An Analysis of The Use Audio-Visual Media in Teaching English to
Students of SMP Muhammadiyah 2 Pontianak
Fatiha Raihani1, Aunurrahman2, Maliqul Hafis3
1
English Education, IKIP PGRI Pontianak
2
English Education, IKIP PGRI Pontianak
3
English Education, IKIP PGRI Pontianak
1
[email protected] Abstrak
Tujuan dari penelitian ini adalah untuk mendeskripsikan penggunaan media audio-visual dalam
pengajaran bahasa Inggris dan untuk mengidentifikasi tantangan dan manfaat yang dirasakan oleh guru ketika
menggunakannya untuk siswa di SMP Muhammadiyah 2 Pontianak. Seorang guru bahasa Inggris terlibat dalam
penelitian ini, yang berlangsung pada tahun ajaran 2023/2024, yang melibatkan siswa kelas 7 di ruang kelas.
Data yang dikumpulkan dari wawancara dan observasi kelas, di mana peneliti bertindak sebagai pengamat dan
mendokumentasikan catatan lapangan, dianalisis untuk menjelaskan penggunaan media audio-visual dalam
pengajaran bahasa Inggris dan tantangan serta manfaat yang dirasakan oleh guru. Temuan penelitian
mengungkapkan tiga tahap penting yang harus dipatuhi guru ketika mengintegrasikan media audio-visual ke
dalam pengajaran bahasa Inggris: persiapan, penggunaan, dan tindak lanjut. Guru menghadapi tantangan terkait
dengan keterbatasan akses terhadap fasilitas dan teknologi di sekolah, serta tidak adanya subtitle atau
terjemahan di beberapa video. Sisi positifnya, para guru merasakan adanya peningkatan minat dan keterlibatan
siswa di kelas. Penelitian ini dimaksudkan untuk menjadi sumber daya yang berharga bagi para pendidik yang
mengeksplorasi metode inovatif untuk mengajar bahasa Inggris melalui media audio-visual berbasis video.
Kata Kunci: Media Audio-Visual, Mengajar Bahasa Inggris, Siswa
Abstract
The aim of this research is to describe the use of audio-visual media in English teaching and to identify
the challenges and benefits reported by teacher when using it for students at SMP Muhammadiyah 2 Pontianak.
An English teacher was involved in this research, which took place during the 2023/2024 school year, involving
7th-grade students in classroom settings. Data collected from interviews and classroom observations, where the
researcher acted as an observer and documented field notes, were analyzed to elucidate the usage of audio-visual
media in English teaching and the challenges and benefits perceived by teachers. The research findings reveal
three crucial stages teacher should adhere to when integrating audio-visual media into English instruction:
preparation, use, and follow-up. Teacher encountered challenges related to limited access to facilities and
technology within the school, as well as the absence of subtitles or translations in some videos. On the positive
side, teachers noted increased student interest and engagement in the classroom. This research is intended to
serve as a valuable resource for educators exploring innovative methods for teaching English through video-
based audio-visual media.
Key words: Audio-Visual Media, Teaching English, Students
INTRODUCTION
English is the ultimate international language in today's globalized world, serving as a
critical channel for communication across nations. Individuals must master four fundamental
skills to really understand this language: reading, writing, listening, and speaking. As the
world changes, so do the methods for teaching and learning English. Various media tools
have emerged in recent years that promise to change English language education by making it
more accessible and entertaining for both teachers and students.
