RESEARCH FINDING
A. RESEARCH FINDING
In this chapter, the writer presents several points that answer the problems of the research. The findings are focused on the use of instructional media so far and the effect of using instructional media toward the students.
1. The use of instructional media in teaching and learning process at English Department FKIP UNS.
In English Department FKIP UNS the existence of instructional media is very helpful to support the teaching and learning process. As an educational institution having aim to produce teachers, the use of instructional media is an activity that is conducted in daily teaching and learning process. Regarding to English Department as an educational institution, one lecturer proposes his thought in the interview. He said “…kalau menurut saya, kedudukannnya (instructional media) karena kita disini LPTK, ya pasti penting ya.. .
(Interview with the lecturer KR on Wednesday, November 4 2009) The description of the use of instructional media in this English Department is described into four categories that are the kind of instructional media used, the users of instructional media, when and where the instructional media is used, and how the instructional media is used in teaching and learning process.
a. The kind of instructional media used in teaching and learning process
As the matter of fact, there are many kinds of instructional media that have been used in this department. The kind of instructional media that are commonly used recently are LCD, computer, white board, textbook, master console, cassette player, video, and even the lecturers
themselves. The lecturers can be instructional media when they demonstrate something that can help the students in understanding the subject matter. The LCD projector is commonly used for presentation along with the white board and textbook. However, recently some of them are not used any longer because of some reasons. For example, the OHP and TV are not used anymore because their functions have been changed with the use of LCD and its viewer (LCD screen). It is more practical and easy in use. Easy in use here means that it is easier to find the appropriate material that can be presented using LCD instead of TV. This condition is in line with the lecturer’s perception based on the interview conducted on Wednesday, November 4 2009 “…TV itu digunakan dengan alat yang lain yaitu VCD, atau video player ya…sedangkan VCD itu butuh CD, yang khusus karena filenya harus audio bukan file yang lain, bukan MPEG atau yang lain harus audio. Kemudian yang video player harus kaset video yang seperti itu dan kaset-kaset itu sendiri tidak mudah didapatkan.
(Interview with lecturer KR on Wednesday, November 4 2009) From the interview above, it can be found that the development of technology and media affects the selection and the use of instructional media provided in this department. It is easier to create material in the form of computer file instead of looking for the material for TV that needs more adjustment and modification. Besides the television, the other instructional media that seem have not been used optimally yet are the new computer sets in the multimedia and language laboratory. It seems that the (Interview with lecturer KR on Wednesday, November 4 2009) From the interview above, it can be found that the development of technology and media affects the selection and the use of instructional media provided in this department. It is easier to create material in the form of computer file instead of looking for the material for TV that needs more adjustment and modification. Besides the television, the other instructional media that seem have not been used optimally yet are the new computer sets in the multimedia and language laboratory. It seems that the
(Interview on Wednesday, November 4 2009) From the interview above, it is known that actually this department has had sufficient instructional media. However, some of them have not been used optimally yet because of the programming problem and maintenance. Meanwhile, lecturer HP proposes his additional opinion dealing with this issue. He said “…kendala listrik dan juga kendala program. “…yang pertama kendalanya listrik. Kalau itu dinyalakan semua, sudah dicoba, njeglek….” .
(Interview on Thursday with lecturer HP, November 9 2009)
It is very unfortunate that the use those computers cannot be optimal. The main point of this issue is the lack of human resources and electricity supports that causes the use of instructional media is not optimal. So, it is obvious that some of the instructional media are not used any It is very unfortunate that the use those computers cannot be optimal. The main point of this issue is the lack of human resources and electricity supports that causes the use of instructional media is not optimal. So, it is obvious that some of the instructional media are not used any
(interview with lecturer KR on Wednesday, November 4 2009)
b. The users of the instructional media
Instructional media in this department are used by the lecturer and the students as well. Most of the lecturers in this department have collaborated their teaching and learning process even they just use the simple media such as white board and textbook since the use of sophisticated instructional media such as LCD and computer requires special competency and skill. This is similar with one of lecturer’s opinion. He said that “…nah kalau yang pernah cerita dengan saya, bukan semua loh ya, ya pernah cerita dengan saya itu baik…ada para dosen yang download kemudian mensortir itu, mengedit, menyesuaikan, kemudian saya pernah ditanya macem-macem tentang membuat ini membuat itu berarti ada arah atau signal kesana …”.
