Teachers` perceptions of English language teaching media.

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ABSTRACT

Soko, Hyasintha Lusia. 2017. Teachers’ Perceptions of English Language Teaching Media. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

As the demand of English mastery becomes rapidly higher nowadays, a teacher, as one of the main input in English language teaching and learning plays important role in maximizing the students’ learning achievement. What is meant by achievement here is not simply a rich knowledge or a good grade, but the most important thing is how the students use the knowledge they gained at school and contribute positively to the society. Thus, the teacher has a big responsibility in facilitating the students in learning. Meanwhile, media, for such a long period are applied in assisting teachers to deliver the teaching material in the classroom, as some researchers find that having ELT media is beneficial for both the teachers and students.

As for how the teachers view, experience and evaluate the ELT media are considered as crucial deals in media implementation, this study aims to investigate the teachers’ perceptions of ELT media. This study is classified into three main dimensions of perception proposed by Vernon (1987) namely understanding, view and action.

By conducting a survey study, the researcher collected, analysed, elaborated and eventually drew conclusion dealing with the teachers’ perceptions of ELT media. The main data of this study were collected with a questionnaire, which was distributed to 30 English teachers in the city of Yogyakarta, while the secondary data were gathered by distributing another questionnaire and conducting interview section with three of those 30 teachers.

The data from the questionnaire were elaborated by applying Riduan’s (2012) formula, so the finding of each of perception dimensions can be classified into certain categories whether very positive, positive, negative or very negative. These categories then led the researcher in drawing the conclusion to answer the question of this particular study. In addition, the secondary data were gathered to confirm and enrich the main data.

The findings showed that the teachers have positive responses towards the two of the dimensions, understanding and view. The score of teachers’ understanding is 87 of 100, while the score of view is 88 of 100. The teachers however, do not show positive responses toward the action as its score is 37 of 100. However, in general, the English teachers’ perceptions of ELT media in this study was categorized as a good perception. In other words, all the teachers have a positive perception of ELT media.

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ABSTRAK

Soko, Hyasintha Lusia. 2017. Teachers’ perceptions of ELT media. Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Seiring tuntutan penguasaan bahasa Inggris menjadi semakin tinggi saat ini, seorang guru, sebagai salah satu masukan utama dalam pengajaran dan pembelajaran Bahasa Inggris memainkan peran penting dalam memaksimalkan prestasi belajar siswa. Yang dimaksud dengan prestasi di sini tidaklah sesederhana pengetahuan yang kaya dan nilai yang memuaskan, namun hal yang penting adalah bagaimana para siswa menggunakan pengetahuan yang diperoleh di sekolah dan memberikan kontribusi positif di masyarakat. Dengan demikian, guru diberi tanggung jawab besar dalam memfasilitasi siswa dalam belajar. Sementara itu, media untuk jangka waktu yang panjang diterapkan dalam membantu guru dalam menyampaikan materi pengajaran di kelas, seperti apa yang menjadi penemuan beberapa peneliti, mengikutsertakan media dalam pengajaran Bahasa Inggris membawa dampak positif baik bagi guru maupun siswa.

Karena bagaimana guru memandang, mengalami dan mengevaluasi media dalam pengajaran Bahasa Inggris dianggap sebagai aspek penting dalam implementasi media, penelitian ini bertujuan untuk mengetahui persepsi guru terhadap media dalam pengajaran Bahasa Inggris. Penelitian ini dijabarkan menjadi tiga dimensi utama persepsi sebagaimana dipaparkan oleh Vernon (1987), yaitu pemahaman, pandangan dan tindakan.

Dengan melakukan studi survei, penulis mengumpulkan, menganalisa, menguraikan dan pada akhirnya menarik kesimpulan yang berhubungan dengan persepsi guru terhadap media dalam pengajaran Bahasa Inggris. Data utama penelitian ini dikumpulkan dengan kuesioner, yang dibagikan kepada 30 guru Bahasa Inggris di kota Yogyakarta, sedangkan data sekunder dikumpulkan dengan membagikan kuesioner lain dan melakukan wawancara dengan tiga dari 30 guru tersebut.

Data dari kuesioner dijabarkan dengan menggunakan rumus yang dikemukakan oleh Riduan (2012) sehingga temuan masing-masing dimensi persepsi dapat diklasifikasikan ke dalam kategori tertentu baik itu sangat positif, positif, negatif, atau pun sangat negatif. Kategori ini kemudian mengarahkan penulis untuk menarik kesimpulan untuk menjawab pertanyaan dari penelitian ini. Selain itu data sekunder dikumpulkan untuk mengkonfirmasi dan memperkaya data utama.

Temuan menunjukkan bahwa guru memiliki respon positif terhadap dua dimensi persepsi, pemahaman dan pandangan. Hal ini dapat dilihat dari skor yang diperoleh pemahaman yakni 87 dari 100 serta pandangan yakni 88 dari 100. Di lain pihak, hasil penelitian tidak menunjukkan respon positif terhadap dimensi tindakan yang memperoleh skor 37 dari 100. Namun, secara keseluruhan, persepsi guru terhadap media dalam pengajaran Bahasa Inggris dalam penelitian ini dikategorikan sebagai persepsi yang baik. Dengan kata lain, semua guru memiliki persepsi positif terhadap media dalam pengajaran Bahasa Inggris.

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i TEACHERS’ PERCEPTIONS

OF ENGLISH LANGUAGE TEACHING MEDIA

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree

in English Language Studies

Hyasintha Lusia Soko Student Number: 116332028

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

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A THESIS

TEACHERS' PERCEPTIGNS

OF FINGLiSH LANGUAGE TEACHING ivtiltltA

Qf.-B._E-Dwi i atrye kg-M..tr_

Thesis Advisor

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A THESIS

TEACHERS' PERCEPTIONS

OF ENGLISH LANGUAGE TEACHING MEDIA

Hyasintha Lusia Soko

Student Number: 116332028

Defended befbre the Thesis Committee and Declared Acceptable

Chairperson Secretary Member

THESIS COMMITTEE : F. X. Mukarto, Ph.D.

: Dr. B. B. Drvijatmoko, M.A.

: 1. Dr. J. Bismoko

2. Dr. E. Sunarto, M.Hum.

Or,*

-;

./

lti Yogyakarta, 20 June, 2017

uate Program Director

ma University

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STATEMENT OF WORK ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise

stated are the ideas, phrases, and sentences

of

the researcher. The researcher

understands the

full consequences

including degree cancellation

if

she took somebody else's ideas, phrases or sentences without proper references.