Media, in its various forms, plays an important role in the worlds of teaching and
learning. The incorporation of media into the classroom environment provides a number of
advantages, increasing the efficacy and efficiency of educational initiatives. Beyond
textbooks and lectures, media adds a dynamic element to the educational landscape,
translating abstract material into entertaining and understandable content. According to Van
et al. (2021), harnessing the power of media has enormous promise for improving language
proficiency and facilitating the English learning process. Furthermore, teachers' use of media
helps a deeper grasp of the subject matter because it accommodates to different learning
styles by utilizing audio, visual, and audio-visual media. This research looks into audio-visual
media, with a special emphasis on video as a potent educational tool. Munadi (2013)
classifies audiovisual media into two categories. The first is pure audiovisual media, which
encompasses film, television, and video, in which audio and image technology are combined
into a single unit. The second type is impure audiovisual media, which is distinguished by
independent sound-playing devices, such as slides combined with cassette recordings, which
are utilized concurrently, frequently in the context of learning activities. Notably, the
researcher noticed during pre-observation that SMP Muhammadiyah 2 Pontianak commonly
uses video as an audio-visual media in their teaching and learning practices. This familiarity
with audio-visual media in the classroom context allows both teachers and students to
successfully exploit its potential. Video materials, in particular, can be used to transfer
knowledge, illustrate complex topics, and facilitate self-study. Video materials encourage
students to exercise their language learning autonomy by immersing themselves in authentic
language situations and activities depicted in the movies by delivering a vivid, immersive
learning experience.
According to previous research by Amiruddin and Satriani (2021), the use of audio
visual media in teaching English garnered a positive response and was regarded as enjoyable.
This is consistent with the findings of Wijaya, Negara, and Sukma (2018), who discovered
that audio visual media not only aids in English learning but also has an impact on student
participation and learning outcomes. Meanwhile, Julia (2019) discovered that there are two
categories of audio visual material that can be employed to improve English learning
effectiveness: movie snippets and videos. Because earlier research has shown audio visual
media as an effective learning media for English language teaching. The researcher wants to
fill a gap or add to the uniqueness of previous research. This research aims to examine and
evaluate the utilization of audiovisual media in junior high school education through a
descriptive qualitative approach. It will investigate how English teacher incorporate audio
visual media into their instruction within a privately accredited C-rated school. The research
specifically concentrates on students and teachers within the educational department of SMP
Muhammadiyah 2 Pontianak. The researcher uses the descriptive qualitative method, to find
out and describe the use of audio visual media and its challenges and benefits perceived by
teacher in teaching English to students of SMP Muhammadiyah 2 Pontianak.
There are two questions in this research namely 1.) How is the use of audio visual
media in teaching English to students of SMP Muhammadiyah 2 Pontianak? 2) What are the
challenges and benefits perceived by teacher in using audio-visual media in teaching English
to students of SMP Muhammadiyah 2 Pontianak? The purpose of this research is to 1.) To
describe how the use of audio visual media in teaching English to students of SMP
Muhammadiyah 2 Pontianak. 2) To find out the challenges and benefits perceived by teacher
in using audio visual media in teaching English to students of SMP Muhammadiyah 2
Pontianak.
METHOD
This research employs a descriptive qualitative research design, which, in the realm
of qualitative research, serves as an adaptable and exploratory method. According to Creswell
(2014), qualitative research involves an inquiry process grounded in understanding, drawing
from various methodological traditions, and addressing social or human issues within their
natural context. The researcher constructs a comprehensive representation, analyzes linguistic
content, and delivers an in-depth portrayal of information. The data analysis takes on a
descriptive form, aligning with the descriptive approach. Furthermore, the objective of
qualitative research is to gain a profound comprehension of a specific phenomenon, be it an
environment, a process, or a belief. In this study, data gathering, examination, and analysis
preceded the description. The researchers employed thematic analysis, following Braun and
Clarke's (2012) method, to analyze data derived from interviews and field notes. Thematic
analysis systematically uncovers, organizes, and elucidates patterns of meaning (themes)
within the dataset. The steps in conducting thematic analysis, as outlined by Braun and
Clarke (2012), encompass familiarization with the data, generation of initial codes,
identification of themes, review and definition of themes, and producing the report.
To test the validity of the data in this study, researchers used triangulation. Creswell
(2012: 259) underscores the significance of triangulation in qualitative studies, which
involves validating evidence through diverse sources, data types, or data collection methods
when describing themes. Triangulation encompasses source triangulation, triangulation of
data collection methods, and temporal triangulation (Sugiyono, 2019). In this research, the
researcher applied triangulation techniques to assess the data's validity. Specifically, three
data collection methods—interviews, field notes, and documentation—were combined for the
same data source. Triangulating data credibility involves cross-referencing data collected via
teacher interviews with observations and documentation.
