MEDIA AND INSTRUCTION

written by 

Widya Rahmawati/ 150704033

Throughout history, media and technologies for learning have influenced education. The roles of the instructor and the learner are clearly changing because of the influence of media and technology in the classroom. No longer are the teacher and the textbook the sources of all knowledge. The teacher becomes the director of the knowledge-access process. Along the continuum of instructional strategies, sometimes the teacher will elect to provide direct instructional experiences for the students. 

It is essential that, as the guide for learning, the teacher examine media and technology in the context of the instruction and its potential impact on the outcome for students. The essence of this paper concerns the nature of the learning process, the way, the role and responsibility of the teacher change with the approach to instruction used, and the importance of media and technology within that process.

The Definition of Instruction and Media

Heinich (1996) states that instruction is the arrangement of information and environment to facilitate learning. Instruction can most accurately begin to define the field. “Instruo” is translated “construct, build; prepare, draw up; fit out; instruct, teach“ (Whitaker, 2007). The definition stated that instructional technology was the practice of designing, planning, producing and using pictorial messages which control the learning process and contribute to the development of the learner’s full potential” (Seels and Richey, 1994: 15-16). 

By environment it means not only where instruction takes place but also the methods, media, and equipment needed to convey information and guide the learner’s study. The arrangement of information and the environment is normally the responsibility of the instructor and the designers of media. 

Media is anything used to send message(s) from the sender(s) to the receiver(s), so it can be aroused the learners’ thought, feeling, and interest to gear the students’ learn. (Sadiman et al, 2002). According to Richard (1992), in general term, media means for television, radio and newspapers considered as a whole and as ways of entertaining of spreading news or information to a large number of people. Gagne (1987) defines that media are the replicable “means”, forms, or vehices, by which instruction is formatted, stored, and delivered to the learners, (Schwen, 1977). 

How the instructor designs and arranges instruction has a great deal to do not only with what is learnd but also with how the learner uses what is learned. Thuse the instruction or learning The instruction and learning process involves the selection, arrangement, and delivery of information in an appropriate environment and the way the learner interacts with that information. In a language teaching, teaching materials which involves the use of different kinds of media such as visual and printed media are sometimes known as multi media or mixed media. There are various kinds of media, but visual aids are the appropriate media for learners, particularly young learners. The visual aids which are commonly used for teaching English are pictures, really or real objects, drawings or teacher-made drawings charts, posters, cartoons, and flash cards. On the other hand, teaching aids are used by teachers to impart and emphasize on information, stimulate interest, and facilitate the learning process. They range from simple to sophisticated ones and they can be aural, visual, or computerized.

Mind Mapping

The Use of Instructional Media in Teaching 

A good media is like a window. It should not be called attention to itself; it should just have been let in the light. In general, teacher should use the media in his or her best judgment. It can be facilitated learning or increasing the understanding of materials. Media is very useful in learning the English language. Teachers instructors and learners are helped by using media to achieve the learning goals. So, The teachers should apply the media in teaching - learning activities because: 

Instructional media can be solved the lack of the learners’ experiences. Learners have different background such as family life, society, social economic, etc. Learners who live at different areas will have different experiences, because they have different environment, society, social economic, etc. 

Instructional media can be reached everything out of the class. There are so many things around the learners that can not be reached by themselves, such as: bacteria, virus, etc. To know and see those tiny things, we must use a microscope as a media. We use a picture to present things which can not be brought into the classroom such as: markets, stations, harbors. 

Instructional media are created the possible direct interaction between the learners and their environment. Media are produced some observation. The learners’ observation can be directed into the important things based on the teachers aims. Media can be kept the basic, concrete and real concepts of the teaching. The learners’ motivation are aroused by using media in learning. Media are integrated the experience from the concrete things to the abstract ones.

Reference

Gagne, Robert M. 1987. Instructional Technology: Foundations. Hillsdale, NJ: Lawrence Elrbaum.

Heinich, Molenda, Rushell. 1996. Instructional Media and Teachnologies for Learning, 5th ed., Prentice- Hall Inc. New Jersey

Sadiman, Arief S. et al. (2002) Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatannya. PT. RajaGrafindo Persada: Jakarta.

Schwen, T. 1977. Professional scholarship in Educational settings: criteria for inquiring. AV communication reveiw, 25, 35-79.