengajar bahasa Inggris. Penelitian ini menggunakan metode deskriptif
kualitatif dalam pengumpulan data. Data dikumpulkan dari lembar observasi dan
panduan wawancara. Penelitian ini juga menggunakan smartphone untuk mengambil
gambar ketika peneliti mengamati proses belajar mengajar di kelas. Ini digunakan untuk
merekam percakapan antara peneliti dan guru bahasa Inggris di bagian wawancara.
Data yang diperoleh terutama dianalisis berdasarkan Heinich, et al (2002) teori tentang
Media Instruksional dan Teknologi untuk Belajar. Ini menunjukkan ada dua belas media
yang digunakan oleh guru bahasa Inggris dalam mengajar Bahasa Inggris di SMA
(SLUA) Saraswati 1 Denpasar. Ada beberapa manfaat dan kelemahan dari
menggunakan media dalam mengajar bahasa Inggris yang muncul berdasarkan pada
cara media tersebut digunakan dan kondisi di kelas. Data-data tersebut dikumpulkan
dengan menggunakan lembar observasi. Data tentang alasan guru bahasa Inggris
dalam menggunakan media akan ditunjukkan dengan menggunakan panduan
wawancara. Guru bahasa Inggris menyatakan bahwa media memiliki dampak besar
untuk meningkatkan motivasi siswa dalam belajar.

Kata kunci: Media pembelajaran, cara penggunaan media, dampak dari media, alasan
guru.

I. INTRODUCTION Media has different types that can

Media have been known as a tool
that is used to deliver something for other
people. In English language teaching, media
known as a tool for helping the teacher in
deliver materials to the students. Sadiman, et
al (2010) as cited in Rahmi (2014) stated that
media is anything used to send the message
from the sender to receiver. In the world of
education, media is one of the important
components that can be used by the teacher
for teaching. By using media the teacher can
deliver the materials easily. Pitriana (2012)
stated that media is one of the tools which is
used to help the teacher easily for delivering
materials to the students. There are some
benefits of using media in teaching-learning
process. According to Mateer, et al (2014)
using media engages students, aids students’
retention of knowledge, motivates interest in
the subject matter, and illustrates the
relevance of many concepts. However, there
are some weaknesses of using media in
teaching-learning process. According to Pun
(2012), media makes lack of communication
between the students-teacher and makes the
lack of real-time teaching. In this case, the
researcher conducted a study which is aim to
present the used of media in English teaching
at SMA (SLUA) Saraswati 1 Denpasar.
be used in different situation. Heinich, et al
(2002) divided media into visual, audio, video,
computer, and multimedia. He also devided
visual media into five types such as non-
project visual, projected visual, digital image,
slides, and overhead projection. With these
kinds of media the teaching-learning process
will becomes more interesting. This is the
reason why the researcher conducted a study
about media types rather than just focuses on
one media only. In this study the researcher
showed kinds of media that used by the
English teacher for teaching English. From
this study, the researcher hopes that the
reader will get more understanding about
media used for teaching English.
The researcher conducted the study
at SMA (SLUA) Saraswati 1 Denpasar. SMA
(SLUA) Saraswati 1 Denpasar established on
1st Januari 1952 named SLUA (Sekolah
Lanjut Umum Bagian Atas). Name “SLUA 1
Saraswati Denpasar” was change become
SMU Saraswati 1 Denpasar, then with the
enactment of UU Sisdiknas No. 20 in 2003,
the name “SLUA 1 Saraswati Denpasar”
changed to be “SMA (SLUA) Saraswati 1
Denpasar”. This school located in Denpasar
at Kamboja Street. The researcher has been
done the observation related with kinds of
media used in English teaching at SMA
(SLUA) Saraswati 1 Denpasar. The teachers
in this school have been used kinds of media
in teaching-learning process. This school is
also one of the popular schools in Denpasar.
Therefore, the researcher chooses SMA
(SLUA) Saraswati 1 Denpasar as the setting
of this study.
This study showed about kinds of
media that used by English teacher for
teaching English at SMA (SLUA) Saraswati 1
Denpasar. The researcher also investigated
how those media are used, the benefits and
the weaknesses of using media, and the
teachers’ reason in using media for teaching
English. The practical significant of this study
are for English teacher and the students in
English Education Department. This study is
significant for English teacher because the
English teachers have a duty for teaching the
students in a good way. They should make
their students understand the lesson easily.