Yogyakarta, 6 June 201'7

V,il-h

Hyasintha Lusia Soko

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan

di

bawah

ini,

sebagai mahasiswa Universitas Sanata Dharma:

Nama

: Hyasintha Lusia Soko

NIM

:116332028

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ihniah saya yang berjudul:

TEACHERS' PERCEPTIONS

OF ENGLISH LAI{GUAGE TEACHING MEDIA

Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata

Dharma

hak

untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Intemet atau media

lain

untuk kepentingan akademis tanpa perlu meminta

ijin

ataupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Di

: Yogyakarta

Tanggal

:6JuniZ}fl

Yang menyatakan,

V,^il-h

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vi ACKNOWLEDGEMENT

As I am completing the final stage of my graduate study, I would like to express my gratitude to those who shared their care, love and compassion to me with their own ways so I can responsibly finish this particular chapter of my life.

I initially would like to express my gratitude to Dr. B. B. Dwijatmoko, M.A., my supervisor, for patiently supporting and guiding me during the completion of this thesis. I am also thankful for the valuable knowledge and information shared, which enlightened me during the consultation process.

My deepest appreciation goes to Drs. F. X. Mukarto, Ph.D. and Dr. Emanuel Sunarto, M.Hum., my thesis reviewers, for sparing their time to give feedback for the improvement of this thesis.

I also would like to thank all faculty members of the graduate program of English Language Studies, Sanata Dharma University. To all the lecturers, for sharing valuable knowledge and giving positive input during my time in this study program. Also to mbak Marni and pak Mul for every single information given whenever I needed it. My gratitude is also addressed to Drs. Tarsisius Sarkim, M.Ed, Ph.D., for wisely giving me chance to prove that I was able to finish what I have already started.

I am also thankful for the togetherness I have with all my ELS colleagues, especially to mbak Ayu, mbak Ina and Deasy who continuously encouraged each other to have faith and be optimistic that we all could possibly finish our thesis writing.

I did not even have a vision that I was able to reach this stage if I was not fully supported by my family. I am so grateful for they are always ready to help

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vii me whenever I need them, encourage me that I am able to handle all the difficulties and problems faced so far. Also to Jacob Alackal, for the continuous scolding as well as enticement that motivated me to finish my study.

I thank also many who are not mentioned here, for I do believe that everyone whom I meet every day of my life, one way or another, has an important role in shaping me as a better person.

Last but not least, I would like to express my gratitude to the One who gives me chance and trust to stand still and always be faithful. I thank God especially for accompanying me with those people I previously mentioned above whom I believe as His media in showing His great love for me.

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viii TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE ... iii

STATEMENT OF WORK ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xi

LIST OF APPENDICES ... xii

ABSTRACT ... xii

ABSTRAK ... xiii

CHAPTER I INTRODUCTION ... 1

A.Background ... 1

B.Problem Formulation ... 8

C.Research Goal ... 8

D.Benefit of the Study ... 9

CHAPTER II THEORETICAL REVIEW ... 10

A.Theoretical Review ... 10

1. English Teacher ... 10

a. Teacher role ... 12

b. Teacher task ... 13

c. Teacher skill ... 13

d. Teacher knowledge ... 14

2. English Language Teaching ... 15

3. Perception ... 16

a. Understanding ... 18

b. View ... 19

c. Action ... 20

4. ELT Media ... 20

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1) Audio Recording ... 27

2) Drama ... 29

3) News report ... 30

4) Song ... 31

b. Visual ... 33

1) Pictures ... 33

2) Word Cards/ Flash Cards ... 35

3) Chart ... 37

c. Audio-visual ... 40

1) Video ... 40

2) Films ... 42

3) TV Programs ... 44

B.Related Studies ... 47

C.Theoretical Framework ... 50

CHAPTER III RESEARCH METHODOLOGY ... 53

A.Research Method ... 53

B.Research Respondents ... 53

C.Research Instruments ... 54

1. Questionnaire ... 55

2. Interview ... 56

D.Data Gathering Techniques ... 57

E. Data Analysis Techniques ... 58

1. Teachers’ understanding and View of Media ... 59

a. Classification of perception based on each respondent ... 59

b. Classification of perception based on each statement ... 60

2. Teachers’ action toward Software Media ... 60

a. Classification of perception based on each respondent ... 61

b. Classification of perception based on each medium ... 62

3. Teachers’ action toward Hardware Media ... 62

4. Teacher’s Reflection of ELT Media Usage ... 63

CHAPTER IV RESULTS AND DISCUSSIONS ... 64

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B.Teachers’ understanding of ELT media ... 65

1. Data from the Questionnaire ... 65

2. Data from the Interview ... 70

3. Discussion ... 72

C.Teachers’ views of ELT media ... 74

1. Data from the Questionnaire ... 75

2. Data from the Interview ... 77

3. Discussion ... 80

D.Teachers’ action toward ELT media ... 82

1. Data from the Questionnaire ... 82

a. Software Media ... 82

1) Listening ... 83

2) Speaking ... 84

3) Reading ... 85

4) Writing ... 86

b. Hardware ... 87

1) Audio ... 88

2) Visual ... 89

3) Audio-visual ... 90

2. Data from the Interview ... 90

3. Discussion ... 92

E. Other findings ... 97

CHAPTER V CONCLUSIONS ... 99

A.Conclusions ... 99

B.Suggestions ... 100

BIBLIOGRAPHY ... 101

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xi LIST OF TABLES

Table 3.1 : Rank Input Value ... 61

Table 3.2 : Maximum & Minimum Score of Hardware Media ... 63

Table 4.1 : Overall Result ... 65

Table 4.2 : Teachers’ understanding of ELT media ... 66

Table 4.3 : Teachers’ views of ELT media ... 75

Table 4.4 : Software Media Usage for Listening Skill ... 83

Table 4.5 : Software Media Usage for Speaking Skill ... 84

Table 4.6 : Software Media Usage for Reading Skill ... 85

Table 4.7 : Software Media Usage for Writing Skill ... 86

Table 4.8 : Hardware Media Usage for Audio Software Media ... 88

Table 4.9 : Hardware Media Usage for Visual Software Media ... 89

Table 4.10 : Hardware Media Usage for Audio-Visual Software Media ... 90

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xii LIST OF APPENDICES

Appendix 1. Questionnaire ... 105

Appendix 2. Interview Lists ... 111

Appendix 3. Data of Teachers’ understanding and Views of ELT Media ... 112

Appendix 4. Teachers’ action toward ELT Media (Listening) ... 113

Appendix 5. Teachers’ action toward ELT Media (Speaking) ... 114

Appendix 6. Teachers’ action toward ELT Media (Reading) ... 115

Appendix 7. Teachers’ action toward ELT Media (Writing) ... 116

Appendix 8. Hardware Media Usage (Audio) ... 117

Appendix 9. Hardware Media Usage (Visual) ... 118

Appendix 10. Hardware Media Usage (Audio-Visual) ... 119

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xii ABSTRACT

Soko, Hyasintha Lusia. 2017. Teachers’ Perceptions of English Language Teaching Media. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

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xiii ABSTRAK

Soko, Hyasintha Lusia. 2017. Teachers’ perceptions of ELT media. Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

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1 CHAPTER I

INTRODUCTION

This chapter describes the rationale for conducting a study on teachers’ perceptions of English language teaching media. The description covers the background of the study, problem formulation, research goal and benefit of the study.

