The Use of Media for Improving Indonesian Language Teaching

By: Tika Sari

0

The role of the media in the education process is a helpful tool to clarify the meanings delivered in the message, so the purposes of the teaching and learning processes can be achieved successfully. Every message delivered by the teachers by using media is a must, at least, verbal media which is formed as utterances uttered to the students. In the teaching process, the media is needed to support the teaching effectiveness and efficiency. Therefore, teachers should selectively choose the suitable and appropriate learning media.

The acquisition of students’ knowledge as drawn by Edgar Dale shows that the knowledge will increasingly grow in more abstract as the lesson is delivered through verbal language. In this case, verbalism may occur, which means that the students would understand more in the uttered words without understanding the message delivered through them. This can lead to misperceptions for the students. Therefore, in order to help the students to gain more concrete comprehension, the message in the learning process should be delivered through activities by bringing the students involve into the actual conditions[1].

In creative learning of Indonesian language, the learning media which is used in the learning process should not be expensive. Instead, using objects around is also useful as learning media. The learning media that can be used in Indonesian language learning are concrete media artifacts, audio, visual, and audiovisual. These media can be formed as artificial media made by the teachers or by nature (originally taken from nature). The most important thing is in every learning process must use media[2].

So far, the learning media still depend on white/blackboards and markers to deliver lesson to the students. As a result, the information gained by the students is generally low since many students are passive. In the learning activities, when students are less active, the information gained by them would be easily forgotten. The learning media should be helpful to the students to easily absorb all the information in short or long-term memory. If all information deal with the cognitive, affective, and psychomotoric of the students, they can be absorbed easily by the students. As a result, the learning quality would be improved. This is the result of the importance of using learning media.

The problem is which media should be chosen by the teachers to ease the students in absorbing the information? In an ideal form, the more sophisticated the learning media is, the more helpful it is to ease the students in absorbing information. For teachers who work in urban areas, information technology-based media (IT) is available and easy to use. Therefore, the teachers should start to familiarize themselves with various computer programs and using them to develop the teaching media. By using IT media, the teachers can prepare the learning materials through slides of power point, by writing the main ideas of the learning material on the slides. Then the slides can be read by the students on the screen by using LCD or they may be putted on a website to ease the students to read them anytime and anywhere. This method is useful to improve the students’ understanding to the information delivered by the teachers. It is also important for the students to be accustomed to use IT media as a learning media. This will make the teaching-learning interaction between the teachers and the students more effective. In addition, the students’ capacity in absorbing the information will be increased. But, not all schools are facilitated with IT media. For schools which have not been facilitated with computer and internet, the teachers can provide the learning media which suit to the school environment. For example, the teachers who deliver learning material to the students to comprehend the language politeness, they can select and develop the visual media. For instance, by using “wayang” characters of “father” and “son” (Werkudara and Gatotkaca) which is provided with dialogue in particular level of language politeness.

The easy and concrete methods to prepare the above-mentioned learning media are listed in the steps as follows;

a. Prepare the materials which will be delivered by using media

b. Determine the type of the media (visual, audio, or audio-visual)

  • Visual: make the summary of the materials in the form of chart, scheme, or description.
  • Audio: prepare the text with the narrator to be recorded, do recording in the studio to have clear sound.
  • Silent audio-visual: prepare the drawings to be visualized, prepare the narrator who will read the text as the voice input. Suit the recording with the displayed drawings.
  • Motion audio-visual: prepare the scenario of the materials and the actors who play to deliver the message. Do the playing training, select the appropriate shooting settings (indoor or outdoor), and prepare the cameraman with the shooting equipment. Do the shooting and finishing with editing.

c. Provide the results of the material development in the classroom learning process.

d. Evaluate the effectiveness of the media implementation to develop the students’ competence[3].

Media is an important component in learning process. By using media, the transferring of information is more internalized within the students. In addition, the teachers should develop the media in creative way to achieve the learning criteria and objectives of Indonesian language. As a result, the use of media is a must for teachers in delivering learning materials, especially in Indonesian language teaching and learning process to achieving the learning objectives.

 

References

Kurniawan,Heru. 2015, PembelajaranKreatif Bahasa Indonesia, Jakarta: Kencana.

Pranowo.2014,Teori BelajarBahasa,Yogyakarta:PustakaPelajar.

Sanjaya,Wina. 2012,Media KomunikasiPembelajaran, Jakarta: Kencana.

 

[1]Wina Sanjaya, Media Komunikasi Pembelajaran, (Jakarta: Kencana, 2012), 69

[2]Heru Kurniawan, Pembelajaran Kreatif Bahasa Indonesia, (Jakarta: Kencana, 2015), hal 86-87

[3]Pranowo, TeoriBelajar Bahasa, (Yogyakarta: PustakaPelajar, 2014), hal, 288-291

Leave A Reply

Your email address will not be published.