IAIN Raden Intan Lampung
ABSTRACT
One of the important things should be considered in teaching listening is the media used by the teacher. Media can assist the students in learning language. As a facilitator who should give the students chance to learn, a teacher is demanded to choose the suitable media for teaching. This paper attempts to discuss the benefits and how video used as a media in teaching listening. It also aimed to investigate the weaknesses of using video in listening class. Video brings certain information about certain topics. It helps the students in building the knowledge of certain field easier and stimulates the listening comprehension as well since it presents audio and moving image. Video can become an alternative in teaching listening. However, teacher should consider some factors when choosing the video for teaching listening, such as the level of difficulties, the relevant topics, and some aspects related to listening skill like pronunciation of the speaker on the video and clear audio.
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STKIP-PGRI Bandar Lampung, Vol. 1 2016 INTRODUCTION other languages) are dependent on listening. The very first stages in acquiring a language is listening the language. At the very beginning, the listeners recognize the sound of a language. Then, they need to recognize meaningful sound units, to determine syllable boundaries, and to identify words. Further, they work with words and phrases, and then relate to the ideas of information. When listeners don’t understand what they listen, the communication will not run well. In other words, without learning listening, students may have boundaries in speaking, even in reading and writing.
Since it is very important, listening class has a high portion in the curriculum of EFL. In English Education Department, Tarbiyah and Teacher Training Faculty IAIN Raden Intan Lampung, listening class is divided into 3 programs which is given for three semesters. Those three programs of listening class are divided based on the students’ level. The first program is Listening for General Purposes designed for the first semester students in English Education Department. The second program, Listening for Specific Purposes, is designed for the second semester students in English Education Department. Then, the last program is Listening for Academic Purposes which is designed for the third semester students in English Education Department IAIN Raden Intan Lampung. It can be said that English program gives more portion on learning skills.
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STKIP-PGRI Bandar Lampung, Vol. 1 2016 LITERATURE REVIEW
Listening is not a one-way street. It is not merely the process of a unidirectional receiving of audible symbols (Brown, 2000:249). It means that people receives sound waves through the ear and transmits the information to the brain. There’s an internal process in the brain when people listen to something.
Types of Listening Performance
There are four types of listening performance according to Brown (2000:255) as follows.
1. Reactive: It requires little meaningful processing. The role of listener as merely a “tape recorder” must be very limited. The only role that reactive listening can play in an interactive classroom is individual drills that focus on pronunciation.
2. Intensive: It focuses on components (phonemes, words, intonation, discourse markers, etc.) in its requirement that students single out certain elements of spoken language. It includes the bottom-up skills that are important at all levels of proficiency.
3. Responsive: A significant proportion of classroom listening activity consists of short stretches of teacher language designed to elicit immediate responses.
4. Selective: Its purpose is not to look for the global or general meanings, necessarily, but to be able to find important information in a field of potentially distracting information.
5. Extensive: Its purpose is to develop a top-down, global understanding of spoken language.
6. Interactive: This listening activity can include all five of the above types as learners actively participate in discussions, role-plays, and other pair and group work. It must be integrated with speaking (and perhaps other) skills in the authentic give and take of communicative interchange.
Kinds of Media
Seels and Glasgow in Arsyad (2004:33-34) classified media into two categories:
1) Traditional Media
a) Projected Visual (OHP, slides, filmstrips)
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STKIP-PGRI Bandar Lampung, Vol. 1 2016 c) Audio
d) Multimedia presentation (slide with audio, multi-image) e) Dynamic Projected Visual (film, television, video)
f) Printed media (text book, module, workbook, magazine, handout) g) Games (crossword, board)
h) Real thing (model, specimen, manipulative-mannequin) 2) Technology Media
a) Telecommunication-Based Media b) Microprocessor-Based Media
Video as Teaching Media
Cooper (1991:11) defines video as a supercharged medium of communication and powerful vehicle of information that is packed with messages, images, and ambiguity, and so represents a rich terrain to be worked and reworked in the language learning classroom. In other words, video is the combination of electronic pictures and audio.
In the case of video as a teaching media in language classroom, it can be concluded that video is a medium of communication containing messages, images, and sounds used in teaching learning process.
