STUDENTS’ PERCEPTION ON THE INSTRUCTIONAL MEDIA USED BY LECTURERS IN TEACHING AND LEARNING PROCESS AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

Students’ Perception on the Instructional Media Used by Lecturers in
Teaching and Learning Process at English Education Department of
Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
as a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan

Hardiansyah Rizky Mahendra
20120540076

English Education Departement
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

Students’ Perception on the Instructional Media Used by Lecturers in
Teaching and Learning Process at English Education Department of
Universitas Muhammadiyah Yogyakarta
A Skripsi

Submitted to the Faculty of Language Education
as a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan

Hardiansyah Rizky Mahendra
20120540076

English Education Departement
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

i

Approval Sheet
Students’ Perception on the Instructional Media Used by Lecturers in Teaching
and Learning Process at English Education Department of Universitas
Muhammadiyah Yogyakarta
We hereby approve the Skripsi of

Hardiansyah Rizky Mahendra
20120540076
Candidate for the degree of Sarjana Pendidikan

December 26th, 2016

_______________________
Ika Wahyuni Lestari, S.Pd., M.Hum.
The Skripsi Supervisor

December 26th, 2016

_______________________
Fitria Rahmawati, S.Pd., M. Hum.
Examiner 1

December 26th, 2016

_______________________
Dr. Suryanto

Examiner 2

Accepted

Yogyakarta, December 26th, 2016

_______________________
Gendroyono, S.Pd., M.Pd.
Dean

ii

Statement of the Authenticity

I am a student with the following identity:
Name

: Hardiansyah Rizky Mahendra

NIM


: 20120540076

Program Study

: English Education Department

Faculty

: Faculty of Language Education

University

: Universitas Muhammadiyah Yogyakarta

Certify that this thesis with the title of “Students’ Perception on the Instructional
Media Used by Lecturers in Teaching and Learning Process at English Education
Department of Universitas Muhammadiyah Yogyakarta” is definitely my own
work. I am completely responsible for the content of this thesis. Others’ opinion
or findings included in this thesis are quoted in accordance with ethical standards.


Yogyakarta, December 26th 2016

Hardiansyah Rizky Mahendra
NIM. 20120540076

iii

Motto

“For indeed, with hardship (will be) ease. Indeed, with hardship (will be) ease” –
(QS. Ash-Sharh 94:5-6)

“After asking Allah to guide you to the straight path, don’t just stand there, start
walking!” – Amal Albaz.

“It’s time to change from doubters to believers” – Jurgen Klopp.

“Anfangen ist leicht, beharren eine kunst (To begin is easy, to persist is an art)” –
Friedrich Heinrich Wilhelm Korte.


“It’s not so important what people think when you come, it’s much more
important what people think when you leave” – Jurgen Klopp.

“The important phase of development is the start”

“You’ll Never Walk Alone”

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Acknowledgement

First and foremost, all praise be to Allah SWT for the wonderful life he
has given to me. All praise be to Allah SWT also for the health, power, and
capability he gave me so that I can finish writing my skripsi.
I would like to say thank you to my family. To my father, Ashar Febrianto,
my mother, Diyah Purningsih, and my sister, Asyifa Rizka Vianindya, for the
support and encouragement they gave me throughout my skripsi writing process. I
am really grateful that I was born and grew in such a loving family.
For my supervisor, Ms. Ika Wahyuni Lestari, S.Pd., M.Hum., I would like

to express my gratitude for the support you gave me in my skripsi writing process.
Thank you for every guidance, and help you gave me throughout my skripsi
writing process, so that I can finish my skripsi. I learn a lot from you. I am really
thankful to have a very kind supervisor like you.
I would like to say thank you to my skripsi examiners, Ms. Fitria
Rahmawati, S.Pd., M.Hum., and Dr. Suryanto. Thank you for your kindness in my
skripsi defense. I would also like to say thank you for every valuable suggestion
and feedback you gave me during my skripsi defense to make my skripsi better.
I would also like to express my gratitude to students of English Education
Department batch 2014, especially for those four students who were willing to
spare their time and become my participants, so that I can finish my skripsi.

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Then, I would like to thank all English Education Department lecturers for
the knowledge, experiences, and guidance they gave me throughout my time as a
student at EED of UMY.
Then, I would like to say thank you to Adib, Antok, Didin, Rizky, and
Teguh. Thank you for the friendship and the memories. Thank you for the help
and support you have given to me throughout my time here. We have been

through a lot of things and I really am thankful to have friends like you guys.
For Yuliani Puspita Dewi, thank you for your support and help you have
given to me through these years. Thank you for every help, support, and
encouragement you gave me in my skripsi writing process. I am really thankful to
be able to know you.
Finally, for the members of ‘B’rilliant class, thank you for the friendship,
togetherness, and memories. I will never forget you guys.

