ELT Media Theoretical Review
24 The last one is the evaluation. Evaluating the media which were used in
the class activity is really important. Were the using media effective enough? Could the media assist the teacher in delivering information well? These
particular questions can be the guidelines for media use as well as development consideration.
Various instructional media which indeed include those requirements stated earlier can be used in English language teaching which covers listening,
speaking, reading and writing comprehensions. As mentioned before, the researcher will only focus on discussing instructional media based on Ohm’s
classification, due to the notion that the more sensory channels get involved in teaching learning process, the better result will be gained. In Ohm’s media
classification, instructional media are divided into three categories, they are audio, visual, and audiovisual media Chan et. al., 2011.
The creativity and innovation demand in educational field more or less trigger an English teacher to use media as supportive items in teaching. It cannot
be imagined that an English class does not have any learning resource, only a teacher and the number of students who are listening to the teacher talking about
English language theory. Generally, Instructional media can be defined as all things that carry
information between a source and a receiver. In English language teaching context, instructional media can be defined as means of communication which are
used to assist the teacher in delivering the information that heshe might not be able to deliver to the students by himher.
25 In this particular situation, instructional media play role to facilitate the
students’ needs in joining an enjoyable English class and be able to earn information from various sources which are still provided by the teacher. It is
believed that making use of various equipment in teaching and learning process can bring a good impact to the student’s achievement. Rao 2014 asserts that
media if utilized in the educational setting will complement the teaching and learning process. They make the English Language Teaching better and more
effective, and also enhance the students’ abilities to understand and experiment with the language.
For some reasons, using ELT media is also has the economical advantage. Since English is an international language, instructional media will be useful for
instance in learning about word pronunciation or intonation without having a native speaker.
As the world now moves to technology-based living life, education in Indonesia more or less dealing with information and communication technology
ICT in the context of its daily implementation. Some teachers of a certain amount of schools in Indonesia are now shifting to ICT based English language
teaching. They apply technology such as for in-class teaching, searching additional material, developing computer-based material or communicating with
other teachers through e-mail Dwijatmoko 2015. But, there are also still many schools in this country that still rely on the traditional media or even simply use
the handbook as the one and only learning resource in class activity. Some factors appear as the background of these different situations, such as supporting facilities
26 and teachers’ abilities in producing, developing or employing tools around them
to be instructional media. Instructional media whether they are operated digitally or traditionally can
be categorized into three forms namely: audio, visual and audio-visual. Each of them has its own role in stimulating the sensory channels in order to process the
message delivered by the teachers during English language teaching. a. Audio
Audio media undoubtedly deal with the listening experience. Audio is used in order to stimulate the students’ sense of hearing. However, it does not
mean that in English language teaching, audio media are merely used in listening comprehension activities. Information that is given by the teacher through audio
media to the students supposed to be useful whether in listening itself, as well as speaking, reading and writing.
Barker et al. in 1981 conduct a research among undergraduate students and find that they use 53 of their wake time for listening Munadi, 2010. It means,
in their daily communication, the listening portion is bigger than other activities such as speaking, reading or writing. It can be concluded that the students’ sense
of hearing are accustomed to listening to the given information. When it is applied in English language teaching, it supposed to be easy for the English teacher to
simply lecture in front of the classroom to achieve the objective of hisher teaching and learning activity. But why are the problems still exist?
Listening is not a simple process. In order to totally understand other’s talking, someone has to get through some steps including hearing, listening,
understanding and memorizing Munadi, 2010. Students in the classroom, of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 course hear what the teacher says, but it is not guaranteed that all of them are
listening to himher which then brings them into a process of understanding and eventually memorizing what they just listened to in a long period of time.
In this case, a teacher has to give hisher best in getting the students’ attention to listening to hisher given information. Here, audio media can play
their role as helpful devices to assist the teacher to deliver information in enjoyable ways.
Different audio media are made or probably be utilized by English teacher whether in listening, speaking, reading or writing activities. The material can be in
the form of audio media such as instruction, narration, dialog, drama, interview, news report or even a song.
1 Audio Recording These are probably the most frequently used of audio ELT media. Audio
recording may cover instruction, narration and dialog. They are frequently commercially produced, either as part of course book or as supplementary
material Harmer, 2001. Yet, there is a possibility that the teacher stores his her own audio recording that he she made. He she can record a certain dialog or
narration that discusses some current issues or characters that are happening in his her students daily.
