Teaching Speaking through Audio Visual Aids

Teaching Speaking through Audio Visual Aids
Complied By :
Name : Riri Isriyah Suryati
NPM : 07211210269
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Introduction
In this competitive world, where a communication in a global society is a must to ensure our survival, the ability to use an international lingua franca- English – is indeed vital, especially in business, sciences and technology many enterprises and factories offer job vacancies to those applicants who are capable in English both written and spoken. They promise good positions and better prospects. Another one, the television stations programs, which have never been absent in English entertainment and educational program are presented to those who are eager of improving their English, however, in reality we still find the advancement insignificantly. There are many student know English passively, and even they are not interested in attending the English class seriously. This problem caused by the unsuitable method and the media are used, which may make the students feel boring and frustration in teaching – learning process, especially English speaking. I am tries to use one of the media that is audio visual aids. The writer also would like to find out and make an alternative method to solve it. And hopefully this medium will make a better result than other media, which she has carried out in case study.
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Theoretical Background
The teaching- Learning English speaking process could only succeed by having good learning facilities, such as competent teachers, various kinds of English book and teaching use aids or media. In teaching Learning English speaking process, the awakening of certain response of the students is very important factor, because it given direction to them in learning English speaking.
A. Definition of Speaking
Speaking is the process of orally expressing thought and feelings of reflecting and shaping experience, and sharing information. Speaking is a complex process, which involves thinking language and social skills. The speaker combines words to sentences and paragraphs and use a language style that is appropriate to a social context.
Speaking is development for the relationships between a speaker and her hearer. In addition, speaking is determining which logical linguistic, psychological and physical rules that should be applied in a given communicative situation.
B. Definition of Audio Visual
The audio-visual aids are tools of record to improve speaking skill that are use for several times and more than others. These things have been employed for many years in the classroom, where the object picture saction and gestures have been systematically used with audio-visual work to elucidate meaning, this practice has been an essential element in teaching. Audio-visual aids can clarify the material more easily in teaching learning process.
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Aids may also sustain attention and enhance interest in a topic providing they are well presented and colorful. Audio-visual aids are only effective if they are appropriate to the situation and are used properly by the agent. Unsuitable aids or one that are not used properly can at best distract and at worst mislead the audience.
Visual aids are very useful for proving, explaining, or holding interest. Visual aids allow the students to become involved with their eyes as well as with their eyes – the old adage that one picture is worth a thousand words is very often true. Pictures, of course, are not the only visual aids available. There are many other kinds – models, maps, mock-up, object themselves, movies, slide projection, and even the blackboard among the many kinds of visual aids available.
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Finding Data
A. Definition of Speaking
Speaking is the process of orally expressing thought and feelings of reflecting and shaping experience, and sharing information. Speaking is a complex process, which involves thinking language and social skills. The speaker combines words to sentences and paragraphs and use a language style that is appropriate to a social context.
Speaking is development for the relationships between a speaker and her hearer. In addition, speaking is determining which logical linguistic, psychological and physical rules that should be applied in a given communicative situation.
In speaking, the student should learn some steps in order to make the speaking itself properly and understandable, those steps are: Speak clearly and expressively about their ideas and concerns Adapt words and strategies according to varying situation and audience from one to any conversations to formal large group setting. Interpret and asses various kinds of communication, including intonation, phase gestures and body language that accompany speaking
The teaching English speaking is more demanding on the teachers than the teaching of any other language skill, because of this reason, the teacher give up on their efforts to teach and concentrate. Related to developing skill of effective communication, both sides (teachers and students) should enable to
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know each other better in no treating way and to build trust between class members.
Good interaction between teacher and students in the school life places the materials are easy to be comprehended. The will not find difficulties to catch and concentrate on the subject since guider (teacher) are able to break the ice (silent class). The class will be more active in responding the materials, which are given by the teacher. They will be a gap among them. In this case, a good communication plays and important role to keep such a condition runs well.
Speaking is used for the purpose of conveying speech and speaking also is more formal in meaning. The teachers should invite the students to speak to improve their abilities in expressing their ideas automatically. Speaking is more used and important to make students are able to express their feeling, thoughts, happiness, anger, and emotion. Students have to learn and master speech skill, which is, necessary in good articulation. They have to learn how to pronounce the words correctly and sensitively to their listeners.