Yogyakarta, December 26th, 2016

Hardiansyah Rizky Mahendra

vi

Abstract
Teaching and learning process is a very important activity in an education
which involves teachers and students. The aims of teaching and learning process is to
reach certain goals that have been set prior to teaching and learning process. In
teaching and learning process, teachers need to help students to achieve the goals
which have been set and to improve their skills. In doing so, teachers can use

instructional media in their teaching. Instructional media is a tool to help teachers
deliver the material in teaching and learning process. The aim of this research was to
investigate students’ perception on the use of instructional media by lecturers at
English Education Department of Universitas Muhammadiyah Yogyakarta (EED of
UMY). This research focused to explore students’ perception on the types of
instructional media used by lecturers of EED of UMY, identify students’ perception
on the advantages of instructional media in teaching and learning and investigate
students’ perception on the disadvantages of instructional media in teaching and
learning. Descriptive qualitative research was employed in this research while
interview used as the instrument of data collection. Participants of this research were
four students of EED of UMY. There were three findings of this research. The first
finding showed some types of instructional media used by lecturers at EED of UMY;
those were book, slide show, flashcard, video, projector, music, film, whiteboard, and
newspaper. The second finding showed several advantages of instructional media
includes improving students’ knowledge, creating interesting classroom environment,
promoting interactivity, providing easier way for students to receive material, and
promoting students’ autonomous learning. The last finding showed some
disadvantages of instructional media includes the use of inappropriate instructional
media, the lack of interactivity, the cause of boredom and the cause of students’
demotivation in teaching and learning.

Keywords: Instructional media, teaching and learning, students’ perception

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Table of Contents

Cover ................................................................................................................i
Approval Sheet .................................................................................................ii
Statement of Authenticity .................................................................................iii
Motto ................................................................................................................iv
Acknowledgement ............................................................................................v
Abstract ............................................................................................................vii
Table of Contents .............................................................................................. viii
Chapter One: Introduction .................................................................................1
Background of the Study ............................................................................1
Identification and Limitation of the Problem ...............................................5
Formulation of the Problem ........................................................................6
Objective of the Study ...............................................................................7
Significance of the Study ...........................................................................7
Outline of the Study ...................................................................................8

Chapter Two: Literature Review .......................................................................10
Instructional Media in English Teaching and Learning ..............................10
Definition of instructional media .............................................................10
Types of instructional media ...................................................................11
Advantages of instructional media ...........................................................15
Disadvantages of instructional media ......................................................16
Review of Related Studies .........................................................................18

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Conceptual Framework ..............................................................................21
Chapter Three: Research Method ......................................................................24
Design of the Study ...................................................................................24
Setting and Participants of the Study ..........................................................25
Data Collection Method .............................................................................28
Data Analysis ............................................................................................30
Chapter Four: Finding and Discussion ..............................................................32
Types of Instructional Media Used by Lecturers at EED of UMY as
Experienced by Students ............................................................................32
Types of instructional media ...................................................................32
Frequently used instructional media ........................................................36
Discussion about types of instructional media used by lecturers at
EED of UMY as experienced by students ...............................................37
The Advantages of Instructional Media in Teaching and Learning .............42
Improving students’ knowledge ..............................................................43
Creating interesting classroom environment ............................................44
Promoting interactivity ...........................................................................45
Providing easier way for students to receive material ..............................46
Promoting students’ autonomous learning ...............................................46
Discussion about the advantages of instructional media in
teaching and learning ..............................................................................46
The Disadvantages of Instructional Media in Teaching and Learning .........49
The use of inappropriate instructional media ...........................................49

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The lack of interactivity ..........................................................................50
The cause of boredom .............................................................................50
The cause of students’ demotivation in teaching and learning .................51
Discussion about the disadvantages of instructional media in
teaching and learning ..............................................................................52
Chapter Five: Conclusion and Recommendation ...............................................55
Conclusion ................................................................................................55
Recommendation .......................................................................................57
References ........................................................................................................59
Appendices .......................................................................................................62
Appendix 1: Interview Guidelines ..............................................................62
Appendix 2: Interview transcript 1 .............................................................64
Appendix 3: Interview transcript 2 .............................................................68
Appendix 4: Interview transcript 4 .............................................................73
Appendix 5: Interview transcript 5 .............................................................78

x

Approval Sheet
Students’ Perception on the Instructional Media Used by Lecturers in Teaching
and Learning Process at English Education Department of Universitas
Muhammadiyah Yogyakarta
We hereby approve the Skripsi of
Hardiansyah Rizky Mahendra
20120540076
Candidate for the degree of Sarjana Pendidikan