Stemplesky (1990:7) suggests the categories of video which is usually used in language learning classroom:
a. Drama: this broad category embraces most video, TV, and film material with scripted dialogue and/or dramatic elements, such as TV soap operas, drama series, plays, situation comedies, etc. it also includes feature films as a subcategory.
b. Documentaries: any material which is non-fictional and/or unscripted (e.g. a TV current affairs investigation of an issue as opposed to a scripted drama about the same issue). Subcategories include TV news programs, interviews and sport programs, and also the kind of TV talk shows.
c. TV Commercials: all kinds of TV or cinema advertising material or short promotional video.
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STKIP-PGRI Bandar Lampung, Vol. 1 2016 METHODOLOGY
This study used qualitative research which has two research questions, (1) how is the teaching and learning process using video in listening class? (2) what are the benefits and the weaknesses in using video in teaching listening?
The participants were 2 EFL classes at the second grades of English Education Study Program IAIN Raden Intan Lampung in the academic year of 2015/2016. Each of class has 40 students.
Collecting the data is important thing in a study because the result of the research is based on what data reveal. The data collection technique used in this study were observation and literature review.
FINDING AND DISCUSSION
The Steps in Teaching Listening Using Video
In teaching listening, there are three steps should be applied. a. Pre Listening
Teacher’s role is activating the students background knowledge. In this step, the teacher introduces the topic by asking some relevant questions to the students. The teacher digs some information about what the students have already known and what the students haven’t known. After that, the teacher plays the video related to the topic. In choosing the video, the teacher should consider some factor such as, the level of difficulties, the students’ background, and the relevant topics for the students. The teacher should also consider the factor related to the listening aspect, such as pronunciation and clear audio.
b. Whilst Listening
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Before playing the video, the teacher gives worksheet to the students. The worksheet may vary suited with the students’ background and needs.
c. Post Listening
In this steps, the teacher’s role is reviewing students’ work. The teacher together with the students discuss the information on the video and the worksheets which has been done by the students.
The Benefits of Video in Teaching Listening
a. Video can help the students in comprehending the information better because it provides the moving image and audio at the same time.
b. Video can release students’ boredom in learning listening because it can present interesting scene for the students.
c. Video with short duration is recommended because it can help the students achieve optimal focus.
The Weaknesses of Video in Teaching Listening
a. It is difficult to be edited if the teacher wants to change some segments on the video.
b. It needs a specific skill for operating ICT in the classroom with some equipments such as LCD projector, laptop, and active speaker.
CONCLUSION
The use of media in a classroom is very beneficial and helpful for both the students and the teacher. In teaching listening, teacher can provide video which consists of moving image and audio at the same time so it can make the students easier gaining the information. It provides interesting and funny scene which can assist the students in gaining the idea while they are listening. It can help the students learn listening effectively.
REFERENCES
Arsyad, Azhar.2004. Media Pembelajaran. Jakarta: PT Raja Grafindo Persada.
Brown, D. 2000. Teaching by Principles. New Jersey: Prentice Hall. Cooper, Richard.1991. Video. Oxford: Oxford University Press.
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Nation and Newton. 2009. Teaching ESL/EFL Listening and Speaking. New York: Routledge
Rost, M. 1990. Listening in Language Learning. New York: Logman.
Sadiman, Arief S.2002. Media Pendidikan, Pengertian, Pengembangan, dan Pemanfaatan. Jakarta: PT Raja Grafindo Persada.
Stempleski, S and B. Tomalin. 1990. Video in Action. New York: Prentice Hall.
Biodata Penulis:
Nunun Indrasari, S.Pd., M.Pd. adalah Dosen Tetap pada Program Studi Pendidikan Bahasa Inggris, IAIN Raden Intan Lampung. Lahir di Temanggung, pada tanggal 27 Juli 1987. Menyelesaikan pendidikan S1 pada Program Studi Pendidikan Bahasa Inggris Universitas Sebelas Maret Surakarta (UNS Solo) pada tahun 2010. Pada tahun 2012, menyelesaikan pendidikan S2 Pendidikan Bahasa Inggris Pascasarjana Universitas Sebelas Maret Surakarta (UNS Solo).
