3. Audio-Visual Media
Audio-visual media is a media consisting visual media which is synchronized with audio media and creates possibilities of communication Rinanto, 1982: 21. In
other words, it means that audio-visual is the combination of pictures and sound which support one another and able to gain the audience motivation to watch such as
sound slide, TV, film, etc. Audio-visual media has been being an educational tool for years and the development of audio-visual technology shows the significant
development year by year. In relation to the influence of the development of audio- visual technology towards educational system, Rinanto 1982: 8 stated that as long
as the educational system unable to adjust with the technology development, therefore it will be overdue behind the era.
a. The Role of Audio-Visual Media in Education
Rinanto 1982: 21 addressed that audio-visual is the combination of two medias which are used in many aspects of life and especially in education, it results in
the power to create a creative thinking with total comprehension. Since audio-visual media has been used in almost educational system, therefore, the role of audio-visual
media becomes important. Rinanto 1982: 48 also observed that there are many important roles of audio-visual in educational life, such as:
Audio-visual media is able to overwhelmed students’ limitedness in their experience.
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Audio-visual media is able to exceed the limitation of time and space. Audio-visual media has the possibility of creating direct interaction between
students and their environment. Audio-visual media creates uniformity in students’ observation.
Audio-visual media implants the students’ basic concept which is concrete and realistic.
Audio-visual media develops students’ motivation and new interest to learn something new.
Audio-visual media gives integral and concrete experience until abstract experience.
b. Students and Audio-Visual Production
The recognition of involving students with audio-visual media in creative and productive way is a new learning strategy in education. The purpose is not only
allowing students to produce materials for projects and reports but also making students more visually literate. Learners need the opportunities to become perspective
and analytical of the visual world in which they live so as to make their own judgments and choices of what may be appropriate and aesthetically pleasing in a
situation Kemp, 1980: 9. In order to do this, students need to develop their skills to interpret the message they receive to be expressed into audio-visual tools using their
own idea. Kemp 1980: 9 also states that this audio-visual awareness, 24
comprehension, and expression can be obtained first by developing an intimate familiarity with design principle and audio-visual tools and elements of composition,
and then by manipulating these items through the involvement in a variety of graphic, pictorial, and other nonverbal communications media.
In order to produce the audio-visual product, students need to be visually literate in which the meaning is the individual ability to develop the interpretation,
judgment, response, and the use of visual representation of reality Kemp, 1980: 9 which allow them to:
Recognize and “read” visual illustration that represent objects, events, places, and people.
Sort and organize such visual representations into patterns and relationships that apply a vocabulary of nonverbal visual expression.
Produce their own visual materials as interpretations of actual object, events, places, and people.
Within audio-visual production, students need to work cooperatively. The goal structures are characterized by students working together to accomplish shared goals
Johnson et al., 1994; Johnson et al., 1995; Slavin, 1995. Then, what is beneficial for the other students in the group is beneficial for the individual. By working
cooperatively, students are able to solve the problem together in order to accomplish the complex project. Additionally, audio-visual has been used to foster perspective-
taking e.g., recognizing the value of other students’ opinion and considering 25
discussion topic from different viewpoints; Jarvela Hakkinen, 2002, to build conceptual connections between different components of a teacher education program
e.g., seeing the relationship between college-based theory courses and school-based field experiences; Mitchell, 2003, and to increase reflection and community building
e.g., participants have a better understanding of peers and their perspectives, Killian Willhite, 2003. Then, when students work together to successfully plan and
production of a project using audio-visual media, they take part in a mentally vigorous process and this activity can be a stimulus to growth and toward visual
intelligence Kemp, 1980: 10.
4. Exposition Text
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