There might be some people who still think that the use of audio recordings as supporting media in enhancing listening skills is simply to make the
students get used to listening activities that will bring them to succeed in finishing listening section of the final examination. Indeed, high practice frequency will set
28 to the best achievement, but there are a lot of advantages that can be gained from
the extracts whether instruction, monolog or dialog. Audio recordings are reliable in practicing pronunciation, as the speaker
definitely has a good speaking ability, by listening, the students can improve their speaking ability by repeating the words, phrases or sentences that they just
listened. The students are also introduced to some new words from the recording which the meaning can be figured out as well as learn how to use the words in a
sentence. Providing some questions to be answered after having listening section are also
helpful in leading students’ focus. Traditionally audio recordings are stored in audio cassettes and played
through atape recorder. Yet, various audio recordings storage are relatively easy to find, they can be stored in the form of a compact disc which is played through CD
player, or in a form of audio files that can be played through audio computer programs or even mobile phone.
By utilizing audio recordings as the media, English teacher can monitor the students’ attention since he she does not have to read the monolog, dialog or
instruction that is listened at the time. Anotther benefit of using audio recordings is that audio recording can be paused, rewound and forwarded. It is sometimes
needed when the teacher has additional information when there is missing information that the students cannot get or there is certain information that must
be skipped. Besides, most of the audio recording storages are resistant to damage, so the teacher can keep the recordings for a long period of time. However, some
obstacles are found in audio recordings’ usage in the classroom. If the teacher is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29 willing to have a high quality and various audio recordings, should provide high
budget as well. Besides, most of the recordings require electricity to be played. 2 Drama
Drama generally consists of narration and dialog. What makes it different from the dialog and narration in audiotapes is that a drama has a more complex
plot, mostly has more than two characters and it has longer lines than the audio recordings’ dialog. As it is an audio drama, there is no visualization available, it
might get the listener bored, but on the other hand, it is able to train the students’ imagination in visualizing the characters, plots, and the setting.
Some activities can be done with drama. The simplest one is providing some questions related to the drama that has to be answered by the students after
the drama is played. The teacher can even make the students be more active by assigning them to construct the question which will be answered by their partner.
Drama also provides the opportunity for the students to learn new words or idioms. Since the students create their own imaginary world of the drama, the
teacher can ask them to visualize the drama in a group. It will help to increase their speaking ability as well as their drama performative. Besides, they will also
learn how to make a good coordination and collaboration while discussing how to perform the drama.
Audio drama is commonly a part of a radio program. It may become one of the obstacles for the teacher due to the different schedule of the aired drama
and English class. Luckily, the drama can be recorded and replayed anytime later by usina g tape recorder or any audio player in a computer or even in a smart
phone. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30 Using drama in English language teaching is basically helpful to the
teacher since heshe is allowed to employ the existed reference without recording his her own narration or dialog. Unfortunately, it is not easy for the teacher to
find a drama that suits hisher teaching objectives. 3 News report
Another audio aid that can be functioned as instructional media is news report. Indeed, news report gives worldwide information that becomes new
knowledge for the students, but there are many other advantages that can be gained by the use of news report in the classroom. By listening to the news report,
the students obviously can enrich the vocabulary as well as improve their speaking ability. Rao 2014 on his report journal toward the use of ELT media at
undergraduate level states that listening to the news on the radio is able to stimulate the students’ awareness of their mother tongue influence to their spoken
English. Some activities are possibly be done by utilizing this particular audio
media. The simplest one is answering questions based on the given information. The teacher will get great chance to monitor the students’ attention at the time
since heshe is not the one who delivers the news. The teacher also can pick one current issue that heshe thinks possible to be a debate topic. The students are
divided into two groups then they have to discuss the topic to defend their side. Another possibility is redelivering the news whether in oral or written form. By
doing these certain activities, the students will improve their speaking and writing ability as well as acquire the way of paraphrasing and gain more confidence.