A. Background

Education in Indonesia is still trying to move into the best achievement that it can get. Many efforts including innovation and improvement are done time after time to solve the facing problems.

Generally, the problems that can be found in education are divided into three categories: input, process and output. In the first category which is input, the problem covers the aspects that undergo the teaching and learning process such as the teachers (competence, qualification), students (readiness, independence, learning interest) and other supporting aspects such as teaching model, instructional media, tools, and infrastructures. In the process category, we can find some problems when the teaching-learning activity is done in the classroom such as class management. While the third category which is output covers the problem of the learning achievement which is always the centre of attention so far. Then what happens with English Language Teaching in Indonesia? Do all the problems that explained above also occur in English language teaching?

English is a foreign language in Indonesia. It is the first foreign language to be taught at school. English learning in Indonesia is done with a consideration that English obviously plays an important role in maintaining the better

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2 relationship with other nations from now on. Harsono (2006) delivers some functions of English in Indonesia as a language that can help the development of the state and nation, build a relationship with other nations, and run foreign policy. Regarding this importance, it is expected that our young generation that is still having education at school will be able to apply what they have learned, in their daily life in the society where they are.

Based on the Regulation of Minister of National Education Number 22 the Year 2006, English is started to be taught officially in junior high school as a compulsory subject. But we can find that English is taught in elementary or even preschool as well. In some elementary schools, English is taught as a Local Content subject or also international subject like what happens in international or national plus schools.

Based on the standard of competence and basic of competence that designed by the National Education Standards Board (2006), we can notice how detail the government design an English teaching reference to be done by the teacher. An English language teaching is expected to be done in high school to gain some achievements that the student is able to communicate and argue about something in English in a certain literacy level.

English in high school covers four skills such as listening, speaking, reading and writing. After passing through those standards of competence and basic of competence (that obviously already being developed by the teachers into a lesson plan) the student is expected to master or at least be able to implement confidently those four aspects in his/her daily life.

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3 Therefore, in this kind of situation, it can be concluded that the teacher, student and lesson plan are the input, English learning activity is the process, and student’s achievement is the output. It will bring us to another conclusion as well, that when a teacher is able to develop the standard and basic of competence into the teaching material and indicator of achievement well, the students will be attracted to English, and eventually he/ she will be able to get a good achievement in learning English as well.

That is how the researcher can visualize the English language teaching situation without any doubtful problem. But, what is happening now is not something like what already mentioned above. There are several problems that still can be found when the English language teaching is done. In this case, the researcher is interested in observing English in junior high school since English is being taught first in this particular level of education. The students are officially introduced to English in junior high school. Apparently, it is not an easy challenge to create an interesting learning that can make the learning process runs well, which eventually bring a good result as well.

A good learning result, of course, can be achieved when the teacher has a well-prepared teaching material and also is able to run the material in the class activity well. Ali, 2005 argues that there are two crucial aspects that support a successful learning, they are teaching material and instructional media. Improving teaching method is always done by those who work in education field. Teaching is now no longer about the teacher who stands up in front of the classroom, gives the lectures to the students and gives them assignment or exercise at the end of the

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4 class activity. It is now moving to a more active learning where the students also actively take part in gaining knowledge through the running activity.

What about the instructional media? By decreasing the old way of teaching method where the teachers dominate the learning activity with lecturing and any other teacher-centered method, the use of instructional media becomes increasingly exist nowadays. It is truly expected that by using various media (input) in English language teaching, learning activity (process) will be more active and fun and eventually the greatest result (output) will be achieved.

Instructional media are those media that used in order to assist teachers in delivering a message to the students in teaching and learning process. They can be classified into some taxonomies such as based on the learning stimuli which is proposed by Edling 1966, based on the learning function which proposed by Gagne 1965, based on the hierarchy use for education which proposed by Duncan and the last one, based on the sensory channels involved which proposed by Ohm 2010 (Munadi, 2010). In the further explanation, the researcher will only focus on discussing instructional media based on what proposed by Ohm which covers audio, visual, and audio-visual media. Most of us are familiar with the following statement “I hear, I forget; I see, I remember; I do, I understand” it means more the senses involved in a learning process, better the achievement at the end.

The teachers, (whether utilizes things that already exist around him/her or creates new ones) instructional media to enhance their teaching practice or to provide students with enriching the learning experience. In language teaching and learning, instructional media are used as the aids to explain language meaning and

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5 construction, engage students in a certain topic, or as the basis of the whole activity (Harmer, 2001)

Some studies are done in order to examine the advantage of using certain instructional media in supporting English learning. In this digital era, undoubtedly technology based devices also take part as instructional media that utilized by English teachers in teaching and learning process. Silcha & Ivone (2015) conduct a research about using Facebook as a medium which is used outside the classroom with process writing strategy to enhance the teaching of recount text. Pun (2013) in his/ her journal about a global perspective of using multimedia technology in English language teaching proposed various advantages that can be gained for both teacher and student by the existence of the media.

Surprisingly, there are also some studies done that deal with the use of traditional ELT media. As the result, traditional media are still having “special position” in English language teaching. As what Amelia (2015) states in her journal that maximizing the use of pictures can assist the teacher to catch the student’s attention and also give information about certain topics especially in reading comprehension activities. Her research is supported by the conclusions of some studies on the same topic which are accomplished by Cahill and Gregory in 2011, Cunnins and Quiroa in 2012 and O’Neil in 2011.

Whatever the studies are, all of them prove that instructional media are able to assist the teacher and student in gaining better achievement in English language teaching.

In a different way with what already explained above, Clark (1994) have a notion that media do not play an important role in the student’s learning

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6 achievement. Teaching and learning method is the one which influences the learning result of the student. He/she likens the media as vehicles contain food that people eat that undoubtedly do not affect to people’s nutrition at all. Indeed the food here represents the teaching and learning method. He has an opinion that a learning method which is run by using various media will give the same learning result eventually.

Two different views with strong arguments toward one thing that is learning. So, where is the English teacher place him/ herself? Is it important to use ELT media? In this case, one thing for sure, English teacher indeed plays an important role in succeeding and active and fun English learning.

An English teacher with whatever qualification that he/she may have, plays a role as both mentor and facilitator of his/ her students in the learning activity. Differently from what did happen in the past, where a teacher tends to be “a knowledge source”, in this information and technology era, every single thing around as can be our knowledge source which is fun and interesting to be known. We can learn anything from everything around us. This situation then influences the demand of English language teaching. The teacher’s capability is really required in order to facilitate the students with various media which also can be found outside the school so that the learning activity can be enjoyable or even entertaining.

As a teacher where English is firstly taught, a junior high school English teacher execute a very urgent responsibility in qualifying a good input which covers he/ she him/ herself, teaching tools as well as the student.

