3. The use of multimedia as the instructional media in English learning - The use of multimedia as the instructional media in English learning
3. The use of multimedia as the instructional media in English
learning
Dwi Puspitarini, S.S., M.Pd.
STAIN Jember, Indonesia
Abstract
The use of technologies, such as computer and internet, have expanded so
widespread in schools and homes as the instructional media for language
learning. In EFL (English as a Foreign Language) the English teacher should
facilitate a better English teaching as one way to increase the students’ skills.
This paper analyzes the necessity of multimedia technology in language learning.
It also aims to make English teachers aware of the strategies to use instructional
media in the process of learning. The author points out the discussion of
computer-assisted learning, the role of multimedia language center, and the
advantage of using multimedia in language learning. Finally, the choice of
suitable aids/multimedia and the use of appropriate techniques, must be
considered to increase the teaching efficiency and to arouse students’ motivation
and interest to learn English. Multimedia offers teachers enormous opportunities
for making learning and teaching environments meaningful and effective.
Key words: Multimedia, Instructional Media, English Learning
Introduction
With the coming of the twenty-first century, our era could be characterized as the age of
media and technology. As conduits for information and entertainment, the mass media
literally surround us day and night. Technology, especially in terms of digital
communications, permeates our work and play. In school and after school, at home and
at work, children and adults are enjoying the benefit of learning through media and the
new technologies for learning.1
As we think about our future in the world of education, consider these vignettes
as samples of ways media and technology affect the processes of teaching and learning.
Instructional media and the technologies for learning provide us with the tools to engage
students powerfully in the learning process. The array of media formats and of quality
materials available to the teacher is increasing dramatically. Nowadays, some schools
have serviced their students with multimedia classrooms or Library Media Center.
There are many types of applications of computers in schools today. Nearly all school
library media centers have at least one station that is designated for database searches
using CD-ROMs and the Internet. As a teacher we must be prepared to choose the best
tools for our students, who are in diverse situations and pursuing different sorts of
learning goals.
1
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for Learning.
New Jersey: Merrill Prentice Hall, p.2.
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'Technology' in its broadest terms could include LCD (liquid crystal display) and
even pen and paper but, in the context of Learning Technology, it is generally
understood that we are talking about technologies that have arrived with the
'Information Revolution' i.e. those associated with computers. Here, media and
technology have transformed not only the world of work and leisure, but the world of
education as well. 2
Moreover, the use of technology inside or outside the classroom tends to make
the class more interesting. Recently, though, computers have become so widespread in
schools and homes and their uses have expanded so dramatically that the majority of
language teachers must now begin to think about the implications of computers for
language learning.
Meanwhile, multimedia offers many opportunities for language learning with
the availability of text, images, sound and video as well as interactive activities, the
problem is that these opportunities have not been taken advantage of well. Most
multimedia computer programs tend to be strong on presentation but weak as far as
pedagogy and even interaction. Based on the problems above, the English teachers have
to be more creative in choosing the material, media, and the techniques which can make
the writing class more interesting, exciting, and enjoyable. It can be done by choosing
the material that appropriate with the students’ background knowledge and use a media
that the students like. Students need a kind of stimuli for encouraging their imagination
to get the idea of writing. As Edgar Dale cites in his “Dale’s Cone of Experiences”, that
the empirical things which is gotten from the environment will support more detail to
our memory, and give better result in our understanding.3
What Are Instructional Media?
According to Azikiwe (2007), instructional media cover whatever the teacher uses to
involve all the five senses of sight, hearing, touch, smell and taste while presenting
his/her lessons. In a similar vein Adegun (1997) says instructional media are things
which are intended to help the teacher to teach more effectively and enable the students
to learn more readily. Instructional media are information carriers designed specifically
to fulfil objectives in a teaching-learning situation. They are very important in language
teaching, especially the foreign language i.e. English, because they facilitate the direct
association between sounds and their symbols and also words and the objects they
represent. They help to vividly illustrate meanings of things because they are associated
with materials used by the teacher to improve the quality of his teaching. 4 Instructional
media according Rayandra Asyhar are usually classified based on the characteristics
2
http://en.wikipedia.org/wiki/Computer-assisted_language_learning, diakses 1 Pebruari
2013.
3
Arsyad, Azhar. 2007. Media Pembelajaran. Jakarta: PT RajaGrafindo Persada.p.11
4
ADENIREGUN, Gbolahan Solomon
http://www.academia.edu/4661905/INSTRUCTIONAL_MEDIA_FOR_EFFECTIVE_TEA
CHING_AND_LEARNING
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they exhibit. There is a wide variety of instructional media which could be profitably
and effectively used in the second language classroom learning situation. They could be
broadly classified into four groups namely visual aids, audio-visual aids, audio aids and
multimedia.5 While Najjar (1996) in Asyhar states that:
‘Multimedia is the use of text, graphics, animations, pictures, video, and
sound to present information. Since these media can now be integrated
using a computer, there has been a virtual explosion of computer based
multimedia instructional application.’6
Learning and Multimedia for English Learning
Learning is the development of new knowledge, skills, or attitude as an individual
interacts with information and the environment. The learning environment includes the
physical facilities, the psychological atmosphere, instructional methods, media, and
technology.7
In a sense, the term multimedia is quite straight forward. It is a combination of
two or more media into a single coherent message. Thus a sheet of paper containing an
image and text meets this strict definition of multimedia. In practice, however, owing
the computer’s capability to harness and manipulate diverse media, the term multimedia
has become more complex.8
These days, multimedia usually refers to contemporary software that contains
combinations of text, graphics, animation, video, or audio. Multimedia often implies the
inclusion of some form of hyper-linking. It allows users to determine their own paths or
follow personal interests through a lesson, rather than a linear path. The generic term
multimedia refers to the sequential or simultaneous use of a variety of media formats in
a given presentation or self-study program.
