69 very good category, which means most of the teachers have a positive
understanding of the use of chart in English language teaching. Last three statements of understanding section which are statement
number 6. a., 6. b., and 6. c. deal with audio-visual media. Similarly to the previous ones, the statements are asked to identify the teacher understanding of
media classification based on the sensory channels as well as the beneficial in the English language teaching. The first statement which is statement number 6. a.,
asked whether the teacher agree that video that covers documenter, tutorial and lecture video is applicable in English language teaching. The score of this
statement is 88, which means most of the teachers positively agree with the statement. Meanwhile, the next statement asked about the existence of film
drama, fairy tale and biography in English language teaching. It gets the same score with the previous statement which is 88. That means, most of the teachers
also agree that film is beneficial in English language teaching. The last statement of understanding section which is statement number 6. c. The statement deals with
the existence of TV program as one the audio-visual media. The score of this statement is 83, which is the least score of both audio-visual and understanding
groups. However, it is still categorized as a good understanding, which means most of the teachers agree that TV program is also beneficial in English language
teaching. Thus, based on the result above, the researcher can draw a conclusion that
the respondents which are 30 English teacher in the city of Yogyakarta have a positive understanding about ELT media
70
2. Data from the Interview
The following elaboration is some of the results of interview section with three out of thirty teachers who are the respondents in this study. This particular
section will elaborate the result of the interview that aims to gather more information to support and enrich the data about the teacher understanding of ELT
media. There are two questions asked to the teachers, the first one is about the each of the teacher’s opinion on the application of ELT media and the second one
is about whether there is any certain condition that makes the teachers apply media in their English class.
Those three interviewees’ answers for the first question show that they have a positive opinion about ELT media, show a positive result. It means they
have the good understanding of ELT media. Overall, the interviewees argue that instructional media are really beneficial for both teachers and students.
According to the first interviewee, media enable the teacher in both presenting the material and controlling the class in the easier way.
She said, By having instructional media in my English class, I can present the material
as well as controlling the class at the same time. Every single medium that I use is really helpful. For the students, not to mention about the appropriate
teaching strategy, of course, media become something that can motivate them to actively participate in the class activities. The students are positively
encouraged in getting involved and learning the given material.
The other argued that media are really beneficial for English language teaching, but it must be applied by using a good strategy as well. Interviewee 1
He said, Media maximizes the achievement of learning objectives. I really propose to
apply ELT media, but the application should be in line with the creativity of adopting teaching strategy. It becomes useless if the teacher having various
good media but fail in delivering the strategy. Interviewee 2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71 Similarly to the first interviewee, the third interviewee sees media as
something beneficial for her and her students. She said,
Media are really advantageous in English language teaching. Based on my personal experience, for instance, there is a big difference between my media
applied class with the one that does not include media. My class becomes livelier once I use media. The students participate more actively in the
learning process as well. Interviewee 3
Another question of the interview section that deals with understanding dimension asked about any condition that makes the teacher to utilize media in
hisher English class. The answers are quite different. The first interviewee shared that media are applicable in every English class she has. But she emphasizes the
utilization of media, especially for listening and speaking skills. She said,
I apply media in all of my English classes, even if the media are the simplest ones. But definitely, there are certain activities that for me that categorically
media depending. Listening and speaking for instance. I want the students to not imitate but identify the authentic example of how to speak in a good
intonation, stress and pronunciation. Some media that contain authentic example also provide reference for my students to improve their word choice,
so they can speak English-English, not Bahasa Indonesia which is translated into English. Interviewee 1
Whereas according to the second interviewee, there are two main considerations of having media in his English class. The first one is the teaching
objective and the second one is the students’ readiness. He said,
It depends on the objectives, if I can find media that can assist the objective achievement, definitely I will choose to use media. I also use media for
certain topic that based on previous experience need more effort to be learnt. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72 Here, media are used to keep the students’ mood on the track, so they are
ready to learn the topic that will be delivered. Interviewee 2
Surprisingly, different answers come from the third interviewee. She shared that for some reasons she recently does not intensively use media in her
English class. She said,
I totally understand that various media are applicable in various English language teaching, from the simplest to the sophisticated ones. However, I
personally utilize media rarely in my English class, especially this ongoing semester because of some consideration. However, I do use media if I have
enough time to prepare it, looking for the ones which suitable with the activities that I plan to have in the classroom, and of course I need media
assistance to make my students stay focused in what they learn without getting bored. Interviewee 3
Although the answers are quite different, still the interviewees shared the same idea that media are applicable and effective assistance for them in English
language teaching. What can be concluded from the answers is that there are some concerns that make them decide to include media in their English class, i.e.,
students’ skills, teaching and learning objective and the efficiency and effectiveness of the learning process.
3. Discussion
The result of the questionnaire shows that all of the respondents which are 30 junior high school English teachers have very good understanding of ELT
media. They have positive understandings about the concept of media, how they can be classified as well as the benefit in English language teaching. It can be seen
by the score of each statement that the teachers responded to, all the teachers totally agree or agree with all the statement provided in the questionnaire.
73 The teachers know that media around them can be utilized in English class
for teaching and learning activity. It is in line with what is stated by Gagne 1987 that instructional media cover all components in students’ environment that can be
used to stimulate students to learn. Furthermore, through the response of the first three statements, the teachers also shared that they also do have a positive opinion
that media are applicable whether for assisting them in presenting teaching material, encouraging the students to enrich their linguistic aspect both in
practicing and producing activity. As previously mentioned the questionnaire also aims to investigate
whether the teachers do agree with media classification proposed by Ohm 2010. Ohm specifically classifies media into three group based on the sensory channels,
namely audio, visual and audio-visual media. The result of the questionnaire shows that the teachers positively have the same understanding with this
particular theory. The teachers also positively know some certain software media that included in each audio, visual and audio-visual media. Their response to the
statement in the questionnaire shows that they agree that those software media are applicable in English language teaching.
Meanwhile, what can be discussed from the interview section related to the teachers’ understanding of ELT media is that the teachers which in this case
represented by three interviewees familiar with the application of ELT media. Three of them even share a good experience in utilizing media in their English
class. Each of the teachers, however, does not use media without any reason.
They do know when, why and how to apply media in the classroom. As revealed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74 in the interview section, each of the teachers has hisher own reason for using
media in the classroom. What kind of skill which will be improved, teaching and learning objective and the efficiency and effectiveness of the learning process are
some of the teachers’ consideration of using ELT media. This fact support Sanaky’s 2013 elaboration about what can media specifically do for both
teachers and students during the teaching and learning process. According to Sanaky 2013 media are helpful in facilitating teacher to reach the learning
objectives, increasing confidence, creating a better quality of teaching as well as teaching variation and creating fun learning. Meanwhile, instructional media bring
some advantages for the students such as, to increase the student learning motivation, as well as variation, stimuli the student for thinking analytically in fun
situation and also instructional media, are helpful in understanding the material systematically.
As understanding is defined as the product of selecting and organizing information which integrated with prior knowledge Ip, 2003, what reveals in the
finding represent what the teachers have in mind toward ELT media. What they think about media based on what they see, what they experience with their sense,
which then brings them to one conclusion toward the media themselves. The result, whether from the questionnaire distribution or interview section shows that
the teachers do have the very good understanding of ELT media.
C. Teachers’ views of ELT media
The second perception dimension proposed by Vernon is view. Same with the previous one, the researcher delivers the data collection of teachers’ views of
ELT media from both questionnaire and interview. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