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7 Thus, what do the English teachers understand about instructional media, what do they believe about media and how do they apply the ELT media will be the main focus of this research. All these three aspects are classified in one position namely perception. Perception is something that one knows what they are, what they do and what they can do with it (Vernon, 1987) In this case, the English teachers’ perceptions toward instructional media covers, what is the teachers’ perceptions about instructional media? Does he/ she think that it is important to use ELT media? And what kind of instructional media do the teacher use in supporting their class activity? These questions are the fundamental points that make the researcher interested in conducting this research.

The researcher is curious about the teachers’ perceptions of media used in English language teaching since how the teachers view, understand and eventually apply certain media become really important to facilitate the students in the classroom which come from different background (learning style, learning enthusiasm) The researcher truly believes that when there is a good perception, there will be also a good learning achievement.

One thing for sure, the researcher does not simply focus on the way how the student can achieve the best result. More than that, when the student has very deep understanding about what he/she learns at school, he/ she is expected to have the capability in implementing it in his/her daily life as well. The ability to apply his/her knowledge in his/her own life then is believed to make him/her a person who can take part in bringing a better living condition to our country and generally in this world. It then leads us to the consideration that the quality of education is not simply determined by the result but it is all about the whole

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8 process, start from the preparation, process which refers to the execution and eventually the result.

B. Problem Formulation

The researcher formulates the problem of the study as follows:

What is the English teachers’ perceptions of English language teaching media? The scope of perceptions here are understanding, view and action of the English teachers toward ELT media. To what extend the English teachers understand about ELT media, whether the role or advantage in English language teaching? What is the English teachers’ views about ELT media, whether they are helpful or not in teaching and learning process? In addition, how do the English teachers act toward ELT media? And also have the English teachers moved from using a traditional medium to the digital one?

C. Research Goal

What makes the researcher decided to conduct a research about teachers’ perceptions of ELT media is the fact that they can be counted as crucial issues in learning process since it is able to lead the learning process into an effective way. Here, the researcher investigated the teachers’ perceptions of using ELT media in order to gain knowledge about the teachers’ views about the importance of using media in the class activity as well as the implementation in the classroom.

By answering the research question, the researcher expected that what is going to be achieved in this study will be helpful to conduct a better learning process. This better learning process then hopefully will lead the teachers and especially the students and the school generally in getting better learning achievement.

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9 D. Benefit of the Study

Two benefits can be gained by doing this study, theoretical and practical benefit.

The theoretical benefit of this study is the researcher hopes that this study will provide scientific information in education in general. The result of this study especially is expected to be valuable information for the teachers to make use of the ELT media effective in the classroom activity.

The practical benefit is that the result of this study can be a reflection to English teachers. This study provides opportunities for the teachers to have a better understanding of ELT media. By having a better understanding, the teachers will have a better perception about the ELT media in language teaching. The result of this study is also expected to be a medium of sharing various ways in implementing ELT media in classroom activities.

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10 CHAPTER II

THEORETICAL REVIEW

In this chapter, the researcher provides theories related to the research problem. This chapter is divided into the parts; they are theoretical review, related studies and theoretical framework. The first part talks about theories which relate to this study. In the second part, the researcher provides some studies which are done in the same interest with what the researcher did, while the last part talks about the limitation which will be used in discussing the findings.

A. Theoretical Review

In this particular section, the researcher focuses on the elaboration of literature on related topics. It covers English teacher, perception, ELT media, language learning and related studies on ELT media in language learning.

1. English Teacher

Changes are continually made in education. The government for instance, in this case, the Ministry of Education still try to find a better solution for education improvement by proposing some curriculum development than can be implemented in teaching and learning activities, including English. For a long time, a teacher is probably considered as the one and only person in the classroom who knows everything. He/she is viewed as the content expert and source for all (Newby et. at., 1996). The teacher is the one who controls every single activity in the classroom, asks a question and gives direction to the student along the lesson. But yet, it is all shifted to students-centred learning approach where the teacher and students “responsibilities” are viewed differently. If students passively wait for all information and direction given by the teacher before, now they have to

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actively participate in digging out information related to what will they learn in the classroom. The teacher has to know how to put him/herself in a proper position that rather be the one who gives direction and keeps the students on track than the one who acts as a knowledge supplier for the students.

However, a teacher should be better known as instructional expert as what is proposed by Woolfolk 1990 than a knowledge source. An instructional expert is the one who has responsibilities in planning, implementing and evaluating the running instruction. As a planner, a teacher should pay more attention to some considerations like the objective of the instruction, the students’ needs and characteristics-which influence instructional method and strategy selection- and instructional material and media which will be used. As an implementer, a teacher implements what he/she has planned before. There is a possibility for the teacher to discuss or ask some opinion from his/her colleagues or even curriculum expert to revise or improve the instructional material that he/she has been prepared. It aims to create an instructional plan which can produce high quality outcome that represented by those students who indeed experience the learning process. The last role as an instructional expert is evaluator. A teacher eventually has to appraise the success of his/ her design. It will be reflected by the result of the students’ achievement as well as his/her note along the process about its effectiveness and efficiency through strength and weakness description.

By the changing or teacher’s role, then how can we define a good teacher? Is there any criterion of a good teacher? Each of us perhaps has our way to determine what a good teacher is. Some factors that might influence how we judge whether a teacher is good or not are his/her personality, probably he/she has

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interesting things to say, his/her care toward his/her students’ progress, or simply because of his/her charm. But above all, it would be great if a teacher really understands his/her duty and responsibility as a professional, whether dealing with his/her role or what kind of skill and knowledge that he/she should hold as a teacher. (Harmer, 2007)

a. Teacher role

A teacher has many different roles in teaching; it depends on in what situation he/she is. A teacher has roles as a controller, prompter, participant, resources as well as a tutor.

Differently, from what controller is defined in previous education view, here, a teacher has a role as controller mainly at the beginning of teaching and learning process. It includes giving explanations, organizing questions and answer work, lecturing, making an announcement or bringing a class to order. For the second role as prompter, rather than solving the students’ facing problem, the teacher better plays role in encouraging them to solve their own problem by only giving direction on how to solve their problem. The third role which is participant may sound odd, but, sometimes this kind of role shifting enable the teacher to understand more about what the students really experience and what kind of difficulties that they face during the activity. It probably works when the class has certain activities like group discussion or role play as long as the teacher does not monopolize the activities. Similarly, with a controller, there is also shifting duty toward the role of a teacher as a resource. For although the students now are now expected to be more independent, they still need some detail information of suggestion from the teacher, in writing for instance. But it will be better if the

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13 teacher only be as a resource of reference that will be the one who can really answer their needs. Moreover, as a tutor which is a combination of prompter and source, the teacher existence is really needed when the activity is dealing with a very small group that perhaps is preparing debate material or writing project.

b. Teacher task

Similarly to what is stated by Woolfolk (1998), teacher’s task here mostly deals with his/her responsibility in running the instructional activity.