Multimedia systems may consist of traditional media in combination or they
may incorporate the computer as a display device for text, pictures, graphics, sound, and
video. The term multimedia goes back to the 1950s and describes early attempts to
combine various still and motion media for heightened educational effect. Multimedia
involves integrating these formats into a structured program in which each element
complements the others so that the whole is greater than the sum of its parts. Today
examples of multimedia in education and training include slides with synchronized
audio-tapes, videotapes, CD-ROMs, DVD, The World Wide Web, and virtual reality.
The goal of multimedia in education and training is to immerse the learner in a
multisensory experience to promote learning. In the past the predominant mode of
providing instructional experiences was the written and spoken word through textbooks
and the lecture. As shown in Dale’s Cone of Experience, ‘verbal symbols’ are the most
abstract. A newer form of media, virtual reality, is near the bottom (more concrete) of
5
Asyhar, H. Rayandra. 2011. Kreatif Mengembangkan Media Pembelajaran. Jakarta: Gaung
Persada Press.p. 53.
6
Ibid. p.75.
7
8
Seels B. B. & Richey, C.R. 1994. Instructional Technology. The Definition and
Domain of the Field. Washington, DC: AECT.p.3.
Reiser, A.R. & Dempsey, V.J. 2002. Trends and Issues in Instructional Design and
Technology. New Jersey: Merrill Prentice Hall.p.308.
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Dale’s Cone. Virtual reality is very effective and efficient in recreating reality and
approaches ‘direct purposeful experiences’- the most tangible mode of learning.9
Instructional designers understand that individual learners respond differently to
various information sources and instructional methods, so chances of reaching an
individual are increased when a variety of media are used. Multimedia also attempts to
simulate more closely the conditions of real-world learning, a world of multisensory,
all-at-once experiences, even it applies also in English learning.
Multimedia addresses different language learning styles. Auditory learners,
visual learners, and tactile learners all benefit from multimedia’s varied presentation
forms. The redundancy of print, sound, visuals, and motion media allows learners to
choose for themselves the most meaningful sensory mode. When you, instructor, have a
clear sense of the objectives and the necessary student practice, you can decide what
media will best facilitate the English learning and how best to deliver it.
This will explore the following types of multimedia:
1. Multimedia Kits: a collection of materials involving more than one type of
medium and organized around a single topic.
2. Hypermedia: media that allow the composition and display of nonsequential
materials.
3. Interactive Media: media that require learners to practice skills and receive
feedback.
4. Virtual Reality: media in which users experience multisensory immersions and
interact with phenomena a they would in the physical world.
5. Expert Systems: software packages that teach learners how to solve a complex
problem by applying the collective wisdom of experts in a given field.
Here, some explanation of them:
1. Multimedia Kits
A multimedia kits is a collection of teaching/learning materials involving more than one
type of medium and organized around a single topic. Kits may include CD-ROMs,
filmstrips, slides, audiotapes, videotapes, still pictures, study prints, overhead
transparencies, maps, worksheets, charts, graphs, booklets, real objects, and models.
Some multimedia kits are designed for the teacher to use in classroom presentations.
Others are designed for use by individual students or by small groups.
Commercial multimedia kits are available for a variety of educational subjects.
These learning kits may include videotapes, audiocassettes, floor games, board games,
posters, full-color photographs, activity cards, murals, wall charts, geometric shapes,
flash cards, laboratory materials for science experiments, and even puppets to act out
stories. They also normally include student workbooks and teacher’s manual.
Teachers or media specialists can also prepare multimedia kits. The main
purpose of a kit is to give learners a chance at firsthand learning-to touch, to observe, to
9
Arsyad, Azhar. 2007. Media Pembelajaran. Jakarta: PT RajaGrafindo Persada.p.11
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experiment, to wonder, to decide. Availability and cost of materials are obviously
important considerations. Will there be one kit for all students to share, or can the kit be
duplicated for all? Are the materials reusable? If not, you will need replacement
supplies. Will the kits include audiovisual materials? If so, where will students find the
necessary equipment? Can the kit be used in a variety of instructional situations?
Advantages:
1. Interest. Multimedia kits arouse interest because they are multisensory.
Everyone likes to touch and manipulate real objects- to inspect unusual
specimens up close.
2. Cooperation. Multimedia kits can be an ideal mechanism for stimulating smallgroup project work. Cooperative learning activities can revolve around
experiments, problem solving, role playing, or other types of hands-on practice.
3. Logistics. Kits have an obvious logistical advantage. Being packaged, they can
be transported and used outside the classroom, such as in the media center or at
home.
Limitations:
1. Expense. Learning with multimedia kits can be more expensive than with other,
more conventional, methods.
2. Time consuming. It can be time consuming to produce and maintain the
materials.
3. Replacement. Lost components can make the kit frustrating to use.
2. Hypermedia
Hypermedia provides a number of advantages for language learning. First of all, a more
authentic learning environment is created, since listening is combined with seeing, just
like in the real world. Secondly, skills are easily integrated, since the variety of media
make it natural to combine reading, writing, speaking and listening in a single activity.
