INSTRUCTIONAL MEDIA

MINI RESEARCH
To fulfill the assignment of English Teaching Media taught by:
Mr. Abd.Ghofur, M.Pd.

Arranged by :
Ghufron wahyudi : 20381031066
Ari husni : 19381031106

ENGLISH TEACHING LEARNING PROGRAM

TARBIYAH DEPARTMENT
THE STATE ISLAMIC INSTITUTE OF MADURA2022
 INSTRUCTIONAL MEDIA

A.INSTRUCTIONAL
In Indonesia, teaching English to young learners is a part of
curriculum. It is based on Ministerial Decree No.22 Year 2006, dated May
23rd 2006, which states that English subject can be given to elementary
students as a local content. This decree results in the existence of English
in elementary schools which is taught starting from the fourth grade for
two credit hours every week. In teaching English to elementary school
students, teachers deal with young learners whose characteristics are
different from adult learners‘. Several children characteristics are
regarding their cognitive development and attention span. The cognitive
development stage is stated by Piaget (1972) as cited in Pinter (2011, p.9).
He believes that in each stage children have quality of thinking which ―is
relatively consistent across different tasks‖. For elementary schools
students, their cognitive developments lay on concrete operational stage.
In this stage, children begin to think logically and use their experience to
solve problem. Nevertheless, they are only able to solve problem which
―are applied to concrete examples and objects in real life‖ (Pinter, 2011,
p. 12). Another characteristic is attention span. Attention span is defined as
the amount of time in seconds the child remains on task without distraction
(Mustafa, 2008). In learning, attention span can be seen when children pay
attention to the teacher or focus on the learning. Musthafa (2010) argues
that unlike adults who have long attention span, children only have
attention span less than 15 minutes.1
Knowing those characteristics of children is an essential requirement
for the teacher in creating effective instruction (Musthafa, 2010). Effective
instruction is ―an instruction that enables students to acquire specified
skills, knowledge, and attitudes.‖ (Reiser & Dick, 1996, p.3). In relation to
this, Curtain and Dahlberg (2000) as cited in Musthafa (2010) argue that
the instruction should be built ―on topics and contexts that are relevant to

1
Journal of English and Education 2013, 1(1), 196-205

2
 the young learners.‖ Besides, students‘ experience should also be
considered in choosing teaching method, media and assessment (Barratt-
Pugh and Rohl, 2000, cited in Musthafa, 2010) in order to conduct
effective instruction.
Besides knowing children characteristics, using appropriate
instructional media is one of the key principles in creating effective
instruction (Reiser & Dick, 1996). Instructional media itself is defined by
Scanlan as all materials that can be used by the teachers to conduct
teaching learning activities and support students in reaching instructional
objectives.2

B.FOCUS OF THE PROBLEM

The focus of the problem of this research as follows:
1.What is the teacher opinion about media?
2.How significant does teacher use media in their teaching learning
process?
3.Does the teacher prepare the media by themselves or base on the
technology?
4.What are the teacher obstacles in using media?

C.LITERATURE REVIEW
1.Media
a.Media of instructional/Devination of media
Media is the plural form of medium, which (broadly speaking) describes
any channel of communication. This can include anything from printed paper
to digital data, and encompasses art, news, educational content and numerous
other forms of information. Anything that can reach or influence people, including
phones, television, and the Internet can be considered a form of media.
In the context of informatics, media means both the devices used to store
data (hard drives, CD-ROMs, diskettes, etc.) as well the ones used to transmit it
(cables, wires), or even propagate it in its many forms (videos, sounds, podcasts,
2
Wildan Nurul Aini Instructional Media in Teaching English to Young Learners: A Case Study in
Elementary Schools in Kuningan