FINDINGS AND DISCUSSION
This research was using a descriptive qualitative design. Data collected using
interviews and field notes as the primary methods, supplemented by documentation.
Interviews gathered insights on teachers' perceptions of using audio visual media in English
teaching, while field notes delved into teachers' approaches and student responses during
such lessons. Documentation complemented these methods.
1. The Use of Audio-Visual Media in Teaching English
Based on the results of interviews conducted with an English teacher at SMP
Muhammadiyah 2 Pontianak, the use of audio visual media in teaching English involves three
key stages: preparation, use, and post-use follow-up. Teachers should begin by preparing
materials, teaching aids, and learning media before implementing audio-visual lessons.
Preparation Stage
In this stage, the teacher initiates the lesson by arranging teaching materials, taking
note of student attendance, and introducing the day's topic, which in this case is "day." This is
a crucial aspect of lesson planning as it provides students with direction and purpose.
Subsequently, the teacher proceeds to stimulate prior knowledge and assess the extent of
students' comprehension.
It's apparent that students possess a fundamental grasp of the upcoming subjects, and
teacher employ various tactics to commence the learning process effectively. These methods
encompass utilizing technology, engaging with students, and elucidating the learning
objectives. Additionally, active interaction between the teacher and students is evident
through the exchange of questions and answers at the beginning of the lesson.
Use Stage
This stage initiates with the presentation of a video displaying the English days of the
week alongside their translations and pronunciations. This visual method serves as an
introductory approach for students. Following the video, the teacher promotes interactive
learning by posing questions to students regarding the English names of the days of the week.
Subsequently, the teacher reiterates the correct English pronunciation, directing students to
pronounce the words accurately.
The teacher then focuses on assessing and refining the students' pronunciation of the
English day names. Afterward, the teacher revisits the material by replaying the video
without translations, allowing students to test their knowledge of the days of the week.
Additionally, the teacher engages students with questions related to time, such as discussing
"today," "tomorrow," and "yesterday," facilitating their comprehension of time concepts in
English.
Follow-up Stage
The final stage is the post-activity evaluation step. In this stage, the teacher assigned
the students a straightforward exercise, requiring them to rearrange letters to assess their
grasp of English day names. Most students demonstrated the ability to complete the task
independently, with the exception of one student who initially made an error but later
corrected it. This stage concludes with the teacher providing positive feedback while
reviewing the correct answers with the students, and the session ends by introducing the next
topic of learning.
2. The Challenges and Benefits Perceived by Teacher in Teaching English Using Audio
Visual Media
Based on interviews with an English teacher at SMP Muhammadiyah 2 Pontianak, the
researcher identified challenges and benefits in teaching English with audio-visual media at
school. These will be elaborated upon below.
Infrastructure Limitations
When incorporating audio-visual media into the learning process, teachers face certain
obstacles. An interview with a teacher experienced in using audio-visual media for teaching
English revealed that limited resources and accessibility can hinder their use in English
classes. This presents a challenge, as teacher must independently address this issue by
bringing their own laptops and speakers to the classroom to enable effective audio-visual
learning.
Absence of Subtitles or Translations
Another challenge in teaching English using audio-visual media, particularly videos,
arises when these materials lack subtitles or translations. To address this, teacher must invest
extra effort in honing students' listening skills so that the video content is not only well-
conveyed but also comprehensible. Students are advised to maintain focus during audio-
visual lessons, with no question-and-answer sessions while the video plays. Based on field
notes, teachers enhance students' listening skills by replaying videos to facilitate correct
pronunciation imitation and word comprehension.