Third, students have great control over their learning, since they can not only go at their
own pace but even on their own individual path, going forward and backwards to
different parts of the program, honing in on particular aspects and skipping other
aspects altogether. Finally, a major advantage of hypermedia is that it facilitates a
principle focus on the content, without sacrificing a secondary focus on language form
or learning strategies. For example, while the main lesson is in the foreground, students
can have access to a variety of background links which will allow them rapid access to
grammatical explanations or exercises, vocabulary glosses, pronunciation information,
or questions or prompts which encourage them to adopt an appropriate learning
strategy.10
3. Interactive Media
Computer-based interactive media creates a multimedia learning environment that
capitalizes on the features of both video and computer-assisted instruction. It is an
instructional delivery system in which recorded visuals, sound, and video materials are
10
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for
Learning. New Jersey: Merrill Prentice Hall.p.215.
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presented under computer control to viewers who not only see and hear the pictures and
sounds but also make active responses, with those responses affecting the pace and
sequence of the presentation.
The interactive aspect of interactive media is provided through computers,
which have powerful decision-making abilities. Combining computers and video allows
the strengths of each to compensate for the limitations of the other to provide a rich
educational environment for the learner. Interactive media is a powerful, practical
method for individualizing and personalizing instruction. With the introduction of
hypermedia, it has become easier to prepare teacher-developed and student-developed
interactive multimedia. Students are discovering an innovative way to activate their
learning through simple-to-prepare hypermedia stacks.
Advantages:
• Multiple media. Text, audio, graphics, still pictures, and video can all be
combined in one easy-to-use system.
• Learner Participation. The R of ASSURE model is achieved with interactive
video materials because they require that learners engage in activities. These
materials help to maintain students’ attention, and they allow greater
participation than does video viewing alone.
• Individualization. It is provided for because branching allows instruction on
remedial as well as enrichment levels.
• Flexibility. The learner may choose what to study from the menu.
• Simulations. Interactive video may be used to provide simulation experiences in
such areas as medicine, machine operations, and especially interpersonal skills.
Interactive media is a valuable learning system for tasks that must be shown rather than
simply told. Some instruction cannot be adequately presented by printed materials. If
learners need to interact with the instruction, interactive media is an appropriate choice.
Interactive media can be used by individuals as well as small groups. There is a growing
trend, particularly in elementary education, toward small group applications, providing
opportunities for students to engage in cooperative and collaborative problem-solving
activities.
Dr. Meenu Pandey states that the potential pedagogical value and rationale for
using multimedia classroom in these three points are as follows:
1. To raise interest level -- students appreciate (and often expect) a variety of
media
2. To enhance understanding -- rich media materials boost student comprehension
of complex topics, especially dynamic processes that unfold over time
3. To increase memorability -- rich media materials lead to better encoding and
easier retrieval. The beauty of multimedia is that it has no limitation and it can
be used at all the levels of learning.11
Role of Computer in English Learning
The potential uses of computers in education settings go far beyond direct instruction.
11
http://www.academia.edu/5649523/Use_of_Multimedia_in_English_Language_Teaching
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One function is administrative-keeping school records, scheduling classes, doing
payroll, and managing student assessment data. Another is service oriented, as when
guidance programs use computers to deliver career planning assistance. In the domain
of instruction there are four broad classes of computer applications:
As an object of instruction
As an tool
As an instructional device
As a means of teaching logical thinking.12
In its role as a tool, the computer assists both teachers and students. Some of the
roles of the computer are relatively simple, such as calculator. Other roles are more
advanced, such as multimedia composer, presentation aid, communication device, and
data retrieval source. Whatever the reason for using the computer, as a tool it has
become indispensable.
In writing as one of English skills, computers are being used widely for word
processing and desktop publishing. Most students have access to word processing
programs with which they complete term papers and assignments. Some students create
multimedia term papers, integrating such media as graphics, sound, and motion for a
more complete presentation. Presentation software, which incorporates the computer
with video projection, can be used for student presentations. Computers also allow
students to communicate with others around the world via e-mail.
There are some advantages of using computer in school. Among of them are:
• Learner control. Computer-based instruction allows students some control over
the rate and sequence of their learning (individualization). High-speed
personalized responses to learner actions yield a high rate of reinforcement.
• Special needs. Computer-assisted instruction is effective with special learnersat-risk students, students with diverse ethnic backgrounds, and students with
disabilities.
• Record keeping. The record-keeping ability of the computer makes
individualized instruction feasible; teachers can prepare individual lessons for all
students and monitor their progress.
• Information management. Computers can cover a growing knowledge base
associated with the information explosion. They can manage all types of
information: graphic, text, audio, and video. More information is put easily at
the instructor’s disposal.
• Diverse experiences. Computers provide diverse learning experiences. These
can embody a variety of instructional methods and can be at the level of basic
instruction, remediation, or enrichment.
• Communication precision. One serendipitous effect of working with computers
is that they literally force us to communicate with them in an orderly and logical
way. The computer user must learn to communicate with explicit, exact
instructions and responses.
12
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for Learning.
New Jersey: Merrill Prentice Hall, p.214.
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Computer-Assisted Learning (CAL)
The term Computer Assisted Learning (CAL) covers a range of computer-based
packages, which aim to provide interactive instruction usually in a specific subject area.
In general, the use of computers in education through CAL has been sporadic a great
deal of effort was expended with little general impact. Many of those academics that
took part in that earlier crusade are now cynical about the effectiveness of computers in
teaching.
Computer-Assisted Learning (CAL) helps students learn specific skills.
Software is now capable of providing students with complex tasks to engage them in
real-world problems. Video technologies can easily be incorporated, focusing attention
on tangible examples. Word processing, graphics, and a host of computer software help
students organize and communicate their ideas.13
While multimedia computer-based materials can be used directly in the
classroom, because of costs, such resources are usually found in a multimedia language
center, fulfilling the role of the previous cassette-based and digital language
laboratories. However, managing such a center requires knowledge of a wide range of
equipment and the increasing expectations of such equipment from administrators,
language teachers and students.