3
etc.). In modern times, media are gravitating more and more towards the digital
side of this field.
Modern digital media include all forms of communication that are
transmitted electronically across the world through computer networks and fiber
optic cables. Some of these modern forms of media, such as the Internet or social
media (Facebook, Twitter, Instagram, etc.) have completely revolutionized our
Boards 3
Boards refer to blackboard, whiteboard or any board used in classroom.
Candler (2011) states several benefits in using whiteboard in teaching English in
classroom: engaging students comprehension of the lesson; can be utilized easily;
saving paper.4
B. KINDS OF MEDIA
According to Levie and Lentz the function of media there are seven the function
of media.
1. The visual Instruction Movement and Instructional Films As Saettler
(1990) has indicated, in the early part of the 20th century, most of the
media housed in school museums were visual media, such as films, slides,
and photographs. Thus, at the time, the increasing interest in using media
in the school was referred to as the "visual instruction" or "visual
education" movement. The latter term was used at least as far back as
1908, when the Keystone View Company published Visual Edu- cation, a
teacher's guide to lantern slides and ste- reographs.
2. The Audiovisual Instruction Movement and Instructional Radio During the
remainder of the 1920s and through much of the 1930s, technological
advances in such areas as radio broadcasting, sound record- ings, and
sound motion pictures led to increased interest in instructional media.
With the advent of media incorporating sound, the expanding visual
instruction movement became known as the audiovisual instruction
movement (Finn, 1972; McCluskey, 1981). However, McCluskey, who
was one of the leaders in the field during this period, indicated that while

3
Aini, W. (2013). Instructional Media in Teaching English to Young Learner: A Case Study in
Elementary Schools in Kuningan. Journal of English Education 2013, 1(1), 196- 205
4
https://www.techopedia.com/definition/1098/media

4
 the field contin- ued to grow, the educational community at large was not
greatly affected by that growth. He stated that by 1930, commercial
interests in the visual instruction movement had invested and lost more
than $50 million, only part of which was due to the Great Depression,
which began in 1929.5
3. Instructional Television Perhaps the most important factor to affect the
audiovisual movement in the 1950s was the increased interest in television
as a medium for delivering instruction. Prior to the 1950s, there had been a
number of instances in which televi- sion had been used for instructional
purposes (Gumpert, 1967; Taylor, 1967). During the 1950s, however,
there was a tremendous growth in the use of instructional television. This
growth was stimulated by at least two major factors: (a) the setting aside
by the Federal Communications Commission of educational channels, and
(b) Ford Foundation fundin.6 Learning With Television Television differs
in several ways from books that may affect cognitive structures and
processes. As with books, television can employ pictures, diagrams, and
other representational symbol systems, but, in TV, these symbols are
transient and able to depict motion. Linguistic information in television
can be orthographic, but more often it is oral and, as with audiotape and
radio, transient. Because in television linguistic and pictorial symbol
systems are transient and because they are presented simultaneously,
viewers may process this information in a very different way than the
back-and-forth serial processing of linguistic and representational
information in books. It is also possible that the symbol systems used and
their transient nature affects the mental representations created with
television.7
4. Computers: From the 1950s to 1995 After the interest in instructional
television faded, the next technological innovation to catch the attention of

5
Berlo, D.K. (1963). "You are in the people business." Audiovisual Instruction, 8, 372-38
6
Commission on Instructional Technology (1970). To improve learning: An evaluation of
instructional technol- ogy (Vol. 1). New York: Rowker.
7
Anderson, D. R., & Field, D. (1983). Children's attention to television: Implications for
production. In M. Meyer (Ed.), Children and the formal features of television (pp. 56-96). Munich,
Germany: Saur.

