English Language Teaching Material and Media

“Material and Media in Learning”

BY :

GROUP 5 :

Ainun Mardiah 2320013

Fauziah Illahi 2320022

Anwar Liwaul Ikhsan 232028

Salsa Billa Raihana 2320029

LECTURER :

Elsy Paranita, M,Pd

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING

SJECH M.DJAMIL DJAMBEK ISLAMIC STATE UNIVERSITY

BUKITTINGGI

2023/2024

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 Table of Contents
Preface ............................................................................................................................................................ i
CHAPTER I ...................................................................................................................................................... 1
INTRODUCTION .............................................................................................................................................. 1
CHAPTER II ..................................................................................................................................................... 2
DISCUSSION ................................................................................................................................................... 2
Media, Technology and Learning............................................................................................................... 2
1. Learning ......................................................................................................................................... 2
2. Media ............................................................................................................................................. 3
3. Technology ..................................................................................................................................... 7
4. Media and materials ...................................................................................................................... 8
CHAPTER III ..................................................................................................................................................17
CONCLUSION................................................................................................................................................17
REFERENCES .................................................................................................................................................17

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 Preface

First let us thanks to ALLAH SWT because of help of ALLAH SWT, we can finish this
paper entitled “Material and Media in Learning” right in calculate time. The purpose in writing
this paper is to fulfill the assignment that given by Mrs. Elsy Pranita as our lecturer in English
Language Teaching Material And Media subject.

In arranging this paper, the writer trully get losts challenges and obstructions but with
help of many individuals those obstructions could passed. Writer also realized there are still
many mistakes in process of writing this paper

Because of that the writer says thank you to all individuals who helps in the process of
writing this paper. Hopefully ALLAH SWT., replies all helps and bless you all. The writer
realized that this paper still imperfect in arrangement and the content. Then the writer hope the
criticism from the readers can help the writer in perfecting the next paper Last but not the least
hopefully, this paper can help the readers as gain more knowledge about the Material and Media
in Learning.

Bukittinggi, 12 April 2023

The Writer

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 CHAPTER I

INTRODUCTION

It is believed that learning a new language is not an easy task, because it requires some exercises
in multiple skills like listening, writing, reading, and speaking. Learning another language aims at
facilitating the learner to write and communicate in new language easily. The motivation to learn plays
the important role in improving the language proficiency. Hence, learning process needs a proper media
to increase the learner’s desire to learn by creating the atmosphere of fun.

Media is an instrument that is used to transform messages or information from “resource” to

“receiver” (Criticos, 1996). Based on these definitions, it can be said that the learning process is a process
of communication. The learning process contains five components of communication, teachers
(communicators), learning materials, learning media, students (communicants), and learning objectives.
So, learning media is everything that can be used to channel messages (learning materials), so that it can
stimulate attention, interest, thoughts, and feelings of students in learning activities to achieve learning
goals. Gerlach and Ely (in Ibrahim, 2001) stated that instructional media plays a key role in the design
and use of systematic instruction. A medium, broadly conceived, is any person, material, or event that
establishes conditions which enable the learner to acquire knowledge, skills, and attitudes. In this sense,
the teacher, text book, and school environment are also media.

Additionally, in teaching and learning process, media is also defined as graphic, photographic, or
electronic tools for capturing, processing, and reconstructing visual or verbal information. AECT
(Association of Education and Communication Technology) limits the media as all forms and channels
used for information message. Aside from being a conveying or introductory system, media is often
replaced with the word ‘mediator’ which regulates an effective relationship between two parties in the
learning process, namely students and the contents of the lesson (Arsyad, 2010: 3). Nowadays, one of the
important aspects in teaching and learning process is the use of technology, which many years has been
replacing the dominant of traditional media. Currently, the development of technology and the internet is
rapid and constant. The big role of internet is reducing the time of physical interactions between students
and teachers in achieving similar or better effects in improving language skills. Therefore, the teaching
learning process needs appropriate media for this era.

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 CHAPTER II

DISCUSSION

Media, Technology and Learning

1. Learning
Learning is the development of new knowledge, skills, or atitudes as an individual interacts with
information and the environment. The learning environment in cludes the physical facilities, the
psychological atmos phere, instructional methods, media, and technology. Learning takes place all the
time. We learn things by walking down the street, watching TV, surfing the Net, conversing with other
people, or just by observing what goes on around us. This type of incidental learning is not our major
interest as education professionals. Rather, we are concerned primarily with the learning that takes place
in response to our instructional efforts. How we design and arrange instruction has a great deal to do not
only with what in learned but who with how learners use what they learn.

Thus, the learning process involves the selection, arrangement, and delivery of information in an
appro priate environment and the way learners interact with that information. In this chapter we first
consider learn ing, looking at several psychological perspectives and a philosophical perspective. Next we
introduce the vari ous types of media, which we will explore in later chap- ters. The concrete-abstract
conticuum is explained. We describe various roles of media in learning and present different methods,
such as presentations, demonstra tions, and discussion.

Psychological Perspectives on Learning is How instructors view the role of media and
technology in the classroom depends very much on their beliefs about how people learn Over the past half
century there have been several dominant theories of learning Each has implications for instruction in
general and for the use of technology specifically. We will briefly survey each of the major perspectives
on learning and discuss their implications. Leaning theories and their impact on teaching decisions are
discussed in greater detail by Driscoll (1994).