December 26th, 2016

_______________________
Ika Wahyuni Lestari, S.Pd., M.Hum.
The Skripsi Supervisor

December 26th, 2016

_______________________
Fitria Rahmawati, S.Pd., M. Hum.
Examiner 1

December 26th, 2016

_______________________
Dr. Suryanto
Examiner 2

Accepted

Yogyakarta, December 26th, 2016

_______________________
Gendroyono, S.Pd., M.Pd.
Dean

ii

Abstract
Teaching and learning process is a very important activity in an education
which involves teachers and students. The aims of teaching and learning process is to
reach certain goals that have been set prior to teaching and learning process. In
teaching and learning process, teachers need to help students to achieve the goals
which have been set and to improve their skills. In doing so, teachers can use
instructional media in their teaching. Instructional media is a tool to help teachers
deliver the material in teaching and learning process. The aim of this research was to
investigate students’ perception on the use of instructional media by lecturers at
English Education Department of Universitas Muhammadiyah Yogyakarta (EED of
UMY). This research focused to explore students’ perception on the types of
instructional media used by lecturers of EED of UMY, identify students’ perception
on the advantages of instructional media in teaching and learning and investigate
students’ perception on the disadvantages of instructional media in teaching and
learning. Descriptive qualitative research was employed in this research while
interview used as the instrument of data collection. Participants of this research were
four students of EED of UMY. There were three findings of this research. The first
finding showed some types of instructional media used by lecturers at EED of UMY;
those were book, slide show, flashcard, video, projector, music, film, whiteboard, and
newspaper. The second finding showed several advantages of instructional media
includes improving students’ knowledge, creating interesting classroom environment,
promoting interactivity, providing easier way for students to receive material, and
promoting students’ autonomous learning. The last finding showed some
disadvantages of instructional media includes the use of inappropriate instructional
media, the lack of interactivity, the cause of boredom and the cause of students’
demotivation in teaching and learning.
Keywords: Instructional media, teaching and learning, students’ perception

vii

1

Chapter One
Introduction
This chapter presents the background of this study which divided into six
parts that are background of the study, identification and limitation of the
problem, formulation of the problem, objectives of the study, significance of the
study, and outline of the study.

Background of the Study
Teaching and learning process is an important activity in education. It is
an activity which involves teachers and students in an educational environment.
The aims of teaching and learning process is to achieve some goals that have been
created prior to the teaching and learning process. It is in line with the statement
of Farhadi (2014) who stated that the teaching and learning is a contact between a
teacher and student in an educational situation that aimed to reach a goal, using
four key elements which are the sequence or steps of teacher and student
activities, teacher’s role, student’s role, and the route of communication between
teacher and students. During the teaching and learning process, students will be
able to get some new knowledge from many subjects in the school.
Teaching and learning process in recent time cannot be separated from
media and technology. Technology provides educator a lot of options in teaching
and learning as Pun (2013) stated that technology offers a lot of selection which

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create a dynamic teaching and learning process. Also, media and technology can
give a lot of advantages for teachers in their teaching and learning. “It is
indispensable to take advantage of the modern technological facilities in aiding
the task of English language education. Media and technology is needed by the
lecturers to help them during teaching and learning”, (Nomass, 2013, p. 111).
During the teaching and learning process lecturers need to help students to
reach their potential. In doing so, lecturers can use instructional media to help
them deliver the material. Farhadi (2014) argued that educational media is an
instrument of teaching and learning and also a part of learning process and
technology. Using instructional media in learning process is a good idea because
students can actively involve in the process of learning. Pun (2013) stated that
“the use of multimedia technology makes the language class lively and
interesting, motivating the students to participate in the classroom activities” (p.
33). Instructional media is also able to help students to understand material given
by lecturers easily. Heinich, Molenda, Russel and Smaldino (2002) stated that
“properly designed instructional media can enhance and promote learning and
support teacher-based learning” (p. 12).
Then, media cannot be used in a classroom without the presence of a
lecturer. A lecturer is a facilitator in the class and a lecturer is someone who help
student in learning process. A lecturer has an important role in the class because
they are responsible to facilitate and give some materials and also new knowledge
that can help students to improve their skills. Without the presence of the lecturer,
students may face some difficulties in learning process. Beside lecturers’