Multimedia Language Centers
Nowadays multimedia refers to computer-based materials that can perform more varied
tasks then the purely-audio mixed-media. Not only can such play pre-recorded audio
and video material, it can create new audio and video recordings. It also has the
capability of integrating the four basic skills of listening, speaking, reading and writing,
as well as giving immediate, if limited, feedback to the student. However, like its
predecessors, multimedia centers run the risk of being underutilized due to poor
management.
While multimedia computer-based materials can be used directly in the
classroom, because of costs, such resources are usually found in a multimedia language
center, fulfilling the role of the previous cassette-based and digital language
laboratories. However, managing such a center requires knowledge of a wide range of
equipment and the increasing expectations of such equipment from administrators,
language teachers and students.
While multimedia offers many opportunities for language learning with the
availability of text, images, sound and video as well as interactive activities, the
problem is that these opportunities have not been taken advantage of well. Most
multimedia computer programs tend to be strong on presentation but weak as far as
pedagogy and even interaction. The only advantage to the multimedia in these cases
has been better sound and color images. Most modern language learning theories stress
the importance of teacher guidance rather than control, giving students control over
13
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for Learning.
New Jersey: Merrill Prentice Hall.p.
216-217.
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what they do, how fast they do it and even the ability to find and correct their own
mistakes.
Managing a multimedia language center properly requires not only knowledge
of foreign languages and language teaching methodology, it also requires a certain
amount of technical know-how and budget management ability as well as the ability to
combine all these into creative ways of taking advantage of what the technology can
offer. Often a center manager needs assistants for technical problems, for managing
resources and even the tutoring of students. Multimedia centers lend themselves to selfstudy, and potentially self-directed learning, but such is often misunderstood. The
simple existence of computers in a laboratory does not automatically lead to students
learning independently.
The Advantage of Multimedia in English Learning
Students believe they learn faster and better with computer-mediated communication.
Also, students learn more about culture in such an environment. In networked computer
environments, students have a conscious feeling of being members of a real community.
In situations where all are learners of a foreign language, there is also a feeling of
equality. In these situations students feel less stressed and more confident in a language
learning situation, in part because surface errors do not matter so much.
The one of the ultimate goals of multimedia language teaching is to promote
students’ motivation and learning interest, which can be a practical way to get them
involved in the language learning. Without this technology, English language learners
are often left to their own devices. Concerning the development of technology, we
believe that in future, the use of internet and multimedia English teaching will be further
developed. The process of English learning will be more student-centered but less timeconsuming.
Therefore, it promises that the teaching quality will be improved and students’
applied English skill scan be effectively cultivated, meaning that students’
communicative competence will be further developed. This process can fully improve
students’ ideation and practical language skills, which is helpful and useful to ensure
and fulfill an effective result of teaching and learning Technology is not a proxy for
time and money - it needs to work effectively. A teacher cannot be a substitute of
technology and hence he must not compromise his positive role in the classroom while
using technological aids in the classroom.
Conclusion
Use of multimedia and computer technology in classrooms is generally reported to
improve self-concept and mastery of basic skills, more student-centered learning and
engagement in the learning process, more active processing resulting in higher-order
thinking skills and better recall, gain confidence in directing their own learning. This is
true for both language and non-language classrooms. The goal of multimedia in
education and training is to immerse the learner in a multisensory experience to promote
learning. One can read about walking on a beach. Someone describing the experience
orally along with the recorded sounds of the waves enhances the ‘experience.’ The
addition of motion video lets one ‘see’ the sights. Running one’s hands or feet through a
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box of sand and handling sea shells lets the ‘experience’ become more real. Finally,
multimedia makes one’s experience as realistic as possible without actual being there.
Teachers can incorporate multimedia learning into their classroom by
identifying the learning styles of each of their students, matching teaching methods to
learners’ multimedia learning for difficult tasks, strengthening weaker learners’
multimedia learning through easier tasks and drill, and teaching students, selection of
learning strategies. Multimedia that is effective in learning and teaching doesn’t simply
consist of using multiple media together, but combining media mindfully in ways that
capitalize on the characteristics of each individual medium and extend the learning and
teaching experiences. Multimedia offers teachers enormous opportunities for making
learning and teaching environments meaningful and effective.
References:
Asyhar, H. Rayandra. (2011) Kreatif Mengembangkan Media Pembelajaran. Jakarta:
Gaung Persada Press.
Arsyad, Azhar. (2007) Media Pembelajaran. Jakarta: PT RajaGrafindo Persada.
Banathy, Bela H. (1991) System Design of Education. A Journey to Create the Future.
New Jersey: Educational Technology Publications.
Bell and Burnady. (1984) Handbook for ESL Literacy. Toronto: OISE.
Celce, Marianne – Murcia, McIntosh, Lois. (1980) Teaching English as a Second or
Foreign Language. Los Angeles: Departement of English-University of
California.
Davies, et.al. (2011) ‘Computer Assisted Language Learning’, (Online). Available at:
http://www.warwick.ac.uk/ETS/Publications/Guides/cmc.htm
Departments & Services. Centre for Academic Practice. (2013) ‘What is Educational
Technology? Computer Assisted Learning’ (Online). Available at:
http://www.warwick.ac.uk/ETS/Publications/Guides/cmc.htm
Departments & Services. Centre for Academic Practice. (2013) ‘New Media, New
Skills’ (Online). Available at:
http://www.warwick.ac.uk/ETS/Publications/Guides/cmc.htm.
Heinich, R., Molenda, M. et.all. (2002) Instructional Media and Technologies for
Learning. New Jersey: Merrill Prentice Hall.
Kemp, E. J., Morrison, R.G., & Ross, M.S. (1994) Designing Effective Instruction. New
York: Macmillan College Publishing Company.