Behaviorist Perspective. In the mid 1950s, : the focus of learning research started to shift from
stim als design (communication; to learner response to simuli. At the forefront of this movement was B.
F. Skinner, a psychologist at Harvard University. Skinner was a proponent of behaviorism but with an
important difference: he was interested in voluntary behavior, such as learning new skills, rather than
reflexive behavior, ast illustrated by Pavlov's famous saivating dog Hel demonstrated that the behavior of
an organism could be shaped by reinforcing, or rewarding, the desired re- sponses to the environment.
Skinner based his learning. theory, known as reinforcement theory, on a series of experiments with
pigeons, and he reasoned that the same procedures could be used with humans. The result was the

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emergence of programmed instruction, a tech- nique of leading a learner through a series of instruc tional
steps to a desired level of performance. Unlike earlier learning research, Skinner's work led directly to
improved instructional design.

Cognitivist Perspective : Behaviorists refuse o speculate on what goes on internally when

learning takes place. They rely solely on observable behaviors. As a re- sult, they are more comfortable
explaining relatively sin ple learning tasks. Because of this posture, behaviorism has limited application in
designing instruction for hagher-level skills. For example, behaviorists are reluctant to make inferences
about bow learners process informa tion, even when doing so can be helpful in designing in struction that
develops problem-solving ability.

A Philosophical Perspective on Learning more than a few observers have argued that the wide
spread use of instructional hardware in the classroom leads to treating students as if they were machines
rather than human beings-that is, that technology dehuman izes the teaching/learning process. Properly
used, how- ever, modem instructional technology can individualize and thus humanize this process to a
degree previously considered unattainable. If teachers perceive learners as machines, they will treat them
as such, with or without the use of instruc tional media and technology. If teacher perceive their students
as human beings with rights, privileges, and motivations of their own, with or without the aid of me dia
and technology, they will view students as people en gaged in learning. In other words, it is the way that
media and technology are used, not the media and rech nology themselves, that tend to mechanize people.
Put another way, what is important is not so much what technologies are present in the classroom but
rather how the teacher guides students in their use

Students with high level of anxiery are prone to make mistakes and tolero less efficiently when
under pressure. Many times, stressful learning situations for high-anxiety students make it difficult for
them to succeed. Given the same sequence of instruction mediated through technol ogy that will continue
only at the command of the stu denta, it may be possible to reduce the pressure. Thus the use of
mchnology can humanize the instruction. Contrary to what some educators believe, technol ogy and
humanism can exist either together or sepa rately in an array of ways. Figure 1.2 suggests four basic
combinations of technology and humanism.

2. Media
A median (plural, media) is a channel of communica tion. Derived from the Latin word meaning
"between," the term refers to anything that carries information between a source and a receiver. Examples
include video, television, diagrams, printed nuserials, computers, and in- structors. These are considered
instructional media when they carry messages with an instructional purpose. The purpose of me is to
facilitate communication.

Since the turn of the century, teachers have used var ions types of audio and visual aids to help
them each. Recently, teachers have expanded their repertoire of ma terials and procedures to include the
new technologies for learning. The newer techniques include the use of comparers, compact discs, digital
videodiscs (DVD), satellite communications, and the Internet. The teacher is no longer limited to the
confines of the classroom. Through the school media center and computer networks such as the Internet
and campus in-trances, the world becomes each student's classroom. The media and methods prefered by

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training directors are often different from those used by educators. One of the major reasons for this is
that schools' curricula are Fairly uniform, whereas training programs are often in- dustry specific. Parmats
of media that lead themselves to local production are preferred by training directors.

Another difference arises from the fact that training di rectors are dealing with adults rather than
children and adolescents. Role playing, games, and simulations are used much more frequently in training
programs, partic ularly with management, supervisory, and sales person- nel. These people's jobs require
a great dest of interaction with people, and the types of training methods that de- velop relevant skills are
given high priority. Trainees will have to call on those skills immediately after the training session and are
more likely to become impatient.

The Concrete-Abstract Continuum is Instructional media that incorporate concrete experi-

eaces help students integrate prior experience and thus facilitate learning of abstract concepts (Figure 1.4).
For example, many students have watched various aspects of the constraction of a highway or street. They
have seen the machine that lays the asphalt down, they have seen graders at work, and they have seen a
number of other stages of road building. However, they need to have all these experiences integrated into
a generalized notion of what it means to baild a highway. Showing a video that represence all these
processes in relation to each other is an ideal way to integrate their various experi ences into a meaningful
abstraction.

Decisions regarding trade-offs between the concrete- nes of leaming experiences and time
constraints have to be made continually by the instructor. In 1946, Edgar Dale developed the "Case of
Experience" (Dale, 1969) In the Cone of Experience we start with the learner as participant in the actual
experience, then move to the learner as observer of the actual event, to the learner an observer of an event
presented through some medium, and finally to the learner observing symbols that repre- sent an event.
Dale contended that learners could make profitable use of more abstract instructional activities to the
extent that they had built up a stock of more com crere experiences to give meaning to the more abstract.

Representations of reality. In general, as you move up Dak's Cone of Experi ence toward the
more abstract media, mure information can be compressed into a shorter period of time. It takes more
time for students to engage in a direct purposeful experience, a contrived experience, ac a dramatized ex-
perience than it does to present the same information in videotape, a recording, a series of visual symbols,
or a series of verbal symbols.