31 News report is still available in the radio broadcasting at present. There are
some radio stations in Indonesia that include English news as of the programs. Moreover, credit to technology that we are introduced to streaming channels
which help us to listen to myriad radio stations all around the world, through a computer or smart phone. However, it is not impossible for the teacher to record
his her own news report to be played in the classroom. The easiness of having this particular media is one of the advantages of
using news report in the classroom. Furthermore, the duration which is relatively short makes the students do not get bored. Unfortunately, the fact that there is no
picture, sometimes also make audio news report is not utilized. 4 Song
Song does exist in teaching and learning process for a long time. The fact that song is a combination of music and language makes its presence does not
escape of our attention Shen, 2009. Song is really helpful especially in imparting a new concept such as science and math or language and culture for the young
learner. For example, three little monkeys for subtraction, four seasons for science and head shoulders for language. This fact does not mean that will not be
applicable as one of the instructional media in junior high school. Songs are mostly used to enrich the students’ vocabularies. Listening to a
certain song and fill in the blank words of the lyric, for instance, can be one of the ways to introduce new vocabularies to the students. Moreover, Howse 1979
suggests including song in the class activity such as listening to a song and later making a discussion or report toward the song. This particular activity is possibly
done in both oral and written. When the report is done written, the students can PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32 make a personal report so the teacher will be able to evaluate the students’ writing
progress, whereas oral report can be done in a group. They will have a discussion and eventually present the result of their discussion to the other groups. Here, the
teacher will have a chance to see the progress of the students’ speaking ability. Song is available everywhere. The one which is stored in a cassette or
compact disc can be found in the music store. However, in this digital era, song also transforms into its audio digital version called mp3. This kind of song can be
bought in official music site and it can be stored in computer or smartphone. Whatever the song, and whenever it is stored, one thing that the teacher as
someone who is building the students’ good character as well should consider is that heshe should utilize an original song as one of the instructional media in the
classroom. Relatively easy to be found is one the main advantage of song as an
instructional media. Murpey 1992 claims that song provides a harmonious classroom atmosphere. It will lead to the reduction of the students’ anxiety
especially when the song which is used is one of their favourite songs. That is why it is suggested to the teacher to keep being updated with the song. Besides,
compared to other forms of texts, repetitions of songs are more motivating. Unfortunately, for some reasons utilizing song in the classroom might disturb
adjacent classes Murphey, 1992. This actually can be overcome by having a good facility of the audio system, which consumes much money. Although song is
considerable to be used for its availability, it is not easy for a teacher to find a song that fits the activity objectives.
33 b. Visual
Visual media are definitely dealing with the sense of sight. They can be generally divided into two categories, whether they contain verbal or nonverbal
messages Munadi, 2010. Verbal messages can be seen in meaningful words that form certain writing. This might be the most common visual media that exist in
English language teaching. They exist in the form of books, magazine, newspaper, etc. Whereas nonverbal messages can be seen in pictures, drawings, charts,
graphs, posters and cartoons Smaldino et. al. 1996. They can be presented in the form of printed visuals, presentation software, digital images, and overhead
projection. Like other media, visual media are also utilizing to assist the teacher in
delivering information in the classroom. Along with delivering contained- knowledge information to the students, visual media that used by English teacher
are also able to make concrete of abstract ideas, encourage students, and direct attention. Smaldino et. al 1996 Visual media, particularly that contain nonverbal
messages ones, can be objectively used to make English language teaching and learning become more colourful.
1 Pictures One of the undeniable roles of the picture is the ability in getting people’s
attention. That is why those who sell certain products try their best in creating the finest picture whether for the package which represents the product itself or the
advertisement. The ability of a picture in representing the huge amount of meaningful words is obviously applicable in English language teaching. As what
Harmer 2001 asserts that pictures can be used for multiple ways comprising PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 such as drill, communication, understanding, ornamentation, prediction, and
discussion. Drilling by using pictures as the teaching aids is mostly done in English
for lower level, especially for vocabulary mastery .
As the students grow, they start to learn about ideas, pictures are in fact really helpful in learning how to
communicate their ideas to one another. Pictures have the ability to engage the viewer as well, pictures sometimes used in some passages or writing as the
ornamentation to enhance them. However, pictures are sometimes needed in English class to lead the students’ curiosity about what will be learned. When the
students are encouraged to predict what will be happened through the shown pictures, it makes a kind of bonds between the students and the lesson. Besides,
there are many possibilities to dig various information from the pictures. Some questions may arise and which can be the guideline of students’ discussion, such
as the situation, figure, meaning, or message that captured in the picture. There are two out of six points proposed by Harmer which are suitable for English
language teaching in the junior high school context, they are communication and discussion.
