OUTLINING THE PRINCIPLES OF MEDIA

By. Suci Asyurah Khas , Marya A , Andi Firmah

English Education Department Semester 7

A. Media of teaching english

1. Definition of Teaching Media.

Generally, teaching media mean all tools which may be used by

teacher to deliver teaching material to students in teaching learning process to
reach certain learning goals.

Teaching media can be explained as media that contains some

information or instructional messages and can be used in the teaching process.
Teaching media is a media that bring messages or information that contain the
aim or goal of teaching. Learning and teaching a foreign language needs a lot
of patience, energy, time, creativity and competence. The success of the
teaching and learning of foreign language skills including English is
determined by a number of factors both linguistic and non linguistic such as
the students, the teacher, the methods, material and media or aids used.

2. PRINCIPLES OF INSTRUCTIONAL MEDIA SELECTION

In broad outline some principles that need to be considered in the

selection of instructional media, namely:

 Should the lack of clarity regarding the intent and purpose of the selection
of instructional media. Is the media selection for learning, for general
information, entertainment or simply just to fill empty time. More
specifically, whether for individual or group study, whether the target
kindergarten, elementary, high school, or elementary school students
Extraordinary, rural or urban communities.

 Characteristics of Learning Media. Each instructional media has certain

characteristics, in terms of excellence, how to manufacture and how to use
them. Understanding the characteristics of instructional media is a must-
have basic ability in relation to the selection of instructional media.
Besides, it gives the possibility for us to use a variety of instructional media
are varied.
  Alternative options, namely the existence of a number of media that can be
compared or competed. Thus we can determine the choice of instructional
media which one to choose.

B. Definition Of Technology

Definition of Technology and Technology Integration. Technology has

been defined by different researchers. According to İŞMAN (2012), it is the
practical use of knowledge particularly in a specific area and is a way of doing a
task especially using technical processes, methods, or knowledge. Learning
technology is an umbrella term that describes communication, information and
technological tools used to enhance learning, teaching and assessment. This may
involve computer-based learning or multimedia materials used to supplement in-
class activities.

Technology has been used to both help and improve language learning.
Technology enables teachers to adapt classroom activities, thus enhancing the
language learning process. Technology continues to grow in importance as a tool
to help teachers facilitate language learning for their learners.

Principles of Technology is an applied physics course designed to provide a

study of force, work, rate, resistance, energy, and power as applied to mechanical,
fluid, thermal and electrical energy systems. It is a lab-based course which is
designed to present physics concepts in the context of real-world applications.

1. Use of Technology in English Language

Technology is an effective tool for learners. Learners must use

technology as a significant part of their learning process. Teachers should
model the use of technology to support the curriculum so that learners can
increase the true use of technology in learning their language skills (Costley,
2014; Murphy, DePasquale, & McNamara, 2003). Learners’ cooperation can
be increased through technology. Cooperation is one of the important tools for
learning. Learners cooperatively work together to create tasks and learn from
each other through reading their peers’ work (Keser, Huseyin, & Ozdamli,
2011).

2. Principles for Technology Learning

 In this section, four technology learning principles, grounded in
emergent empirical and theoretical literature related to in-service and
preservice technology professional development, are described. Extensive
examples from literature are used to illustrate each principle and to discuss
how the principle’s transformation into practice impacts different teacher-
learners. Other teacher educators have enumerated technology principles for
preservice education that vary according to subject matter, including English
language arts (Pope & Golub, 2000), science (Flick & Bell, 2000),
mathematics (Garofalo, Drier, Harper, Timmerman, & Shockey, 2000) and
social studies (Mason et al., 2000). An important contribution to the field, the
principles set forth in this collection of articles provided subject-specific,
conceptual frameworks for teacher educators interested in creating
“technology-based activities” (Garofalo et al., 2000) or “technology infusion”
(Pope & Golub, 2000) in preservice education. This current article extends
and strengthens this past work by identifying principles that apply across
subject matter and teacher experience (preservice/in-service) and, most
important, establishing the notion that implementation of these principles hold
unique advantages and limitations for certain populations of preservice and in-
service teachers.