For example, a field trip can provide a learning expe rience relatively high in concreteness, but it
also rakes up a good deal of instructional time, and limited re- sources in a school district often make it
difficult to arrange. A videotape depicting the same experiences as the field trip will be more abstract, but
may be presented to students in a mouch shorter period of time and with much less effort and money.
Knowledge of local re- sources will allow media specialists to help teachers se lect the best approach to
an experience, either by Identifying a local contact or assisting with selecting an alternative medium
Daie's Coce of Experience, although a simplification of complex relationships, is a practical guide to
analyzing the characteristics of instructional media and methods and the way these media may be useful.
The greatest amount of information can be pre- sented in the least amount of time through printed or
spoken words (the top of the concrete-abstract contin uum). But if students do not have the requisite back
ground experience and knowledge to handle these verbal symbols, the time saved in presentation will be
time lost in learning.

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 The instructor can find out if the instructional method matches learners' backgrounds only by
analyzing their responses. If students achieve what was expected of them, the instructional experi ences
were appropriate Psychologist Jerome Bruner, working from a different perspective, devised a descriptive
scheme for labeling in structional activities that parallels Dale's. In developing his theory of instruction,
Bruner proposed that instruc tion should proceed from enactive (direct) experience to iconic
representation of experience (such as the use of pictures and videotapes) to symbolic representation

THE ROLES OF MEDIA IN LEARNING

Media can serve many roles in learning. The instruction may be dependent on the presence of a
teacher (ie., in structor directed). Even in this situation, media may be heavily used by the teacher. On the
other hand, the in struction may not require a teacher Such student-directed instruction is often called
"self-instruction" even though it is in fact guided by whoever designed the media.

a) Instructor-Directed instruction : The most common use of media in an instructional ait-uation

is for supplemental support of the "live" instrac-tor in the classroom (Figure 16). Certainly,
properly designed instructional media can enhance and promote learning and support teacher
based instruction. But their effectiveness depends on the instructor. Besearcha lua long indicated
the importance of the in- structor's role in effective use of instractional media. For example, early
studies showed that when teachers introduced films, relating them to leaning objectives, the
amount of information students gained from film increased (Wittich & Fowlkes, 1946) Later
research confirmed and expanded on these original findings. Ausubel (1968), for example, devel
oped the concept of advance organizers as an aid to ef fective instruction. An advance organizer
may take the form of an overview of or an introduction to lon con tent, a statement of principles
contained in the informa tion to be presented, a statement of learning objectives, and so on.
Whatever the form, it is intraced to create a mindset for reception of instruction
b) Instructor-Independent Instruction : Media can also be used effectively in formal education
situations where a teacher is not available or is working with other students (Figure 1.7), Media
are often "packaged" for this purpose: objectives are listed, guid ance in schieng objectives is
given, material are as sembled, and self-evaluation gundelines are provided. In informal
educational settings, media such as videocas settes and computer courseware can be used by
trainees at the worksite or at home. In some instances an in- tractor may be available for
consultation via telephone Cooperative learning is closely related to sel instructions. As students
work together in groups or in collaboration with the teacher on learning projects, they rake more
responsibility for leaming. Newer technolo gies such as hypermedia (see Chapter 10) encourage
se dents to rely on their own cognitive strategic in learning. Cooperative learning with
hypermedia can lead to stimulating interchanges among students as they go through and discuss
their response to the materials.

MEDIA PORTFOLIOS

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 A portfolio is a collection of student work that irrates growth over a period of time. Portfolios
oform inchide such artifacts as student produced illustrated books, videos, and audiovisual presentations.
Portfolios allow students to do the following:

1. Gather, organize, and share information

2. Analyze relationships
3. Test hypotheses
4. Comence the results effectively
5. Record a variety of performances
6. Reflect on their learning and activines
7. Emphasize their goals, outcomes, and priorities
8. Demonstrate their creativity and personality Porfolies could connin the following artifact
9. Writen documents such as poems, stories, or research papers
10. Media prezentations, such as slide sees or photo essays
11. Audio recordings of debates, panel discussions, or oral presentations.
12. Video recordings of students' athletic, musical, or dancing skills
13. Comprater multimedia projects incorporating print, data, graphics, and moving images

ELECTRONIC PORTFOLIOS

The use of computer work stations with video and audio digitizing cards, printers, scanner, and
digital cameras allow soudenes to produce electronic or digital portfolion. Electronic portfolios are a
means of organizing, designing, and viewing traditional myles of portfolios. They are a way of assessing
student learning wing seduiology Physical and social development can be measured as well (Campbell,
1996). Electronic portfolce have advantages over tradi tional portfolio in the way they are created and
cavi gated. First, creating electronic portfolios can expand the size of the audience to include other
teachers, prin cipals, parents, and students. Online portfolios open the size of the audience to the world.
(Be sure to get parental permission before putting any child's marerials online.

THEMATIC INSTRUCTION

Many teachers are now organizing their instruction around themes or anchors Elementary
teachers in par ticular are integrating content and skills from many sub- jects. Ar the secondary level,
teams of teachets from different content areas are working together to show the overlap of their course
content These units provide a rich environment or focus within which learning takes place. A good anchor
or theme must capture and hold students attention, pro-vide problem-solving experiences, support
interdisciplinary activities, and include a variety of media and technology. (See "How to... Develop
Thematic Units -(or Anchored Instruction),").

