CHAPTER II THEORETICAL FRAMEWORK A. Teaching Teaching ...

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CHAPTER II

THEORETICAL FRAMEWORK

A. Teaching

Teaching cannot be defined apart from instructional process. Teaching

is a process of showing or helping someone to learn how to do something,

giving instructions, guiding in the study of something, providing with

knowledge and causing the learner to know and understand. Teaching also

means transferring knowledge from the teacher to the students. Teaching

helps the learner to acquire knowledge they need.

Teaching is a complex process. It is not only conveying the information

from the source of information to receiver. Brown (2000: 7) defines teaching

is a process of guiding and facilitating learning, enabling the learner to learn,

and also setting the conditions of learning. It means that teacher has to be able

to facilitate the learning process and learners as well as set the conditions for

learning so that good learning result can be achieved. This statement is

supported by Richards (2007: 198) that quality teaching is achieved not only

as a consequence of how well teachers teach but also through creating context

and work environments that can facilitate good teaching. Thus, the teacher

has to choose or select the appropriate methods, techniques, strategies, and

instructional media to deal with their teaching process. Teacher also needs to

be creative in selecting or developing their materials and strategies to teach

students.

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The Utilization of Instructional Media..., Umu Sholihatin, FKIP UMP, 2017

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On a whole, teaching is not only process of transmitting knowledge

from the source of information to the receiver but also facilitating and

creating good conditions for learning.

B. Classroom Instruction

Teaching is the process of imparting knowledge from the teachers to

the students. Therefore, their ability to impart knowledge to the students gives

significant part contributing to the success of learning. Since they have to

transmit their knowledge, they will do everything they can to make sure that

their lessons are a success.

In classroom, a teacher plays as the manager. As the manager, the most

powerful person in the classroom, teacher has the authority to manage the

interactional process that goes on in the class (Gebhard, 2000: 69). In

managing the classroom, the teacher has to consider some factors that

influence the teaching process. One of those factors is how the teacher gives

instructions.

The way the teacher gives instruction plays an important role in

managing classroom. Harmer (2001: 4) indicates that there are two rules for

giving instruction: they must be kept as simple as possible and they must be

logical. Teacher has to make their instruction clear to the students and at the

same time provide opportunities through the instruction for students to

interact in meaningful ways (Gebhard, 2000: 78). To make it successful,

teacher needs to be able to manage all the things that relate to the

instructional process such as how to start and finish the activities, the needs in


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teaching learning process, instructional media that will be used, kind of

instruction will be given, the order for doing activities and also how to

prevent problems that happen in learning process and how to control students.

In managing instruction, one of the most important tasks that teachers

have to do is to organize students to do various activities. Media can be

utilized to facilitate this. The first thing teachers need to do when organizing

something is to get students involved, engaged and ready (Harmer, 2007:

111). In this case, when teachers use media, students are to get involved in

the utilization of it.

In short, it can be concluded that in classroom instruction, a teacher

should be able to manage all things that happen in teaching and learning

process.

C. Media

Media is one of the components that should be involved in teaching and

learning process. The term „media‟ defined as the plural of „medium‟, is the

way of communicating messages, information or ideas. Arsyad (2007: 4)

defines media as the carriers of information. In addition, Wamalwa&

Wamalwa (2014) indicate that media refer to any kind of format used to

convey information or message. Smaldino, Lowther & Russel (2014: 7) assert

that media refer to any kinds of aids that bring information from the source of

information to the receiver.


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Based on the description above, it can be concluded that media are

everything that can be used to deliver the message or information to the

receiver.

1. Kinds of Media

Learning and teaching a foreign language needs a lot of patience,

energy, time, creativity and competence. The success of teaching and

learning of foreign language is determined by number of factors such as

the students, the teachers, the methods, material and media or aids used.

Media are very important to help students acquire new concepts

and skills. There are many kinds of media which can be used by the

teachers in teaching learning process. In general, there are three kinds of

media. They are audio, visual, and audio visual media. Audio media are

media that can be listened to, while visual media are media that can be

seen. Media that involve the senses of sight and hearing are named as

audio visual media. Further, Harmer (2007) states that there are several

types of instructional media that can be used by teachers:

a. The students themselves

Students are the subject of learning. The students are the most

useful resources in the classroom (Harmer, 2007: 176). By using the

students themselves, teacher can do many things in the classroom.

Teachers can use the students as resources for explaining and

practicing meaning. Teachers also can get them to write or talk about

things they like or things they have experienced.