C. Learning of teaching English

Learning is a combination of two activities, namely teaching activities and

learning activities. Teaching activities involve the role of a teacher in seeking to
create a harmonious communication network between teaching and learning. So
that good learning must be developed based on learning principles.
Paying attention to the meaning of learning, it can be understood that
learning is the role of teachers in teaching students by using educational principles
and learning theories which are the main determinants of educational success.
Learning can be called successful if it can change students in a broad sense and
can develop students' awareness to learn so that the experience gained by students
while they are involved in the learning process can be directly benefited.So it can
be said that the principles of learning are implemented well if the teaching and
learning process runs smoothly.
The main task and responsibility of a teacher is to manage teaching more
effectively, dynamically, efficiently, and positively marked by awareness and
active involvement between the two teaching subjects. Teachers as directors and
mentors, while students are actively involved to obtain information in the teaching.
 Therefore, talking about learning principles is closely related to all
components of learning, both regarding what and how the role of educators and
students in learning, in which direction learning should actually be carried out, as
well as regarding what, why, and how so that students and educators can be
actively involved and establish good communication between the two.
1. Learning Principles
The learning principles are:
 Attention and motivation
For students or students are required to pay attention to the stimuli
that lead to the achievement of learning objectives. while a teacher uses
a variety of methods and chooses teaching materials that students are
interested in.
Attention in learning has a very important role. The fact shows that
without attention it is impossible for learning to occur both from the
teacher as a teacher and from the learner's side. The attention of students
will arise if the learning materials they face are in accordance with their
needs, if the learning materials are something that is needed, of course
the attention to learn it is getting stronger. Therefore, before starting
learning, it is necessary to focus and analyze the material to be discussed
to students so that students focus on what they will learn.
Psychologically, if you have concentrated (focused) on something
then all other stimuli are not needed. As a result of this situation the
activities carried out will certainly be very careful and run well. It's even
easier to remember, responses are clear, robust and easier to produce.
Motivation also has an important role in learning activities. A person
will succeed in learning if the desire to learn arises from within himself
(internal) and arises from others (external). Motivation in this case
includes two things:
a. Knowing what to study, and
b. Understand why it is worth studying.
These two things are elements of motivation that are the basis for a good
start to learning. Because without these two elements, learning activities
are difficult to succeed. Someone who has a large enough motivation
can do without outside motivation. That is what is called intrinsic
motivation, or the driving force that is in accordance with the actions
taken. Conversely, if the intrinsic motivation is small, then he needs
motivation from outside which is called extrinsic, or the driving force
 that is outside. This extrinsic motivation comes from teachers, parents,
friends, books and so on. Both of these motivations are needed for the
success of the learning process, but what plays an important role is the
students themselves who can motivate themselves who are supported by
a teacher in designing learning that can stimulate interest so that student
motivation can be raised. So that the learning process can run efficiently
and effectively. Motivation is divided into two, namely intrinsic and
extrinsic motivation. Intrinsic motivation is the driving force that is in
accordance with the actions taken. Meanwhile, extrinsic motivation is a
driving force that is outside the actions he does but becomes a
companion. An example is a student seriously studying subjects at
school because he wants to have the knowledge he is learning, and a
student studying seriously not because he wants to have the knowledge
he has learned but is driven by the desire to go to class or get a diploma.