DISTANCE EDUCATION

Distance education is a rapidly developing approach to in struction worldwide. The approach has
been widely used by businem, industrial, and medical organizations. For many years doctors,
veterinarians, pharmacists, engineers and lawyers have wed it to continue their professional ed acation.
These individuals are often too busy to participate in daroom-based education. Recently, academic institu

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tions have been using cetace education to reach more diverse and geographically dispersed andhrace who
do not have access to traditional classroom instruction (see Chap ter 12 for a fall discussion). The
distinguishing characteristic of distance education is the separation of the instructional team and
student(s) during the learning process Atomsequence, the course content must be delivered by
instructional media. The media may be primarily print (bool and paper and-pencil tests), as in traditional
correspondence courses.

EDUCATION FOR EXCEPTIONAL STUDENTS

Media play an important role in the education of stu dents with exceptionalities. Adapted and
specially de signed media can contribute coormously to effective instruction of all students and can help
them achieve at their highest potential regardless of their innate abilities Children with disabilities in
particular need special Intracrsonal trearmen: Children with mental retarda tion need highly structured
learning situations because their prior knowledge and ability to incorporate mes rages into mental
constructs is limited. They need to have much eve of the message placed within a contex with which they
are familia. Students who are hearing impaired, blind, or visually impaired respire different kinds of
learning materials.

3. Technology
The word technology has always had a variety of con tion, nging from mere hardware to a way of
sohing problems. The latter is exemplified in the often queced definition given by economic Joba Kenneth
Gallaith "The systematic application of scientific or other organized knowledge to practical tala"
(Galbraith, 1967, p. 12) The notion of technology being process bigh fighted in the definition of
instructional technology givea by the leading professional association in that field: "he theory and practice
of design, development, utilization, management and evaluation of processes and rescres for learning"
(Seels & Richey, 1994, p. 9;. The develop programmed instruction called it a technology for learning.
They believed that what was really important was the process of analyzing learning tasks, breaking thes
down into their components, and then devising the steps necessary to help learners master those tasks.

We use the term technologies for learning to refer to both the prod Mc and the price of technology as
they are applied to human learning. We use the plura, teritories, because there are many different
manifestations of technology We use the word learning instead of instruction because it is both possible
and common for people to learn with out instruction, and we want to put the apodight on the learning
process rather than on the teaching process Over time, many technologies for learning have been
developed. Some, such as interactive video, computer based instruction, and hypermeda, rely on
mechanical and electronic devices for their delivery, Others, such as programmed instruction, self-
instractional modules, and simulation games, do not. We use the term nologies for learning to refer to the
latter type.

The ASSURE model was de veloped as a planning aid to help ensure that media are used to their
maximam advantage, not just as inter changeable obstitutes for printed or oral messages. Comary to the
requirecaents of research, the require- ments of practice demand that the conditions sur rounding the use
of the materials not be held constant. Indeed, one of the most important roles of media is to serve as a
catalyst for change in the whole instructional environment. The effective use of media demands that
instructors be better organized in advance, think through their objectives, alter the everyday classroom

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contine, and evaluate broadly to determine the impact of instruction on mental abilities, feelings, values,
inter personal skills, and motor skills.

4. Media and materials

1. Manipulatives

Real objects such as coins, tools, artifacts, plants, and animals are some of the most accessible,
intriguing, and involving material in educational use (Figure 4.2) They are known as manipulatives
because students may handle and inspect them. The gerbils that draw a crowd in the kindergarten, the
terrarium that introduces mid- dle schoolers to the concept of ecology, the collection of Colonial-ers
coins, the frogs dissected in the college biology laboratory, the teal baby being bathed in the parenting
class-these are just a few examples of the po tential of real objects to elucidate the obscure and to Being
concrete, real objects fit near the bottom of Dale's Cone of Experience (see Chapter 1), meaning that they
are especially appropriate for leamers who are encountering a subject about which they have had little
direct experience in their daily lives. Going back in time, at least to Comenius in the seventeenth century
(see the "Clara Link Portfolio" CD-ROM for more infor mation), educators have undertood the dangers of
plunging into abstract concepts and principles without building a foundation in concrete experience.
Verbalion is a term that refers to parroting words without mean- ingfal understanding. To build schemats
that have meaning and relevance in their lives, learners need a base in concrete experience, and bringing
real objects into the classroom can help in this.

Read objects may be used as is, or you may modify them to enhance instruction. Examples of
modification include the following:

a) Cataway: Devices such as machines with one side cut away to allow close observation of
the inner workings (Figure 4.3)
b) Specimen Actual piants, animals, or parts thereof preserved for convenient inspection
c) Exitibilities Collections of artifacts, often of a scientific or historical nature, brought
together with printed information to illustrate a point (Figure 4.4)

Besides their obvious vires at a means of presenting information, raising questions, and providing
hands-on learning experiences, real objects can also play a valuabir role in the evaluation phase of
fonruction. They can be displayed in a central location. Learners can identify them, classify them,
describe their functioning, discuss their l ity, or compare and contrar them. Such testing situation
emphasizes the real-world application of the topic of andy, aids transfer of training, and helps transcend
the merely verbal level of learning Models are three-dimensional representations of real objects. A model
may be larger, smiler, or the same size as the object it represents. It may be complete in detail or
simplified for instructional purposes. Indeed, models can provide learning experiences that real things
cannot provide (Figure 4.5). For example, important details can be accented with color. Some models can
be disas sembled to provide interior views not possible with the seal thing. Models of almost anything-
from auplanes to re- Des can be purchased for classroom use. Providing collections of models is a
standard service of most media centers. School district and regional media centers and museums often
loan artifacts and models, usually as part of multimedia kits.