(Interview with lecturer KR on Wednesday, November 4 2009) From the interview, it can be found an indicator showing that there is effort form the lecturers to collaborate their teaching and learning process with the instructional media provided by searching appropriate materials. However, the portion of using the instructional media between the lecturers and students is not the same. This different of portion can be
seen in the language laboratory especially in the listening class. The use of master console is only limited for the lecturer. The students are not allowed to operate it as long as they are not asked by their lecturer because it is more complicated and need particular skill to operate it. Meanwhile in the classroom, the use of instructional media between the lecturer and students are mostly the same. In the classroom for example, the students also get chance to use the instructional media such as LCD and computer. However, in fact, the computer that is available in each room does not work properly so most of the students or lecturers use their own personal laptop or computer. This issue is in line with the lecturer’s opinion from the interview process. She said “Seperti diketahui bahwa disetiap ruang kelas sudah terdapat komputer, LCD, speaker dan macam-macam tetapi pada kenyataan atau realitanya kan tidak bisa dipakai”.
(Interview with lecturer HF on Friday, October 30 2009) It is very good that recently most of the students have had their own laptop that can be used to replace the computer that cannot be used in the classroom. It would be very difficult if the teaching and learning process cannot run well just because the absence of computer set. Beside computer and LCD, the other instructional media that also be used by the students are speakers, whiteboard and textbook. However, the textbook that they use belong to them or they can borrow it from the faculty library or center library since this department has no its own private library. This condition is similar with the student’s opinion “Kaya buku-buku di perpus (Interview with lecturer HF on Friday, October 30 2009) It is very good that recently most of the students have had their own laptop that can be used to replace the computer that cannot be used in the classroom. It would be very difficult if the teaching and learning process cannot run well just because the absence of computer set. Beside computer and LCD, the other instructional media that also be used by the students are speakers, whiteboard and textbook. However, the textbook that they use belong to them or they can borrow it from the faculty library or center library since this department has no its own private library. This condition is similar with the student’s opinion “Kaya buku-buku di perpus
(Interview with student FM on Thursday, November 5 2009) Dealing with this issue, one of the lecturers also proposes her opinion. She said “Untuk prodi B. Inggris sendiri untuk buku sendiri masih kurang ya bahkan tidak memadai sama sekali.”
(Interview with lecturer HF on Friday, October 30 2009) From those two quotations coming from student and lecturer, it can be said that the book availability in this department is still very low. It becomes problem since it is not easy to find books in the center library because the book collection are old and limited in number.
c. When and where the instructional media are used in teaching and learning process
Instructional media in this department are generally used in every subject of the teaching and learning process. It can be teaching and learning process in the classroom and laboratories. The instructional media are used when the lecturer or students deal with material that has to deliver using certain technique or method. For example, when the students have to conduct presentation in front of the classroom, they prepare power point that is presented by using LCD projector and computer. This kind of presentation is also conducted in the language laboratory or multimedia laboratory when the classroom is not available. Dealing with multimedia laboratory, the instructional media commonly used are the LCD and its Instructional media in this department are generally used in every subject of the teaching and learning process. It can be teaching and learning process in the classroom and laboratories. The instructional media are used when the lecturer or students deal with material that has to deliver using certain technique or method. For example, when the students have to conduct presentation in front of the classroom, they prepare power point that is presented by using LCD projector and computer. This kind of presentation is also conducted in the language laboratory or multimedia laboratory when the classroom is not available. Dealing with multimedia laboratory, the instructional media commonly used are the LCD and its
be said that every process occurred in the listening class involves the use of instructional media. It can be the use of cassette player, computer, LCD, speakers, and many others. Meanwhile in the classroom, evaluation process are mostly conducted by giving the students worksheet and answer sheet that cause the use of instructional media is very limited.
d. How the instructional media are used in teaching and learning process.
