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In communication, the term media is often attached to the word
mass, such as the word mass media, whose manifestation can be seen in
newspapers, magazines, radio, video, television, computers, and the
Internet. Advances in information technology and the media have
become exciting and in demand in almost all disciplines, although with
slightly different names. For example, telecommunications media,
propaganda media, computer mediation language learning, learning
media, etc. Specifically, regarding learning media as the focus of the
study in this paper, we need to ponder the question, "does the media
affect learning outcomes?
In a simple view, many people argue that even though various
sophisticated media have been designed with all their characteristics for
learning needs, as long as the instructor, teacher, tutor, or instructor
cannot function as they should, it will not have a significant impact on
student achievement. On the other hand, even though they only use
simple media such as textbooks, chalk, and the instructor himself as a
medium, student achievement can still be improved. Like the traditional
view, Clark in Hastings and Tracey (Hastings et al., n.d.) argues that the
media is only a vehicle that conveys learning but does not affect student
achievement; the media is nothing more than a truck that transports food
but does not bring changes in our nutrition.
Clark's statement was later refuted by Kozma (RB 1991) who
argues that the media contributes significantly to the learning process
and outcomes and can generate motivation and passion for learning.
Therefore, media and learning are significant in effectively and
efficiently creating learning conditions. Thus, it can be said that the
better the media is designed for learning needs, the more effective and
efficient the learning process will be, and the better student achievement
will be. Vice versa, the lower the attention to designing media based on
objectives, materials, and learning methods, the more ineffective and