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 A variety of model bits is also available for you or your students to assemble. Assembly self can
be instructional Classroom construction of model kits appeals to children of all ages (and, indeed, to
adults) and can stimulate in quiry and discovery, Assembly activities hely sharpen both cognitive and
psychomotor sells (Figure 4.6) Mock-ups, which are simplfied representations of complex devices or
processes, are prevalent in industrial training. By highlighting essential elements and elimi nating
distracting details, mock ups clarify the complex. They are sometimes constructed as working modds to
ilustrate the basic operations of a real device (Figure 4.7). Such a situation allows individuals or small
groups to ma- nipulate the mock-up at their convenience, working with the subject matter until they
comprehend it. For exam- ple, a mock-up of a microcomputer might have the in- ternal components
spread out on a large board with the components labeled and the circuit diagrams printed on the board.
The most sophisticated type of mock-up, the simulator, is a device that allows learners to experience the
important aspects of a real-life process without the risks. Models and real objects are the recommended
media when realism is essential for learning. They provide con- cepts that involve three dimensions; tasks
that require identification by size, shape, or color; and hands-on or laboratory practice.

2. Computer Programs and Manipulatives

The recent addition of manipulatives and student hands- on materials included in computer
software packages is an An exciting science CD-ROM series that combines the power of technology with
the effectiveness of hands-on manipulatives in available in an al-in-one easy-to-use kit.

Production's award-wiring Solevce Coserie Sake Court Explorewont comes with a hybrid
Mac/Win CD- ROM, a cass set of manpulatives enough for six cooperative kaming teams, and a
comprehensive teacher's guide with re- proci cible worksheets and take-home activities Schce Court
Explorations introduces and reinforces the so enetic method and fundamental science concepts for young
sluders. A funny and compelling animated story un CD-ROM introduces scientifx quesson. The CDROM
then walks udens step by step through the scientific proces and lucrates how to ser un the hands-on
experiment. Working intera dents use the experiment to test hypotheses and anws the Tires.

3. Field Trips

The Beld trip, an excursion outside the classroom to smdy real processes, people, and object,
often grows out of students' need for firsthand experiences. It makes it possible for students to encounter
phenomena that cannot be brought into the classroom for observation and study. Examples of field trips
include a trip of a few minutes into the school and to observe a tree, a tres across the Arrect to see
construction work, or a longer trip of sev eral days to tour historical locations. Popular field trip sites
include zoos, maseums, public buildings, and parks. Dale's Cone of Experience (see Chapter 1) plices
field trips toward the middle of the cone because, al- though the experience is real," students typically are
only seeing and hearing the phenomena, not directly. manipulating them. The school media specialist can
increase the chances for a successful field trip experience by maintaining a lo cal resource file. This file
istudes is of possible sites to visit and speakers to invite to classes for presentations Usually the file record
includes the name, address, and phone number of the person to contact. A good resource Sile will also
include noces regarding the value of previous trips or the way a speaker was previously received. Some
district media centers and public libraries maintain a local.

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 Resource fe as part of their electronic catalog. Virtual field trips are an extension of actual field
trips. Often the expense or the time to travel to a par- ticular interesting location is not posible. But, with
the World Wide Web, children may expenence the sights and sounds of a faraway location from their
home or school. For example, if you are studying Paris, France, it would be nearly impossible for the
whole clans to go there. However, with a few simple clicks of mouse, the whole class can see and hear the
sights of the city. Al- though it is not exactly the same as being there, it cer tainly makes it possible to
leam about location with some audienticity to the experience.

4. Printed Materials

Printed materials include textbooks, Sction and on fiction books, bookleta, pamphlets, study
guides, als, and worksheets, as well as word processed documents prepared by students and teachers. Text
books have long been the foundation of classroom in struction. The other forms of media discussed in this
book are frequently used in conjunction with and a supplements to printed materials.

Advantages

a) Availability Printed materials are readily available on a variety of topics and in many
different formats.
b) Flexibility. They are adaptable to many purposes and may be used in any lighted environmon
c) Parability. They are easily carried from place to place and do not require any equipment or
elec tricity
d) User friendly. Properly designed printed materials are easy to use, not requiring special effort
to"vigate" through.
e) Economical. Printed materials are relatively inex pensive to produce or purchase and can be
reused. In fact, some may be obtained free, as described in the next section.

Limitations

a) Reading level. The major limitation of printed materials is that they are written at a certain
reading level. Some students are nonreaders or poor readers lacking adequate literacy skills,
some printed materials are above their reading level.
b) Prior knowledge. Even though textbooks are generally written to be more considerate of
thereader, with clear language and simple sentence structures, renders who lack some
prerequisite knowledge may struggle to comprehend the text.
c) Memorization. Some teachers require students to memorize many facts and definitions. This
practice diminishes printed materials tu mere memorization aids.
d) Vocabulary. Some texts introduce a large number of vocabulary terms and concepts in a short
amount of space. This practice places a heavy cognitive burden on students, which may be
overwhelming for some.
e) One-way prestation. Since most printed material are not interactive, they tend to be used in a
passive way, often without compréhension.