How instructional media are used in this department is actually determined by some factors. In the teaching and learning process, not all the lecturers use the same instructional media. The most commonly instructional media used in the teaching and learning process are LCD projector, textbook, and the whiteboard. The lecturers usually use LCD projector along with the whiteboard and textbook. The LCD projector for example is used for power point when lecturer teaches material in the classroom. They present the material by making power point that has been prepared from home. In the classroom, it is presented using LCD projector and computer along with the explanation from the lecturer. By conducting this learning technique, the students are expected to get involve in the How instructional media are used in this department is actually determined by some factors. In the teaching and learning process, not all the lecturers use the same instructional media. The most commonly instructional media used in the teaching and learning process are LCD projector, textbook, and the whiteboard. The lecturers usually use LCD projector along with the whiteboard and textbook. The LCD projector for example is used for power point when lecturer teaches material in the classroom. They present the material by making power point that has been prepared from home. In the classroom, it is presented using LCD projector and computer along with the explanation from the lecturer. By conducting this learning technique, the students are expected to get involve in the
(Interview with lecturer KR on Wednesday, November 4 2009) From the interview, it can be inferred that the use of certain instructional media sometimes causes side effect that must be noticed by the lecturer such as the low motivation of the students to read their textbook. He overcomes this issue by not giving the copy of power point that he makes in order to keep his students read the book. This such kind of problem can be categorized into functional obstacles. The other example of functional obstacle is the difficulty to find out the up to date material for particular kind of instructional media. Meanwhile, the lack of electricity support belongs to technical obstacles.
The use of video or only audio in listening class also involving the use of speakers, LCD, and computer are determined by some factors. For example when the lecturer teaches about listening for predicting main idea, he uses video. Then he asks his students to predict the main idea from the video they have watched. Meanwhile, listening for specific information, the material that commonly used is only audio. Regarding to the material factor in the use of instructional media, one lecturer proposes his statement. He said “….pernah..jadi video ataupun suara saja audio, audio dan video itu kan peruntukannya macem-macem. Tidak harus video semua tidak harus audio semua. Nah ketika skill-skill tertentu itu diajarkan misalnya saja predicting nah video itu perlu misalnya. Kalaupun tidak video kan bisa gambar. Tapi kalau detail biasanya audio.”
(Interview with lecturer KR on Wednesday, November 4 2009) From that interview, it is known that certain skill or material in teaching and learning process requires different use of instructional media. Moreover, the objectives of the study also become consideration in selecting instructional media. Different technique or method in teaching also needs the different use of instructional media. The other deliberation in selecting instructional media is time allocation. It really determines the selection of instructional media since some of them need more time if it is used in teaching and learning process. Regarding to time allocation, one lecturer states his opinion. He said “…sekarang saya ingin menayangkan video dan waktunya sangat sedikit, ya habis untuk melihat video saja.
Maka dari itu video saya copikan untuk mahasiswa, lihat dirumah, besok diskusi, itu mungkin dengan metode lain jadi melihat alokasi waktunya….”