The advancement of facilities and methods in teaching-learning speaking process are really needed to get good result. Systematic and continuous instruction should be developed in order to reinforce the basic attitude skills and abilities of students’ expression in meaningful communication situation.
B. Methods and Techniques in Teaching Speaking
1. Methods in Teaching Speaking
In teaching-learning speaking process teachers may use various methods in order to make material more interesting. It will be better if the teachers are not bound by one method. Methods are the ways in which teaching content is convoyed so that students acquire the knowledge, skill, or attitude-base learning specified in the objectives. There are several kinds of learning methods, which serve different purposes and require different resource to implement. Frequently used learning methods include: audio-lingual method and direct method.
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a. Direct Method
The direct method is also called natural method. In this method a foreign language could be taught translation or the use of learner’s native tongue if meaning was conveyed directly through demonstration and action. The form and meaning of language are in target language and provided a theoretical justification for a monolingual approach to teaching.
Learning would then able to induce rules of grammar. The teacher replaced the text book in the early stages of learning. Spelling began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime, demonstration and pictures.
b. Audio lingual methods
Audio lingual method argues that learning a language is a process of mechanical habit formation. Good habits are formed by giving a correct responses – rather than by making mistake. Memorizing dialogue and performing pattern drills minimize the channels of producing mistaken. Language is verbal behavior – that is, the automatic production and comprehension of utterances- and can be learned by including the students to do likewise.
Language skills are learned more effectively if he items to be learned on the target language are presented in spoken form before they seen in written form. Aural oral training is needed to provide the foundation for development of other language skills.
C. Techniques in Teaching Speaking
A technique is an implementation – that actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Technique must be consistent with method, and therefore in harmony with approach as well.
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There are some kinds of learning techniques, which serve different purposes and require different resources to implement in teaching speaking. Frequently used learning techniques include: Structured discussions, open discussion, brainstorming, self-test, case studies, role plays, tag team role plays, and management games.
D. Teaching Speaking by Audio Visual Aids
1. Definition of Audio Visual Aids
The audio-visual aids are tools of record to improve speaking skill that are use for several times and more than others. These things have been employed for many years in the classroom, where the object picture section and gestures have been systematically used with audio-visual work to elucidate meaning, this practice has been an essential element in teaching. Audio-visual aids can clarify the material more easily in teaching learning process.
Audio visual aids are only effective if they are appropriate to the situation and are used properly by the agent. Unsuitable aids or ones that are not used properly can at best distract and at worst mislead the audience. When selecting suitable audio visual aids, the agent will be limited to what is readily available or can be made. Within that range some aids are more suited to a particular objective than other.
Most audio-lingual courses consisted of short dialogues and sets of recorded drills. Method was based on a behaviorist approach, which held that language is acquired by habit formation.
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Proficiency in using audio-visual aids cannot be learned from a book; it comes only with practice. The following principle may, however, be useful, whatever audio visual aids an extension agent my use.
1. Select the aids most in accordance with your objective, the composition and size of the student where the aids will be used.
2. Use the aids to reinforce your massage. They are three for support, to complement and supplement the spoken word, and should not be expected to communicate their content without explanation.
3. Make sure that the student will be able to see and hear clearly. Audio cassettes that can not heard or lettering that is too small to be seen can make the audience restless and inattentive
4. Practice using the aids beforehand. Where projected aids are used, it is important to be completely accustomed to the equipment.
2. Classification of Audio Visual Equipments
This classification is concerned with instructional materials and equipment for the classroom, generally classified either as listening (audio) or as viewing (visual) approaches to interaction. Much attention has been given to finding the proper term to describe the new methodology. A term that continues to be popular, despite the introduction of more explicit term, is audio-visual
Three are some kinds of popular audiovisual aids which can be used in teaching learning process, they are: Slides Filmstrips, Film, Video compact disk
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Analyzing
A. Types of Material Development in Teaching Speaking
1. The detailed illustration
A detailed illustration is simply and example that is given in detailed. It is the narration of a happening or an incident, which illuminates the point under the consideration. The illustration is one of the most effective types of supporting material to use because they story element involves in it commands attention. From time immemorial mankind has been fascinated with stories.