5
 a large number of educators was the computer. Although wide-spread
interest in the computer as an instructional tool did not occur until the
1980s, computers were first used in education and training at a much
earlier date.8 Learning With Computers So far, media have been described
and distinguished from each other by their characteristic symbol systems.
Some media are more usefully distinguished by what they can do with
information-that is, their capability to process symbols. This is particularly
the case for computers, the prototypic information processors. For
example, computers can juxtapose, or transform, information in one
symbol system to that in another (Dickson, 1985). A learner can type in
printed text, and a computer with a voice synthesizer can transform it into
speech. The computer can take equations, numerical values, or analog
signals and transform them into graphs. Research is reviewed below that
shows how the computer can be used to aid students in constructing links
between symbolic domains, such as graphs, and the real world phenomena
they represent. The research shows that it is the transformation capabilities
of the computer, rather than its symbol systems, that are crucial in this
regard.9
5. Video social media platforms and formats
Examples: YouTube, TikTok, Instagram Stories and Reels, Facebook
WatchUsed for: Watching videos in short and long formats. How your
business can use them: Video social media platforms are great for
capturing attention, driving brand awareness, and bringing products to life
in a way that still photos can’t. Any video content that you publish should
be designed to entertain, educate, and/or inspire your audience. Videos
made purely to sell aren’t going to engage viewers.10.
6. Learning With Books The most common medium encountered in school
learning is the book. As a medium, books can be characterized by the
symbol systems they can employ: text and pictures. The following sections
of the review will examine the cognitive processes used in processing text

8
Office of Technology Assessment (1995). Teachers & technology: making the conn
9
Conklin, J. (1987). Hypertext: An introduction and survey. IEEE Computer, 20(9), 17-41.
10
ps://blog.hootsuite.com/types-of-social-media/

6
 and in processing text with pictures. They will discuss how a distinctive
characteristic of this technology-its stability-influences the processing of
these symbol systems to construct knowledge representations and how
these, in turn, are influenced by the individual differences of learners,
primarily differences in their prior domain knowledge. The summary will
describe how these processes and structures can be supported by the
author when designing a book.11
7. Learning With Multimedia This final section is the most speculative. Little
research (particularly process research) has been done on learning with
multimedia environments, in part because most efforts in the field are
focused on development and in part because the field is still evolving.
However, multimedia present the prospect that the various advantages of
the individual media described above can be brought together in a single
instructional environment and strategically used to facilitate learning.
C. FUNCTION OF MEDIA
in Arsyad Azhar (2005: 16), revealed the four functions of the media, especially
visual media, namely:
a. Atensi function.
Function atensi visual media is a core, that is interesting and directing
students to focus attention to the contents of subjects relating to the
meaning of the visual display of text or attached to the lesson material.
b. Afektif function.
Function afektif visual media can be seen from the comfort level when
students learn (or read) the text image.
c. Cognitive function
Cognitive functions of visual media seen from the findings of research
which revealed that a visual symbol or picture expedite achievement of the
goal to understand and remember the information or messages contained
in the image.
d. Function kompensatoris
Function kompensatoris media teaching seen from the results of research

11
Perkins, D. N. (1985). The fingertip effect: How information-processing technology shapes thin.

7
 that the media provide a visual context to understand the text to help
students weak in reading to organize information in text and remember it
again. In other words, the media work of teaching to accommodate
students who are weak and slow to accept and understand the content of
subjects presented with the text or presented in verbal.12
e. Media can help young people put current images and messages about how
the media work and enhance the teaching and learning process.
f. Media is the most powerful tool of communication. It helps promoting the
right things on right time. It gives a real exposure to the mass audience
about what is right or wrong.13

B.PROFESSIONAL TEACHERS

Professional teachers are teachers who have a "sense of humanity and

warmth" - to know what students are doing in class at all times and also to care
about what they are doing. For this reason, teachers must be freed from negative
views about teachers in the past, so that they become "more aware of what they do
while teaching and easier to consider practices that they have never done".
Teachers must also dare to challenge the habits of learning practices that are not
innovative and do not reflect. As for the personal characteristics of the
professional teacher, they include: empathy with students, respect for individuals,
having positive views and attitudes, having the ability to approach, and a sense of
humour. Meanwhile, author notes the professional attributes needed include: good
organizational skills; professional relations with staff, parents and students;
respecting other people's skills. In traditional learning practices, teachers tend not
to reflect. Though reflection is very important for change and improvement in
learning. Professional teachers are teachers who need critical reflection on the
actions they take in learning.14