Lindblom. (2004) Writing with Confidence. New Cork: Harper Collins Publisher.
Packard, C. (1995) Second Language Learning and Technology. ERIC/CLL Minibibs.
(Online), Available at:
http://www.cal.org/ericcll/Minibibs/Technology.html
Pandey, Meenu. (2014) Use of Multimedia in English Language Teaching. (Online),
Available at:
http://www.academia.edu/5649523/Use_of_Multimedia_in_English_Language_
Teaching
Raimess. (1983) Technique in Teaching Writing. Oxford: Oxford University Press.
Reiser, A.R. & Dempsey, V.J. (2002) Trends and Issues in Instructional Design and
Technology. New Jersey: Merrill Prentice Hall.
Sanaki, Hujair.AH. (2009) Media Pembelajaran.Yogyakarta: Safiria Insania Press.
Journal of English in Academic and Professional Communication
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39
Seels B. B. & Richey, C.R. (1994) Instructional Technology. The Definition and
Domain of the Field. Washington, DC: AECT.
Stepp-Greany, Jonita (January 2002). "Students perceptions on language learning in a
technological environment: Implications for the new millennium". Language
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Taylor, R. (1980) The computer in the School: Tutor, tool, tutee. New York: Teachers
College Press.
Underwood, J. (1984)
Linguistics, computers, and the language teacher: A
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Vilmi, R. (2005) Publications on Using Technology for Language Teaching. Helsinki:
University of Technology.
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learning
Dwi Puspitarini, S.S., M.Pd.
STAIN Jember, Indonesia
Abstract
The use of technologies, such as computer and internet, have expanded so
widespread in schools and homes as the instructional media for language
learning. In EFL (English as a Foreign Language) the English teacher should
facilitate a better English teaching as one way to increase the students’ skills.
This paper analyzes the necessity of multimedia technology in language learning.
It also aims to make English teachers aware of the strategies to use instructional
media in the process of learning. The author points out the discussion of
computer-assisted learning, the role of multimedia language center, and the
advantage of using multimedia in language learning. Finally, the choice of
suitable aids/multimedia and the use of appropriate techniques, must be
considered to increase the teaching efficiency and to arouse students’ motivation
and interest to learn English. Multimedia offers teachers enormous opportunities
for making learning and teaching environments meaningful and effective.
Key words: Multimedia, Instructional Media, English Learning
Introduction
With the coming of the twenty-first century, our era could be characterized as the age of
media and technology. As conduits for information and entertainment, the mass media
literally surround us day and night. Technology, especially in terms of digital
communications, permeates our work and play. In school and after school, at home and
at work, children and adults are enjoying the benefit of learning through media and the
new technologies for learning.1
As we think about our future in the world of education, consider these vignettes
as samples of ways media and technology affect the processes of teaching and learning.
Instructional media and the technologies for learning provide us with the tools to engage
students powerfully in the learning process. The array of media formats and of quality
materials available to the teacher is increasing dramatically. Nowadays, some schools
have serviced their students with multimedia classrooms or Library Media Center.
There are many types of applications of computers in schools today. Nearly all school
library media centers have at least one station that is designated for database searches
using CD-ROMs and the Internet. As a teacher we must be prepared to choose the best
tools for our students, who are in diverse situations and pursuing different sorts of
learning goals.
1
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for Learning.
New Jersey: Merrill Prentice Hall, p.2.
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Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
'Technology' in its broadest terms could include LCD (liquid crystal display) and
even pen and paper but, in the context of Learning Technology, it is generally
understood that we are talking about technologies that have arrived with the
'Information Revolution' i.e. those associated with computers. Here, media and
technology have transformed not only the world of work and leisure, but the world of
education as well. 2
Moreover, the use of technology inside or outside the classroom tends to make
the class more interesting. Recently, though, computers have become so widespread in
schools and homes and their uses have expanded so dramatically that the majority of
language teachers must now begin to think about the implications of computers for
language learning.
Meanwhile, multimedia offers many opportunities for language learning with
the availability of text, images, sound and video as well as interactive activities, the
problem is that these opportunities have not been taken advantage of well. Most
multimedia computer programs tend to be strong on presentation but weak as far as
pedagogy and even interaction. Based on the problems above, the English teachers have
to be more creative in choosing the material, media, and the techniques which can make
the writing class more interesting, exciting, and enjoyable. It can be done by choosing
the material that appropriate with the students’ background knowledge and use a media
that the students like. Students need a kind of stimuli for encouraging their imagination
to get the idea of writing. As Edgar Dale cites in his “Dale’s Cone of Experiences”, that
the empirical things which is gotten from the environment will support more detail to
our memory, and give better result in our understanding.3
What Are Instructional Media?
According to Azikiwe (2007), instructional media cover whatever the teacher uses to
involve all the five senses of sight, hearing, touch, smell and taste while presenting
his/her lessons. In a similar vein Adegun (1997) says instructional media are things
which are intended to help the teacher to teach more effectively and enable the students
to learn more readily. Instructional media are information carriers designed specifically
to fulfil objectives in a teaching-learning situation. They are very important in language
teaching, especially the foreign language i.e. English, because they facilitate the direct
association between sounds and their symbols and also words and the objects they
represent. They help to vividly illustrate meanings of things because they are associated
with materials used by the teacher to improve the quality of his teaching. 4 Instructional
media according Rayandra Asyhar are usually classified based on the characteristics
2
http://en.wikipedia.org/wiki/Computer-assisted_language_learning, diakses 1 Pebruari
2013.