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responsibility to facilitate and improve students’ knowledge and skills, a lecturer
is also responsible to give some feedback to students. Beside lecturers’
responsibility to facilitate and improve students’ knowledge, a lecturer is also the
one responsible to decide types of instructional media they are going to use in
their teaching. Since there are many types of instructional media available to be
used in teaching and learning, a lecturer has the responsibility to choose the best
media to be used based on their teaching objectives. A lecturer needs to make sure
that the media can work properly during teaching and learning process or they
may prepare a backup media if the media they have fail to be put on use. Then,
the important part is that the lecturer should be able to maximize instructional
media to support them in teaching and learning.
The teaching and learning process in English Education Department has
already using instructional media. Instructional media in teaching and learning
process at English Education Department is usually employed as a medium to
deliver materials to students. Instructional media is also used during teaching and
learning process because it can provide interactivity between lecturer, students
and the environment. Ruis, Muhyidin and Waluyo (2009) stated that “instructional
media are created the possible direct interaction between the learners and their
environment” (p. 3). There are some types of instructional media used in teaching
and learning process at English Education Department such as whiteboard, LCD
projector, audio, video, multimedia and visual media. The lecturers often use LCD
projector to project their material in a power point slide while whiteboard is often
used to write additional information. Audio and video are also used as they will be

4

used to support some listening activities. The use of instructional media in
teaching and learning at EED of UMY is very important because it always
motivates students to be more active and engaged into the activity in the
classroom. Ruis, Muhyidin and Waluyo (2009) argued that “the learners’
motivation are aroused by using media in learning” (p.3).
Instructional media is something usually used in teaching and learning
process. Instructional media in teaching and learning has some impacts in
teaching and learning especially for students. The lecturers should be aware on
choosing the instructional media for teaching and learning process because
students are the one that get the impact of the use of instructional media. Alobo
(2010) stated that "learning English can be so cumbersome to learners, unless it is
taught in an interesting way utilizing appropriate learning resources” (p. 106). The
use of appropriate instructional media will provide great benefits for students as
students can learn easily and enjoy the learning process as Alobo (2010) argued
that “adequate and appropriate selection and use of instructional media by both
teacher and learner to facilitate better learning of the English language are most
desirable” (p. 106). In the other hand, the use of inappropriate instructional media
will only give students disadvantage. Inappropriate media in teaching and learning
sometime can affect students’ motivation in learning.
Based on the background that lecturers at EED of UMY use of
instructional media in their teaching and learning process, it is important to
conduct a research about students’ perception of the use of instructional media in
teaching and learning process because the use of instructional media might

5

influence the process of teaching and learning. Also, the researcher feels that it is
important to conduct a research about students’ perception on instructional media
as students are the one that get the impact from instructional media. Also, there is
no research about instructional media in teaching and learning yet to be conducted
at English Education Department, the researcher chose to carry research about
students’ perception on the instructional media used by lecturers in teaching and
learning process at English Education Department of Universitas Muhammadiyah
Yogyakarta.

Identification and Limitation of the Problem
As the importance of instructional media in teaching and learning process
is inevitable, the use of instructional media becomes an issue for some
researchers. Media provides so many options for the lecturers to help them giving
instruction in teaching and learning process. The various kinds of instructional
media that can be used in teaching and learning process is a great advantage for
the lecturer because the use of media will provide better environment in teaching.
Pun (2013) stated that “the use of multimedia technology in the classrooms
creates a favorable environment for language teaching” (p.33). Beside the
advantages, the variety of instructional media can provide a problem if lecturers
are fail to choose suitable media for their teaching and learning. It is also
important for teachers to know how and when to maximize the potential of media.
There are some problems may arise from the use of instructional media and it can

6

become a focus for the researcher to do a research. Those problems are selection
of instructional media for teaching and learning process, utilization of
instructional media in teaching and learning, and effectiveness of instructional
media.
This study focused to investigate types of instructional media used by
lecturers in English Education Department of Universitas Muhammadiyah
Yogyakarta. In addition, the researcher also focused to find out advantages of
instructional media in teaching and learning, and disadvantages of instructional
media in teaching and learning at English Education Department of Universitas
Muhammadiyah Yogyakarta based on the perception of the students of English
Education Department of Universitas Muhammadiyah Yogyakarta.