12
https://educationlearning.wordpress.com/2009/01/16/function-and-benefits-of-learning-
media/
13
https://www.ipl.org/essay/Role-Of-Media-In-Education-FKA8TN2PJE8R.
14
[1] Adrian. (2004) Metode Mengajar Berdasarkan Tipologi Belajar Siswa. [Online] Tersedia:
http://www.artikel.us_art05- 65.html.

8
 Professional development of teachers, consisting of several short courses,
workshops in which teachers receive only new information on individual aspects
of their work. Today, many authors, many international organizations, explaining
that there are many new models of PNR which have the following characteristics:

1. Based on constructivism - treatment of the teacher as an active participant

and a student;
2. Long-term process, teachers learn a longer period of time;
3. I realized in school and out of them as groups of students and is in line
with the daily activities of students and teachers;
4. In accordance with the systemic reform and the process of cultural
construction of school;
5. The teacher is seen as reflective practitioners - such as persons who are
directed to the profession and who build their knowledge of previous
knowledge and experience;
6. Professional development is a process associates;
7. The professional development should be seen as different from others,
adapted to the actual situation and possibilities.15
A.THE USE OF MEDIA FOR TEACHER

1. Teaching Language Skills The aim of teaching a second or a foreign

language is to make the learners proficient in the language they are
learning. The term language proficiency includes both accuracy and
fluency. Accuracy refers to mastering language components;
pronunciation, vocabulary, and grammar, whereas fluency refers to
mastering language skills; listening, reading, speaking, and writing. If
the learners can understand and use the language fluently and
accurately, it means that they have mastered the language well.16
2. Teaching Language Components According to Educational Unit Level
Curriculum 2006 English syllabus, the mastery of language
components is needed to support the mastery of communicative

15
Fullan, M., Hargreaves, A.(1992). Teacher development and educational change, London:
Falken press
16
Nunan, David, 1999. Second Language Teaching and Learning. Newbury House Teacher
Development, Boston, Massachusetts 02116 U.S.A

9
 competence not to master the language components themselves. The
teaching of them can be done whenever necessary. Perhaps the last
statements make some teachers misinterpret the teaching language
component to their students.17

Audio Media
Using Audio media can help to give another dimension for lecturers in their
teaching. It offers the potential to deliver content in an engaging way. For
students, it provides an alternative to reading text as part of their teaching.
For some students using mobile devices, listening to audio may fit in with
their daily lives more easily than reading.
1) Cassette tapes, it is the most popular in the community, serves as a
playback in the form of tapes or recorder. Cassette tapes can be used dal
model teaching small groups or individual.
2)The compact disc, Compact disk (CD) is an optic that is used to save the
data digitally. It can improve and direct students’ attention so as to cause the
motivation of teaching process.
3)Radio is a scientific device that functions as an effective auditory
instrument for communication. It also plays an important role in education. It
is not only informs, but also inspired teacher being for teaching in the
classroom. It is not only includes values and virtues, but also creates attitudes,
interests and
appreciation to student.18

Audiovisual Media
Audio-visual media in particular refer to teaching methods using both sight
and Sound. Audio Visual can be divided into two types. The first, pure
audio-visual media is sound and images in one unit, such as film, television

17
Richard, Jack C. dan Rodgers, Theodore 1986. Approaches and Methods in Language Teaching.
The Press
18
Lodico Marguerite G. et al. (2010). ”Methods in

Educational Practice”. San Francisco: Jossey-Bass.