A master teacher once tried to emphasize to a class to practice teachers the importance of looking at things as their students do. Too often teachers get out of the habits of looking at things as their students do. Too often teachers assume that when statements are clear to them, they are also clear to the student.
2. The specific Instance
The specific instance is just the same as the detailed illustration except that it is shorter. Whereas the detailed illustration is an example give in considerable detail. Because they so are short and relatively under develop, specific instances are seldom used by themselves, but are usually used in a series.
3. The hypothetical illustration
The hypothetical illustration is an example that does not actually happen, but one teacher invents to illustrate their point. If the teacher has something to explain, and she/he does not have a real illustration for it, she/he can
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sometimes make his/her explanation more interesting by presenting it as hypothetical illustration.
4. Suggestions for using statistics
In this type the teacher must related statistics to the subject matters in terms that the students will understand. Mere numbers have little meaning for most students and so the teacher must explain the statistic for the students. The teacher should do his/her very best to the translating his/her statistics into units or into terms that will be meaningful to the students. Go back and look at the examples of the use of statistics that have just been presented. Note how in each case the students did more than merely list numbers. Whenever possible mention the source of the statistics, how they were complied their date.
B. Techniques in Teaching Speaking
There are some kinds of learning techniques, which serve different purposes and require different resources to implement in teaching speaking. Frequently used learning techniques include:
a. Structures Discussions
In participatory structured discussions, the teacher enables the student group to acquire the desired learning by presenting small amounts of information and asking reselected and sequenced question. Participatory structured discussions are useful for presenting information on a subject about which the student has little knowledge.
The teacher’s skills for this method must be high, with processing skills being more important than context expertise. Presenters should make no more than three or four significant points before involving the member by asking question. The question and answer process is designed to help secure and maintain
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the listener’ attention, ensure learning is telling place, and provide a vehicle for leading the group toward desired conclusions.
b. Open discussions
Open discussion are useful when participants are extremely knowledgeable regarding the subject matter, and when learning task involved refining problem-solving skills. For example, an open discussion might be used to help students identify strategies for handling some difficult in doing tasks. Open discussions require highly developed moderating ability, since unanticipated concern may arise and the facilitator must know how to intervene without unduly influencing group behavior.
c. Brainstorming
Brainstorming is a group activity that helps develop problem-solving skills and emphasizes creativity. This exercise requires that students spontaneously present ideas on a given topic.
Typically, the teacher does not participate in this activity, except to observe, serve as the recorder, or help the group discuss the ideas presented in a methodical fashion. The teacher avoids giving his or her opinion on the ideas presented or otherwise influencing the outcomes of group discussion. The absence of structure encourages freedom of expression which can result in the development of creative approaches to solving difficult problems. For example, brainstorming activities can be used to devise alternative ways to handle difficult or crucial subjects. Like open discussions,
Brainstorming exercise are best suited for small numbers of students who have considerable knowledge regarding the topic under discussion.
d. Self-tests
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Self-test are brief, written exercises, usually consisting of true-false, multiple choice, or fill-in-the blank questions, which students answer during the lesson. The student evaluate themselves, and the teacher can moderate a group discussion after the self-test to enable the students to ask questions self-test promote information retention, reinforce learning, and provide feedback to both the students and the teacher on the amount of learning which has occurred.
Self-test are most useful when the content being conveyed is knowledge-based skill and attitude oriented learning does not readily accommodate self-test, unless the teacher seeks to students’ understanding of concept which must be applied when demonstrating the skill or attitude.
e. Case Studies
In case studies, students analyze written material, documenting a simulated real-life situation, generally selected from the subject matters. Using the case study information, students identify courses of action which must be taken and make decisions by applying their understanding of content or processes learned during learning. Case studies may be completed by members of the study group learning alone. But most often are performed as a small group activity with group members learning toward consensus. Case studies also can be designed for one-on-one teaching. As in the open discussion method, the teacher assumes an active role only if group activity becomes unproductive. The teacher provides students with feedback when the entire case study has been completed and presented to the teaching group.