Formulation of the Problem
The goal of this research is to explore students’ perception on the use of
media in teaching and learning process. The formulation of the problems are as
follows:
a. What are the types of instructional media used by lecturers of EED of
UMY as experienced by students of EED of UMY?
b. How is students’ perception on the advantages of instructional media used
by the EED lecturers in teaching and learning?
c. How is students’ perception on the disadvantages of instructional media
used by the EED lecturers in teaching and learning?

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Objective of the Study
This research contains three research objectives, which is set as follow:
a. To investigate the types of instructional media used by lecturers of EED of
UMY as experienced by students of EED of UMY.
b. To identify students’ perceptions on the advantages of instructional media
used by the EED lecturers in teaching and learning.
c. To identify students’ perceptions on the disadvantages of instructional
media used by the EED lecturers in teaching and learning.

Significance of the Study
Researcher. This study is expected to give the researcher an information
about the use of instructional media during teaching and learning process. In
addition, this study is hoped to widen the researcher’ knowledge on how to
maximize the use of media in English classroom.
Institution. Hopefully this research can give the institution some input
about the use of instructional media, so that the institution can provide teachers
with instructional media to help teachers in teaching and learning process.
Lecturers. The result of this study hopefully help lecturers to be careful to
choose the instructional media to be used in teaching and learning process. Then,
this study is also helpful for the lecturers to be aware about kinds of instructional

8

media in teaching and learning, so that lecturers can make a correct decision on
what kinds of media that should be applied in the classroom.
Students. Since students of EED of UMY is pre-service teacher, this study
is expected to give students information about kinds of instructional media that
can be used in teaching and learning process. This study also aims to give students
clear information about what kinds of media that are suitable to be use in the
classroom and its advantages and disadvantages. Then, the information from this
study is expected to help students when they become a teacher in the future.
Future Researchers. This study is expected to inspire the future
researchers to conduct a research related to the instructional media used in the
process of teaching and learning. The future researcher may conduct a research
focused to certain types of instructional media, the advantages, or the advantages
of instructional media itself. The researcher also hope that this study can be a
reference for the future researcher.

Outline of the Study
This study consists of five chapters, namely introduction, literature review,
methodology, finding and discussion, and conclusion.
The first chapter discusses about the introduction. This chapter consists of
background of the study, statement and limitation of the problem, research
question, objective of the study, significance of the study, and outline of the study.
Chapter two presents the literature review. This chapter presents the definition of

9

instructional media, types of instructional media and advantages and
disadvantages of media. Review of related study presented after those reviews and
will be followed by conceptual framework. The third chapter discusses research
methodology used in this study. It discusses the research design employed in this
study, research setting and participant, data collection method and data analysis.
The method used in this study was a qualitative research method with a
descriptive qualitative research design. Interview was chosen as the instrument of
data collection by the researcher to collect the data. There were four participants
in this study. Those participants were students of EED of UMY batch 2014. They
were selected by the researcher using convenience sampling technique. The data
gathered by the researcher was analyzed by coding the data. Then, the fourth
chapter presents the finding and discussion. This chapter reveals the finding of
this research and followed with the discussion of the findings. There were three
findings revealed in this study. The first finding was about the types of
instructional media used by lecturers of EED of UMY as experienced by students
of EED of UMY. The second finding was about advantages of instructional media
in teaching and learning. The third finding was about disadvantages of
instructional media in teaching and learning. There was also another finding in
this study which was the frequently used instructional media. The last chapter,
chapter five discusses the conclusion and recommendation of the study.

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Chapter Two
Literature Review
This study aims to investigate student’s perceptions about instructional
media used in the process of teaching and learning. To get the framework of the
issue, this literature review discusses some important aspects related to the study.
First, this chapter presents some definitions of the terminology used in this paper
that are definition of instructional media, types of instructional media, advantages
of instructional media in teaching and learning and disadvantages of instructional
media in teaching and learning. Second, this chapter presents the review of related
studies and followed by the conceptual framework of the study.

Instructional Media in Teaching and Learning
This part of literature review provides the view of some expert related to
instructional media in teaching and learning. There are four topics discussed in
this part of literature review. The first topic discussed is definition of instructional
media, followed by types of instructional media, advantages of instructional
media in teaching and learning and the last is disadvantages of instructional media
in teaching and learning.
Definition of instructional media. Instructional media is something that
can be used in teaching and learning process to help teacher in giving instruction.
Farhadi (2014) highlighted educational media as an instrument of teaching and
learning and also a part of learning process and technology. Seth (2009) stated