 Activity
For students or learners are required to process and process
learning outcomes effectively and actively both physically, intellectually
and emotionally. Meanwhile, teachers provide opportunities for students to
do their own experiments.
Teaching is the process of guiding the learning experience. This
experience is obtained when students have the activity to react to their
environment. If a child wants to solve a problem, he must be able to think
systematically or according to certain steps, including he wants a skill, of
course, he must also be able to move his muscles to achieve it.
Included in learning, students must always be active. Starting from
physical activities to psychological activities. Thus, successful learning
must go through many activities, both physical and psychological. Not just
memorizing a number of formulas or information, but learning to do things,
such as reading, listening, writing, practicing skills, and so on. The
principle of the above activity according to the psychological view that all
knowledge must be obtained through observation and own experience.
The soul has its own energy and can be active because it is driven
by needs.So, in learning that processes and plans are students with their
own willingness, ability, talent and background, the teacher only stimulates
the activity of students by presenting lesson materials. An example is
concluding the results of an experiment.
 a. Direct engagement
Students are required to be able to do their own assignments given
by the teacher. Meanwhile, a teacher can involve students in
finding information and inferring information.
The principle of direct involvement is important in
learning. Learning as a teaching and learning activity, the teacher
must be directly involved as well as the students. The principle of
direct involvement includes direct physical involvement. This
principle is directed so that students feel themselves important and
valuable in the classroom so that they can enjoy the learning
process.
Edge Dale in Dimyati said that: "good learning is
learning through direct experience". Learning with this experience
is not just sitting in class when the teacher is carrying out lessons,
but how students are directly involved in the learning process.
Learning activities set by the teacher mean learning experiences
for students. An example is doing practice.
 Repetition
For students or students the awareness of students in doing
repetitive exercises, while for teachers designing things that need to be
repeated.
The principle of learning that emphasizes the importance of
repetition proposed by the theory of power psychology. According to this
theory, learning is seeing the powers that exist in humans which consist
of observing, capturing, remembering, imagining, feeling, thinking and so
on. These powers will grow.
Another theory that emphasizes the principle of repetition is the
theory of connectionism. His famous character is Thorndike with his
famous theory, namely the "law of exercise" that learning is the formation
of a relationship between stimulus and response, and repetition of those
experiences increases the emergence of correct responses. Furthermore,
the theory of response conditioning phychology as a further development
of the theory of connectionism driven by Pavlov which suggests that
individual behavior can be conditioned and learning is an attempt to
condition a behavior or response to something. Likewise teaching to form
habits, repeating an action so that it becomes a real habit and habit, but
can also be accompanied by a stimulus.
 The three theories above emphasize the importance of the
principle of repetition in learning even though with different goals. The
first theory emphasizes repetition to train the mental faculties, while the
second and third theories emphasize repetition to form the right response
and form habits.
Although these three theories cannot be used to explain all forms
of learning, they can still be used because repetition is still relevant as a
basis for learning. Because, in learning is still very much needed
repetitions or exercises. The relationship between stimulus and response
will be stronger if it is used often and will decrease or even disappear if it
is rarely or never used.Therefore, it takes a lot of practice, repetition, and
habituation. For example, before starting the lesson, students read a
prayer to get used to it and this is done repeatedly.
 Individual process
For students or students can learn according to the tempo of the
speed of each student, while for a teacher can determine the method so that it
can serve all students.
The learning process that takes place in schools at this time still tends to take
place classically, which means that a teacher faces 30-40 students in one
class. The teacher still uses the same method for all students in the class. In
fact, they treat students equally without paying attention to their socio-
cultural background, abilities, or any individual differences of students. Even
though each student has different characteristics and traits. There are
students who have a tall, thin body shape, short fat, some are agile, agile,
cheerful, some are slow, moody, easily offended and some have different
individual traits.
To be able to provide assistance so that students can follow the
learning presented by the teacher, the teacher must really be able to
understand the characteristics of these students. Likewise, teachers must be
able to organize learning activities, starting from planning, the
implementation process to the last stage, namely assessment or evaluation,
so that students can participate in the learning process well without
significant differences even though they come from different backgrounds