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b. Realia

One of teaching media which can be used to show something real

is realia. Realia provides real-life object to the classroom. Realia are

probably the oldest form of classroom aids, but their effectiveness in

helping students to connect language to reality cannot be

underestimated (Brown, 2001: 141). Realia is very helpful to teach the

meaning of words or to stimulate students‟ activities. Realia can be

used as starting point to introduce the lesson and/or understanding

concept of the material.

c. Pictures

Pictures or graphic materials refer to non-photographic and two

dimensional materials which is utilized by the teachers to convey

messages to the students. This kind of material includes drawings,

charts, graphs, posters, large wall pictures, photograps or illustration

etc.

Pictures are utilized for several purposes. Harmer (2007) explains

that pictures can be used for multiple ways comprising:

1). Drilling

One of the appropriate use of pictures is for drilling.

Pictures are useful fo drilling grammar items, for cueing

different sentences and practicing vocabularies. Teachers can

use picture of certain object then nominate a student to name

the object and get his response.


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2). Understanding

One of the most appropriate uses of picture is to check the

student‟s understanding. This can be done by giving students

some pictures wich best corresponds to the reading text or

listening passage.

3). Ornamenation

This utilization of pictures means that pictures are used in a

coursebook or the others to make it more appealing. This may

give readers an extra visual dimension to what they are read.

4). Prediction

Pictures are useful for getting students to predict what is

coming next in a lesson. The students might look at a picture

and try to guess what it shows. Then they listen to an audio

track or read a text to see if it matches what they predicted on

the basis of the picture. This use of pictures is very powerful

and has the advantage of enganging students in the following

task.

5). Discussion

Pictures can be used for discussion activity in classroom

teaching. Teachers can provide any picture and ask the

students to discuss the questions relate to the pictures.


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d. Cards

Cards can be used by the teacher in their teaching learning process.

Cards in any shapes and size can be used in variety of ways. Cards can

be used in many activities like matching and ordering, selecting and

card games. Below is the explanation of each:

1). Matching and ordering

Cards are especially good for matching questions and their

answers for both pair or group works. We can also use cards to

order words into sentences or to put the lines of a poem in

order. Another way is to arrange cards containing of pieces of

paragraph into good text or passage.

2). Selecting

Cards really work well if students are to speak on the spot

or to use particular words or phrases in a conversation or in a

sentence. Teachers can provide words on separate cards then

ask students to pick up one of the cards. Then, he or she has to

use the word in a sentence. Alternatively, students can choose

three or four cards and then have to incorporate what is on the

cards into a story.

3). Card games

There are many card game possibilties in language

learning. A simple vocabulary game can be played in which

students have cards with pictures on one side and words o the


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other. If they pick the picture side, they have to produce the

word. If they pick the word side, they have to draw it and then

compare it with the original picture.

e. Tape recorder

Students get exposure to spoken language form of variety of

sources. One of them comes from auditory material which can be

listened through tape recorder. This kind of media is common to be

used by teacher to present material in form of recorded material.

f. Course book

Course book is a form of print media. It contains material or verbal

information through print. It can be used as source of exercise and

source of material.

g. Boards

Boards refer to chalkboard/ blackboard and whiteboard. Board is

one of the teachers‟ greatest allies. It gives students added visual input

along with auditory (Brown, 2001: 193). Like pictures, boards also are

used for several purposes. Harmer (2007) describes that teachers can

use boards as notepad, explanation aid, public workbook and game

board, Below is the description of each:

1). Notepad

Teachers frequently write things up on the board as these

come up during a lesson. They might be words that they want


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students to remember or phrases which students have not

understood or seen before.

2). Explanation aid

Boards can be used for explanation. For example, teachers

can show the relationship between and affrimative sentence

and a question by drawing connecting arrows. The board is

ideal for such use.

3). Public workbook

Teachers can ask students to come forward and do the

exercise on the board. The exercise can be in form of fill-in

items or sentence transformation. Teachers also sometimes

write mistakes and ask class members who think they know to

correct them.

4). Game board

There are a number of games that can be played using the

board. One of the games is a spelling game that involves two

teams who start off with the same word. Each team has half the

board. They have to fill up their side with asmany word as

possible, but eacg new word has to start with the las letter of

the word before. At the end of a given period of time, the team

with the largest number of correct words is the winner.


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h. Overhead Projector (OHP)

Overhead Projector (OHP) is considered as an old- fashioned

teaching medium. However, by using overhead projectors, the students

can see in front of the class the material which is written or drawn in a

transparent. The transparent will be projected by using projectors.

i. Flipcharts

Another instructional medium that may be used by the teacher is

flipchart. Flipchart is an instructional medium which contains big

sheets of paper. It is mostly used to write down some important points

in group discussion (Harmer, 2007). Several benefits of flipchart are

portable, accessible, and easy to use.

j. Computer-based presentation technology

Computer is becoming a very important tool of doing many things.

Harmer (2007) said that computer-based presentation technology has

two vital components. They are hardware and software. Anything that

is on the computer screen can be shown to the whole class using data

projector to put up enlarged version of it. This instructional media

combine both audio and visual material. By using computer-based

presentation technology, it enables the teacher to convey much larger

information to the students.