Pictures, whether in the form of drawing, cartoon or digital image can be utilized to facilitate the students in communicating ideas in the classroom.
Fachrurrazy 2011 in more detail explains, that in writing, pictures can be used for teaching some genres of texts such as descriptive text by using pictures or
images of objects, procedure text by using pictures or images of ingredients. Slides of cartoons are also can be utilized to enhance students’ speaking ability by
35 interpreting and explaining them in, for instance, a phrase, sentence, or short
story. Pictures whether being displayed traditionally or digitally have their own
benefits and weaknesses. Traditional pictures like drawing or printed images are relatively inexpensive. Unfortunately, the fact that not all of the teachers are
‘gifted’ to make their own drawing and the risk of breaking the printed image are the reasons of some of the teachers who decide to use digital images cartoon.
Utilizing digital images in the classroom also has its own obstacle. Since digital pictures need electricity to be displayed, they cannot be used in some condition.
However, there are three qualifications of pictures that should be put into consideration by English teachers, such as the appropriateness, visibility and
durability Harmer, 2001 2 Word Cards Flash Cards
Flashcard can be simply defined as a card that flashily shown. Suyanto 2007 states that flashcards are set of cards with colourful pictures, which are
flashed to the class by the teacher. What makes flashcard is classified differently from picture is the presence of one or more words on it.
Most of the people may assume that flashcards can only be used for early level of education. It is also affirmed by Bellani’s 2011 statement that learning
with flashcards is often used to the education of toddlers, as they are easy media of instruction due to their childish appeal. However, flashcards are also applicable
in the high level of English education, but one thing for sure the appearance obviously is not as simple as what is utilized for the lower level. The
implementation of flashcards as instructional ELT media is mostly to both PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 introduce and enrich vocabularies. Yet, as the student’s need becomes higher,
flashcards are also utilized to fill other objectives and the structures are not as simple as a single picture with a single word.
Introducing and enriching vocabulary by using flashcards in high school is not as simple as what can be treated to young learners
. Activities, like reading
aloud or asking the students to repeat the words said by the teacher, seem not really effective for high school students since these ways can make the students
easily forget the words. There should be followed up action after introducing the words through flashcards like asking the students to formulate a phrase or even a
sentence by using the word. Besides, the pictures provided can be more complex. The teacher can show pictures of whether objects or situation which represent
verb or adjective, say the words then ask the students to predict the words’ spelling. It can be done providing several words that have similar pronunciation or
the asking the students themselves to write the spelling. This kind of activity can be followed by speaking activity. The teacher can provide some pictures that have
similar pronunciation so the students can recognize the spelling, intonation and stress differences.
Flashcards can also be used to learn about preposition and adjective, by providing complex flashcards like a certain situation where there are so many
objects in the pictures. It is possible to have the same object but with different characteristic. The students then are asked to describe the object, both the
characteristic and position, as an example: the red long ruler is one the table. It is expected to improve the students’ speaking ability as well.
37 Same as pictures, serial flashcards are also can be used to develop a
paragraph. It is even easier and well directed when using flashcard since they are provided by a certain phrase or short sentence.
Traditionally, flashcard is created by the teacher. It is drawn, coloured, and utilized by the teacher as heshe wishes which definitely to fit the students’ needs.