The used of media can help the English
teacher to make the students easily
understand the materials. It also helps the
English teacher easily to explain the materials
to the students. The result of this study will be
helped the teacher to choose the appropriate
media for teaching English, because this
study also showed about the way how media
used and the benefits and the weaknesses of
using media. From that result, the English
teacher as reader can choose the appropriate
media for their teaching section. They also
can anticipate the weakness of media that
they used, because they already know the
weakness of media itself from this study. This
study also is significant for the students in
English Education Department. Students in
English Education Department are the
candidate of the teachers. It is very important
for them to know kinds of media that can be
used for teaching English, the benefits and
the weaknesses of those media, and the way
how media are used. By conducting this
study the researcher hopes that the students
in English education department can improve
their teaching skills in media utilizing.
There are other study that have
similarity with this study such as from
Asemota (2015) conducted a study about the
role of media in English development,
Klentien and Kamnungwut (2015) conducted
a study about the impact of using electronic
media in English teaching for elementary and
secondary students in Thailand, and Rahmi
(2014) conducted a study about the
implementation of media in English teaching.
From those studies the researcher knew
about the importance of using media for
teaching English. From knew the importance
of media used in teaching English make the
researcher interested to choose this topic for
this study. There are also the differences
between other study with this study such as
the other study just focus on one or two
media only, but in this study the researcher
presented all of media that usually used by
the English teacher for teaching English at
SMA (SLUA) Saraswati 1 Denpasar. This
study also showed about how those media
are used, the benefits and the weaknesses of
using media, and the English teachers’
reason of using media for teaching English.
II. METHOD
In this chapter, the researcher
presented some points of research
method namely: research design, subject
and object of the study, method of
collecting data, instrument for collecting
data, and data analysis. The research
design of this study is descriptive
qualitative. According to Hancock et.al
(2009), qualitative research is focused on
developing an explanation of certain
social phenomena. In this study the
researcher investigated kinds of media
that used by English teacher at SMA
(SLUA) Saraswati 1 Denpasar, how the
English teacher at SMA (SLUA)
Saraswati 1 Denpasar used that media,
the benefits and the weaknesses of using
those media, and the English teachers’
reason in using media for teaching
English.
 The object of this study is kinds of
media used in teaching English at SMA
(SLUA) Saraswati 1 Denpasar. The
subject of this study is the English
teachers at SMA (SLUA) Saraswati 1
Denpasar. The researcher chooses the
English teachers become the subjects of
this study because the researcher wants
to know deeply about kinds of media
which are used to teach the students at
SMA (SLUA) Saraswati 1 Denpasar. This
study is conducted at SMA (SLUA)
Saraswati 1 Denpasar. The researcher
chooses SMA (SLUA) Saraswati 1
Denpasar becomes the setting of this
study because this school is one of
popular schools in Denpasar which uses
media in teaching-learning. The
researcher had observed this school
before collected the data in this school.
The methods that are used by the
researcher for collecting data in this study
are observation and interview. By doing
the observation the researcher will know
the situation in the classroom when
teaching-learning happened. The
researcher is done the observation to find
out kinds of media that used by the
English teacher and the activities in the
classroom when they used media in
teaching English. From observed the
activities in the classroom the researcher
got data about the way how the teachers
used media in teaching English, the
benefits and weaknesses of using those
media. The researcher used instruments
in observation section, such as
observation sheet and camera. The data
showed in the form of observation sheet
and pictures. The researcher also makes
video recording when observed the
activities of teaching-learning. This
technique is useful to avoid the data loss
and makes the data are valid. The
researcher was doing an interview section
with the English teachers at SMA (SLUA)
Saraswati 1 Denpasar. The researcher
was doing an interview to find out the
reasons of using media in teaching
English at SMA (SLUA) Saraswati 1
Denpasar. In the interview section the
researcher used instruments named
interview guide. The researcher also used
smartphone to make voice recording. It is
supported the data to be more valid.
There are four instruments used in
this study, those are: The researcher,
observation sheet, an interview guide,
and smartphone. (a) The first instrument
is the Researcher. According to Moleong
in Kurniawati (2012) as cited in Purwa
(2013), in qualitative research, the
researcher is the main instrument; a
researcher is a planner, a data collector,
an analysis, a data interpreter, and a
reporter of researcher results. (b) The
second instrument is observation sheet.