11

that instructional media is “the collection of materials and equipment that can be
used effectively for communication. These materials are used in the planning
process of giving instruction” (p.13). Further, Wamalwa & Wamalwa (2014)
refers the instructional media as “the kind of media used in teaching to aid in
learners’ easier understanding according to the set objectives” (p.141).
Instructional media is something that deliver information from a source to a
receiver and they transfer an information in an instructional purpose such as
video, television, diagrams, printed materials, computers and instructor, (Heinich,
Molenda, Russel, & Smaldino, 2002). Reiser (2001) defines instructional media as
“every physical means of instructional delivery, from the live instructor to the text
book to the computer and so on” (p. 54).
From the statements above, the researcher can conclude that instructional
media is tools that can help lecturer to deliver instructional information through
media such as audio, video, printed materials, Television, diagrams, whiteboard
and LCD projector.
Types of instructional media. Instructional media has few different
types. There are two experts that have already discussed types of instructional
media. The first one is Heinich, Molenda, Russel, & Smaldino (2002) who
highlighted that types of instructional media include visuals, audio, video,
computer, and multimedia. The second expert Ruis, Muhyidin, and Waluyo
(2009) who mentioned pictures, realia, drawing, chart poster and cartoon,
blackboard or whiteboard, audio, overhead projector and LCD projector as the
media that can be used to give instruction.

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Heinich, Molenda, Russel, & Smaldino (2002). Heinich, Molenda,
Russel, & Smaldino (2002) highlighted that types of instructional media include
visual, audio, video, computer, and multimedia. Those types of instructional
media discussed below.
Visual. The first instructional media as mentioned by Heinich, Molenda,
Russel, & Smaldino (2002) is visuals. Visuals are traditional media associated
into classroom. Types of visual media can be divided into non-projected visuals,
projected visuals, document cameras, overhead projection, slides, digital images,
and digital images projection. The first type of visual media is non-projected
visuals which are easy to use in many ways at all levels of instruction and there
are six types of visuals commonly used in classroom includes still pictures,
drawings, charts, graphs, posters, and cartoons. Then the second visual is
projected visuals that are media format in which still images are enlarged and
projected on a screen which also suitable for all levels of instruction in all
curriculum areas. The third visual media is document cameras which is a video
camera pointed on document, pictures, or graphics to project them into a bigger
screen. The following visual is overhead projection which become the most
widely used audiovisual device in North American classrooms as it is easy to use
and can project some materials. The fifth visual aid is slides which is a small
photographic transparency for one-at-a-time projection that can be used to
conduct individualized instruction programs. The next visual aid is digital image,
it is a format in which the image can be stored digitally into digital storage such as
CD-ROM, DVD-ROM, and computer disks and it can be shown on a computer or

13

television monitor. And the last visual media is digital image projection that can
be used to project individuals digital image format using computer monitor, an
LCD panel, overhead projector, or a data projector.
Audio. The second instructional media as stated by Heinich, Molenda,
Russel, & Smaldino (2002) is audio media that can make several unique
contributions to both teaching and learning. Audio media format usually used in
giving instruction are audiotapes, compact disc (CD), and MP3. Audiotapes can
be used to record your own audio easily and cheaply and are not easily damaged
and the content of audiotapes can be edited easily. Compact disc is an attractive
educational program as the user can quickly choose the desired program or
contents to be played. The disadvantage of compact disc is that a scratch can
damage the quality of the content in the disc. The last audio media type is MP3 or
MPEG audio layer 3, it is an audio format which can easily take on the internet
and can be played using computer programs.
Video. Then, the third instructional media type highlighted by Heinich,
Molenda, Russel, & Smaldino (2002) is video. Video can cover all types of
objectives includes cognitive, affective, psychomotor, and interpersonal. The most
common formats of videos are videotapes, DVD, videodisc, and internet video.
The first format of video is VHS. It is the preferred format for amateur and nonstudio production of video in education. Then, DVD (digital videodisc) is a
medium offering digital storage and playback of full-motion video. The fourth
video format is videodisc or laser disc images which is significantly better than
the videotapes and have several educationally valuable features which videotapes

