96 In delivering audio software media such as audio recording, audio drama,
news report and song, most of the teachers prefer to use computer as the hardware media. As we know that computer provides so many programs that can facilitate
the teachers in applying the audio software media such as Windows Media Player and Winamp. That means when the teachers deliver audio software media through
the computer, the teachers also need other supporting aids like sound system, electricity and sometimes internet connection.
The teachers also utilized tape, CD player, smartphone and radio but not as frequently as they use computer. Thus, it reveals that most of the teachers are now
using digital hardware media in assisting them to deliver software media in the classroom, but there are still some teachers who use traditional media which is
tape in delivering the software media. Similar to the previous one, most of the teachers also prefer to use
computer in delivering visual software media. Microsoft PowerPoint, Paint and Mind Jet are three of various programs that computer provides in presenting
visual media. Using computer in delivering visual media definitely requires the teacher to have some supports from additional aid like LCD projector, electricity
and sometimes internet connection as well. It is followed by sequentially class board, paper and printed paper which
based on the research result categorized in high score group which means most of the teachers also have positive action toward these three hardware media.
Surprisingly, there are still some teachers who utilize transparency in the classroom but not as frequently as computer, class board, paper and printed paper.
In addition, the result also reveals that there is no teacher who uses smartboard in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97 delivering visual software media in the classroom. However, it indicates that the
teachers utilize both traditional and digital visual media quite equally in English language teaching.
Furthermore, the result shows that computer is also a prior medium which is used to deliver audio-visual software media. Computer provides some programs
that can be used to present audio-visual media whether video, film or even TV program such as Windows Media Player, VLC Media Player and Power Media
Player. The teachers even can rely on Youtube as the biggest video sharing site to present audio-visual media for the students. However, computer also indeed needs
some supporting items in order to be maximize in the teaching activity such as sound system, LCD projector, electricity and sometimes internet connection.
Meanwhile, the result reveals that some of the teachers also use VCD player, DVD player and TV but not as frequently as they use computer in
delivering audio-visual media and there is no teacher who uses smart TV in English language teaching so far.
Thus it can be concluded that most of the teachers are familiar with digital hardware media. They use some of them in delivering software media in their
daily teaching activities. However, the teachers also still utilized some traditional hardware media in the classroom.
E. Other findings
At the end of the interview section, the researcher specifically asked the interviewees about their reflection about what they have done so far, in this
context deals with ELT media. The researcher asked whether there is any recommendation, suggestion or even resolution that each of the interviewees has
98 in order to maximize the use of ELT media in both quantitatively and
qualitatively. All the interviewees highlighted on the teachers’ performance, how the
teacher handle the class, make a teaching strategy and manage themselves is the main consideration of these three interviewees.
The first interviewee said, It is awful that we still have some of the teachers who think that media role as
a leader in the classroom. They just present the media, a video or a song, for instance, ask the student what to do then leave the students without any
control. I and all of the English teachers out there should be more innovative in both creating teaching strategy as well as applying media in the classroom.
One more thing, hopefully, each school will provide more adequate media as well as the supporting tools and infrastructure, so the teacher can maximize
the English language teaching which eventually brings to the best achievement of the students. Interviewee 1
While the second interviewee said, The first thing that needs improvement is the teachers themselves. I myself
still lack in knowledge and strategy toward ELT media. I have to learn more, enrich my knowledge about ELT media so the achievement will also be
improved. We also have to make sure that all the support system and tools are also ready to be used. Interviewee 2
The answer of the third interviewee is quite similar to the second one. She said, I myself as the teacher should be wiser in my time management so the
teaching preparation including media preparation, teaching strategy up to the evaluation will all prepared and reach the best result. I also have to enrich
myself with various media program available out there as well as enrich my knowledge toward media in English teaching. I also hope that the government
can synchronize the teaching and learning process with the evaluation standard. Since as what I experience so far, the students do enjoy having
media in English class, but when it comes to paper and pencil examination, most of my students seem do not know what to do, because they fail in
recognizing that what they have in their paper actually discuss about what they have learned in the classroom by applying media. This also becomes the
teacher’s duty in designing strategy so the students really absorb what they already learned. Interviewee 3
99
CHAPTER V CONCLUSIONS
This chapter presents the final discussion of this research. There are two points presented in this chapter. The first point presents the researcher’s
conclusion drawn from the result. The second point presents the researcher’s recommendations for the future in the area of ELT media.
A. Conclusions
The data analysis result shows that the teachers have very good understanding of media as the average score of their understanding is 87 of 100.
The teachers shared that they have very good views of ELT media as well, it is proved by the average score of their view which is 88 of 100. Although the data
analysis result showed that most of the teachers have negative action toward media with 37 as the average score, accumulatively, the result reveals that English
teachers in the city of Yogyakarta have good perceptions of ELT media. The teachers shared that they realise English language teaching will be
done effectively if they are assisted by other supporting system including media. It is also revealed that the teachers are familiar with media which classified based
on the sensory channels, which applicable in English language teaching. Having the experience of utilizing media in their English class influences
the teachers’ view of ELT media. They admitted that utilizing media with suitable teaching strategy can bring various advantages for both the teachers and the
students. The teachers also shared that having a good preparation, mastering the media that will be presented in the classroom and recognizing the students’ needs
indeed help them in maximizing the benefit of media in their English class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100 However, having good understanding and views are not eventually
followed by good media application. The result shows that most of the teachers only rely on certain media especially in enhancing the students’ language
comprehension such as listening, speaking, reading and writing. Each of the teachers has his her own consideration in deciding his her media choice. Some of
the considerations revealed through this study are, the time constraint in preparing the appropriate media, lack of knowledge in developing suitable teaching strategy
as well as limitation of technical supporting system. Additionally, the teachers are now already familiar with the use of digital
hardware media. Most of them prefer to use digital media for the quality and effectiveness concern, although there are also some teachers who still frequently
apply traditional hardware media in the classroom.
B. Suggestions
Some recommendation for researcher who are interested in doing research on ELT media is given in this part. The researcher can conduct a research deals
with any specific media application in English language teaching. By having research and development research design, the future researcher is expected to be
able to propose a particular strategy in applying certain ELT media. Another recommendation is doing research about designing evaluation
model to be used to measure students’ achievement. As previously mentioned, some students’ find difficulties in transferring their knowledge gained by learning
English through media to paper and pencil evaluation. The researcher hopes that there will be a study on another evaluation alternative to assess the students’
learning achievement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
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