An effective teacher should be well-prepared. He/ she knows what kind of activity that will be done in the classroom, what kind of objective that has to be achieved at the end of activity as well what to do in anticipating something that out of his/ her plan. A teacher should also be in order in the context of administration, mainly when it deals with planning design and evaluation. It will ease the teacher in assessing the students’ achievement. It also helps the teacher as one of the references in determining what kind of plan that will be designed forward. In addition, a teacher should be reliable especially in the context of time and homework.

c. Teacher skill

Some skills should be held by a teacher such as managing class, matching task and group, varying activities and appearing destination.

What is meant by managing class here related to the ability to keep the students ‘on track’ in any order that the teacher asks the students to. It will be easier when the teacher really understands every single student’s character and ability. Sometimes it is found that not all of the classroom enjoying or participate actively in a certain activity. The ability of the teacher to handle this kind of

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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 his/her role and task as well as having certain abilities, a teacher is also expected to have certain knowledge in teaching English. He/she 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 him/her as long as the equipment is helpful in reaching the achievement and he/she 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,

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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.

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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

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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

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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.

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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

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English language teaching in this case related to the design, approach and procedure. In other words, how the teachers view on instructional media can meet the English language teaching components.

c. Action

Action can be simply defined as something that we do. It involves the use of five senses and bodily movement, like the acts of seeing, hearing, touching, tasting, and smelling. According to Dretske (1988) action is a causal process that begins with intentions that actualized in a form of bodily motions that eventually influence the environment. Action involves the subject of motion, the target of action, and the causality that connects them (Kuniyoshi, 1997). In addition, Davidson in Wilson (2007) action is something an agent does that was intentional under some description. Action only deals with something done by a person, not happens to the person. Thus, we may say that when the English teachers implement instructional media in their teaching-learning process, it is regarded as an action, since they have intentions to do so.

Based on the description above, it can be concluded that perception refers to the understanding, view and action. Related to the English teachers’ perceptions of ELT media, it refers to the teachers’ understanding of the media, their view on the media and their action toward the media.

4. ELT Media

The term “media” is a plural form of “medium”. McLuhan in Akhsin 1986 says that media are also known as channels since they deliver information from the information source to the receiver. Another opinion comes from Hamidjojo (in Sadiman et. al. 2003) that medium (singular form of media) is defined as every

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form of things that used by people to give or spread an idea or opinion so that the particular idea can reach the receiver. So we might need media when we are going to have kind of communication with others.

On the basis of how some experts define media, it is obvious that instructional media are those media used in order to support the run of certain instruction in the class activity. Gagne 1987 says that instructional media cover all components in students’ environment that can be used to stimulate the students to learn. Heinich et. al. 1996 asserts that instructional media refer to a channel of communication which includes film, television, diagram, printed materials, computers, and instructors.

Education is about communication process. As the person who deliver a message to the students, teachers, in fact should do their best to make the message successfully reaches the students and then can give good understanding as well. This good understanding eventually will be useful for the student in succeeding his/her life in both short and long term of period. What is meant by the short term of period is the achieved understanding will be useful for the student when he/she still at school period, while the long term of period represent the time when the students face their future. The time when they have to apply what they have learned at school in the social environment.

Not every single message can be directly delivered by the teacher and if the teacher forces to do so, lecturing method which is not really enjoyable to the student. To create conducive communication process, indeed, the teacher has to create conducive learning situation first. In this place, instructional media are able to take their role as message delivery agents from the teacher to the students.

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Instructional media are used to assist the teacher in delivering the teaching material to the student. There are some objectives that make consideration of using instructional media in learning-teaching process such as to ease learning process in the classroom, increase the efficiency of the learning process, to maintain the relevancy between learning material and objectives, as well as help the students to put more attention in the learning process (Sanaky, 2013). By using media in teaching learning process, it is expected that the process of delivering a message from the teacher to the students will be more effective and efficient.

Since learning process can be carried out whenever and in whatever way, the use of media is not only dealing with the learning process in the classroom. It is even suggested to introduce early children with the media. The intense contact with the media at an early age makes it possible for the students who begin English curriculum later than their peers to reach the same level of proficiency but in a shorter period of time (Königs, 1999). Media can bring some advantages for both the teacher and the student which reflect the smoothness of teaching and learning process in the classroom. 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 instructional media are also helpful in understanding the material systematically.

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Some considerations are needed to decide the use of instructional media in teaching and learning process. Heinich et. al. 1982 proposed a guide in determining which media are proper enough to be used. It is known as ASSURE which cover analyse learners characteristics, state the objectives, select, modify or design materials, utilize material, require learners response, evaluate.

A teacher has to understand what is really needed for the teaching which will be done. It will be helpful by designing certain objectives that he/she hopes will be reached by the student.

The second factor is state the objective. Every single teaching and learning process indeed has its own goal which has to be achieved at the end of the process. By using instructional media, it is expected that achieving the learning objective will be easier.

Third, a teacher has to choose, modify and design the instructional media which will be used. The teacher can whether use the media that already exist, modify the media so they will adjust with the criteria that will facilitate both the teacher and student needs, or even create new instructional media based on his/her need. Fourth, before deciding to pick the media to be used, a teacher should design the teaching material first, since the role of the media here is to help the teacher in delivering the teaching material, so it can be easier to be accepted by the student. Thus, the media which will be used should contain the teaching material which will be delivered.

Fifth, generally media are used in education to create learning in a fun way. A teacher is expected to use instructional media to trigger the student in actively participating in the activity.

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The last one is the evaluation. Evaluating the media which were used in the class activity is really important. Were the using media effective enough? Could the media assist the teacher in delivering information well? These particular questions can be the guidelines for media use as well as development consideration.

Various instructional media which indeed include those requirements stated earlier can be used in English language teaching which covers listening, speaking, reading and writing comprehensions. As mentioned before, the researcher will only focus on discussing instructional media based on Ohm’s classification, due to the notion that the more sensory channels get involved in teaching learning process, the better result will be gained. In Ohm’s media classification, instructional media are divided into three categories, they are audio, visual, and audiovisual media (Chan et. al., 2011).

The creativity and innovation demand in educational field more or less trigger an English teacher to use media as supportive items in teaching. It cannot be imagined that an English class does not have any learning resource, only a teacher and the number of students who are listening to the teacher talking about English language theory.

Generally, Instructional media can be defined as all things that carry information between a source and a receiver. In English language teaching context, instructional media can be defined as means of communication which are used to assist the teacher in delivering the information that he/she might not be able to deliver to the students by him/her.

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In this particular situation, instructional media play role to facilitate the students’ needs in joining an enjoyable English class and be able to earn information from various sources which are still provided by the teacher. It is believed that making use of various equipment in teaching and learning process can bring a good impact to the student’s achievement. Rao (2014) asserts that media if utilized in the educational setting will complement the teaching and learning process. They make the English Language Teaching better and more effective, and also enhance the students’ abilities to understand and experiment with the language.