But, with technical assistance, the teacher can easily find on the internet and use them as printed flashcards. The teacher even can have slides show by utilizing the
computer. The use of flashcards in the classroom is considered for their
inexpensiveness. They are also able to attract the students’ attention. Moreover, a good packaging can make the flashcards durable and be used for a long period of
time. However, same as pictures, some teachers cannot make their own flashcards, and when it comes to digital flashcards, availability of electricity and
facility should be highly considered. Last but not least, what is written on the flashcards is limited and the teacher should be extra selective in choosing pictures
which will be used in the flashcards. 3 Chart
Chart can be simply defined as a visual display which represents certain matter in a simple way. Some people may think that chart can only be used in the
classroom for numeric subjects like mathematics or economics. Edgar Dale 1969 defines a chart as a visual symbol summarizing, comparing, contrasting or
performing other helpful services in explaining subject-matter. The main function of the chart is always to show the relationships such a comparison, relative
amounts, developments, processes, classification, and organization. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 The most familiar English chart which has been used almost all over the
planet for such a long time is grammar chart. The grammar chart is really helpful to the beginners of English lessons. It summarizes all rules, pattern and formula of
English grammar just in one image. This kind of chart can be found in most of the English textbooks, English learning website and yet, it also appears in some social
media pages like Facebook for instance. Apparently, another chart can be utilized in English language teaching as instructional media. Using chart as instructional
media can be divided into two main ways which are gaining knowledge by analysing information of the provided chart or gaining knowledge by constructing
a new chart. Some functions of a chart which asserted previously can be a guideline for
the teacher in using chart in the classroom. Chart can be used as one of the media to introduce comparison and superlative concepts. By showing a pie chart of
shopping mall visitors percentage based on the age, for instance, they can make comparison toward what showed in the chart. For example, people in the age
group of 10-19 visit the shopping mall more regularly than those who are 50-59. 20-29 years old people are the most regular visitors to the shopping mall. The
student can also gain more vocabularies like increase, decrease, dip and so on through a line chart. There is also organizational chart which is commonly used in
English class which is family tree. Through this kind of chart, the students can learn the concept of possessive pronoun and also gain more new vocabulary
toward family. Besides, chart which contains several pictures which represent a certain process like cake making or butterfly cycle can somehow be a clue or
guideline for the students in constructing descriptive or procedure text. This PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 particular activity can be done classically when then teacher aims to introduce a
new concept to the students. However, it is also applicable for a mini quiz by asking the students to elaborate some provided charts using the concept that
learned before. Enriching vocabulary through vocabulary building can also be done by
utilizing chart. The teacher can provide word families chart that consists of noun, verb, adjective and adverb columns. The teeacher can randomly mention one word
then ask the students to recognize in which column the word should be put. The students then are asked to cite what the word will be when it goes to the other
columns. Chart, in particular situation, plays role as the representation of our thought.
Making a chart is really helpful when the students are going to develop their idea for creative writing like speech or text.
Traditionally, chart can be simply drawn on the whiteboard but there are also some teachers who spare their time to make their own chart to be displayed in
the classroom. Luckily, we now have some computer applications that provide various chart making programs. The teacher even can be more expressive in
decorating the chart since the applications provide myriad colours and ornaments which can make the chart more attractive.
Flexibility is one of the advantages of chart. Chart can be made instantly, on the whiteboard or computer. Some charts are even made without any
preparation since they are product of brainstorming activity. Unfortunately, this particular fact also limits the use of chart in English language teaching. Chart
tends to be used more effectively in classical activities. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40 c. Audio-visual
These particular media are the integration of motion pictures and sound at a time. Smalindo et. al. 1996 claim that these particular media are available for
almost all educational topic and able to embrace all of the learning aspects such as cognitive, affective, psychomotor and interpersonal abilities. They are available in
the form of videos documentary, tutorial, and lectures, films drama, fairy tale, biography and TV programs news, series, talk show.
Our recent generation is the generation that cannot stay away from television, computer and the internet. A research conduct in the US shows that
people watch tv more frequently than do any other daily activities like reading newspaper, book, or magazine Hamalik, 1994. Thus, audio-visual media are
expected can be the media that are able to deliver a message from the teacher which will be received and processed well by the students.
1 Video There are generally three types of video that used in education namely
documentary, tutorial and lecture. Its ability to bring various benefits makes video very familiar in English language teaching for such a long time. Corporation for
Public Broadcasting 2004, elaborates some benefits that video offers such as reinforce reading and learning material and also develop the students’ basic
knowledge. Besides, video is able to augment the students’ understanding as well as their ability in discussing ideas to one another. Moreover, video is also proved
can facilitate most of the students’ learning styles as well as encourage them to be more motivated and enthusiastic.