14

do not have. The last video format is internet video that can be viewed through
internet using video streaming as the user do not need to download the file as the
contents starts playing shortly as the user clicks on the link.
Computer. The fourth type of instructional media according to Heinich,
Molenda, Russel, & Smaldino (2002) is computer that can provide virtually
instantaneous response to student input, has extensive capacity to store and
manipulate information, and is unmatched in its ability to serve many students
simultaneously. The roles of computers in learning are as an object of instruction,
as a tool, as an instructional device, and as a means of teaching logical thinking.
Multimedia. Then, the last instructional media based on the statement of
Heinich, Molenda, Russel, & Smaldino (2002) is multimedia which refers to the
sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program. The goal of multimedia in education is to
immerse the learner in a multisensory experience to promote learning.
Ruis, Muhyidin, and Waluyo (2009). The second expert that highlighted
some types of instructional media is Ruis, Muhyidin, and Waluyo (2009) who
mentioned pictures, realia, drawing, chart poster and cartoon, blackboard or
whiteboard, audio, overhead projector and LCD projector as the media that can be
used to give instruction. The first media is picture that can be in the form of
photograph of people or places, that used in magazines, newspapers or calendars.
Then, the second one is realia which means real object that teachers can bring into
classroom to make the material more clearly, meaningful and memorable. The

15

third type is drawing that should be simple but consist of rich information. Then,
chart, poster, and cartoon are visual media that can be used in four language skills.
The fifth is blackboard or whiteboard which can be used to present drawing,
diagram and written language. Audio media can be a very valuable media for
listening activities since teachers can provide authentic materials from radio or
create a listening material using a recorder. The next one is Over Head Projector
which is very useful to be used in large classes because OHP allows teachers to
face students all the time while presenting the material. And the last, LCD
projector which is often used to show presentation because it is more practice and
efficient.
Advantages of instructional media in teaching and learning. There are
many advantages of using instructional media in teaching and learning. There are
two experts discussed advantages of instructional media. Those experts are Pun
(2013) and Liu (2010).
Pun (2013). The first expert, Pun (2013), stated that there are seven
advantages of using media. The first is to motivates students to learn English as
implementation of new multimedia technology in teaching that includes audio,
visual and animation effects encourages students to learn English efficiently. The
second one is developing students' communicative competence through
employment of media in language classroom that may increase students’ activity
and students’ communicative competence. The third is to widens students'
knowledge about the culture of English so that students do not only improve their
ability in English but students can also learn the cultural background of the

16

language that can make them motivated to learn. Then, improves teaching
efficiency as media in language classroom provide real-life environment for
students, could give students more information and improves teaching efficiency.
Enhances interaction among students and between teachers and students since the
use of media can attract students to be more active in classroom and it improves
communication between teacher and students. Then, creates a conducive teaching
environment in the classrooms since using media while teaching will develop
dynamic involvement of teacher and students and it can produce positive language
classroom. And the last is to provides opportunities for English teaching outside
the classrooms so that teacher able to conduct teaching outside classroom since
the students can contact the teacher using the internet.
Liu (2010). Liu (2010), the second expert, argued that the advantages of
using multimedia are English teaching and learning become more efficient,
provide a lot of useful information and saving a lot of time.
Disadvantages of instructional media in teaching and learning. Apart
from the advantages of the use of instructional media in teaching and learning,
there is also disadvantages. Statements of three experts who discussed
disadvantages of instructional media presented in this study. Those experts are
Pun (2013), Liu (2010), and Reddi and Mishra (2003).
Pun (2013). Pun (2013) explained that there are some disadvantages of
using media in language classroom. The first disadvantages id emphasis on the
supplementary of effective teaching because the teacher will lose their key role as

17

facilitator because the teacher perhaps become very dependent to multimedia in
classroom. The second one is lack of communication between teachers and
students as the use of multimedia technology in language classroom may create an
exciting classroom by the help of audio, visual and text but it may limit the
communication between teachers and students. Then, lack of real-time teaching
because the use of multimedia in classroom by teacher, there will be lack of realtime teaching by teacher and it could give students difficulties since there will be
no feedback. Loss of students' logical thinking may occur because the use of
multimedia may help students to understand the material easily but it can reduce
students’ logical thinking. The last is expensive way of conducting language
classes as the use of multimedia in language classroom can be very expensive
because the school need to buy hardware, software etc. to support the use of
multimedia in classroom.
Liu (2010). Liu (2010), the second expert, stated that the disadvantages of
using multimedia is that students can feel lost and they do not know what to
choose because there is so many information provided by multimedia.
Reddi and Mishra (2003). Reddi and Mishra (2003) highlighted some
disadvantages of multimedia such as; multimedia requires high-computer system;
multimedia-capable machine not accessible; development costs of multimedia are
very high and require a training for educator.