For some reasons, using ELT media is also has the economical advantage. Since English is an international language, instructional media will be useful for instance in learning about word pronunciation or intonation without having a native speaker.

As the world now moves to technology-based living life, education in Indonesia more or less dealing with information and communication technology (ICT) in the context of its daily implementation. Some teachers of a certain amount of schools in Indonesia are now shifting to ICT based English language teaching. They apply technology such as for in-class teaching, searching additional material, developing computer-based material or communicating with other teachers through e-mail (Dwijatmoko 2015). But, there are also still many schools in this country that still rely on the traditional media or even simply use the handbook as the one and only learning resource in class activity. Some factors appear as the background of these different situations, such as supporting facilities

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and teachers’ abilities in producing, developing or employing tools around them to be instructional media.

Instructional media whether they are operated digitally or traditionally can be categorized into three forms namely: audio, visual and audio-visual. Each of them has its own role in stimulating the sensory channels in order to process the message delivered by the teachers during English language teaching.

a. Audio

Audio media undoubtedly deal with the listening experience. Audio is used in order to stimulate the students’ sense of hearing. However, it does not mean that in English language teaching, audio media are merely used in listening comprehension activities. Information that is given by the teacher through audio media to the students supposed to be useful whether in listening itself, as well as speaking, reading and writing.

Barker et al. in 1981 conduct a research among undergraduate students and find that they use 53% of their wake time for listening (Munadi, 2010). It means, in their daily communication, the listening portion is bigger than other activities such as speaking, reading or writing. It can be concluded that the students’ sense of hearing are accustomed to listening to the given information. When it is applied in English language teaching, it supposed to be easy for the English teacher to simply lecture in front of the classroom to achieve the objective of his/her teaching and learning activity. But why are the problems still exist?

Listening is not a simple process. In order to totally understand other’s talking, someone has to get through some steps including hearing, listening, understanding and memorizing (Munadi, 2010). Students in the classroom, of

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course hear what the teacher says, but it is not guaranteed that all of them are listening to him/her which then brings them into a process of understanding and eventually memorizing what they just listened to in a long period of time.

In this case, a teacher has to give his/her best in getting the students’ attention to listening to his/her given information. Here, audio media can play their role as helpful devices to assist the teacher to deliver information in enjoyable ways.

Different audio media are made or probably be utilized by English teacher whether in listening, speaking, reading or writing activities. The material can be in the form of audio media such as instruction, narration, dialog, drama, interview, news report or even a song.

1) Audio Recording

These are probably the most frequently used of audio ELT media. Audio recording may cover instruction, narration and dialog. They are frequently commercially produced, either as part of course book or as supplementary material (Harmer, 2001). Yet, there is a possibility that the teacher stores his/ her own audio recording that he/ she made. He/ she can record a certain dialog or narration that discusses some current issues or characters that are happening in his/ her students daily.

There might be some people who still think that the use of audio recordings as supporting media in enhancing listening skills is simply to make the students get used to listening activities that will bring them to succeed in finishing listening section of the final examination. Indeed, high practice frequency will set

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to the best achievement, but there are a lot of advantages that can be gained from the extracts whether instruction, monolog or dialog.

Audio recordings are reliable in practicing pronunciation, as the speaker definitely has a good speaking ability, by listening, the students can improve their speaking ability by repeating the words, phrases or sentences that they just listened. The students are also introduced to some new words from the recording which the meaning can be figured out as well as learn how to use the words in a sentence.

Providing some questions to be answered after having listening section are also helpful in leading students’ focus.

Traditionally audio recordings are stored in audio cassettes and played through atape recorder. Yet, various audio recordings storage are relatively easy to find, they can be stored in the form of a compact disc which is played through CD player, or in a form of audio files that can be played through audio computer programs or even mobile phone.

By utilizing audio recordings as the media, English teacher can monitor the students’ attention since he/ she does not have to read the monolog, dialog or instruction that is listened at the time. Anotther benefit of using audio recordings is that audio recording can be paused, rewound and forwarded. It is sometimes needed when the teacher has additional information when there is missing information that the students cannot get or there is certain information that must be skipped. Besides, most of the audio recording storages are resistant to damage, so the teacher can keep the recordings for a long period of time. However, some obstacles are found in audio recordings’ usage in the classroom. If the teacher is

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willing to have a high quality and various audio recordings, should provide high budget as well. Besides, most of the recordings require electricity to be played.

2) Drama

Drama generally consists of narration and dialog. What makes it different from the dialog and narration in audiotapes is that a drama has a more complex plot, mostly has more than two characters and it has longer lines than the audio recordings’ dialog. As it is an audio drama, there is no visualization available, it might get the listener bored, but on the other hand, it is able to train the students’ imagination in visualizing the characters, plots, and the setting.

Some activities can be done with drama. The simplest one is providing some questions related to the drama that has to be answered by the students after the drama is played. The teacher can even make the students be more active by assigning them to construct the question which will be answered by their partner. Drama also provides the opportunity for the students to learn new words or idioms. Since the students create their own imaginary world of the drama, the teacher can ask them to visualize the drama in a group. It will help to increase their speaking ability as well as their drama performative. Besides, they will also learn how to make a good coordination and collaboration while discussing how to perform the drama.

Audio drama is commonly a part of a radio program. It may become one of the obstacles for the teacher due to the different schedule of the aired drama and English class. Luckily, the drama can be recorded and replayed anytime later by usina g tape recorder or any audio player in a computer or even in a smart phone.

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120 Appendix 11. Interview Transcripts

Interviewee 1 (Andrea Ismargyaning-SMP Pangudi Luhur 1)

1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa Inggris?

Media sangat membantu. Keberadaannya dalam kelas memudahkan guru, baik itu saat penyajian materi atau untuk mengontrol siswa. Siswa pun begitu, ketika ada media, strategi mengajarnya juga tepat, mereka jadi termotivasi untuk mengenal atau mendalami materi.

2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran? Hampir setiap saat, apalagi kalau itu berhubungan dengan listening dan speaking. Tujuannya, biar anak menyimak dari contoh yang otentik, bukan maksudnya mengarahkan anak agar cara berbicaranya harus meniru dialek dari media yang ditampilkan. Tujuan saya lebih biar anak-anak tahu intonasi, penekanan, pengucapan, juga biar bisa bantu anak-anak dalam pemilihan kata ketika berbicara, jadi mereka benar-benar bisa berbicara dengan Bahasa Inggris, bukan Bahasa Indonesia yang diinggriskan.

3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan dalam pengajaran Bahasa Inggris?

Harus yang ada hubungannya dengan materi yang mau diajarkan sudah pasti. Seperti fungsinya, membantu guru biar tujuan pembelajaran bisa tercapai. Tapi sudah satu bulan terakhir ini laboratorium bahasa dialih fungsikan jadi ruang komputer untuk memfasilitasi UNBK, jadi semua kegiatan belajar mengajar Bahasa Inggris di kelas. Itu yang akhirnya membuat saya memutuskan untuk sementara ini pakai media yang simpel-simpel saja, yang mudah dibawa untuk pindah dari satu kelas ke kelas lain.