Not every single video, whether it is documentary, tutorial or lecture can be used in English language teaching. There are some criteria that a video that the
41 teacher should pay attention to in order to use video in the classroom, they are
relevancy, validity, interactivity, and orientation Tschirner, 2011.The video should be relevant, it has to be compatible with the teaching material and
objectives and also with the students’ interest. The video should also be valid both in language and culture context. When the video is used in the language
classroom, it should deal with language not simply moving pictures and sound which are meaningless. The language which is used must be a formal language,
easy to be understood and accent-less if possible. The carried issues should be proportional, which means not too many and not too few. Having too much issue
will cause overwhelmed discussion while too little issue will make the followed up activity not that effective. Moreover, the video should enable interactivity
which means it will stimulate the students to use the language productively. Last but not least, the video should be motivating and success-oriented. Video has to
be able to attract the students’ attention as well as motivate them linguistically. The students need video which does not only make them understand the whole
linguistic rules, formula and pattern but also trigger them to start to use the language communicatively.
Video can stimulate the students’ listening skills repeatedly. It will be more effective when the teacher provides some question related to the video that
must be answered by the students. Other communicative skills can also be improved if the teacher can facilitate the students with various followed up
activities. Sowntharya et. al. 2014 listed some activities that can be done in English language teaching along with the benefit of each of them. Asking the
students to give oral commentaries or spontaneous opinion toward the video can PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 train their speaking ability and word choice. They also will improve their ability
in describing things. In addition, writing script for the video narration or short report or review about the video can improve the students’ writing skills.
In the early used, video is stored in video cassette which is played by video player. Apparently, as the technology develops, video is possible to be
stored in compact disc or DVD which is played by CD or DVD player. Video can also be stored in flash drive or hard drive that can be played by using smart TV or
computer. In fact, in this digital era, video can even be stored in online storage. We can find many sites provide many educational videos which accessible online.
Video can be one of the teacher’s reliance on its ability in embracing various learning styles. The teacher gets a chance to control the classroom’s
attention once the video is played. Unfortunately, to present the video in the classroom, teacher needs some supporting aids like viewer and sound system that
can reach the whole class, and not to mention, all of them need electricity to be operated. We also need a good internet connection when we are going to watch
online video. 2 Films
Film is one of the artworks that most of the people have interested in. It exists in various genre and theme which facilitate various desires of the audiences.
Film, in this context drama, fairy tale, biography can assist English teacher to run the class. A number of studies have proved that film brings significant effect to
the development of basic language skills which are listening, speaking, reading and writing Kabooha, 2016. An experimental study conducted by Ismaili 2013
for example, shows that films can attract the students’ attention, presents language PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43 in a more natural way that found in course-book. It also offers visual context aids
which help the students’ understanding as well as improve their learning skills. Besides, film also provides the opportunity for the students to learn about various
types of personality, attitude, and cultural background of certain countries. However, there are still some points that should be paid attention to if the teacher
wants to deliver film in the classroom. The teacher should be selective in picking the film that is going to be used
in the classroom. It should be appropriate for junior high school students. Film contains violence, fight, sex or gross humour, besides they are offensive, there is
also not too much dialog that can be listened by the students that contain linguistic knowledge. The teacher also has to make sure that there will be enough followed
up activity after watching the film. The availability of topic that can be discussed which not too complex for the students Kabooha, 2016 There should be various
information that can be dug out from the film. Last but not least, when we design to follow-up activity, always keep in mind that what we are going to have is film
English, not film study, always be on the right track. A simple activity like ask the students to note down any strange word or
phrase that they listened in the film can be a starting point in using film in the classroom. The teacher also can give the students list of questions which have to
be answered later to help them to keep their focus in the film. To improve the students’ oral proficiency, the teacher can provide a discussion, to talk about the
theme, plot or character of the film Sowntharya et. al. 2014. Debating is also possible to be done as the follow up activity after watching film to improve the
students’ speaking skill. By rising up one particular issue from the film, each PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44 group is asked to stand for one position. To make sure that everyone speaks up,
every member of the group at least has one point to support their group Stewart, 2014. Besides, several activities like making a review, summary discussing one
of the issues of the film in a written form can also help the students to improve their vocabulary selection and writing skill.
