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convey message to the learners and give them learning encouragement. It helps teachers to deliver materials in the class. It also helps children to build concepts about
something learned. It can also motivate the students to learn in many ways. It is important to use the media to create fun atmosphere in the class.
b. Types of Media
Media can be presented in various ways. The media include traditional media such as chalkboards, handouts, charts, slides, overheads, real objects, flash card and
videotape or film, as well as newer media and methods such as computer, DVDs, CD-ROMs, the Internet, and interactive video conferencing. Learning resources
which refer to the instructional media offer various ways for learning. It is considered as devices to facilitate teacher in the approaches and techniques they are using.
3. Media in Teaching English
a. Kinds of Media for Teaching Speaking
There are three kinds of teaching media that suitable for teaching speaking; audio, visual, and audio-visual media.
1 Audio media
Audio media refer to media which deliver messages in an audible form. In this case, the messages are delivered through sounds. Audio media that are commonly
used in English teaching are audiotapes, cassettes, CDs, etc.
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2 Visual media
Visual media in language teaching are simply defined as media that can be seen during the process of teaching and learning. Wright 1976:194 also says that a
visual aid is anything which can be seen while the language is spoken. Types of commonly used visual media are pictures, flashcards, flannel boards, puppets and so
on. 3
Audio-visual media Audio-visual media combine the two kinds of media. It basically cannot only
be seen but also heard. Films and video recordings are examples of audio-visual media.
b. English Songs and Puppets for Teaching Speaking
Teachers should take into consideration that songs can develop language skills, and bring enjoyment and fun into the classroom. As Schoepp 2001 suggests
The enjoyment aspect of learning language through songs is directly related to affective factors. The affective filter is one of the five hypotheses that Krashen
presents. Krashen in Schoepp 2001 explains that for optimal learning to occur the affective filter must be weak. A weak filter means that a positive attitude towards
learning is present. Schoepp 2001 adds that songs are one of the methods that achieve a weak affective filter and promote language learning, and can be used to
present a topic; practice language; stimulate discussion of attitude and feelings; provide a comfortable atmosphere and bring variety and fun to learning.
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Griffe 2001:10 says, “Song is part of music that you sing through words. It closely related to speaking, because speaking is an action of having a communication
with the others in using oral language. Oral language can be defining simply just an activity which is combining the words together into something understandable.
By using a song, it can improve students’ speaking skillsas well as their pronunciation, vocabulary, and fluency. Griffe 2001:39 states, “Teaching English
using song has many advantages for students in improving their pronunciation and also gives the knowledge about the differences between pronouncing in British and
American.” Songs can provide the opportunity for vocabulary practice. They are usually
based around a theme or topic that can provide the context for vocabulary learning. The Most children’s songs are characterized by monosyllabic words, many of which
are frequently repeated. This repetition offers greater exposure to these words and can help to improve vocabulary acquisition.
Children are often keen to learn how to make new sounds and this can take a great deal of practice. Some teachers use minimal-pair drills, yet these types of
activities are rarely interesting for young learners. Songs, on the other hand, can allow young learners to practice a new sound without producing the same level of
boredom. Songs also have a natural rhythm with a recurring beat that is similar to the stress patterns of spoken English. These patterns make some songs useful for
practicing rhythm and stress. In addition, using puppets in the classroom is one of the ways to encourage students to learn English. Ozdeniz 2000, Para. 9 states that
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Puppets can encourage your students to experiment more with the language and have a go when they may have otherwise remained silent. In the classrooms
students are not comfortable and feel hesitant to speak English because they are not sure of the words. So as Ozdeniz 2000, Para. 9 states, when a child speaks through
the puppet, it is not the child who is perceived as making errors but the puppet, and children find this liberating.
The strategies the teacher uses can be fun and enjoyable, and at the same time achieve academic goals. Teachers should choose activities that enhance students
learning, and avoid ones that are a waste of teachers’ and students’ time. Good Brophy 2000, p. 30 state that learning should be fun and motivation problems
appear because the teacher somehow has converted an inherently enjoyable activity into drudgery. It can therefore be concluded that interesting and fun strategies can be
used to promote speaking in the classroom. According to Brown 2001, if strategies are intrinsically motivating and appeal to students’ goals and interests then it can have
a positive impact on their speaking skills.
c. Advantage of using English Songs