Case studies are useful when problem-solving skill must be developed and refined, since this activity promotes student involvement and permits the exchange of ides and problem-solving approaches. When student also are coworkers, case study exercise can encourage team building and increase motivation to address problem situations, based on share goal and a common approach.
f. Role Plays
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Role plays are a dramatization of the critical indicate method. In tradition or “fishbowl” role plays, two or three students apply new learning by applying role to simulated and event which frequently occurs on the study. The teacher and students then discuss the role play as a group.
Role plays can be used in one-on-one teaching, or with small group, two students can act assigned parts, while a third small serve as an observer. Sub group members can exchange parts, until all participants have had the opportunity to play the three roles.
The role play method offers a variety of advantages. Students are highly involved in the learning process. They receive almost immediate direct feedback from the teacher and the other students. Also, students have little or no time to analyze their behavior while the role play is in progress as they must focus on acting out their respective parts. As a result, situations created by the role players often are highly realistic simulations of event which occurs at work. This close relationship between the learning experience and the study enables newly learned knowledge, skills, or attitudes to be transferred readily to the actual learning.
There are several disadvantages to traditional role plays. First, the number of student is limited. Second, this activity can be time consuming because realistic and purposeful roles must be prepared carefully. Third, role plays demand highly developed facilitation skills.
Both students and teachers may be reluctant to participle in role plays. Common reasons include: Poorly designed roles, which cause confusion or awkwardness for both the students and the teacher Insufficient time and effort spent preparing students for the exercise to ensure that they:
- Understand the relationship between the role play exercise and the teaching objectives.
- Understand the roles they are to play
- Are not unduly anxious about making a mistake Students’ fear of facing difficult moments without teacher support
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The teacher’s fear of being unable to cape effectively with the unpredictable and sensitive situations which may arise. The risk that difference in students’ program knowledge, and functional levels, will be identified in an embarrassing way.
g. Tag team role plays
The tag team role play is a role play variation. Here, many students take turns playing the roles acted by only two or three in the traditional role play. This learning activity is particularly appropriate for large groups, in which conventional role play exercise would be impractical.
The tag team model offers three main advantages. First, far more students can become activity participants than is feasible in the traditional role play. The teacher can observe and support all role players effectively since no more than two or three participants are role playing at the same time, second, the broader involvement can encourage participation by individuals who might be apprehensive in traditional role play format, in which the attention of the entire teaching audience in focused on two or three individuals.
C. The kinds of Audio Visual Aids
a. Films
Films also can supplement traditional and participatory lecture and structured discussion. The basic equipment, consisting of a projector, take-up reel, and screen, is not hard to operate, and can be purchased or rented at moderate cost. Films are readily accessible in that they can be bouht, rented, or borrowed from libraries, schools, other public agencies, or private institutions.
b. Video Compact Disc
Video compact disc can be used in the same manner as film. It allows flexibility in terms of stop and start, replaying portions, and even slow motion playback. It is useful to present a specific personality or authority, who cannot be
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present at the training; to illustrate skills that would be difficult to reproduce live; and to establish a situation or indicate to which participants can respond. Unlike an event recorded on film, videotape can be played back immediately for analysis, which makes it extremely effective for teaching such as training and interviewing skills.
Video compact disc has the advantages of being portable, inexpensive, and visible in a lighted room. Recording and playback equipment can be expensive, but is becoming more affordable. Producing professional quality tapes is expensive but unnecessary for most training situations. If the audience is large, use multiple monitors. A rule-of-thumb is one diagonal inch of monitor for each viewer.
A. Advantages of Video Compact Disc Portable No need to darken room Bring outside expert to the training room on film Instant playback Easy stop/start/replay for stop action use Inexpensive if equipment is available
B. Disadvantages Equipment is expensive and not always readily available Tapes and players are not always compactable with each other Expensive to produce Too small for large groups
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Conclusion
The teaching- Learning English speaking process could only succeed by having good learning facilities, such as competent teachers, various kinds of English book and teaching use aids or media. In teaching Learning English speaking process, the awakening of certain response of the students is very important factor, because it given direction to them in learning English speaking
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Bibliography
Brawn, H Douglas. “Teaching by principles an interactive Approach to language Padagogig.” 2001. Addision Wesley Logman Inc. New York
Seel. M. Norbert. “Understanding Learn Models for Learning and Instruction”. 2008. Acid-free paper. New York
Hughe, Robecca. “Teaching and Researching Speaking”. 2002. Pearson Education