Same as video, film is stored in video cassette in it early used which is played by the video player. Technology eventually makes the film is possibly
stored in compact disc or DVD. It is also can be stored in flash drive or hard drive which then be played in smart TV or computer just like video. Apparently, we can
easily access film that is stored online through some film or video sharing sites. A right film which followed by fun activities undoubtedly can revive the
class. Film also enables the students to acquire cross-cultural understanding, since most of the films portrays actual situation, such as geographical feature, costume,
citizen characteristic and so on Wang et. al. 2012 However, some consideration like difficulty, time length, historical and cultural background for some reasons
make it is not easy to find film the fit and proper to be used in the classroom. 3 TV Programs
TV caters people with myriad programs, which embrace all ages from all background. The ability of TV program in providing shows for people’s various
needs makes it desirable. For the defender, TV is a window of the world; it is also a magic carpet of discovery. It has the ability to enlarge both knowledge and
understanding as well as encourage a new way of thinking with interlocking hopes, needs and problems. Whereas, critics call TV as the idiot box which
promotes mindless viewing of mindless programs Tafani, 2009. However, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45 fact that people nowadays are really addicted to TV program can be one of the
reasons for the teacher to utilize TV program in the classroom. It is believed that having TV program in the classroom can raise the students’ motivation since the
teacher uses something that the students familiar with. Some TV programs that can be used in the classroom are news, series and talk show.
TV program is believed provides some opportunities in gaining more knowledge of English. It actually has been used in education field since 1930’s
and take part in English language teaching for about 50 years Hambrook, 1979 By utilizing TV program in the classroom, the students do two activities at once
which are seeing and listening, which means they stimulate more than one sense at the same time. TV program, such as news, talk show and some of the series
offers real situation which not only makes the students learn linguistically but also acquire up-to-date information worldwide. By watching TV program, people get
the chance to extend their learning horizon since TV program provides the way English is spoken by various people with different background in different
situation Hambrook, 1979 Applying TV program as one of the instructional media in the classroom
does not simply asking the students to watch the program which then followed by several trifling activities. Although TV program provides the teaching material,
still teacher should have his her own provision which can be shared with the students in the form of information or guidance related to the program that will be
showed Tomalin 1979 suggests four comprehension stages in using TV program in English language teaching, they are preparation, reconstruction, interpretation
and discussion, and language work. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 It is important to give some information to the students about the program
which will be showed. In the preparation stage, the teacher is expected to give some clues which can be guidelines for the students as well as keep the students’
focus while screen time. Moreover, in reconstruction, the students can sit in some small groups to retell and discuss the story that they have just watched. It is also
possible to be done in a big group. In interpretation and discussion stage, the teacher can give some questions related to the TV program. The question will be
different with the one asked in the previous stage. The teacher asks a question related to what they have seen in the screen time in reconstruction stage, while in
this particular stage, the teacher asks about the students’ personal point of the view of the show. Questions like “what will you do if you were one of the
characters of the show?”, “is there any similarity between the situation in the show and our actual situation?” or “can we find a certain situation in the show in
our environment?” can be some choices to stimulate the students to share their opinion. At the end of the stage, the teacher can pick some language point to be
work with, it can be done by asking the student to construct new dialog or do role play.
Additionally, Swontharya et. al. 2014, propose some activities that can be done dealing with the application of TV program in the classroom, especially
news and talk show. It is noted that listening to the same news both in mother tongue and English can help the students to understand new vocabulary as well as
help them in translation skill. They also suggest watching headlines, since it is one of the best ways to enrich the students’ vocabularies while making written report
can help to improve the students’ writing skills. Moreover, having talk show can PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47 make the students acquire pronunciation and the ability on how to raise a
question, interrupt others, anchor a show and analyse different point of view. We can see that TV program which followed by some activities can cater the students
with the material that can improve four communicative skill of the students which are listening, speaking, reading and writing. The students can gain information by
listening to the show and reading some written information. By giving an opinion and doing role play, they train their speaking skills, while making written report,
review or summary helps the students to improve their writing skills. Beside television, teacher previously can record TV program to be showed
in the classroom. Thank technology, some of the TV programs are now can be watched through internet streaming. People nowadays even get a wide chance to
watch a foreign TV program. TV program is also available in a video-sharing website like YouTube.
By utilizing TV program in the classroom, the teacher is facilitated to monitor the students’ focus and attention. Furthermore, up-to-date TV program
can make the classroom livelier especially when the program is today’s trend. However, the hardware supplies such as sound system, electricity or internet
connection for doing live streaming for some reasons is the main obstacle in having TV program in the classroom.