4.
Developing audio-visual media in English Language Education
Enik Rukiyati, S.Pd., M.Pd., Nur Fatimah Wardyanti, Yulianti, & Zahira
Department of Language, Communication and Tourism, Politeknik Negeri Jember, Indonesia
Abstract
The use instructional media in English language education has been considered important in support of the success of instructional purposes. This article tries to innovate possibility of how English teacher develop audio-visual CD as a teaching media which is particularly designed to meet local English learners. This is started by explaining the role of media in English teaching and specifically what and why audio-visual media are necessary in English for young learner classes. Ideas and procedures of designing an audio-visual CD development are then explored and proposed based on the available theoretical framework.
Keywords: English teaching, material development, audio-visual media
Introduction
It has been repeated time and again that teaching being a dynamic process: the curriculum should also be dynamic. It has been confirmed by the teachers that the prescribed text books alone cannot quarantee the required language learning. The teacher also feel that they should involve the students with the world outside and encourage the creativity of the learner through exposure to the media (Agnihotri and Singh, 2012). Some of learning medias require the technology. Language teacher can not be far away from the technology in the effort of providing media in the teaching learning process. The use of media in teaching learning process are believed able to increase the students’ anthusiasm and motivation to learn. There are numbers of definitions of media. Arsyad (2011) defines media is one of the components of communication, namely as a messenger from the sender to the recipient. Sadiman et al (2002) states media is anything used to send message(s) from the sender(s) to the receiver(s), so it can be aroused the learners’ thought, feeling, and interest to gear the students’ learn.The National Education Associationdefines that media are the forms of communication either printed or audiovisual.
include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, flash card and videotape or film, as well newer materials andmethods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.
Audio visual media is any kind of media that learners can see the visual as well as listen to the voice. the example of audio visual media that can be use in language teaching situation are voiced slide, film, TV, CD, and Video Tape Recorder.
Whatever the definition of media are, there is a basic understanding that can be drawn about media. Media is anything that can be used to send message(s) from the sender(s) to the receiver(s) that are able to increase the students’ anthusiasm, interest and motivation to learn.
The use of media in teaching learning process offers some advantages for the learners as well as the teaching process. Sukartiwi (1996) states that the advantages of using instructional media in teaching learning process are to increase the learners’ motivation, to avoid the learners bored, to make the learners easy to understand the instructional material, to make the teaching learning process more systematic. Ruis et.al (2009) states the advantages of using instructional media in a classroomteaching areto increase the learners’ experiences, to reach everything out of the class, such as:markets, stations, harbors, bacteria, virus, etc, to create the possible direct interaction between learners and their environment, to produce some observation done by the learners to achievethe teachers’ aims, to keep the basic, concrete and real concepts of the teaching, to arouse the learners’ motivation to learn, to integrate the experience from the concrete things to theabstract ones, to avoid the learners bored, to make the learners easily to understand the instructionalmaterials to reinforced the students’ comprehension and to make the teaching-learning process more systematic.
Considering the advantages of using media in the teaching-learning process, it is highly recommended that teacher use media to facilitate learning. However, some teachers have an asumption that media is not a part of curriculum. Therefore, they do not need to provide media in the teaching learning process. Some other teacher state that they agree on using media in teaching learning process but they can not apply it due to the lack of infrastructure, limited even no audio visual materials that can be used and other related problems. This condition should be changed. It is a fact that media stimulates and facilitates of langauge learning. When teacher find difficulty in finding audio visual materials which are related to the theme and topic that they want to give to the students, then teachers should be creative in developing their own materials. Teachers can create their audio-visual material which is adjusted with the students’ needs, wants and conditions.
What and why audio-visual?
(1993) Audio-visual resources can therefore contribute to the clarity of information presented by allowing students to visualize what is learned. Thus the saying: What I hear, I forget What I see, I remember. What I do, I know. From those ideas, it is a trusted truth that Audio visual material offers more advantages then other medias. By applying audio-visual materials in the teaching-learning process, students not only listen but they see and experience on the thing that may useful for their life. A problem may arise when teacher want to use audio-visual materials. Few of audio-visual materials are available weather online or in bookstore. To overcame the absence of approprite audio-visual materials, teacher can develop their own audio audio-visual materials in Compact Disc (CD). Compact disc (CD) is simple and easy to be used in the classroom environment. Teacher can stop, start and rewind to repeat the play for several, to run in slow motion and also play without sound. Teachers can play the CD based on the purposes of teaching objectives.