(Interview with lecturer KR on Wednesday, November 4 2009) Dealing with time allocation, it should go back to the lecturer’s creativity in selecting the appropriate material for the time allocation provided. The creativity of the lecturer will determine the level of effectiveness of using the instructional media in teaching and learning process. The creativity of the lecturers deals with their way of manipulating the instructional media provided to facilitate teaching and learning process. The existence of the instructional media will be useless if it is not manipulated in teaching and learning process. Regarding to this issue, one lecturer proposes the similar idea. He said “…kalau saya ya…komputer itu alat…dalam konteks secara umum… Power point itu juga alat..tapi media itu power point yang sudah diisi materi sedemikian rupa,…yang sudah
rupa sehingga bisa digunakan……seperti saya manusia atau guru itu bukan media….in general.. tapi dalam konteks spesifik saya memperagakan sesuatu itu saya berarti sudah menjadi media. Memperagakan sesuatu itulah yang dibuat skenario atau dimanipulasi sehingga bisa menjembantani proses pemahaman siswa. ...”
dibuat sedemikian
(Interview with lecturer KR on Wednesday, November 4 2009)
From the interview, it can be inferred that according to lecturer KR, instructional media are the devices or anything that have been manipulated so it can be used to ease the students in understanding the subject matter in teaching and learning process. It can be called as an instructional media as long as they have been manipulated by someone. The manipulation process also can be done by the students when they have to collaborate the teaching and learning process such as presentation in front of the class. However, the lecturer or students must be careful in manipulating the instructional media by considering some factors that have been discussed above. For example, when a lecturer wants to play a video and the time allocation is limited, he must be able to choose and manipulate in order that it still can be used in teaching and learning process.
On the other hand, basic listening such as numbers, names, and places are still commonly in the form of cassette so the instructional media used is cassette player integrated under the master console. It is proposed by lecturer form the interview process. She said “…ya, kebanyakan dari kaset terutama untuk dasar-dasar ya seperti listening 1 itu hampir semuanya dari kaset….
(Interview with lecturer HF on Friday, October 30 2009) From that quotation, it is known that different material for teaching and learning require more different use of instructional media. Even though the use of cassette is more complicated in adjusting the (Interview with lecturer HF on Friday, October 30 2009) From that quotation, it is known that different material for teaching and learning require more different use of instructional media. Even though the use of cassette is more complicated in adjusting the
2. The effect of using the instructional media towards the students
The use of instructional media in teaching and learning process may create different atmosphere and condition to the students. Teaching and learning process which is collaborated using instructional media may attract the students to get more actively involved in the class. This can be conducted through discussion, question-answer technique, or even presentation. This issue are closely related to the teacher’s way or technique of teaching and creativity that may require certain use of instructional media. Even the use of simple instructional media may promote the motivation of the students to learn. It is stated by the lecturer in the interview process. One lecturer said “…Jadi saya kira motivasi itu penting ya..jadi kalau dulu itu listening ngantuk, karena hanya teori-teori, sekarang dengan penggunaan presentasi itu paling tidak sudah dapat menarik perhatian siswa dan mengurangi tingkat kejenuhan karena kita dapat menunjukan ini lho…jadi lebih nyata begitu…”.
(Interview with lecturer HF on Friday, October 30 2009)
It can be inferred that the use of presentation in listening class for example gives more various situation of teaching and learning process that at least can be used to attract students’ attention toward the material. The other example of instructional media commonly used to motivate students to get focus is extract audio in a computer file format. The use of this such kind of audio is more practical in use and easy to modify instead of using cassette It can be inferred that the use of presentation in listening class for example gives more various situation of teaching and learning process that at least can be used to attract students’ attention toward the material. The other example of instructional media commonly used to motivate students to get focus is extract audio in a computer file format. The use of this such kind of audio is more practical in use and easy to modify instead of using cassette
(Interview with lecturer KR on Wednesday, November 4 2009) From the interview, it can be known that the use of particular instructional media may attract students’ focus that indicates they are motivated to understand and comprehend the material.
Dealing with this issue, one of the students also proposes her opinion dealing with the effect of using instructional media in teaching and learning process. She said that “he-eh. Misalnya ada dosen yang high tech gitu. Itu biasanya para mahasiswa akan terkesima. Jadi nanti itu berimbasnya sering masuk ke kelasnya, jadi walaupun mata kuliahnya susah tapi itu seneng.”
