AUDIOBy:

Agnes Mira Rianti 12220290Caniggia Zoelfikar J. 12220291Imang Rosyadi 12220Rita Noor H 12220

A2 - 2012STKIP SILIWANGI BANDUNG

Actually,

50% of elementary and secondary students spend their school time just listening.

Meanwhile,

90% of college students spend their time in class, listening to the lectures, friend’s presentation and so on.

It can be concluded that:

The importance of audio experiences can not be underestimated.

The Outlines

1. Hearing Vs Listening Process2. Breakdowns in Audio Communication3. The Transmission – Reception Process4. Developing Listening Skills5. Audio Format6. Selecting Audio Materials7. Utilizing Audio Materials8. Require Learner Participation9. Evaluate and Revise

The Hearing – Listening Process

Hearing and Listening are not the same process, although they are interrelated.

Hearing • is a process in which

sound waves entering the outer ear as transmitted to the eardrum,

• converted into mechanical vibrations in the middle ear and

• changed in the inner ear into electrical impulses that travel to the brain

Listening• is a process that begins

with someone’s awareness of and attention to sounds or speech patterns (receiving),

• proceeds through identification and recognition of specific auditory signals (decoding) and ends in comprehension (destination)

Breakdowns in Audio CommunicationBreakdowns in Audio Communication can occur at any point in the

process:

Encoding

• Communication losses due the sender’s lack of skill in expressing the idea

Hearing

• Communication losess due to masking, auditory fatigue, hearing impairments.

Listening

• Communication losess due to receiver’s lack of listening skill.

Decoding

• Communication losess due to receiver’s lack of skills in compherending the idea

The Transmission – Reception ProcessThe Transmission – Reception Process

might be inhabited by number of obstacles, such as:

1. The volume of the sound might be too low or too high.

2. A sound that is sustained monotonously such as droning voice of a teacher, may trigger auditory fatigue.

3. An individual’s ability to hear may be physically impaired.

4. The receiver lacks of experiental background to internalize qnd comprehend the message.

Developing Listening SkillsTeacher can use number of techniques to

improve student’s listening abilities;

1. Guide listening - to guide student listening, give the students some objectives or questions beforehand.

2. Give directions - give the students directions individually / as a group on audiotape.

3. Ask students to listen for main idea, details or inferences.

4. Use context in listening.

5. Analyze the structure of a presentation.

6. Distinguish between relevant and irrelevant informations.

Audio FormatThere are several audio format (types of audio media) :

Audio tapes

• ADVANTAGES : Very portable, durable, easy to use, can prevent accidental erasing, require little storage space.

• LIMITATIONS : Tapes sometimes tangles, noise and hiss, difficult to edit, broken tapes not easy to be repair, poor fidelity .

Phonograph records

• ADVANTAGES : Inexpensive, selection easily cued, wide variety of selections, excellent frequency response.

• LIMITATIONS : Can wrap, require much storage space, easily scratched, impractical to prepare locally.

Compact disk – CD

ADVANTAGES : Very durable, high fidelity, no backroud noise, random search.

LIMITATIONS : Impractical to prepare locally, expensive, initic expense of equipment.

Audio cards

ADVANTAGES : Student can record response and compare with original, designed for individual use, participation; involvement.

LIMITATIONS : Most cards hold less than 15 seconds, time consuming to prepare.

Selecting Audio Materials

Before selecting audio materials, you should have analyzed your students and state your objective according to the ASSURE model.

Parts of Selecting Audio Materials are:

1. Locating Audio Materials – determine what materials are available locally.

2. Appraising Audio Materials – the “Appraisal Checlist” can be used to guide your selection decisions.

Utilizing Audio MaterialsThe following Ps are appropriate for group use of

audio materials:

1. Preview the Materials – using ‘Appraisal Checklist’

2. Prepare the Materials – cueing the materials is important to avoid delays and lost time.

3. Prepare the Environment – set up the classroom so that all student can hear the audio.

4. Prepare the Learners - before listening, communicate to the student ‘what they should be doing and learning from the materials’.

5. Provide the Learning Experiences – before turning to the audio materials, ask students to raise their hand if they cannot hear.

Require Learner ParticipationBefore you begin the lesson, determine how

to get and keep your students actively involved.

Determine how effective the audio materials were;

1. Gather the data by making observations

2. Evaluating test results

3. Discussing experiences with the students

4. Revise how the materials were used or modify the materials.

Evaluate and Revise