4. Kesulitan apa saja yang anda temui selama menggunakan media dalam kegiatan berikut?

- Presentasi materi pengajaran - Latihan (siswa)

- Produksi (siswa)

Sejauh ini, ada media, saya benar-benar terbantu. Tapi kalau harus disebutkan kendalanya, ya seperti yang saya bilang tadi, karena tidak punya laboratorium bahasa lagi, variasi media yang digunakan jadi berkurang, penggunaannya juga jadi kurang maksimal. Saya ambil contoh untuk percakapan atau film, kalau di laboratorium volumenya bisa diatur supaya benar-benar terdengar jelas oleh anak-anak, tapi kemudian sekarang kita listeningnya di kelas, harus mempertimbangkan kelas lain yang juga sedang berjalan. Satu lagi, kalau di laboratorium bahasa, hampir semua media (perangkat keras) sudah tersedia, sekarang saya jadi kerepotan karena pindah kelas harus bawa-bawa speaker, projector, laptop, jadi kurang fleksibel.

5. Berdasarkan pengalaman anda, hal-hal apa saja yang perlu dilakukan untuk meningkatkan penggunaan media dalam pengajaran Bahasa Inggris, khususnya untuk hal-hal berikut?

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121 - Proses pengajaran

- Memperkaya aspek kebahasaan

- Meningkatkan keterampilan berbahasa

Yang lebih perlu dibenahi menurut saya pola pikir. Saat ini saya perhatikan, dan sayangnya malah terjadi pada yang muda-muda, yang saya harapkan bisa lebih maksimal dalam memanfaatkan media dan teknologi, beberapa guru masih menganggap media ada di kelas untuk menggantikan guru. Jadi kalau sudah ada media, guru jadi lebih santai. Satu contoh, ketika memanfaatkan video atau film, anak-anak bisa ditinggal begitu saja. OK, saya yakin sudah ada instruksi, tapi saya pikir itu tidak bijak sama sekali, karena anak tidak dikontrol. Jadi sebagai guru, kita semua, termasuk saya tentunya, harus benar-benar mempersiapkan dengan lebih baik materi serta media yang akan ditampilkan di kelas, strateginya pun harus dipikirkan dengan baik. Yang tidak kalah penting juga, secara terus menerus belajar dan membuka wawasan tentang media-media pengajaran yang bisa digunakan di kelas.

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan media dalam pengajaran Bahasa Inggris?

Saya sampai sekarang belum menemukan kelemahan media yang berarti yang terus benar-benar tidak bisa diatasi, jadi menurut saya media itu benar-benar bermanfaat dan guru-guru perlu mengaplikasikan media di kelas.

7. Jika dikaitkan dengan pendekatan 5-M (mengamati, menanya, mengumpulkan data, mengasosiasi, menyimpulkan) yang ada pada kurikulum 2013, pada pendekatan manakah media pengajaran anda gunakan secara lebih intens? Kalau di bagian yang mana, saya selalu mengupayakan di masing-masing pendekatan ada media, tapi yang pasti, di bagian awal dan akhir kegiatan saya gunakan media. Saya gunakan media untuk merangsang anak-anak untuk moodnya naik dan enak dipakai untuk belajar, itu di mengamati, menanya, saya gunakan. Kemudian di akhir untuk menyimpulkan, juga saya gunakan media, biasanya chart atau rangkuman-rangkuman yang ditampilkan dengan power point.

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara media yang anda ciptakan sendiri; media yang sudah ada, yang anda sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap dipakai. Yang pasti di antara sekian banyak media yang saya gunakan, belum pernah ada saya saya potong atau mix untuk tujuan tertentu di pengajaran Bahasa Inggris. Kalau dibuat perbandingan, 75% media yang saya pakai itu memang media yang sudah ada, entah saya peroleh dengan bantuan internet, atau memang satu paket dengan buku pelajaran. Sedangkan 25% sisanya adalah media yang saya kreasikan sendiri.

Interviewee 2 (Sutopo Martinus-SMP Kristen Kalam Kudus)

1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa Inggris?

Pada dasarnya media itu sangat membantu untuk tercapainya tujuan pembelajaran. Yang membuat pandangan terhadap media cenderung negatif

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122 sebenarnya dari faktor kemampuan guru sendiri dalam mengembangkan atau menyediakan media, juga strategi penyampaian materi yang kadang-kadang membuat pemanfaataan media belum bisa maksimal.

2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran? Saat saya butuh media untuk mencapai tujuan pembelajaran. Lebih lagi untuk menjaga mood anak-anak agar tidak suntuk.

3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan dalam pengajaran Bahasa Inggris?

Harus sesuai dengan konteks materi yang akan disampaikan, juga yang benar-benar sudah saya kuasai, baik itu perangkat lunak maupun perangkat kerasnya, karena sekarang juga banyak program-program yang sepertinya bagus untuk pembelajaran Bahasa Ingris, tapi saya pribadi tidak mau memaksakan diri menggunakan itu di kelas kalau saya sendiri belum begitu menguasai.

4. Kesulitan apa saja yang anda temui selama menggunakan media dalam kegiatan berikut?

- Presentasi materi pengajaran - Latihan (siswa)

- Produksi (siswa)

Untuk presentasi dan latihan anak-anak, khusus media tertentu, apalagi lagu, kadang anak-anak masih kurang antusias, kalau menurut mereka lagunya kurang bagus. Jadi anak-anak masih mempertimbangkan selera. Sementara, kalau saya harus menjadikan lagu mereka sebagai media, belum tentu materinya cocok dan banyak yang bisa dipelajari dari lagu itu.

Selain itu, tidak banyak media yang benar-benar bisa dimaksimalkan pemanfaatannya di kelas ketika dikaitkan dengan alokasi waktu.

5. Berdasarkan pengalaman anda, hal-hal apa saja yang perlu dilakukan untuk meningkatkan penggunaan media dalam pengajaran Bahasa Inggris, khususnya untuk hal-hal berikut?

- Proses pengajaran

- Memperkaya aspek kebahasaan

- Meningkatkan keterampilan berbahasa

Hal pertama yang harus ditingakatkan atau benahi adalah gurunya sendiri. Saya pribadi harus mengakui bahwa pengetahuan dan strategi saya tentang aplikasi media masih kurang. Saya masih harus banyak belajar, memperkaya pengetahuan saya tentang media pengajaran Bahasa Inggris sehingga pencapaian siswa yang menjadi tujuan utama dari pengajaran Bahasa Inggris pun meningkat.

Para guru juga harus memastikan bahwa sarana dan prasarana pendukung juga siap digunakan di kelas, ini kaitannya dengan persiapan sebelum aplikasi media di kelas Bahasa Inggris.

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan media dalam pengajaran Bahasa Inggris?