3
Arsyad, Azhar. 2007. Media Pembelajaran. Jakarta: PT RajaGrafindo Persada.p.11
4
ADENIREGUN, Gbolahan Solomon
http://www.academia.edu/4661905/INSTRUCTIONAL_MEDIA_FOR_EFFECTIVE_TEA
CHING_AND_LEARNING
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they exhibit. There is a wide variety of instructional media which could be profitably
and effectively used in the second language classroom learning situation. They could be
broadly classified into four groups namely visual aids, audio-visual aids, audio aids and
multimedia.5 While Najjar (1996) in Asyhar states that:
‘Multimedia is the use of text, graphics, animations, pictures, video, and
sound to present information. Since these media can now be integrated
using a computer, there has been a virtual explosion of computer based
multimedia instructional application.’6
Learning and Multimedia for English Learning
Learning is the development of new knowledge, skills, or attitude as an individual
interacts with information and the environment. The learning environment includes the
physical facilities, the psychological atmosphere, instructional methods, media, and
technology.7
In a sense, the term multimedia is quite straight forward. It is a combination of
two or more media into a single coherent message. Thus a sheet of paper containing an
image and text meets this strict definition of multimedia. In practice, however, owing
the computer’s capability to harness and manipulate diverse media, the term multimedia
has become more complex.8
These days, multimedia usually refers to contemporary software that contains
combinations of text, graphics, animation, video, or audio. Multimedia often implies the
inclusion of some form of hyper-linking. It allows users to determine their own paths or
follow personal interests through a lesson, rather than a linear path. The generic term
multimedia refers to the sequential or simultaneous use of a variety of media formats in
a given presentation or self-study program.
Multimedia systems may consist of traditional media in combination or they
may incorporate the computer as a display device for text, pictures, graphics, sound, and
video. The term multimedia goes back to the 1950s and describes early attempts to
combine various still and motion media for heightened educational effect. Multimedia
involves integrating these formats into a structured program in which each element
complements the others so that the whole is greater than the sum of its parts. Today
examples of multimedia in education and training include slides with synchronized
audio-tapes, videotapes, CD-ROMs, DVD, The World Wide Web, and virtual reality.
The goal of multimedia in education and training is to immerse the learner in a
multisensory experience to promote learning. In the past the predominant mode of
providing instructional experiences was the written and spoken word through textbooks
and the lecture. As shown in Dale’s Cone of Experience, ‘verbal symbols’ are the most
abstract. A newer form of media, virtual reality, is near the bottom (more concrete) of
5
Asyhar, H. Rayandra. 2011. Kreatif Mengembangkan Media Pembelajaran. Jakarta: Gaung
Persada Press.p. 53.
6
Ibid. p.75.
7
8
Seels B. B. & Richey, C.R. 1994. Instructional Technology. The Definition and
Domain of the Field. Washington, DC: AECT.p.3.
Reiser, A.R. & Dempsey, V.J. 2002. Trends and Issues in Instructional Design and
Technology. New Jersey: Merrill Prentice Hall.p.308.
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Dale’s Cone. Virtual reality is very effective and efficient in recreating reality and
approaches ‘direct purposeful experiences’- the most tangible mode of learning.9
Instructional designers understand that individual learners respond differently to
various information sources and instructional methods, so chances of reaching an
individual are increased when a variety of media are used. Multimedia also attempts to
simulate more closely the conditions of real-world learning, a world of multisensory,
all-at-once experiences, even it applies also in English learning.
Multimedia addresses different language learning styles. Auditory learners,
visual learners, and tactile learners all benefit from multimedia’s varied presentation
forms. The redundancy of print, sound, visuals, and motion media allows learners to
choose for themselves the most meaningful sensory mode. When you, instructor, have a
clear sense of the objectives and the necessary student practice, you can decide what
media will best facilitate the English learning and how best to deliver it.
This will explore the following types of multimedia:
1. Multimedia Kits: a collection of materials involving more than one type of
medium and organized around a single topic.
2. Hypermedia: media that allow the composition and display of nonsequential
materials.
3. Interactive Media: media that require learners to practice skills and receive
feedback.
4. Virtual Reality: media in which users experience multisensory immersions and
interact with phenomena a they would in the physical world.
5. Expert Systems: software packages that teach learners how to solve a complex
problem by applying the collective wisdom of experts in a given field.
Here, some explanation of them:
1. Multimedia Kits
A multimedia kits is a collection of teaching/learning materials involving more than one
type of medium and organized around a single topic. Kits may include CD-ROMs,
filmstrips, slides, audiotapes, videotapes, still pictures, study prints, overhead
transparencies, maps, worksheets, charts, graphs, booklets, real objects, and models.
Some multimedia kits are designed for the teacher to use in classroom presentations.
Others are designed for use by individual students or by small groups.
Commercial multimedia kits are available for a variety of educational subjects.
These learning kits may include videotapes, audiocassettes, floor games, board games,
posters, full-color photographs, activity cards, murals, wall charts, geometric shapes,
flash cards, laboratory materials for science experiments, and even puppets to act out
stories. They also normally include student workbooks and teacher’s manual.
Teachers or media specialists can also prepare multimedia kits. The main
purpose of a kit is to give learners a chance at firsthand learning-to touch, to observe, to
9
Arsyad, Azhar. 2007. Media Pembelajaran. Jakarta: PT RajaGrafindo Persada.p.11
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experiment, to wonder, to decide. Availability and cost of materials are obviously
important considerations. Will there be one kit for all students to share, or can the kit be
duplicated for all? Are the materials reusable? If not, you will need replacement
supplies. Will the kits include audiovisual materials? If so, where will students find the
necessary equipment? Can the kit be used in a variety of instructional situations?