and abilities.
 Challenge
For students or students are given a responsibility to study on their
own by doing experiments, learning independently and finding their own
 solutions in dealing with problems, while for teachers giving assignments to
students to solve problems.
Kuantzu in Azhar Arsyad said "if you give a man fish, he will have a single
meal. If you teach him how to fish he will eat all his life”. Kuantzu's
statement is in line with the principle of learning in the form of challenges,
because students do not feel challenged if they are only fed so that they just
swallow what is given by the teacher. Because, without challenges, students
feel ignorant and less creative so that the material they receive does not
impress.
In order for students to have a strong motivation to overcome
obstacles well, the learning materials must also be challenging so that
students are passionate about overcoming them. This is in line with the
principle of learning with one of the principles of the concept of contextual
teaching and learning, namely inquiry. Where it is explained that inquiry is a
learning process based on search and discovery through a systematic
thinking process. So, students will be serious in finding the problem first and
then finding their own way out. For example, students are given a problem,
then students themselves find the answer.
 Feedback and reinforcement
For students or students can match the answers that have been
done to the teacher, while for the teacher can give the correct answer and
provide conclusions from the material that has been explained or discussed.
The principle of learning related to feedback and reinforcement is
emphasized by the theory of operant conditioning, namely the law of effect.
That students will learn to be enthusiastic if they know and get good results.
Good results are pleasant feedback and have a good effect on the
results of further learning efforts. However, the encouragement of learning is
not only by pleasant reinforcement or positive reinforcement, negative
reinforcement can also affect subsequent learning outcomes.
If students get good grades in the test, of course they will study seriously to
get better grades in the future. Because good grades are positive
reinforcement, on the other hand, if students get bad grades, of course they
are afraid of not going to class, they are also encouraged to be more active.
This is called negative reinforcement which means that students try to avoid
unpleasant events. Therefore, it is important for students to get questions and
answers oIn learning that needs to be considered is the creation of a
conducive and pleasant atmosphere. Therefore, it is necessary to pay
attention to several learning principles. Some of the learning principles are:
a. The principle of motivation is the teacher's effort to foster an urge
to learn, both from within the child or from outside the child, so
that children learn as optimally as possible according to their
potential.
b. The background principle is that the teacher's efforts in the
teaching and learning process require the knowledge, skills and
attitudes that children have so that boring repetition does not
occur.
c. The principle of concentration is an effort to focus the child's
attention by bringing the problem to be solved more directed to
achieve the goal to be achieved.
d. The principle of integration is important in learning. Therefore, the
teacher in delivering the material should link a subject with other
subjects, or sub-subjects with other sub-subjects so that children
get a picture of integration in the process of acquiring learning
outcomes.
e. The principle of problem solving is a learning situation that is
faced with problems. This is intended so that children are
sensitive and also encourage them to seek, choose, and determine
problem solving according to their abilities.revaluations to allow
for feedback and reinforcement. For example, students are given
a presentation format in the form of questions and answers,
conducting discussions.
f. The principle of finding is an activity to explore the potential of
children to seek, develop the results of their acquisition in the
form of facts or information. For this reason, the teaching and
learning process that develops children's potential will not cause
boredom. So that students can learn independently and find
information.
g. The principle of learning while working is an activity carried out
based on experience to develop and gain new experiences. The
learning experiences gained through work are not easily
forgotten by children. Thus, the teaching and learning process
that provides opportunities for children to work, do something
 will foster self-confidence, joy, and satisfaction because their
abilities are channeled by seeing the results of their work.
h. The principle of learning while playing is an activity that can
create a pleasant atmosphere for students in learning, because by
playing children's knowledge, skills, attitudes, and fantasy power
develop. Such an atmosphere will encourage children to learn.
i. The principle of individual differences is an effort in the teaching
and learning process that pays attention to individual differences
from the level of intelligence, nature and habits or family
background. Teachers should not treat children as if they were all
the same.
j. The principle of social relations is socialization during a growing
child which is heavily influenced by the social environment.
Learning activities should be carried out in groups to train
children to create an atmosphere of cooperation and mutual
respect for one another.So that students can recognize and
interact with the environment both in the family, school and
community environment.