(4)

123 Menurut saya secara pribadi, tidak ada kekurangan yang berarti secara umum, tinggal pintar-pintarnya guru memadukan media dengan strategi pengajaran sehingga suasana belajar kondusif, hasil yang dicapai pun bisa maksimal, menguntungkan guru dan anak-anak.

7. Jika dikaitkan dengan pendekatan 5-M (mengamati, menanya, mengumpulkan data, mengasosiasi, menyimpulkan) yang ada pada kurikulum 2013, pada pendekatan manakah media pengajaran anda gunakan secara lebih intens? Lebih sering di awal, untuk merangsang mood anak-anak untuk bisa aktif di sepanjang pelajaran. Karena seperti yang saya bilang tadi, kalau gunakan media secara maksimal, itu persiapannya benar-benar harus matang, guru juga harus benar-benar menguasai penggunaan perangkat keras, dan yang strateginya juga harus benar-benar direncanakan dengan baik.

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara media yang anda ciptakan sendiri; media yang sudah ada, yang anda sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap dipakai. Kalau untuk menciptakan media baru untuk digunakan di kelas saya belum pernah. Jadi yang selama ini saya gunakan di kelas adalah media yang sudah tersedia, entah itu langsung saya gunakan atau saya sesuaikan dulu dengan kebutuhan penyampaian materi di kelas. Akhir-akhir ini juga saya belajar beberapa program yang bsia dipakai untuk mengedit media-media yang saya pakai, entah itu lagu, video atau film. Terutama untuk video dan film, saya merasa penyesuaian itu perlu selain untuk menghemat waktu, kadang point yang saya perlukan di media tersebut tidak banyak, jadi kalau saya tampilkan semua tanpa diedit, pembahasannya malah melebar ke mana-mana. Kalau perbandingan untuk penggunaan media berdasarkan kriteria tadi, bisa saya bilang, syaa menggunakan 75% media yang sudah ada, 25% sisanya media yang saya sesuaikan dengan kebutuhan kelas.

Interviewee 3 (Lulut Esti Handayani-SMPN 15)

1. Apa pendapat anda tentang penggunaan media dalam pengajaran Bahasa Inggris?

Media sangat bermanfaat dalam pengajaran Bahasa Inggris. Dapat dilihat dari kelas yang jadi lebih hidup. Tapi memang dua tahun belakangan ini, saya sudah jarang memakai media karena beban kerja yang begitu banyak, urusan administrasi yang cukup menyita waktu sehingga kekurangan waktu untuk mempersiapkan media. Kurangnya sarana pendukung juga membuat mood untuk menggunakan media berkurang atau menurun.

2. Di saat seperti apa anda merasa media perlu digunakan dalam pengajaran? Sebenarnya di setiap pembelajaran akan sangat membantu jika menggunakan media.

3. Apa saja yang menjadi kriteria anda dalam memilih media yang digunakan dalam pengajaran Bahasa Inggris?

(5)

124 Yang mampu membuat anak-anak enjoy saat belajar, yang mempermudah mencapai tujuan pembelajaran dan yang juga penting, saya lebih memilih yang kemungkinan errornya kecil.

4. Kesulitan apa saja yang anda temui selama menggunakan media dalam kegiatan berikut?

- Presentasi materi pengajaran - Latihan (siswa)

- Produksi (siswa)

Seperti yang saya bilang tadi, media (perangkat lunak) terlebih yang butuh dukungan listrik dan jaringan internet, kadang suka error, padahal sebelum saya tampilkan di kelas sudah saya coba dan baik-baik saja. Kalau kejadian seperti ini terjadi berkali-kali di kelas kan sudah banyak waktu yang terbuang dan mood anak-anak juga jadi ikut-ikutan menurun. Kadang anak-anak juga hanya antusias saat presentasi saja. Ketika kemudian saya gunakan media untuk latihan mereka atau untuk kuis-kuis sederhana, sebagian besar anak masih belum bisa mandiri. Mungkin juga strategi mengajar saya yang juga harus diubah biar mereka lebih termotivasi.

5. Berdasarkan pengalaman anda, hal-hal apa saja yang perlu dilakukan untuk meningkatkan penggunaan media dalam pengajaran Bahasa Inggris, khususnya untuk hal-hal berikut?

- Proses pengajaran

- Memperkaya aspek kebahasaan

- Meningkatkan keterampilan berbahasa

Saya secara pribadi harus lebih bijak dalam mengatur waktu, sehingga persiapan mengajar yang di antaranya termasuk persiapan media, strategi mengajar hingga evaluasi dapat dipersiapkan dengan baik dan mencapai hasil terbaik. Media yang saya gunakan juga harus lebih beragam, begitu juga dengan pengetahuan saya tentang media yang bisa digunakan untuk kelas Bahasa Inggris harus lebih diperkaya lagi.

Saya juga berharap agar pemerintah dapat mempertimbangkan penyesuaian atau penyelarasan proses belajar mengajar dengan evaluasi pencapaian siswa. Karena yang saya amati dan berdasarkan pengalaman juga selama ini, siswa saya menikmati belajar Bahasa Inggris dengan berbagai macam media, namun ketika mereka dihadapkan dengan ujian tertulis, sebagian besar dari mereka seperti tidak tahu harus melakukan apa, karena mereka tidak menyadari bahwa apa yang ada pada ujian adalah bentuk tertulis dari apa yang mereka pelajari selama ini, atau jawaban dari soal yang ada pada ujian sebernarnya adalah apa yang telah mereka pelajari di kelas dengan menggunakan media.

6. Dapatkah anda menyebutkan beberapa kelemahan dan kelebihan penggunaan media dalam pengajaran Bahasa Inggris?

Kalau berdasarkan pengalaman selama ini, kadang yang buat saya berpikir dua kali untuk menggunakan media, ya itu tadi, kalau media yang penggunaannya butuh tenaga listrik atau bantuan koneksi interent, kadang masih suka error.

(6)

125 7. Jika dikaitkan dengan pendekatan 5-M yang ada pada kurikulum 2013, pada

pendekatan manakah media pengajaran anda gunakan secara lebih intens? Tergantung kebutuhan saat di kelas, tapi memang paling sering saya gunakan di awal dan akhir, saat mengamati dan menyimpulkan.

8. Bagaimana perbandingan penggunaan media pengajaran anda di kelas antara media yang anda ciptakan sendiri; media yang sudah ada, yang anda sesuaikan dengan kebutuhan di kelas; serta, media yang sudah ada yang siap dipakai. Saya kadang berkreasi juga membuat media, media yang ada juga saya gunakan, ada yang langsung dipakai, ada juga yang saya sesuaikan dulu dengan kebutuhan kelas. Kalau dibuat perbandingan dalam bentuk prosentase kurang lebih 60% itu yang saya buat sendiri, 25% media yang sudah ada yang langsung saya gunakan di kelas, 15% lagi media yang butuh beberapa penyesuaian sebelum digunakan di kelas.

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