Reason for Audio Visual Material Implication in ELT classroom
Audio-visual materials include materials and equipment alike, that materials are considered to be system, or body of content of potential value when put to work, while equipment or instructions, often referred to as hardware, components, are the means of presenting such content Anzaku ( 2011). Audio Visual CD is a form of learning media that contains some materials that can help students learn easily that is covered in a CD (Compact Disc). Audio Visual CD is used to excite and motivate children in learning materials. This media can be used to develop listening skills and evaluate what the students has already heard and seen. AudioVisual CD has some elements such as sounds and images that can help students to know the abstract concepts more concrete. Audio Visual CD also can be a communication media that is divided into two kinds. The first is the audio visual CD with voice and picture tools in one unit that is called clear audio visual, for examples movie, television, and radio. And the second is unclear audio visual. This media is given the voice element from the cassette recording that is used together in one time, for examples slide, opaque, and OHP (Munadi, 2008).
In addition, there are five characteristics of audio visual CD as Hamalik said in Asnawir (2002), they are (1) It should be the attractive thing for the learners; (2) It should be right and authentic; (3) It has to up to date in setting; (4) It has to consider the audient levels; (5) It should use the right vocabularies; (6) It should have the regular sequences.
It can make the abstract things to be real things; (5) It can explain a process of making something, a skill of something, and others; (6) It can be used by all of learners because it will increase the learners’ interesting and motivation.
Designing an English Audio Visual CD
In designing audio visual CD, there some steps that we have to follow. Sadiman in Munadi (2008) states four stages of designing audio visual CD. The stages are writing synopsis, creating story board, making script, and evaluation.
A synopsis is simply a clear, factual summary of the content of the desined audio visul CD storyline. It informs what the viewer is going to watch in the CD. At this stage, the teacher writes the description of content of audio visual CD Designed. A good synopsis must be short (not more than 1000 words), clear, and tell the story of the CD. Here, the characters of the story are introduced.
At this stage, the teacher starts to create a storyboard. A storyboard is a graphic organizer in the form of images displayed in sequence. The purpose of creating storyboard is to pre-visualizing an animation sequence. In creating a storyboard, the teacher can create storyboard by hand drawing or digitally on a computer by using 2D storyboarding programs.
Additionally, making script is another important stage. Teacher need to take into account some points such as the script must be clear and not too long.
In order to get feedback for the audio visual CD designed, the teacher can do try out. It can be done by showing the designed CD to a senior english teacher or colleagues. The teacher asks feedback on the language use, the visual and also the pronounciation. Besides, try out can be done to small group of the students that consists of 4 to 5 students. In doing this, the teacher plays the CD to the students and askssome questions related to the visual and contents of the CD.
It is the last step in designing audio visual CD. Feedback that the teacher got from try-out are used as a basis to evaluate and revise the product. The product that has already revised is ready to be used as a teaching media that helps teacher in creating an interesting english class.
Conclusion
Second, teachers should pay much attention on the language and the accuracy in order to present the target language naturally.
Third, they should pay much attention on facial expression, gesture, posture and also the environment where the plata of the story is taken. If it is possible, teacher can use a native speaker to play the major role in the most of slides. But if it is not possible, then, teacher has to select the most native-speaker like who play the major role in the most of slides.
Over all, audio-visual materials have positive contributions to language learning as long as they are prepared and orginized well, used for the specific objectives and played to the right users.
References
Asnawir & Usman, B. (2002)Media Pembelajaran.Jakarta: Ciputat Press. Arsyad, A (2011)Media Pembelajaran.Jakarta: Rajawali Pers.
Anzaku Francis (2011). Library Experts Speaks on Audio-Visual Material. A paper presented at the United Nations Educational, Scientific and Cultured Organization (UNESCO) World Day for Audio-Visual Heritage. Lafia.
Agnihotri, R.K. & Singh, R. (2012). Indian English towards A New Paradigm. Hyderabad Orient Black Swan. Available at: http://www.Giantblack swan,.com/display.
Dike , V.W (1993).Library Resources in Education. Enugu: ABIC Publisher.
Eze, E.U. (2005) Effect of Instructional Materials on the Acadmic Performance of Junior Secondary School Students in Social Studies. Unpublished PGDE Thesis. Imo State University-Nigeria
Mulyana, K. (2003)A review of Instructional Media as One the Aspects of Teaching Methodolody. Presented at P3G bahasa Jakarta.
Munadi, Y. (2008)Media Pembelajaran. Jakarta: Gaung Persada Press.
Ngozi, B.O, Samuel A.O, & Ameh O.I, (2012) Motivating use of Audio-Visual in a Nigeria Technological University Library. Journal of Education and Social Research. 2(1)
Soekartiwi (1996). Rancangan Instructional Media: Selection and Use. Available at: http://www.uab.edu/instructional media/cdm/media.htm
Sadiman, A. S. et al. (2002) Media Pendidikan: Pengertian,Pengembangan dan Pemanfaatannya. PT. RajaGrafindo Persada:Jakarta.
Suyanto, K. K. E. 2007.English for Young Learners. Jakarta: Bumi Aksara.