Observation sheet used to survey kinds of
media used in teaching English at SMA
(SLUA) Saraswati 1 Denpasar. This
instrument also is used to describe the
way how the English teachers used
media in teaching English, the benefits
and the weaknesses of using media in
teaching English at SMA (SLUA)
Saraswati 1 Denpasar. (c) The third
instrument is interview guide. Interview
guide is a list of questions that is used to
ask the English teachers which is related
to the reasons of using media in teaching
English at SMA (SLUA) Saraswati 1
Denpasar. There are twelve questions in
this interview guide. (d) The last
instrument is smartphone. Smartphone
used to take pictures and videos in
collecting data. This instrument will be
presented the pictures about kinds of
media used in teaching English at SMA
(SLUA) Saraswati 1 Denpasar. It helps
the reader to know the form of media
used in teaching-learning English at SMA
Saraswati 1 Denpasar. This instrument
also used to make voice recording when
the researcher doing an interview with the
English teachers at SMA (SLUA)
Saraswati 1 Denpasar. It is supported the
data to be more valid.
The data analysis which will be used
in this study is interactive data analysis
model of Miles & Huberman (1984). They
stated that there are four steps in the
model, namely: data collection, data
reduction, data display and conclusion
drawing verification. The first step of this
study is data collection which will be done
by the researcher by doing observation,
interview, taking pictures and videos. The
second step, the researcher analyzed
which one of the data that important and
which one is not important. The
researcher will be selected the important
data for this study. The data are referred
to propose of this study. In the third step,
the researcher will be presented the data
display in the form of table which is used
to survey kinds of media used in
teaching-learning English. The last step,
the researcher makes a conclusion based
on the data or phenomenon which is
found at SMA (SLUA) Saraswati 1
Denpasar. The conclusion would answer
the entire problem of this study. The
conclusion would not change if the
conclusion is followed by the evident. If
there is no evident that is supported this
study, it means that the conclusion is not
credible.
III. FINDING AND DISCUSSION
As stated previously, this study
inverstigated kinds of media used in
teaching English, the way the teacher
used that media in teaching English, the
benefits and weaknesses of using media
in teaching English, and the reason from
the English teacher in using media for
teaching English at SMA (SLUA)
Saraswati 1 Denpasar. It was conducted
at SMA (SLUA) Saraswati 1 Denpasar.
There were four main results in this
chapter that will be discussed such as
overview, finding, discussion, and
research implication.
3.1 Overview
There are four research questions in
this study, those are: (1) What kinds of
media used in teaching English at SMA
(SLUA) Saraswati 1 Denpasar? (2) How
the teacher did use the media in teaching
English at SMA (SLUA) Saraswati 1
Denpasar? (3) What are the benefits and
the weaknesses of using media in
teaching English at SMA (SLUA)
Saraswati 1 Denpasar? (4) Why the
teacher did use those media in teaching
English at SMA (SLUA) Saraswati 1
Denpasar?
There is type of data obtained
during this study namely qualitative data.
The qualitative data were descriptive data
taken from observation sheet and
interview guide. The first research
problem until the third research problem
answered by done the observation in the
classroom. The data have been collected
by using observation sheet. The
researcher also was make video
recording to make sure the validity of the
data. The last research problem was
answered by done the interview with two
English teachers. In interview section the
researcher asked twelve questions which
are related to the teachers’ reason about
using media in teaching English at SMA
(SLUA) Saraswati 1 Denpasar.
3.2 Findings
The researcher collected the data in
five times. The researcher observed and
interviewed two English teachers who are
teaching English in 10th grade and 11th
grade. It was held on 9th February 2018,
13th February 2018, 21th February 2018,
23th February 2018, and 26th February
2018. The data was collected through
direct class observation by using
observation sheet and smartphone. In
order to get complete data, the
researcher also conducted interview
section with two English teachers. It used
to get more information about the reason
of English teachers in using media for
teaching English. In findings the
researcher presented kinds of media
used in teaching English at SMA (SLUA)
Saraswati 1 Denpasar. The researcher
classified the data by using observation
sheet based on theory from Heinich, et al
(2002). He divided media into visual,
audio, video, computer, and multimedia.