Beside those kinds of instructional media explained above, the

other media that commonly used by teacher is real object. Real object can

be used for many purposes such as teaching pronunciation, vocabulary and


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grammar. Students understand and retain the meaning of words better

when they have been shown or have touched some objects. Real object

also can be used by the teacher when students are to find out important

facts or information and concepts (Cole&Chan, 1994: 129).

From the description about the instructional media above, it can be

concluded that there are many types of instructional media that can be

used in teaching learning activities. Those different types help teacher in

different teaching-learning activities and materials.

2. Contribution of Media to the Learning Process

Media are expected to have crucial roles in learning process. Media

assist the teacher during the instructional process. Media help teachers and

instructors manage instruction more effectively. According to Kemp and

Dayton (1985: 3-4), there are six contributions of using media to the

learning process, they are:

a. The instruction can be more interesting.

There is an attention-getting factor associated with instructional

media that keeps manners of an audience alert. The attractiveness of

changing images, the use of special effects, and the impact of ideas

that can arouse curiosity cause an audience to laugh or to be

thoughtful; all contribute to the motivational and interest-creating

aspects of instructional media.


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b. The length of time required for instruction can be reduced.

Most media presentations require a short time to transmit their

messages. But, during this short period, a large amount of information

can be communicated to and absorbed by the learner. This can lead to

greater efficiency in the use of time for both the instructor and the

student during the instructional process.

c. The quality of learning can be improved.

When there is a careful integration of pictures and words,

instructional media can communicate elements of knowledge in a well-

organized specific and clearly defined manner. As a result, with

suitable study effort on the part of the student appropriate follow-up

activities, learning can be expected to reach an acceptable competency

level.

d. The instruction can be provided when and where desired or necessary.

When instructional media are designed for individualized use, then

a student can study at a time and place that is personally convenient.

This flexibility is particularly important when individuals must

integrate study activities with vocational and personal responsibilities.

e. The positive attitude of students toward what they are learning and to

the learning process itself can be enhanced.

Students frequently express preference of using media as a means

of studying. This may be due to both the motivational aspect and the

contributions that media can make to a person‟s success in learning.


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Students find learning with instructional media both enjoyable and

satisfying.

f. The role of instructor can be appreciably changed in positive direction.

While most benefits for the use of instructional media are directed

to the student and to his or her accomplishment in learning, there are

advantages also for the instructor. First, much of the burden of

repeated explanations of content and skills can be eliminated. Second,

by not having to present as much information verbally, other, possibly

more important aspects of a course can be given attention. Third, the

instructor has increased opportunity to fulfill the role of being a

consultant and advisor for students.

On a whole, it can be seen that the use of media is very helpful

because media give many contributions to the instructional process for

both the teacher and the students.

3. Selection of Media

There are many elements that affect English teaching process. For

effective teaching to take place there should be a blending between the

content, performance and instructional media. Instructional media are all

kinds of media used in teaching process to help achieving the intended

learning outcomes. However, the use of instructional media needs to be

carefully made and planned. Therefore, it must be born in mind that the

teacher has to select the appropriate media to support the learning process.

The teacher should follow some considerations in using instructional


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media in order to avoid difficulties and mistakes in using it for their

teaching activities.

In selecting media, Reiser and Dick (1996) as cited in Aini (2013)

believe that in selecting instructional media, the teachers should consider

three main factors comprising:

1. Practicality

Practicality of instructional media includes the availability of the

media, the cost, and the time efficiency. The availability of media

means that the intended media are readily available or not. If it is not,

the teachers must consider the cost spent is in accordance with the

educational result derived from its use if they decide to make or buy

the media needed. Besides, it also should be easy to be used and

understood by the teacher so that it doesn‟t require much time to

prepare.

2. Students‟ appropriateness

a. Appropriateness of instructional media with students‟

characteristics

It means that the media should be appropriate with students‟

interest, students‟ motivation, students‟ need and students‟

diversity.

b. Appropriateness of instructional media with learning condition


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It should be considered that to select the appropriate media, a

teacher needs to consider the level of the students, the number of

students and the classroom setting.

3. Instructional appropriateness

a. Appropriateness of instructional media with the material.

It means that the media used should have significant relation with

the content of the material that will be given to the students.

b. Appropriateness of instructional media with the instructional goal

In selecting media, teacher should consider the goals of instruction

that will be achieved. Then, teacher has to analyze whether the

media are suitable with the intended learning objectives or not.

c. Appropriateness of instructional media with the activity

This means media that will be used should be appropriate for the

planned instructional strategy and facilitate the students‟

acquisition of the specific learning objectives.

