1. MODULE
DEVELOPING INSTRUCTIONAL MEDIA
BY
WIDIATMOKO
EFL Teacher Trainer at CDELTEP
CENTER FOR DEVELOPMENT AND EMPOWERMENT OF LANGUAGE TEACHERS
AND EDUCATION PERSONNEL (CDELTEP)
DIRECTORATE GENERAL FOR QUALITY IMPROVEMENT OF TEACHERS
AND EDUCATION PERSONNEL
MINISTRY OF NATIONAL EDUCATION
JAKARTA
2010

2. INTRODUCTION
The module entitled Developing Instructional Media provides the participants of the
training with a series of activity which incorporates the accomplishment of teacher-
made media uses and usages in the teaching and learning process for students at
primary schools. This 4-hour training gives the participants insights, understanding,
and awareness on the media used in the classroom. The media commonly named
as visual aids and audio-visual aids. Both of the media can be gained from various
sources. The cheapest one economically is the media called as visual aids. These
media can be from the teacher himself, the blackboard or whiteboard, the real
objects the teacher made, flashcards available, pictures or charts from the
magazines, and many others.
At the end of this 4-hour training, the participants are expected to be able to plan
the activities in the classroom using the teacher-made media that are integrated
with learning materials, and to provide the participants with opportunities to try
producing and maximizing teacher-made media.
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3. Warm-up Activity
a. Identify media used in your class.
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b. Tell briefly the advantages of the media used.
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c. How can those media incorporate your teaching?
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4. Instructional Media in the Classroom
1. Using Visual Aids
In this session, the participants will practice making their own flashcards and
charts.
Procedure
a. Begin by establishing what is meant by ‘visual aids’ (pictures, objects, things for
the participants to look at), and talk about why they are important.
b. Ask the participants to look at the list of visual aids. Give time for them to
identify those they are familiar with.
Worksheet #1
1. Which of these visual aids have you (a). Yourself ___
used in your own teaching? (b). The blackboard ___
2. How exactly have you used them? (c). Real objects ___
(d). Flashcards ___
(e). Pictures and charts ___
(f). Others: ___
Please note:
a. ‘The teachers themselves’ means that the teacher can use gestures, facial
expressions, and actions to help show the meaning of words and to illustrate
situations.
b. ‘The blackboard’ implies that the teacher can use it to draw pictures, diagrams,
maps, etc.
c. ‘Real objects’ means that the teacher can use things in the classroom and bring
things into the class (food, clothes, containers, household objects, etc.)
d. ‘Flashcards’ is the card or the cards with single pictures which can be held up
by the participants. They can be used for presenting and practicing new words
and structures. The participants can draw a picture on the flashcards, or stick
on a picture from a magazine; flashcards can also be used to show words or
numbers.
e. ‘Charts’ is the larger sheet or sheets of card or paper with writing, pictures or
diagrams, used for more extended presentation or practice.
2. Using Real Objects
Real objects are the easiest kind of visual aid to use in class. Simple objects can
be used not only for teaching vocabulary but also as prompts to practice structures
and develop situations.
Procedure
a. Imagine that you have real objects available in your classroom.
b. Ask the participants to look at the list of real objects.
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5. Worksheet #2
1. Which ones could you use to (a). Prepositions of place: ___
practice the language in your class? (b). Tenses: ___
2. How exactly have you used them? (c). ___ made of ___
(d). Expressions of color: ___
(e). Expressions of shape: ___
(f). Expressions of size: ___
Please note:
a. Prepositions of place: e.g., ‘The pen is in the box’, etc.
b. E.g., ‘The bag is made of leather’, etc.
c. Tenses: e.g., ‘You’ve just had a shower’ (present perfect tense).
d. Expressions of color: e.g., ‘The bicycle is long, thin, and round’, etc.
3. Using Flashcards
Procedure
a. Ask the participants to look at the sets of flashcards and hold up the ones you
have made to show what they look like.
b. Discuss what language items could be practiced using each set and get as
many suggestions from the participants.
c. Demonstrate how the other set of flashcards could be used to practice the past
tense. Ask the participants to imagine that the language has already been
presented.
Worksheet #3
a. What did you do yesterday? (a). Show the first card: ___
b. (Drill: What did you do yesterday?; I (b). Show the second card: ___
went swimming; etc) (c). Show the third card: ___
(d). etc: ___
Please note:
After demonstration, discuss the value of using flashcards for this kind of practice.
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6. 4. Worksheets for Oral Practice
Demonstration sheet
Worksheet #4
What’s your favorite …
… color?
… song?
… sport?
… book?
… radio program?
… TV program?
… etc.
Ask your partner these questions. Write his/her answers on a piece of paper.
Making Worksheets for Oral Practice
a. Divide the participants into pairs and give each group several sheets of paper
and a black pen.
b. Ask them to look at lessons in the textbook that they have taught recently.
c. Try out worksheet exercises and discuss how successfully they were.
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7. Worksheet #5
a. Please observe various media distributed and do in-pairs (1) to mention
characteristics of teacher-made media, (2) to tell what advantages are for
teacher, (3) to tell what advantages are for learners, (4) what uses are in
language skills, (5) what learning objectives are to achieve, and (6) what
sources are from.
Advantages Uses for
Advantages Objectives Sources
Characteristics for Language
for Teacher to Achieve from
Learners Skills
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b. Please compare to other pairs. Add the information.
Advantages Uses for
Advantages Objectives Sources
Characteristics for Language
for Teacher to Achieve from
Learners Skills
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8. Practicing Media for Classroom
Workshop
a. Divide the participants into groups of three and give each group several media
and a black pen.
b. Imagine that they have taught recently.
c. Discuss how successfully they were by answering the following questions.
• Which one is easy to use?
• Which one is as a constraint for learning?
• Which one is appropriate for your teaching objectives?
• What are the strengths?
• What are the weaknesses?
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9. Further Task
• Choose resources provided and in-pairs make simple media appropriate to the
learning objectives in your lesson plan.
• Make a procedure to use one of media chosen when you plan teaching in your
class (please incorporate with lesson plan).
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10. Suggested Readings
Cameron, Lyne. Teaching Languages to Young Learners. United Kingdom:
Cambridge University Press, 2001.
Doff, Adrian. Teach English: A Training Course for Teachers. Cambridge: CUP,
1998.
Harmer. Jeremy. The Practice of Languge Teaching. Malaysia: Pearson Education
Limited, 2002.
Kramer, Daniel J. Using Songs in Teaching English Classroom.
http://www.topenglishteaching.com.
Philips, Sarah. Young Learners. China: Oxford University Press, 1993.
Scott, Wandy A and Ytleberg, Lisbeth H. Teaching English to Children. New York:
Longman, 1990.
Wright, Andrew. Pictures for Language Learning. Cambridge: CUP, 1989.
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