18

Review of Related Studies
There are three research which carried out a topic related to instructional
media will be discussed in this research. The first research was conducted by Aini
in (2013) with the title Instructional Media in Teaching English to Young
Learners: A Case Study in Elementary Schools in Kuningan. The research was
conducted in Kuningan, Indonesia and the researcher was investigating three
things which are the use of instructional media in teaching English to young
learners, problem encountered in using instructional media, and problem solving
toward the challenge of media utilization. The research was conducted in three
elementary school. The researcher use observation and interview as the technique
of data collection. This research mentioned some instructional media which can
be used by teacher such as the students themselves, realia, pictures, course book,
boards, overhead projector, flipcharts and computer-based presentation
technology. This research was also discussed the problem encountered by teacher
such as problem in choosing instructional media and utilization of instructional
media. Then, the researcher concluded that the use of instructional media by
teacher in elementary still needs improvements. The researcher was also stated
that problems encountered by teachers was caused by the lack of available
instructional media.

19

Then, the second research was done by Erastus Juma Walmawa and Eric
W. Wamalwa in (2014) entitled Toward the utilization of Instructional Media for
Effective Teaching and Learning of English in Kenya. This research discusses the
use of instructional media in teaching and learning of English in Kenya. The
research aims to assess the place and the role of instructional media in enhancing
teaching and learning of English in Kenya. The researcher discovers that the lack
of instructional media in teaching and learning gives big learning challenge to
learner. Thus, this research urges the use of instructional media in teaching and
learning. The researcher classifies instructional media into three types that are
unprocessed materials, projected media, and non-projected media. This research
discusses the role of instructional media in teaching and learning as it can enhance
and facilitate the learning process. Then this research discusses about the criteria
for selection and the use of instructional media should be based on lesson
objectives according to learners’ ability. This research also discusses theories to
the use of instructional media in teaching includes the component display theory
and cognitive load theory. Then, this research discusses instructional media in
teaching and learning, teaching language skills with selected instructional media,
using instructional media to teach English in schools, and classroom language
learning. At the end of the research, the researcher concludes that instructional
media is an integral part to teaching and learning process as it can enhance
learning. Thus, the teacher should correctly select instructional media to be able to
use them effectively in teaching and learning process.

20

The third research was conducted by Adegbija and Fakomogbon in (2012)
entitled Instructional Media in teaching and learning: A Nigerian perspective.
The research discussed the use of instructional media in teaching and learning in
Nigeria as a developing country. The researcher found that the inconsistency of
government policies in education, corruption, mismanagement of oil resources,
and also the lack of vision of the Nigerian leaders leads to the lack of attention
toward instructional media and education in general. Then, the researcher
mentioned some media which used in other developed countries such as real
equipment, simulator, training device, computer, interactive multimedia, virtual
reality, radio or TV broadcast, motion picture, programmed text, slide tape or
filmstrip, audio poster or chart whiteboard, and overhead transparencies. The
researcher also discussed about choosing appropriate media for a lesson, sources
of instructional media for tertiary institutions, print resources, and resources
centers and the virtual library. At the end of the research, the researcher concluded
that lecturers have the responsibility to determine appropriate teaching methods
and provide suitable instructional media which will fit in the implementation of
the method. The researcher suggested that lecturers and students should be more
exposed to the use of every form of instructional media through training and
retraining whether at the local or international setting, and the government should
encourage the use of instructional media for teaching and learning by
implementing all its policies as well as procuring and providing enough and
appropriate media for the lecturers.

21

This research is different from three related studies mentioned above in
terms of the setting of the research. This research focuses to investigate the types
of instructional media used by lecturers, advantages and disadvantages of
instructional media in teaching and learning process. Qualitative research method
employed in this research and the researcher use interview to collect the data. The
participants of this research are students of a private university in Yogyakarta.

Conceptual Framework
There are three objectives which are to identify students’ perception
toward types of instructional media used in teaching and learning process and to
investigate advantages and disadvantages of the media in teaching and learning
process Seth (2009) stated that instructional media is “the collection of materials
and equipment that can be used effectively for communication. These materials
are used in the planning process of giving instruction” (p.13). Wamalwa &
Wamalwa (2014) refers the instructional media as “the kind of media used in
teaching to aid in learners’ easier understanding according to the set objectives”
(p.141). Instructional media is something that deliver information from a source to
a receiver and they transfer an information in an instructional purpose such as
video, television, diagrams, printed materials, computers and instructor, (Heinich,
Molenda, Russel, & Smaldino, 2002). Media in teaching and learning, according
to Farhadi (2014) is an instrument of teaching and learning and also a part of
learning process and technology. Further, Yang and Fang (2008), argued that

22

using multimedia in English Language Teaching able to make students elaborate
easily in the process of teaching and learning. Pun (2013) stated that technology
offers a lot of selection which create a dynamic teaching and learning process.
Wamalwa & Wamalwa

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