Enhanced Student Interest and Engagement
Teaching English with audio-visual media appears to boost student interest in
learning, creating a positive classroom atmosphere. The students respond enthusiastically,
making the learning experience lively and engaging. In essence, students actively and
passionately participate in their learning, making it more interesting than a monotonous
routine. Field notes from the researcher indicate visible student enthusiasm, as they greeted
the teacher with a smile and willingly assisted with lesson preparations. Students also
displayed active engagement by responding in unison and volunteering to write on the
whiteboard.
Based on interviews and field notes, the researcher reported that SMP
Muhammadiyah 2 Pontianak employs video as a form of audio-visual media in English
language teaching. This utilization involves three key stages: preparation, use, and follow up.
The English teacher at SMP Muhammadiyah 2 Pontianak, who incorporates these three
stages during classroom instruction, noted that students respond positively to each stage,
actively engaging throughout the teaching and learning process. This is also in line with
previous research by Negara (2017) titled "The Use of Audio Visual Media in Teaching
English for Non-English Majors," which concluded that the use of audio-visual media in
teaching English not only enhances student learning outcomes but also promotes active
participation from both students and educators. This is also supported by Sukma (2018), in
her research "The Effect of Audio-Visual Media on Students' Participation in the English
Classroom," affirms that audio-visual media has a notable impact on encouraging students to
actively express their thoughts and pose questions during class interactions.
CONCLUSION
The researcher analyzed the use of audio visual media in teaching English using a
qualitative descriptive design. After data from interviews and field notes were collected, the
data were analyzed using thematic analysis based on Braun and Clarke (2012). Based on the
research findings from data collection and analysis, the following conclusions can be drawn:
1. When incorporating audio-visual media into English language teaching, teachers should
adhere to three crucial stages: (1) The first stage involves preparation, wherein teachers
should gather materials and teaching aids, setting the lesson's direction and purpose, (2) The
second stage, known as use, requires teachers to actively engage students with audio-visual
media like videos, fostering interactive learning through questions and pronunciation
practice, (3) The final stage, follow-up, entails assessing students' comprehension, rectifying
errors, and providing positive feedback. These stages seamlessly integrate technology and
interactive teaching methods for effective learning.
2. Teachers face challenges when teaching English using audio-visual media, such as limited
access to school facilities and technology. To overcome these limitations, teachers often bring
their own equipment, like laptops and speakers, showcasing their dedication to enhancing the
learning experience. Additionally, videos used as educational tools may lack subtitles or
translations, requiring teachers to emphasize the development of students' listening skills.
Despite these challenges, the benefits include increased student interest and engagement,
creating a more enjoyable and dynamic classroom atmosphere that fosters active participation
and enthusiasm.
REFERENCES
Amiruddin, A., & Satriani, S. (2021). Improving English Skills of Youth Organizations in
Pammana Village through Audio-Visual Media. Jurnal Abdimas Indonesia, 1(4), 70-
75.
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Creswell, J. W. (2012). Personal copy: Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Pearson Education, Incorporated.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods
approaches.
Julia, R. J. (2019). The Use of Audio-Visual Media by Senior High School Teachers to Teach
English (Doctoral dissertation, Thesis. Universitas Muhammadiyah Yogyakarta).
Munadi, Y. (2013). Media pembelajaran Sebuah Pendekatan Baru, Jakarta : Referensi GP
Press Group.
Negara, I. M. (2017). The Use Of Audio Visual Media in Teaching English For Non-English
Majors. Jurnal Pendidikan Bahasa, 6(2), 223-234.
Sugiyono, P. (2019). Metode Penelitian Kuantitatif Kualitatif dan R&D (D. Sutopo. S. Pd,
MT, Ir. Bandung: Alfabeta.
Sukma, D. M. (2018). The effect of audio-visual media on the students’ participation in
english classroom. Pancaran Pendidikan, 7(1).
Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The
effectiveness of using technology in learning English. AsiaCALL Online
Journal, 12(2), 24-40.
Wijaya, R. A. (2017). The Use of Audio-Visual Aids in Teaching English at Satya Wacana
Senior High School (Doctoral dissertation, Program Studi Pendidikan Bahasa Inggris
FBS-UKSW).
