Name/Reg.

Number: Nur Anisah (1910117220031)

Class: Instructional Media A2

1. What do you know about instructional media for teaching?

2. What do you think about the importance of using instructional media in teaching English?
3. Can you mention other media used by the English teachers except those in this power point?
4. What media will you use in teaching vocabularies for Junior high students? Explain it briefly by
giving some examples clearly

Answers:

1. Scanlan defines instructional media as all materials that teachers can use to perform teaching learning
activities and assist students in achieving instructional objectives (Wildan, 2013). In my opinion, An
instructional media is a communicative instrument used by a teacher to facilitate the instructional
learning process for students in and out of the classroom. Harmer (2007) states that there are several
types of instructional media that can be used by teachers:
a) The students themselves
The students are ―the most useful resources in the classroom‖ (Harmer, 2007: 176).
b) Realia
Realia is defined by Nunan (1999: p. 313) as ―objects and teaching props‘ from the world
outside the classroom that are used for teaching and learning.
c) Pictures
Harmer (2007) explained that pictures can be used for multiple ways comprising: (1) drilling, (2)
communication, (3) understanding, (4) ornamentation, (5) predicting, and (6) discussing
d) Coursebook
Coursebook is a form of print media. It contains material or verbal information through print. It
can also be used as basic instructional guide by the teacher.
e) Boards
Harmer (2007) describes that teachers can use boards as (1) notepad, (2) explanation aid, (3)
picture frame, (4) public workbook, (5) gameboard, and (6) noticeboard.
f) Overhead Projector
By using overhead projectors, the students can see in front of the class the material which is
writer or drawn in a transparent. The transparent will be projected by using projectors.
g) Flipchart
It is mostly used to write down some important points in group discussion (Harmer, 2007).
h) Computer-based presentation technology
Harmer (2007) said that this instructional media has two vital components. They are hardware
and software. The hardware needed for this instructional media are computer and LCD projector.
This instructional media combine both audio and visual material. By using computer-based
presentation technology – or so called multimedia presentation— enable the teacher to convey
much larger information to the students (Blythe-Lord, 1991, Kemp & Smellie, 1989, and Wittich
& Schuller, 1973).

2. Instructional media plays a crucial role in the English teaching-learning process, as they improve
students' abilities to read and write properly, encourage them to regularly engage in learning, and help
 them recall vocabularies. Teachers should use instructional media to motivate students to have a new
style of presentation for language learning. Beyond basic retention and surface comprehension,
instructional medias act as a backbone for teaching and, when used properly, can help students
develop a greater understanding of course content and promote critical thought. Since it would
effectively help them grasp the content, instructional media should be adapted to the students'
intellectual capabilities. Apart from those mentioned in the power point, Other benefits are stated by
Ruis, et al (2009) comprise (1) solving lack of experiences problem for the students, (2) reaching
everything out of the class, (3) creating direct interaction between the students and environment, also
(4) integrating experience from the concrete to the abstract information (Wildan, 2013).

3. Other media used by the English teachers:

a. Google Docs
You get to see everyone's responses, and shy students get to think about what they're going to say
ahead of time. Every student will see the feedback and revisions of their peers, ensuring that
every voice is heard. Nobody is talking over the other. Google Docs is also a fantastic tool for
completing writing tasks. The "View Revision History" feature makes it easier for you to keep
students responsible for deadlines, and the "Explore" tool makes it simple for students to identify
good references and accurately cite them.
b. Audacity
This simple software allows you to edit and upload audio from a variety of sources, including TV
and radio programs, songs, and native speaker conversations. You can also digitize any old
recordings or archives you have lying around. The best thing about this media tool is that it isn't
solely for listening. To improve their pronunciation, students can conveniently record themselves
speaking.
c. FluentU
FluentU transforms real-world videos into personalized language learning lessons, such as music
videos, movie trailers, headlines, and motivational talks. Students will click on interactive
captions to get in-context meanings, visual learning aids, and pronunciations for every word in
each video. That means they'll be constantly expanding their vocabulary when learning the target
language as it's spoken by native speakers. As a teacher, you'll enjoy the fact that the FluentU
platform allows you to monitor student success, create a program, delegate assignments, and
more. You will also save time on lesson plans because all of the engaging, meaningful videos
have already been chosen for you!
d. Spider Scribe
Spider Scribe is a good online mind mapping and brainstorming tool. It allows you organize your
ideas by connecting notes, files, calendar events, etc. in free-form maps. You can collaborate and
share those maps online with others.
e. Voki
Voki is an educational tool that allows users to create their very own talking character. Voki
characters can be customized to look like historical figures, cartoons, animals, and even yourself.
You give your Voki a voice by recording with a microphone, or uploading an audio file. Voki
characters can be emailed, shared on social media, and embedded on websites.
f. Voice Thread
 Voice Thread is a totally web-based application that allows you to place collections of media like
images, videos, documents, and presentations at the center of an asynchronous conversation. A
Voice Thread allows people to have conversations and to make comments using any mix of text,
a microphone, a web cam, a telephone, or uploaded audio file. Voice Thread runs inside your web
browser, so there is no software to download, install, or update.
g. Glogster
Glogster is a unique social network based on the creation and sharing of Glogs - interactive
posters loaded with text, graphics, music, videos, and more. Glogster’s goal was to provide an
outlet for unlimited creative expression online. In 2009 Glogster launched Glogster EDU, a
secure learning platform for teachers and students. Today, Glogster empowers millions of people
all over the world with a space to express their emotions, ideas, and knowledge online.

4. I intend to use a variety of media to accomplish my vocabulary-teaching objectives, particularly for

JHS students. I'll use videos, a whiteboard, actual objects, and flashcards in my teaching. The pictures
are used to demonstrate the colour that would help students' creativity. I will scribbled essential notes
on the whiteboard. I will use actual objects to illustrate and touch objects connected to the material.
Furthermore, I will use the flash cards to encourage and stimulate my students to discuss their
thoughts, either orally or in prose. In addition, I will use electronic interactive to track my students'
individual vocabulary learning outside of the classroom. I'll encourage them to search up unfamiliar
words on the internet in news papers, journal articles, and short stories, and then look up the
meanings in their dictionary. I'll also use electronic interactive to present teaching materials with an
audio-visual animation effect in order to increase learners' excitement and help them understand and
remember what they're learning.

REFERENCES

Wildan, N. A. (2013). INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS: A

CASE STUDY IN ELEMENTARY SCHOOLS IN KUNINGAN. Journal of English and Education, 1(1),
196-205.

Sukmahidayanti, T. (2015). THE UTILIZATION OF INSTRUCTIONAL MEDIA IN TEACHING

ENGLISH TO YOUNG LEARNERS (A Case Study of an Elementary School Teacher in Bandung). Journal
of English and Education, 3(2), 90-100.