The researcher have classified kinds of
media used in teaching English at SMA
(SLUA) Saraswati 1 Denpasar by using
observation sheet when the English
teachers teaching English in the
classroom. Here the researcher will
showed the observation sheet about
kinds of media used in teaching English
at SMA (SLUA) Saraswati 1 Denpasar.
After that, the researcher explained the
results of observation sheet.

Table 3.1 Kinds of Media Used in Teaching English by Luh Gede Kusuma Dewi, S.Pd.

Category Media Used

Visual Media (Non-project Visual)
Whiteboard
(Projected Visual)
1. Texts on the screen
2. Pictures
(Document Camera)
-
(Overhead Projection)
Projector
(Slides)
Power Point
(Digital Image)
-
(Digital Image Projection)
-
Audio Song
Video Video
Computer/ Laptop Laptop
Multimedia 1. Internet
2. Gadget

Table 3.2 Kinds of Media Used in Teaching English by A. A. Ayu Mas Sukmawati, S.Pd.

Category Media Used

Visual Media (Non-project Visual)
1. LKS
2. Whiteboard
3. Exercise book
(Projected Visual)
-
(Document Camera)
-
(Overhead Projection)
-
(Slides)
-
(Digital Image)
 -
(Digital Image Projection)
-
Audio -
Video -
Computer/ Laptop -
Multimedia -
The researcher found kinds of media
that used by first English teacher that have
been observed. She names is Luh Gede
Kusuma Dewi, S. Pd. Based on theory of
Heinich, et al (2002), the researcher found
kinds of media used by Miss Dewi, those are:
In the type of visual media the researcher
found whiteboard as the non-projected visual
and texts on the screen as projected visual
media. She also used picture as projected
visual media in teaching English. In the type
of overhead projection media the researcher
found the used of projector when the English
teacher taught the students. In the type of
slides, the researcher found power point as
media that used by Miss Dewi when she
taught the students. In the type of audio, the
researcher found the used of song as media
by English teacher in opening section of
teaching-learning process. In the type of
computer/laptop, the English teacher used
laptop as media when taught the students. In
the type of multimedia there are media used
by English teacher and students such as
internet and gadget (smartphone). From the
second English teacher named A. A. Ayu
Mas Sukmawati, S.Pd, the researcher also
found kinds of media used in teaching
English. The researcher have been classified
those media based on theory of Heinich, et al
(2002). Those media are: LKS, whiteboard,
and exercise book as non-projected visual.
3.3 Discussions
The researcher has been showed
kinds of media that used by the English
teachers at SMA (SLUA) Saraswati 1
Denpasar in the findings. Then, in this part
the researcher will be discussed and
analyzed the way the English teacher used
those media in teaching English, the benefits-
weaknesses of using media in teaching
English, and the English teachers’ reason in
using media when teaching English at SMA
(SLUA) Saraswati 1 Denpasar.
Based on observation that was done
by researcher, there are some ways how the
English teacher used media in teaching
English at SMA (SLUA) Saraswati 1
Denpasar. The researcher still used
smartphone and observation sheet as
instrument in collecting this data. The first
media is texts that showed on the screen. By
using this media the English teacher give the
students opportunity to read the texts on the
screen. It can improve the students’ speaking
skill. The second media is pictures. The
English teacher presented the picture on the
screen. She used pictures as media when
she teaches about describing person. The
English teacher asked the students to
describe about the characteristic of person in
those pictures. She usually used pictures that
familiar for the students to make them easier
understand with the material. The third media
is projector. The English teacher used this
media when she wanted to show the other
media such as pictures, texts, video, and
power point into the screen. By using this
media all of the students in the classroom can
see clearly about the material that given by
the English teacher, because it can make a
small texts and small pictures that there in
laptop into a bigger when it showed on the
screen. The fourth media is power point.
Power point is one of the media that
interested to use in teaching English. In this
media the English teacher made slides that
can insert some pictures, texts/paragraph,
and also videos. The English teacher used
this media when presented sentences and
pictures. She explained the material based on
PowerPoint. She also asked the students to
describe anything about the pictures that
showed on power point. The fifth media is
song. The English teacher used song entitled
“If you are happy and you know it”. People
who sing this song should be follow the style
according to the lyrics of this song. She
invited the students to sing a song together
and followed the styled according to the song
before the learning process began. If there
are some students who are false in singing
this song, they got punishment that they
should be performed the style according to
the lyrics of this song in front of the class.
