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    The Use of Teaching Media

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    Dhini Wahyu Utami
    Media have always helped facilitate language learning for both instructed and non-instructed learners. Different language teaching methods use media in various ways, from audiovisual presentations in the St. Cloud method to sound-color charts and rods in the silent way. In CLT, authentic materials like maps and forms are used, while in the natural approach, pictures are initially used and later props motivate communication. Experiential approaches often involve student media productions. Media enhance teaching by motivating students, providing context and input, and addressing different learning styles in a time-efficient manner.

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    The Use of Teaching Media

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    Dhini Wahyu Utami
    50 views2 pages
    Media have always helped facilitate language learning for both instructed and non-instructed learners. Different language teaching methods use media in various ways, from audiovisual presentations in the St. Cloud method to sound-color charts and rods in the silent way. In CLT, authentic materials like maps and forms are used, while in the natural approach, pictures are initially used and later props motivate communication. Experiential approaches often involve student media productions. Media enhance teaching by motivating students, providing context and input, and addressing different learning styles in a time-efficient manner.

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    Media have always helped facilitate language learning for both instructed and non-instructed learners. Different language teaching methods use media in various ways, from audiovisual presentations in the St. Cloud method to sound-color charts and rods in the silent way. In CLT, authentic materials like maps and forms are used, while in the natural approach, pictures are initially used and later props motivate communication. Experiential approaches often involve student media productions. Media enhance teaching by motivating students, providing context and input, and addressing different learning styles in a time-efficient manner.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    50 views2 pages

    The Use of Teaching Media

    Uploaded by

    Dhini Wahyu Utami
    Media have always helped facilitate language learning for both instructed and non-instructed learners. Different language teaching methods use media in various ways, from audiovisual presentations in the St. Cloud method to sound-color charts and rods in the silent way. In CLT, authentic materials like maps and forms are used, while in the natural approach, pictures are initially used and later props motivate communication. Experiential approaches often involve student media productions. Media enhance teaching by motivating students, providing context and input, and addressing different learning styles in a time-efficient manner.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Dhini Wahyu Utami (16202241034)

    Hida Rizqi Annisa (16202241040)


    PBI A / EIT
    The Use of Media in Language Teaching
    Media have always facilitated the task of language learning for both instructed and non-instructed
    learners. In the second language classroom, the extent to which media are used has varied widely,
    depending on the methodology selected.
    In the St. Cloud (audiovisual) method, all language items were introduced to the learners via
    contextualized, audiovisual presentations.
    In the silent way, the sound-color charts and rods form a central visual component of the method,
    allowing the teacher to present and elicit language while at the same time providing the students
    with tools for the creative construction of language.
    In CLT, much emphasis is placed on the need for real-life objects or texts (e.g., maps, railroad
    time-tables, application forms) to lend authenticity to the communicative situation.
    In the natural approach, magazine pictures are used as an elicitation device in the listening
    comprehension and early production stages, and charts, maps, and props are used to motivate and
    enhance communicative interchange in the later stage of acquisition.
    In experiential approaches to language learning, language teaching media are often taken out of
    the hands of the teacher and placed in the hands of the students, such that students involved in
    project work might be expected to produce a scripted slide show or a voice-over video
    documentary as their final class product.
    Media can and do enhance language teaching, and we can find the entire range of media assisting
    teaching in their jobs, and making the task of language learning a more meaningful and exciting
    one.
    Media: A Definiton
    Large M media: Technological innovations in language teaching of mechanical paraphernalia,
    and glossy, polished audiovisual aids.
    Small m media: Teacher-made, non-mechanical aids (e.g., paper plate hand puppets, butcher paper
    verb charts) or props from daily life (e.g., cereal box, campaign buttons, travel pamphlets, bumper
    stickers).
    - All these aids should be part of our definition of language teaching media.
    A Rationale for the Use of Media in Language Teaching
    Media help to motivate students by bringing a slice of real life into the classroom and by presenting
    language in its more complete communicative context. Media can also provide a density of
    information and richness of cultural input not otherwise possible in the classroom, they can help
    students process information and free the teacher from excessive explanation, and they can provide
    contextualization and a solid point of departure for classroom activities.
    Given the role media play in the world outside the classroom, students are expected to find media
    inside the classroom as well. Media thus serve as an important motivator in the language teaching
    process.
    Audiovisual materials provide students with content, meaning, and guidance. They thus create a
    contextualized situation within which language items are presented and practiced.
    Media materials can lend authenticity to the classroom situation, reinforcing for students the direct
    relation between the language classroom and the outside world. Since the learning styles of
    students differ, media provide us with a way of addressing the needs of both visual and auditory
    learners. The role that input plays in language learning is virtually uncontested. By bringing media
    into the classroom, teachers can expose their students to multiple input .sources. Thus, while
    decreasing the risk of the students' becoming dependent on their teacher's dialect or idiolect, they
    can also enrich their language learning experiences.
    With reference to schema theory, which proposes that we approach new information by scanning
    our memory banks for related knowledge' media can help students call up existing schemata and
    therefore maximize their use of prior background knowledge in the language learning process.
    Finally, research suggests that media provide teachers with a means of presenting material in a
    time-efficient and compact manner, and of stimulating students' senses' thereby helping them to
    process information more readilv.

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