19Puji, Renni H. (2010). “Efektivitas Penggunaan Media Visual Berbentuk Gambar Untuk
Meningkatkan Kosakata Bahasa Inggris
Siswa Kelas vii SMP YPAC Surakarta”. Unpublished

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 and video. The second is not a pure audiovisual media such as slides,
opaque and OHP Munadi (2013:113).19
a. Film is the actual material that a movie is recorded to in production
and projected. Film can help to communicate to students for
teaching and learning process. Using film is easier to remember than
reading book.
b. Video is the technology on electronic signals includes motion picture
and sound. Video can inspire and engage students when
incorporated into student centered through learning activities,
increased student motivation, enhanced learning experience and
development potential for deeper learning of the subject
development potential for deeper learning of the subject
development potential for deeper learning of the subject.
c. Television is an electronic motion picture with conjoined or
attendant sound; both picture and sound reach the eye and ear
simultaneously from d.remote broadcast point or television which is
a combination of sound and picture received instantaneously on the
TV screen.20
D. FINDINGS
Multimedia
1.Mobile Phone
2.Laptop
3.Internet
4.Digital Projector
5.Microsoft Power Point

Visual Media
1.Book
2.Poster
3.Poster
19
20Djamarah, Syaiful B. dan Zain Aswan. (2010).“Strategi Belajar Mengajar”.
Jakarta: PT Rineka Cipta.

20

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 Audio media
Speaker active
Audiovisual Media
1.Video
2.Youtube
D.DISCUSSION OF THE FIELD

1.After we done our research, Our group has found ……..interview that willing to
share with about there experience in using instructional media for their learning
and teaching process.

A.Teacher’s opinion about media

1.Mr.Moh.Fais spd,I Media is an important part of learning, media is useful as a teacher's

tool in conveying learning that is more efficient and fun.

2.Mr.Ahmad fuady,SH Mandatory, because (1) so that the class atmosphere is livelier (2)
students are not surprised when there is something new (3) so that the teacher is not
like a reliable speaker in front of the class because it is not recitation.

3.Dinda puspita S,Kom With the existence of learning media, oral and written traditions
in the learning process can be enriched with various learning media, and this is more
effective for adjusting the atmosphere inside and outside the classroom.

4.

B.Significance of media for teacher

1. Dinda Puspita S, Kom Learning media is very important for enriching students'
knowledge and besides that it is very influential in achieving educational goals.

2. Mr. abdurrahman s.pd If the calculation is exact, how important it is, I don't
really know. But, between choices is not, rather, important and very important.
I select very important.

3. Mr. Fais S., 70% of learning is determined by whether the teacher is good at
choosing learning media

C.How the teacher prepare the media

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1. Dinda puspita S, Kom Yes, provided or provided depending on conditions and
adjusting to technological developments

2. Mr. abdurrahman s.pd Dua — both are important, both technological media and other
media, depending on the institutional facilities. To what extent can the institution
afford it, that's where all must be issued

3. Mr. Fais S, pd Sometimes prepares himself, because it is undeniable that not all
schools have the availability of learning media facilities

D.Teacherb’s obstacles in using Media

1. Dinda puspita S, Kom The obstacle is that it can make someone less initiative
to create activities.As well as dealing with the different characters of each
student, which must be able to adjust to each situation.

2. Mr. abdurrahman s.pd Two teacher constraints. Yes, various. Sometimes,

teachers are less creative in making learning motives through the media.
Sometimes, teachers have a hard time operating technology. However, for the
current era, it seems that these problems have been covered... The problem is
that there are so many educational services for teachers. The important thing is
the teacher wants to learn. It's not just students who are told to study.

3. Mr. Fais S,pd The obstacle that is really felt is when school facilities are
inadequate.

2.Discussion

Of all the teachers I interviewed about media, all teachers all agreed that media in
learning is very important for students because it really helps with student
learning and not only that with media such as laptops and social media they can
have broad insights.

E.CLOSING
1.Conclusion
media can make easier conducting classroom make teacher and student
more detailed and deep understanding the material, because of the madia that used

13
is not boored at all, media usahge here also considered by teacher which media are
firt with the class condition

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