She used this media before the learning
process began. It can become a warming
activity before the students studying. The
sixth media is video. Video is one of the
interested media that can be used to teach
English, because in making video we can
combine pictures, text, and audio. The
English teacher used video to give the
students about descriptive text material. By
using video, she gave them some examples
about how to describe person. In the end of
the video the English teacher asked the
students about their understanding. The
English teacher repeated the video because
there are some students who are not clearly
listened with some words in the video. The
seventh media are LKS and exercise book.
The English teacher used this media in
middle of teaching-learning process. She
presented some pictures by using LKS. She
asked the students to relate those pictures.
After that the students should be make a
sentence about cause and effect from those
pictures. Their answered should be writing on
their exercise books. This exercise book also
used to copy the materials that written on
white board. The eighth media is laptop. By
using some application in this media such as
Microsoft word, Power point, Youtube, Video
downloader, and Google the English teacher
can make interesting materials. She
connected this media with overhead
projector. It was making her can presented
texts, pictures, power point, and videos on
the screen. The ninth media are internet and
smartphone. The English teacher used
internet to find interesting material such as
pictures and videos. Sometimes, the English
teacher also asked the students to send their
homework to her email. She was let the
students for using smartphone in the
classroom. So, the students were easily to
understand some difficult words by using
dictionary only application in their
smartphone. The students usually used their
smartphone to find examples of their
materials. The last media is whiteboard. This
media is media that can be written materials
by the English teachers. They wrote some
examples of sentences that related to the
lesson. The English teacher also wrote some
questions on the whiteboard and then they
asked the students to answer those
questions. By using whiteboard the students
can see the materials that given by the
teacher. This media also used becomes LCD
when the English teacher presented the
materials on the screen..
According to Ruis et al (2009: 4) as
cited in Rahmi (2014), there are some
advantages of using media in the teaching-
learning process, those are increase the
learners' motivation, avoid the learners bored,
make the learners easy to understand the
instructional material, make the teaching-
learning process more systematic, and
achieve the learning goals. In this part, the
research concluded the all of benefits and
weaknesses based on observation sheet.
There are some benefits of using media in
teaching English, such are: (a) Media helps
the students to understand the material
easily. For example the English teacher used
texts and whiteboard as media in teaching
English. By using those media they can
present the materials in the form of texts on
the whiteboard. It makes the students can
see directly the materials clearly. So, the
students will not forget if the English teachers
give some questions to them, because they
can see the examples on the whiteboard. (b)
By using media such as texts the English
teachers can trains the students to speak
English, because they usually asked the
students to read the texts on the screen. (c)
The students interested and enthusiasted to
answer the teachers’ questions. For example,
when the English teacher used media such
as pictures in teaching English, all of the
students in the classroom were active in
answered the teachers’ questions. The
English teacher used pictures that familiar for
the students, because it can make them
easily to understand the materials. (d) The
students enjoyed in learning process. (e) The
English teacher can make a good interaction
with the students, because the students feel
enjoy in studying and they always wanted to
answers the teachers’ questions. (f) Media
makes the English teachers easily to explain
the materials. It also helps them to remember
the materials that they want to give for the
students. For example, the English teachers
used whiteboard or power point in teaching
English. By using whiteboard the English
teacher can write down the materials before
they explain it to the students. The English
teachers also can used power point to make
a point of the lesson before they presented in
front of the class. So, it helped them to
remember what they should be explained to
the students. (g) Song is one of the media
that can improve the students’ motivation. It
also becomes a warm activity for the students
if this media used before the learning process
began. (h) Media such as laptop,
smartphone, and internet helped the English
teacher to find interesting materials. By using
laptop the English teacher can presented
power point, videos, and texts on the big
screen if that laptop connected to with the
projector. Smartphone and internet also
helped the students to use dictionary online.
Dictionary online is one of the application in
the smartphone that can be used to translate
words. (i) The students focused in studying.
(j) Exercise book is one of the books that can
be written by the students. In this media the
students wrote the questions’ answer before
they tells their answer to the teacher. So, it
makes the students have a much time to
think before they answer the questions.