Advantages:
1. Interest. Multimedia kits arouse interest because they are multisensory.
Everyone likes to touch and manipulate real objects- to inspect unusual
specimens up close.
2. Cooperation. Multimedia kits can be an ideal mechanism for stimulating smallgroup project work. Cooperative learning activities can revolve around
experiments, problem solving, role playing, or other types of hands-on practice.
3. Logistics. Kits have an obvious logistical advantage. Being packaged, they can
be transported and used outside the classroom, such as in the media center or at
home.
Limitations:
1. Expense. Learning with multimedia kits can be more expensive than with other,
more conventional, methods.
2. Time consuming. It can be time consuming to produce and maintain the
materials.
3. Replacement. Lost components can make the kit frustrating to use.
2. Hypermedia
Hypermedia provides a number of advantages for language learning. First of all, a more
authentic learning environment is created, since listening is combined with seeing, just
like in the real world. Secondly, skills are easily integrated, since the variety of media
make it natural to combine reading, writing, speaking and listening in a single activity.
Third, students have great control over their learning, since they can not only go at their
own pace but even on their own individual path, going forward and backwards to
different parts of the program, honing in on particular aspects and skipping other
aspects altogether. Finally, a major advantage of hypermedia is that it facilitates a
principle focus on the content, without sacrificing a secondary focus on language form
or learning strategies. For example, while the main lesson is in the foreground, students
can have access to a variety of background links which will allow them rapid access to
grammatical explanations or exercises, vocabulary glosses, pronunciation information,
or questions or prompts which encourage them to adopt an appropriate learning
strategy.10
3. Interactive Media
Computer-based interactive media creates a multimedia learning environment that
capitalizes on the features of both video and computer-assisted instruction. It is an
instructional delivery system in which recorded visuals, sound, and video materials are
10
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for
Learning. New Jersey: Merrill Prentice Hall.p.215.
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presented under computer control to viewers who not only see and hear the pictures and
sounds but also make active responses, with those responses affecting the pace and
sequence of the presentation.
The interactive aspect of interactive media is provided through computers,
which have powerful decision-making abilities. Combining computers and video allows
the strengths of each to compensate for the limitations of the other to provide a rich
educational environment for the learner. Interactive media is a powerful, practical
method for individualizing and personalizing instruction. With the introduction of
hypermedia, it has become easier to prepare teacher-developed and student-developed
interactive multimedia. Students are discovering an innovative way to activate their
learning through simple-to-prepare hypermedia stacks.
Advantages:
• Multiple media. Text, audio, graphics, still pictures, and video can all be
combined in one easy-to-use system.
• Learner Participation. The R of ASSURE model is achieved with interactive
video materials because they require that learners engage in activities. These
materials help to maintain students’ attention, and they allow greater
participation than does video viewing alone.
• Individualization. It is provided for because branching allows instruction on
remedial as well as enrichment levels.
• Flexibility. The learner may choose what to study from the menu.
• Simulations. Interactive video may be used to provide simulation experiences in
such areas as medicine, machine operations, and especially interpersonal skills.
Interactive media is a valuable learning system for tasks that must be shown rather than
simply told. Some instruction cannot be adequately presented by printed materials. If
learners need to interact with the instruction, interactive media is an appropriate choice.
Interactive media can be used by individuals as well as small groups. There is a growing
trend, particularly in elementary education, toward small group applications, providing
opportunities for students to engage in cooperative and collaborative problem-solving
activities.
Dr. Meenu Pandey states that the potential pedagogical value and rationale for
using multimedia classroom in these three points are as follows:
1. To raise interest level -- students appreciate (and often expect) a variety of
media
2. To enhance understanding -- rich media materials boost student comprehension
of complex topics, especially dynamic processes that unfold over time
3. To increase memorability -- rich media materials lead to better encoding and
easier retrieval. The beauty of multimedia is that it has no limitation and it can
be used at all the levels of learning.11
Role of Computer in English Learning
The potential uses of computers in education settings go far beyond direct instruction.
11
http://www.academia.edu/5649523/Use_of_Multimedia_in_English_Language_Teaching
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35
One function is administrative-keeping school records, scheduling classes, doing
payroll, and managing student assessment data. Another is service oriented, as when
guidance programs use computers to deliver career planning assistance. In the domain
of instruction there are four broad classes of computer applications:
As an object of instruction
As an tool
As an instructional device
As a means of teaching logical thinking.12
In its role as a tool, the computer assists both teachers and students. Some of the
roles of the computer are relatively simple, such as calculator. Other roles are more
advanced, such as multimedia composer, presentation aid, communication device, and
data retrieval source. Whatever the reason for using the computer, as a tool it has
become indispensable.
In writing as one of English skills, computers are being used widely for word
processing and desktop publishing. Most students have access to word processing
programs with which they complete term papers and assignments. Some students create
multimedia term papers, integrating such media as graphics, sound, and motion for a
more complete presentation. Presentation software, which incorporates the computer
with video projection, can be used for student presentations. Computers also allow
students to communicate with others around the world via e-mail.
There are some advantages of using computer in school. Among of them are:
• Learner control. Computer-based instruction allows students some control over
the rate and sequence of their learning (individualization). High-speed
personalized responses to learner actions yield a high rate of reinforcement.
• Special needs. Computer-assisted instruction is effective with special learnersat-risk students, students with diverse ethnic backgrounds, and students with
disabilities.
• Record keeping. The record-keeping ability of the computer makes
individualized instruction feasible; teachers can prepare individual lessons for all
students and monitor their progress.
• Information management. Computers can cover a growing knowledge base
associated with the information explosion. They can manage all types of
information: graphic, text, audio, and video. More information is put easily at
the instructor’s disposal.