(Interview with the student FM on Thursday, November 5 2009) Regarding to this matter, the role of lecturer in collaborating the instructional media provided with teaching and learning process is quite important since it needs creativity, competency, and skill. Meanwhile dealing with the students’ chance in using the instructional media, they are also motivated to conduct presentation as good as they can. They will try to create the best power point that will be presented using the computer and LCD. It is in line with the student’s perspective quoted from the interview. She said that “…misalnya, kaya penggunaan LCD untuk presentasi. Nah, itu kita termotivasi (Interview with the student FM on Thursday, November 5 2009) Regarding to this matter, the role of lecturer in collaborating the instructional media provided with teaching and learning process is quite important since it needs creativity, competency, and skill. Meanwhile dealing with the students’ chance in using the instructional media, they are also motivated to conduct presentation as good as they can. They will try to create the best power point that will be presented using the computer and LCD. It is in line with the student’s perspective quoted from the interview. She said that “…misalnya, kaya penggunaan LCD untuk presentasi. Nah, itu kita termotivasi
(Interview with the student DM on Tursday, November 5 2009) From that quotation, it can be inferred that there is a competitive sense that can get the students more motivated to show their best to the lecturer because they are often divided into some groups. Beside their performance of the presentation itself, the appearance of power point sometimes also become the aspect of assessment. This is why they will try to present the better presentation from the other group creating the motivation sense.
Beside promoting the students’ motivation towards the teaching and learning process, the use of instructional media theoretically can be used to help the students in understanding the material or explanation from the lecturer. It is possible since the use of instructional media may enrich the visualization of an object or concept of something. This activity can conducted through simulation, explanation, presentation or demonstration. The lecturer may use the instructional media provided in the class or bring it from home. This activity can also be done by the students. It is in line with the student’s perception quoted from the interview process. She said ” …tapi pernah juga ada dosen yang pake lab, waktu itu ngajar speaking pake medianya lebih banyak kaya pake fishbowl, chart gitu…”.
(Interview with student FM on Thursday, November 5 2009) From that quotation, it can be known that both teachers and students may bring or create the appropriate instructional media that is suitable for the objective of (Interview with student FM on Thursday, November 5 2009) From that quotation, it can be known that both teachers and students may bring or create the appropriate instructional media that is suitable for the objective of
he said “….saya cukup memutar saja nggak usah ngomong. Sekali saya ngomong trus mereka miss satu atau dua steps tapi sudah agak paham, mereka minta itu diputar ulang. Kemudian saya diem cuma saya klik klik klik sudah paham pak..sudah paham..nah itu berarti media yang saya pakai sangat membantu mereka.…Kalau pake white board …..proses pemahaman mereka butuh waktu lebih lama, penjelasan berulang-ulang dan latihan. Tapi kalau pake itu (power point) saya klik san saya nyuruh mereka buat contoh yang relevan langsung bisa…”
(Interview with the lecturer KR on Wednesday, November 4 2009)
From the interview, it is known that the use of presentation along with the lecture’s explanation can help the students’ process in understanding the subject matter.
As an educational institution having aim to produce teachers, the use of instructional media may also enhance the experience and knowledge of the students dealing with the way to operate and collaborate it with the teaching and learning process. It is quite possible for them to deal with instructional media as they will be teacher after graduating from this university. This issue is supported by the student in the interview process. She said “…pembelajaran As an educational institution having aim to produce teachers, the use of instructional media may also enhance the experience and knowledge of the students dealing with the way to operate and collaborate it with the teaching and learning process. It is quite possible for them to deal with instructional media as they will be teacher after graduating from this university. This issue is supported by the student in the interview process. She said “…pembelajaran
(Interview with student DM on Thursday, November 5 2009) The word experience here is very important since as teachers to be, students of this department at least must be able to operate many kinds of instructional media and have capability to create innovative and interesting teaching and learning process.
Based on the research finding above, it is known that the use of instructional media in teaching and learning process in Teacher Training and Education Faculty has run well even though there are some of them that have not been used optimally yet regarded of some factors.