There are some weaknesses of
using media in English teaching based on
Pun (2013). The first is emphasis on the
supplementary of effective teaching. He
stated that if the teachers stand by the
computer all the time and the students are
just concentrating on the screen, the teacher
cannot have the direct eye contact with the
students. The second weakness is lack of
communication between the teacher and the
students. The teachers talk less than before
because there is already media such as
audio or video that used in teaching-learning
process. The third weakness is lack of real-
time teaching. Its mean that there is no
interaction in real-time between the students
and the teacher in the classroom because of
using media such as computer or laptop. The
last weakness is expensive way of
conducting language classes. Based on the
observation that was conducted by the
researcher, there are some weaknesses from
the media used in teaching English, such are:
(a) The students doing a joke if the media
used are funny. For example, if the English
teacher used the media such as picture that
looks funny by the students. (b) Sometimes,
the English teacher cannot handle all of the
students in the classroom, because they just
focused on the media used. There are
students who talked with other friends when
the English teacher used media such as
laptop, pictures, and power point. (c) The
English teacher needs a long time to make
teaching media such as power point and
videos. (d) The media such as gadget and
internet makes some students are not use
their creative thinking to answer the teachers’
task, because they just copy the answer from
their gadget which is connected with the
internet.
There are reasons from the English
teachers in using media to teach English at
SMA (SLUA) Saraswati 1 Denpasar. The
data was collected by done the interview with
two English teachers. Those English teachers
named Luh Gede Kusuma Dewi, S.Pd and A.
A. Ayu Mas Sukmawati, S.Pd. There are
twelve questions in interviewed section.
These are the result of interview section with
English teachers at SMA (SLUA) Saraswati 1
Denpasar.
From the first teacher named Luh
Gede Kusuma Dewi, S.Pd., there are some
media that she usually used such
PowerPoint, whiteboard, bold marker, laptop,
pictures, and paper. Sometimes, she used
LKS as media in teaching English, but if the
materials that she gives to the students are
not relevance with LKS she will directly
explain the materials without using LKS. It is
to make the learning process is not just focus
on the LKS. According to Widyastuti (2016),
LKS is a printed material that contains tasks
for the students to make them can learn
individually or accompanied by their teacher.
The English teacher also used pictures as
media in teaching English because that
media makes the students interested to
study. She said that picture is one of the
media that interested to use because from
the interesting pictures the students will have
a creative ideas. It also helps the students in
descriptive text lesson, because they can see
directly what they should be described. The
researcher also asked the English teacher’s
reason about media such as video.
Bransford, Brown, & Cocking (2000)
discussed video use in the classroom and the
importance of interactivity in helping the
students to learn being able to re-visit and
review the material. English teacher stated
that video is one of the media that have a
positive and negative impact. She said that
video makes the students can easily see
what’s going on in the video and it will
increase their motivation to learn. The
negative impact is the sometimes the
students difficult to listen or understand the
difficult word that there in the video. So, the
English teacher should stop the video in the
minutes that there are some difficult words
and play it again. The fifth question from the
researcher is about the importance of using
projector and LCD as media in teaching
English. The English teacher said that
projector and LCD is one of the media that
can make the teacher can presented material
on the big screen, for example the material in
the form of picture, texts, PowerPoint, and
video. The teacher will talk more if teach the
students without using media such as
projector and LCD. The sixth question is
about the use of internet becomes media in
teaching English. The English teacher said
that the used of internet as media can make
the students not want to use their creative
thinking, because they can directly see the
answer of the questions given from the
internet. For example, if the teacher asked
the students to make a paragraph of narrative
text, then by using internet the students just
copy the examples of narrative texts. It
makes them become plagiarism. So, we
should be able to limit the use of the internet
but it does not mean that the teacher do not
allow them in using internet, because internet
also can helps the students to open online
dictionary that make them can find words that
they do not understand yet. The seventh
question of interview guide is about the
teacher’s reason in using laptop as media for
teaching English. She said that whiteboard is
one of the importance media that can be use
for teaching English for example when she
teaches about grammar. By using that media
she can write some examples of sentence in
correctly grammar. There is media that often
used by the English teacher such as laptop.