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 f) Curriculum determination. Sometimes textbooks dictate the curriculum rather than being
used to support the curriculum. Textbooks are often written to accommodate the curriculum
guide lines of particular states or provinces. Conse quently, the preference these authorities
disproportionately influence textbook content or its treatment.
g) Cursary appraisal Selection committees might no examine textbooks carefully. Sometimes
textbooks are chosen by the "five-minute thumb whatever catches the reviewer's eye while
thumbing through the textbook.

5. Integration

The most common application of printed materials is presenting content information. Students are
given reading assignments and are held accountable for the material during class discussions and on tests.
Teacher made handout cu also complement a teacher's presentation, or stadents may use them as they
study independently. (See "How to... Design Text.") Students may also use printed materials to augment
either the information you present or other forms of media. Students frequently refer to supplementary
printed materials (such as books and journals from the media center) to locate information on a specific
topic not covered in their textbook. Printed materials are used in all subject areas and with students of all
ages once they leam to read. The media center is a source of a variety of printed materials on countless
topics and in almost every conceivable format.

6. Utilization
When using printed materials for instruction, one of the main roles of the teacher is to get learners
actively in volved with the material. One technique is to have students use the "SQ3R" method: Survey,
Question, Real, Recite, and Review. Survy requires students to skim through the printed material and to
read the overview and/or surry. In the Question step they write a list of questions to answer while reading.
In the Arad stage students are encouraged to look for the organization of the material, put beackers around
the rain ideas, under line supporting details, and answer the questions written in the previous step. Recite
requires them to test them selves while reading and to put the content into their own words. Review
suggests that the students look over the material immediately after reading it, the next day, a week later,
and so on (Robinson, 19-46).

7. Free And Inexpensive Materials

With the ever-increasing cours of instructional materi als, teachers and trainers should be aware
of the vari ety of materials they may obtain for classrooms use at little or no cost (Figure 4.10). These free
and inex- pensive materials can supplement instruction in many abjects; they can be the main source of
instruction on certain topics. For example, many videotapes are avail- able for loan without rental fee; the
only expense is the return postage. By definition, any material that you can borrow or acquire
permanently for instruc tional purposes without a significant cost, unsally less than a couple of dollars,
can be referred to as free or inexpensive.
The types of free and inexpensive materials are almost endless. The more commonly available
items inchade posters, games, pamphlets, brochures, reports, charts, maps, books, audiotapes, videotapes,
multimedia kits, and real objects. The more costly items, such as video tapes, are usually sent only on a
free loan basis and must be returned to the supplier after use. In some instances, single copies of

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sadbocassettes, computer software, and videocasseres will be conated to your organization or school
media center to be shared among many users.

Advantages
a) Up to date. Free and inexpensive materials can provide up-to-date information that is not
contained in textbooks or other commercially available media.
b) In-depth treatment. Such materials often provide in-depth treatment of a topic. If classroom
quantities are available, students can read and discuss printed materials as they would textbook
material. If quantities are limited, you can place them in a learning center for independent or
small-group study.
c) Variety of These materials lend themselves to your own classroom presentations, Individual
students who want to explore a subject of interest can use the audiovisual macerials for self-study
or for presentation to the class. Posters, charts, and maps can be combined to create topical
displays, These can be motivational (as in the case of a safety poster) or used for direct instruction
(as in studying the solar system). Materials that you do not have to returs can be modified and
adapted for various instructional or display purposes.
d) Student manipulation. Materials that are expend able have the extra advantage of allowing
learners to get actively involved with them. For example, students can cut out pictures for
notebooks and displays. They can assemble printed information and vinaala in scrapbooks as
reports of individual and group projects.

Limitations

a) Biar or advertising. Many free and inexpensive materials are described as sponsored materiala
because their production and distribution are sponsored by particular organizations. These organ
izations whether private corporations, nonprofit ssociation, or government agencies often have a
message to convey You might consider covering or removing the advertisement, but that, too,
raises ethical questions in view of the effort and expence that the sponsor has incurred in
providing the material to you.
b) Special in What may be even more trouble- some is sponsored material that does not contain
outright advertising but promotes some special interest in a lest obvious way. Propagandistic or
more subtly based materials can thus enter the curriculum through the back door. Preview
carefully and exercise caution when you consider sponsored materials. If possible, solicit informa
tional materials on the same subject from several points of view. Thereby, scadents are afforded a
balance and diversity of opinions.
c) Limited quantities. With the increasing expense of producing both printed and mediated
materials, your supplier may have to impose limits on the quantities of items available at one
time. You may not be able to obtain copy of the material for every student in the class.

8. Source

There are local, state, national, and international sono of free and inexpensive materials, and
many of these are now available as websites. Many local government agen cies, community groups, and

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private businesses provide informational macerials on free lean. Public libraries often make videotapes,
prints, and computer software crailable liven Ebraries in all communities may have access to materials
through snewide nerwork. These mat usually can be loaned to schools and otherother organization.