• Diverse experiences. Computers provide diverse learning experiences. These
can embody a variety of instructional methods and can be at the level of basic
instruction, remediation, or enrichment.
• Communication precision. One serendipitous effect of working with computers
is that they literally force us to communicate with them in an orderly and logical
way. The computer user must learn to communicate with explicit, exact
instructions and responses.
12
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for Learning.
New Jersey: Merrill Prentice Hall, p.214.
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Computer-Assisted Learning (CAL)
The term Computer Assisted Learning (CAL) covers a range of computer-based
packages, which aim to provide interactive instruction usually in a specific subject area.
In general, the use of computers in education through CAL has been sporadic a great
deal of effort was expended with little general impact. Many of those academics that
took part in that earlier crusade are now cynical about the effectiveness of computers in
teaching.
Computer-Assisted Learning (CAL) helps students learn specific skills.
Software is now capable of providing students with complex tasks to engage them in
real-world problems. Video technologies can easily be incorporated, focusing attention
on tangible examples. Word processing, graphics, and a host of computer software help
students organize and communicate their ideas.13
While multimedia computer-based materials can be used directly in the
classroom, because of costs, such resources are usually found in a multimedia language
center, fulfilling the role of the previous cassette-based and digital language
laboratories. However, managing such a center requires knowledge of a wide range of
equipment and the increasing expectations of such equipment from administrators,
language teachers and students.
Multimedia Language Centers
Nowadays multimedia refers to computer-based materials that can perform more varied
tasks then the purely-audio mixed-media. Not only can such play pre-recorded audio
and video material, it can create new audio and video recordings. It also has the
capability of integrating the four basic skills of listening, speaking, reading and writing,
as well as giving immediate, if limited, feedback to the student. However, like its
predecessors, multimedia centers run the risk of being underutilized due to poor
management.
While multimedia computer-based materials can be used directly in the
classroom, because of costs, such resources are usually found in a multimedia language
center, fulfilling the role of the previous cassette-based and digital language
laboratories. However, managing such a center requires knowledge of a wide range of
equipment and the increasing expectations of such equipment from administrators,
language teachers and students.
While multimedia offers many opportunities for language learning with the
availability of text, images, sound and video as well as interactive activities, the
problem is that these opportunities have not been taken advantage of well. Most
multimedia computer programs tend to be strong on presentation but weak as far as
pedagogy and even interaction. The only advantage to the multimedia in these cases
has been better sound and color images. Most modern language learning theories stress
the importance of teacher guidance rather than control, giving students control over
13
Heinich, R., Molenda, M. et.all. 2002. Instructional Media and Technologies for Learning.
New Jersey: Merrill Prentice Hall.p.
216-217.
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what they do, how fast they do it and even the ability to find and correct their own
mistakes.
Managing a multimedia language center properly requires not only knowledge
of foreign languages and language teaching methodology, it also requires a certain
amount of technical know-how and budget management ability as well as the ability to
combine all these into creative ways of taking advantage of what the technology can
offer. Often a center manager needs assistants for technical problems, for managing
resources and even the tutoring of students. Multimedia centers lend themselves to selfstudy, and potentially self-directed learning, but such is often misunderstood. The
simple existence of computers in a laboratory does not automatically lead to students
learning independently.
The Advantage of Multimedia in English Learning
Students believe they learn faster and better with computer-mediated communication.
Also, students learn more about culture in such an environment. In networked computer
environments, students have a conscious feeling of being members of a real community.
In situations where all are learners of a foreign language, there is also a feeling of
equality. In these situations students feel less stressed and more confident in a language
learning situation, in part because surface errors do not matter so much.
The one of the ultimate goals of multimedia language teaching is to promote
students’ motivation and learning interest, which can be a practical way to get them
involved in the language learning. Without this technology, English language learners
are often left to their own devices. Concerning the development of technology, we
believe that in future, the use of internet and multimedia English teaching will be further
developed. The process of English learning will be more student-centered but less timeconsuming.
Therefore, it promises that the teaching quality will be improved and students’
applied English skill scan be effectively cultivated, meaning that students’
communicative competence will be further developed. This process can fully improve
students’ ideation and practical language skills, which is helpful and useful to ensure
and fulfill an effective result of teaching and learning Technology is not a proxy for
time and money - it needs to work effectively. A teacher cannot be a substitute of
technology and hence he must not compromise his positive role in the classroom while
using technological aids in the classroom.
Conclusion
Use of multimedia and computer technology in classrooms is generally reported to
improve self-concept and mastery of basic skills, more student-centered learning and
engagement in the learning process, more active processing resulting in higher-order
thinking skills and better recall, gain confidence in directing their own learning. This is
true for both language and non-language classrooms. The goal of multimedia in
education and training is to immerse the learner in a multisensory experience to promote
learning. One can read about walking on a beach. Someone describing the experience
orally along with the recorded sounds of the waves enhances the ‘experience.’ The
addition of motion video lets one ‘see’ the sights. Running one’s hands or feet through a
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box of sand and handling sea shells lets the ‘experience’ become more real. Finally,
multimedia makes one’s experience as realistic as possible without actual being there.
Teachers can incorporate multimedia learning into their classroom by
identifying the learning styles of each of their students, matching teaching methods to
learners’ multimedia learning for difficult tasks, strengthening weaker learners’
multimedia learning through easier tasks and drill, and teaching students, selection of
learning strategies. Multimedia that is effective in learning and teaching doesn’t simply
consist of using multiple media together, but combining media mindfully in ways that
capitalize on the characteristics of each individual medium and extend the learning and
teaching experiences. Multimedia offers teachers enormous opportunities for making
learning and teaching environments meaningful and effective.
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