She often used it because by using laptop
which is connected with the projector and
LCD she can present the interesting materials
on the screen. She usually used media that
appropriate with the lesson and the students
itself. For example she teaches about
descriptive text. So, she will used picture as
media to teach about that material, because
from that picture she will ask the students to
describe the picture that given by her. Based
on Salah (2015), learning English with the
use of media seems to be one way to
increase the effectiveness of English learning
of students. The English teacher stated that
media have a big impact for the students.
Media can increase the motivation of the
students in learning. If the English teacher
used media in teaching English the students
easily to understand the materials. It also
changed the students who are not like
English lesson becomes like this lesson. She
hope that by using media in teaching English
the students will be more active to answer her
questions and using English to communicate
or share their opinion in the classroom.
The second teacher is A. A. Ayu
Mas Sukmawati, S.Pd. stated that There are
some media that she usually used for
teaching English at SMA (SLUA) Saraswati 1
Denpasar such as pictures, whiteboard, and
text. She also often used LKS because when
she teaches eglish the materials that given
should be related to the LKS. In the LKS also
there are some pictures that can be use as
media to make the learning proses more
interested. By using those pictures the
students feel enjoy to study. The used of
video also can improve the students’
motivation. The interesting video can make
the students more focus in studying. She also
said that projector and LCD also the
importance media that can be used to
present the materials in a big size. It also can
be used to present attractive video.
Klentien & Kamnungwut (2015)
stated that learning English via the internet
network is one way to increase effectiveness
of English learning of students. The English
teacher agreed that internet is one of the
importance media that can be used for
teaching English, because it can help the
students to find some difficult word and
translate it by using online dictionary
application, but it is based on the students’
grade. If the students in the grade of
kindegarteen or elementary school it is better
to use dictionary. The English teacher also
often used whiteboard as media for teaching
English, because that media is so simple to
use. It makes she do not need to bring laptop
for teaching English there is whiteboard in all
of the classroom that can be used as media
in teaching. She usually chooses the
appropriate media for teaching English which
is related to the condition of the classroom.
For example, if there is LCD in the classroom
she will use LCD to present pictures or video
on it. When she used media in teaching-
learning process, the students to be brave for
coming to in front of the class for answered
her questions. It increased the students’
mental. She hoped that she can make the
students enjoy in studying when she uses
media in teaching-learning process.
3.4 Research Implication
Based on the result of this study, it
showed that there are twelve media that used
by the English teacher to teach English at
SMA (SLUA) Saraswati 1 Denpasar. Those
media have big impact for teaching-learning
process in the classroom. It helped the
students easily to understand the lesson. It
also helped the English teacher easily to
explain the materials. Of course, media have
some benefits and weaknesses but if the
teacher used that media in a good way it can
hide the weakness of that media. The
researcher also showed the result of how
media are used for teaching English. It can
help the teacher as the reader to choose and
also use the appropriate media for their
teaching section. The result of interview guide
showed that media has important role in
teaching-learning process.
IV. CONCLUSION AND SUGGESTIONS
In this chapter, there are two main
sections namely conclusion and suggestion.
The researcher will be presented the
summary of the findings and discussion in the
conclusion section. Then, in the suggestions
section the researcher presents the
suggestions that are addressed to other
researcher.
Based on the findings and
discussion that presented in the previous
chapter, it can be concluded that there were
twelve media that the English teacher used in
teaching English at SMA (SLUA) Saraswati 1
Denpasar, such as tasks, whiteboard, LKS,
exercise book, pictures, videos, projector,
laptop, internet, smartphone, song, and
PowerPoint. The English teacher have
different way in using its. It is based on the
situation and the materials that they give to
the students in the classroom. There are the
benefits and the weaknesses of using its.
Media helps the English teacher to explain
material clearly, so it makes the students
easily to understand the lesson. It also makes
the students enjoyed to study, so it improved
the students’ motivation in learning. By using
media the English teacher can make their
students focused on study. However, the
wrong way in using those media will create a
weakness of media itself. For example, it can
take a lot of time in using that media, the
students, there are students become Edition/PGM103556.html?tab=co
plagiarism, and the laziness of the students to ntents
think creatively. The English teachers believe Klentien, U., & Kamnungwut, W. 2015. The
that teaching media have a big influence for Impact of Using Electronic Media
the students. By using media they can make in English Teaching for
the students interested with the lessons and Elementary and Secondary
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