9. Obtaining Materials

When you have decermined what you can use and where you can obtain it, write to the supplier,
se agencies will not supply free and inexpensive matenal unless you write on school or company
letterhead. For classroom quantities (when diey are available), send just one letter. Do not have each
saiden: write individually. If a single student is requesting coe copy of something for a class project, the
student cau write the letter, but you should also sign in. We recommend that you request a preview copy
of the material before requesting multiple copies. Don't send a request for "anything you have" Be spe
cific and specify at least the subject area and the grade level. Ask for only what you need. Don't stockpile
ma teria's or take unfair advantage of a free offer. Somebody is paying for those musterial, so don't waste
them. Fol low up with a thank you note to the supplier, mention how you used the materials and what the
students' re actions were. Be courteous, but be honest! Many sup pliers attempe to improve free and
inexpensive materials on the basis of user comments.

10. Appraising Materials

As with any other types of material, appraise the educa tional value of free and inexpensive
materials critically Some are very slick (technically well presented) but not educationally sound. Use the
appropriate "Apprais Checklist for the type of media (printed material. videotape, etc.) you are appraising.
All the "Appraisal Checkline" forms in this book have the rating criterion "Free from objectionable bias
or advertising "Use it ju diciously when reviewing free and inexpensive materials.

11. Display Surfaces

If you are going to use visuals such as photographs, drawings, charts, graphs, or posters, you need a
way to display then. Visuals may be displayed in the classroom in a variety of ways, ranging from simply
holding up s single visual in your hand to constructing elaborate ex bibin for permanent display.
Classroom surfaces com monly used for display of visuaa include chalkboards, multipurpose boards, copy
boards, pegboards, bulletin boards, cloths bounds, and magnetic boards. Flip charts and exhibits, a display
format incorporating a variety of materials such as rea, objects and models slong with vi suals, are also
common. How you diaphy your visuals will depend on a number of factors, including the nature of your
audience, the nature of your visuals, the instruc tional setting, and, of course, the availability of the vari
ous display surfaces

12. Chalkboards

The most common display surface in the classroom in a variety of ways, ranging from simply holding
up s single visual in your hand to constructing elaborate ex bibin for permanent display. Classroom
surfaces com monly used for display of visuaa include chalkboards, multipurpose boards, copy boards,

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pegboards, bulletin boards, cloths bounds, and magnetic boards. Flip charts and exhibits, a display format
incorporating a variety of materials such as rea, objects and models slong with vi suals, are also common.
How you diaphy your visuals will depend on a number of factors, including the nature of your audience,
the nature of your visuals, the instruc tional setting, and, of course, the availability of the vari ous display
surfaces.

13. Multipurpose Boards

Some chuco are equipped with multipurpose boards instead of chalkboards. These are also called
whiteboards or marker isards. As the name implies, you can use them for more than one purpose Their
unooth, white plastic face requires a special erasable marker rather thy hull. Du not use permi nent felt-tip
markers. These markers may permanently damage the surface. In addition to their variety of uses, these
multiparpose boards have the advantage of being able to display bright, colorful lines. At least eight
different colors of mackes are currently available. They are dusless, so there is no chalk to ges on your
clothes. These boards are preferred for use around computers because chalk dut san harm computers and
disks.

14. Copy Boards

A high-tech variation of the multipurpose board is the copy hoard, or electronic whiteboard
(Figure 4.13) This device makes reduced-size paper copies of what is written on the board. It looks like a
touller multipur pose board but may contain multiple sens or frames that can be strolled forward and
backward. You can pre- pare content beforehand on any or all of the screens. During your presentation
you can reveal the frames one at a time, and add new information as desired. You can move the writing
surface forward or backward to the desires frame quickly and easily You can write on the copy board
using any eatable marker. If you make a mistake, erase your error as you would on any multipurpose
board The special feature of the copy board is that the frames can be copied in about 10 seconds. You can
make an macy copies of each frame as you like by pushing the ap propriate button. All material is copied
in black and white using thermal sensitive paper. It is possible to copy the material on a single 88-by-11-
inch sheet of paper.

15. Pegboards

Another popular display surface is the pegboard. It is particularly useful for displaying heavy objects,
three-di mensional materials, and visuals. Pegboards are made of tempered Masonite with -inch holes
drilled 1 inch apart. Pegboard material is usually inch thick and comes in 4-by-8-foot sheets, which can be
cut to any size. You can insert special metal hooks and holders into the pegboard to hold books, papers,
and other objects. Various types of special hooks are available in moet hardware stores. You may also
insert golf tees into the holes for holding lightweight materials such as posters and visual mounced on
cardboard. For background ef fect, cover the entire pegbosad surface with cloth or col ored paper, and
then insert the golf tees or special books through the cloth or paper

16. Bulletin Boards

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 The term biletin board implies a surface on which bul letins-brief news announcements of argent
interne are posted for public notice. This was the original purpose of bulletin boards, but it does not
describe the variety of uses of these displey spaces today. A ballerin board is narice of variable size and
shape made of a me terial that holds pics, thumbtacks, and other sharp fas- teners without damage to the
board (Figure 4.14). In practice, bulletin board displays tend to serve three broad purposes: decorative,
motivationul, or instructional The decorative bulletin board is probably the most common, certainly in
schools. Its function is to lend vi sual stimulation to the environment. You might have a bulletin board
that displays the colors and designs asso ciated with a special holiday or a season. Or, you might have one
about some books that students might be in- terested in reading for pleasure.

