14 situation by creating some fun activities that attract the whole class participation is
needed. However, a variation of activities and topic is required in the classroom. As the best activity also becomes not that best if it is done for several of times. As
every single activity will lead us to an end, it is expected for the teacher to be able to show what kind of destination the students will reach later.
d. Teacher knowledge Beside understanding hisher role and task as well as having certain
abilities, a teacher is also expected to have certain knowledge in teaching English. Heshe has to really understand about the subject that will be taught, the material
and any other learning resources that will be used, and also always being updated with instructional technique and method.
The first basic knowledge that a teacher should have is language system. A language teacher should aware with grammar and lexical system as well as
pronunciation features. The students need a teacher who can direct them in answering their curiosity and interest toward English. Therefore, a teacher should
also have a good comprehension toward various resources that can be useful in solving the students’ problems. The students will also appreciate their teacher who
can master all of the material while teaching. It will be more effective when the teacher is supported with the ability to utilize various learning equipment. A
teacher is free to use every single equipment around himher as long as the equipment is helpful in reaching the achievement and heshe really knows well
how to operate them. Last but not least, a teacher should always keep updating with English teaching and learning innovation Instructional techniques,
15 approaches and media are still being developed and improving. They massively
help as a reference in having a better teaching and learning.
2. English Language Teaching
The term teaching can be defined generally as a process of knowledge transferring from one to another. Teaching is defined as showing of helping
someone to learn how to do something, providing with knowledge, causing to know or understand Brown, 2000. In the case of English, the English language
teaching has been running for a very long time, started at the end of middle ages up to present day. Different time and place are the main factors that cause English
plays a different role all around the world. Indeed, people who live in a particular time and place use English for particular need which may be different with those
people who live in the other time and place. Based on this condition Kacru 1992 formulates the three-circle model of World Englishes. The three circles of English
consist of the “Inner Circle”, the “Outer Circle”, and the “Expanding Circle” countries. The inner circle refers to the “traditional bases” of English: the UK,
USA, Ireland, Canada, Australia, and New Zealand. The outer circle which is also known as extended circle. It refers to those non-native countries where English
has become an important institution of the countries and plays a role as an important second language. It includes Singapore, Malaysia, India, and over fifty
others territories. The expanding or extending circle refers to those countries where English plays the role as an international language and have not given
English any special official status. English is taught as a foreign language in these particular countries. It includes Indonesia, China, Japan, Greece, and Poland.
16 As mentioned, in the field of education in Indonesia, English is taught as a
foreign language. English is one of the compulsory courses which is taught from the junior high school up to the senior high and the vocational school level. Over
the last decade, however, The English language becomes a compulsory local course of the elementary school in several provinces in Indonesia Kasihani,
2000. There are four skills which should be developed by the students learn
English from primary level up to high school level, they are listening, speaking, reading, and writing. Those basic skills then can be classified into two main skills;
receptive skill which covers listening and reading and productive skill which covers speaking and writing. Each of them will be developed based on the
syllabus in every level of education. Through English, the students are intended to develop four skills so they can communicate in English for a certain literacy level.
The literacy level includes performative, functional, informational and epistemic. In the performative level, the students are expected to be able to read, write, listen
and speak by using symbols. In the functional level, the students are expected to be able to use language for their daily life like reading newspaper, manual or
direction. In the informational level, the students are expected to be able to access knowledge. However, in the level of epistemic, the students are expected to be
able to express their knowledge by using target language Wells, 1987.
3. Perception
As mentioned before, this study aimed at exploring the teachers’ perceptions and implementation of instructional ELT media. Before coming to the
17 real study, it is important for the researcher to have a good knowledge of the
meaning of perception viewed from different sources. Perception can be basically defined as a belief or opinion that held by
people based on how thing seems. It means that there is a possibility of having different perception about the same thing among people, based on how they look
that particular thing. According to Chaplin 1968, perception is a process to know something through human sense, which involves awareness of people’s
belief about something. Similarly, Gibson 1985 proposes the term perception as the cognitive process that individuals use to interpret and understand the world
around them. He adds that perception is a conscious mental process of observing, comprehending, and responding a particular thing, in which a person tries to
translate the signals that he or she receives. Perception is also defined as the process of organizing and interpreting some stimulus toward some phenomena in
the environment, it involves memory as a part of a cognitive process, and it more than an activity of simply seeing something Atkinson et. al., 1999. From these
theories, it can be said that perception is an understanding of some stimuli that appear around us.
Perception involves experience which does not only refer to sets of past events but also refers to what human beings are constantly at work trying to make
meaning of what is going on around and ‘within’ them Murphy 1960 in Bradley 2002. Boore 2002 also argues that after getting events or what is previously
said stimuli from the world, people, in turn give those events meaning by interpreting and acting upon them. Referring to the study which will be
conducted, instructional media are regarded as something that stay among the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 English teachers and become what they are working with every day. Thus, the
perception here indeed what each teachers has plays a role as a standard of measuring the efficiency of the implementation of instructional media in language
learning. In other words, we can say that English teachers’ perceptions are needed to judge whether the instructional media is worth or worse in English language
teaching process. As mentioned before, perception involves experience in it, and according
to Vernon 1987, there are three dimensions of perception based on one’s experience. They are the understanding about the object, the view and the action
toward the object. It means that when we want to explore someone’s perception, those three dimensions are the basic components to deal with.
a. Understanding Understanding can be simply defined as knowledge about something and
how it works. It is the flexibility of thinking and acting based on what one knows Perkins, 1988. Understanding involves a process of selecting and organizing
information. This particular information is integrated with prior knowledge Ip, 2003. In addition, Gardner in Wigginss 1998 formulates understanding as a
sufficient grasp of concepts, principles or skills so that one can bring them to bear on new problems and situations, deciding in which ways one’s present
competencies can suffice and which ways one may require new skills or knowledge. Wiggins himself states that understanding is not a sudden “Aha”
whereby we go from ignorance to deep understanding. Based on those definitions, it can be assumed that understanding is the
awareness of the connection between the individual pieces of information. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19 Understanding allows knowledge to be put to use. It represents a deeper level of
knowledge than the simple one. If we understand the idea, we grasp its significance, its implicit connection with other important idea and its meaning.
Understanding helps people to judge possible responses that come to their mind. When the English teachers understand the concept of instructional media
and English language teaching, they can grasp and judge which component of instructional media that can be applied in English language teaching.
b. View The word view refers to the way of thinking about something. Ramsey
1986 defines view as a judgment based on fact. It is an honest attempt to draw a reasonable conclusion from the factual evidence. Ramsey argues that view is
potentially changeable depending on how the evidence is interpreted. A view also can be regarded as an opinion. Nick 2006 states that opinion is a belief or
conclusion held with confidence. It is applicable to any conclusion to which one adheres without ruling out the possibility of debate. It can be concluded that view
or opinion is a statement as the result of interpretation of facts. It is changeable depending on how the evidence is interpreted.
In a particular case, a view or opinion is not always necessary supported by evidence, and this kind of view is known as a subjective statement. Some
factors that influence subjectivity are emotion and individual interpretation of a fact Platts, 1999
The English teachers may judge the components of instructional media which are in line with the components of English language teaching based on their
experiences of using it. Their views of instructional media will be implemented in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