In short, there should be some considerations in deciding the

instructional media that will be used, besides knowing the students‟

characteristics; the teacher should pay attention to several principles in

selecting the appropriate media to make a better result of teaching.

D. Media in English Teaching Process

The English teachers should use many ways of presenting

materials. Instructional media is a tool to facilitate this. Teachers should

use media whenever it can facilitate learning or increase students‟


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understanding of the material. Besides, media also help the teacher to

present concepts in more concrete approaches.

When media is integrated in the teaching learning process, it

leads the learning to be faster and enjoyable learning. Further, the use

instructional media also is very effective in teaching by providing

concrete experiences, increasing retention and giving variety of

learning.

Media that employ visual such as pictures and videos in

teaching appeal to eye because of the attractiveness of changing images

and the use of special effects. They attract attention, interest and

increase retention. They can convey message in a better way than words

could do. Such aids in teaching are closer to real life situation. They

help to save teaching time because they can speed up the learning

process better than lengthy descriptions if words are to be used.

Meanwhile, instructional media that are auditory help to increase the

sense of hearing. This kind of media is good for teaching listening skill

(Wamalwa & Wamalwa, 2014).

Many significant benefits offered by using media. When the

students get involved in using media in teaching learning process, they

will get a concrete experience. The use of media such as realia or real

objects can attract students‟ interest and curiosity. Harmer (2001: 177)

asserts that objects that are intrinsically interesting can provide a good

starting-point for a variety of language work and communication


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activities. Those objects for example might be a hair ribbon, a pen, a

telephone, a bottle and a key. Teacher can emphasize the meaning of

the objects by showing and demonstrating them into some relevant

activities. Teachers can make students to get involved in using them by

asking the students to pick one of those objects and make sentences

based on the object they get. Then they are asked to share their ideas in

front of the class.

Media such as cards also can be utilized for several activities.

Teachers can write words on separate cards and after shuffling them,

place them in a pile face down. When a student picks up a card, he/ she

has to use the word in a sentence. Alternatively, student can choose a

card and try to describe what word is it, and ask the other students to

guess it. Teacher also can make situational cards and ask students to

work in pairs. Then each pair should choose one of them and ask them

to make a conversation based on the card they have got. Then the

students are asked to do a role play in front of the class. Beside those

activities, cards can be used to many other activities with different

purposes. Other instructional media also can be utilized in various

activities depend on the purpose and the creativity of using them.

The use of various forms of instructional media and technology

in teaching, whether new or old, can have a great impact on student

learning (Wamalwa & Wamalwa, 2014). When they are used

effectively, those varieties of media will encourage student


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participation, and help students to understand difficult concepts. When

they are used poorly, these same tools can obscure instructional

objectives and make students confused.

From the explanation above, it can be concluded that

instructional media are integral part of teaching and learning process.

The utilization of various forms of instructional media helps to enhance

learning.

E. Previous Research Findings

Many researches have been conducted to investigate about the

utilization of instructional media in teaching English. Wildan Nurul

Aini (2013) in her research entitled “The Utilization of Instructional

Media in Teaching English to Young Learner” investigated about the

use of instructional media by the teachers in teaching English to young

learners, the problems that they encounter in using instructional media

and also problem solving of the media utilization challenges. This study

was conducted in elementary schools in Kuningan. To collect the data,

the researcher employed observation and interview techniques. The

result showed that there were five types of instructional media which

are generally used by the teachers, comprising: (1) boards; (2) realia;

(3) pictures; and (4) books. Each of them was used in various ways. The

teachers faced challenges in both process of selecting and using

instructional media. The strategy used to solve the problems during

selection process was utilizing available media. Meanwhile, to


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overcome the problem during the use of instructional media were by

requesting technician help, borrowing instructional media supply from

other class and preparing back-up instructional media.

Another researcher also investigates the same topic. A research

entitled “The Utilization of Instructional Media in Teaching English to

Young Learner” by Tanti Sukmahidayanti (2015) aimed to describe the

teacher‟s preparation and to explain how the teacher utilized the

instructional media in the classroom. The subject of the study was

English teachers in an elementary school in Bandung. This study used

observation, interview and data analysis to obtain the data. The result of

this study showed that the teacher did two kinds of preparation in

utilizing the instructional media, reading the materials and choosing the

media. In utilizing the media, the teacher utilized the provided media in

the school and did not utilize it optimally due to several challenges,

such as limitation of time, difficulty in selecting media, lack of media

availability, and teacher‟s negative belief towards instructional media

and the system.

Those previous researches have the relation with this current

research. Both of them had investigated the utilization of instructional

media in teaching learning process. This research also investigated the

same topic about utilization of instructional media but it had different

subject of the research. The subjects of both researches were English


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teachers of elementary schools; meanwhile the subject of this research

is English teachers of a junior high school.


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