17. Cloth Boards

Cloth boards are constructed of clod: stretched over a turdy backing material such as plywood,
Masonite, or heavy cardboard (Figure 4.17). The cloth used for the board may be of various types,
including flannel, fett, or hook-and-loop muerial.

Pieces of flannel stick together when gentle pressure is apped. You can draw with felt tip markers
on visuala cur from flannel and put them on a flannel board. You can back still pictures and graphics with
pieces of flan nel. Coarse sandpaper also works to attach visuals to a cloth board. Pape cleaners, available
in a variety of col oes, and fazzy yarns stick to the flannel and you can use them for drawing lanes and
letters. If adhesion is less than desired, slant the board slightly back at the top to prevent materials from
slipping.

The most expensive cloth board is made from book- and-loop material (such as Velcro). The
hook-and- loop board has 2 for but fuzzy surface composed of tiny, strong nylon loops. The material used
for backing visuals and other items to be attached to the board has a coane, hooklike texture. When
pressed together, the two surfaces stick firmly. You can purchase the hooklike material in rolls or strips.
One great advantage of the hook-and-loop board is that it can support large and heavy visuals, even books
and other three-dimensional objects. One square inch of the cloth can support up to 10 pounds of properly
backed visual material.

18. Magnetic Boards

On the metal surface of the board. Magnetic boards, magnets, and Lexible strips of magnetic
materials for use in backing are sadable commercially Plastic les tering with magnetic backing is
available from teacher supply stores and can be used for captioning visuals. Any metal surface in the
classroom to which you can attach a magnet can serve as a magnetic board. For ex ample, some
chalkboards are backed with steel and thus attract magnet backed visuals. Use the chalk for captioning or
to depict lines of association between visual can also use steel cabinets and metal walls and doors as
magnetic boards.

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 19. Flip Charts

A flipchart is a pad of large paper fastened together st the top and mounted to an easel. The
individual sheets each bold a limited verbal/visual message and usually are arranged for sequential
presentation to a small group. You may write mesages extemporaneously wiule talking or you can prepare
them in advance to be re- vealed one at a time. You can use poster makers, anchas the PosterPrinter, to
produce dip chart pages (Figure 4.19), Commercially produced materials are also avail able in this format;
they are especially prevalent in read ing and science instruction and military training. Prepared visual
sequences are especially useful for in struction involving sequential steps in a process. The di agrams or
words can serve as cues, reminding you of the next point in your presentation.

20. Exhibits

Exhibits are collections of vanon objects and visuals designed to form an integrated whole for
instructional parposes. Any of the vivais discussed in this chapter, as well as models and real object, can
be included in an exhibit, and any of the play surfaces discussed can contribute to an exhibit. Exhibits can
gen erally be used for the same instructional purposes and in the same ways as their individual
components are med Exhibit locations are readily available in most class room. You can set up simple
exhibiu on a table, shell, or desk. More complex exhiben may require consider able floor space and
special strucrures (a booth or buns helf, for example), The school media center is a convenient location
for exhibits, displays, and dicemus. Often area muses of hatoocal societies will loan these items. The
media center may also provide space for display of coudeer-produced There are two types of exhibits-
displays and dioramas. A display is collection of materials, whereas a diorama shows a shace dimensional
scene.

21. Displays

A play is an acray of objects, visuals, and printed materials (eg, labels and descripticus). Most
displays include descriptive information about the objects or visuals shown. Instructional displays are
used in the classroom (Figure 4.22), in museum, and in many other settings. Student assembly of display
can be motivating learning experience. It can foster retention of subject marter and sharpen visual skills.

22. Dioramas

Dioramas are static deplays consisting of a three-dimensional foreground and a flat background to
create a realistic scene. The foreground is t usually a landscape of some sort with models of people,
animas, vehicles, equipment, or buildings. The natura listic background may be a photograph, drawing, or
painting. The diorama is asually contrined within a box, with the sides of the box providing a backdrop.
The rear corners or the entire back may be rounded to provide ansion of depth, and lights can be added for
a ape cial effect.

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 CHAPTER III

CONCLUSION

Media is a tool used by teachers to explain material in the classroom, which is anything that can
be used to stimulate children's thoughts, attention, and feelings, to encourage the learning process.
materials are essential since they help the teacher and learners avoid overemphasis on recitation and rote
learning that can easily dominate a lesson. Resource materials allow learners to have practical experiences
which help them to develop skills and concepts and to work in a variety of ways.

Media Material means information in the form of words, sounds, numbers, images, or graphics in
electronic, print, digital or broadcast form. Media Material means any data, e-mails, graphics, images, net
or web casting, text, sounds, numbers or similar matter, including Advertisements.

REFERENCES

Dra. An Fauzia Rozani Syafei, M. (n.d.). Teching English to Indonesian Young Learners.

Smaldino, S. E. (N.D.). Intructional Technology And Media For Learning . Columbus, Ohio: University Of
Northem Lowa.

Baker, R., & Schutz, R. E. Instructional product development. N.Y.: Van Nostrand Reinholt,

1971.

Briggs, L. J. Handbook of procedures for the design of Instruction. Pittsburgh, Pa.: American

Institutes for Research, 1970.

Cavert, C. E. An approach to the design of mediated Instruction. Washington, D. C.: AECT

Publi- cations, 1972.

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