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a close association between visual information and the spoken word. Children therefore grow up expecting their world to be visual. They are accustomed to
receiving constant visual support where communication is concerned. Vale 1995: 106 said that visual aids are extremely important in the teaching of a second
language to younger learner. The teachers can use visual aids to: a.
support understanding when the children are listening b.
put across the meaning of vocabulary c.
provide a topic or visual focus to prompt speaking or writing; d.
provide a visual link between L1 and English; e.
provide support and motivation for early reading and writing in English;
f. provide ways around communication barriers.
2. Kinds of Audio-visual Aids
According to Byrne 1997: 128 the audio-visual aids are textbook, blackboard i.e.: Written work, sketches, magnet board, flannel graph, wall
pictures, picture cards, overhead projector, filmstrips, slides and films, tape recorder and record player. Moreover, Haycraft 1997: 99 gives examples of
Audio-lingual aids. They are objects, people, blackboard, flash cards word cards, picture cards and combining word and picture cards, wall charts, pictures for oral
composition, overhead projector transparencies, slides and filmstrips, film, video, tape recorders and language laboratory Listening laboratory, Audio Active
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Laboratory A.A. Audio – Active – Comparative A.A.C., classroom preparation
and Monitoring. Huebener, 1965: 133 explains several kinds of audio-visuals. There are
several kinds of visual materials. They are: flash cards. Flash card is one of the simplest visual devices, it is particularly used in beginning classes. The cards
should be clean pieces of cardboard or oak tag of uniform size. Charts include arrangements of words for pronunciation, verb paradigms, classroom expression,
and vowel triangle. Pictures, there are available reproductions of paintings, engravings, magazine and rotogravure illustrations, photographs, snapshots,
drawings and room decoration. Moreover, Huebener adds several the audio materials, they are: tape
recorder. Tape recorder can be used very effectively for the recording of basic dialogues, vocabulary and grammatical structures. Radio, the radio has proved a
valuable device for practice in hearing a foreign language. Motion picture, it is a very effective teaching medium, for its nature it compels attention. Since
distractions are cut off, the film provides an intensive experience. Its effectiveness is increased by the fact that by editing the film one can emphasize certain aspects
of a subject. The motion pictures can bring the distant past as well as immediate into the classroom. Loop film. The loop film has added advantage that it can be
shown continuously without rewinding. Experiment has shown that with the use of the film in the classroom there is more learning in less time and there is better
retention of what has been learned. Television, it is the latest medium of mass communication which is now universally used. It surpasses all previously devised
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media in effectiveness, since it combines the advantages of radio and motion pictures. Television engages both the eye and the ear, it brings the observer into
contact with the event in an exciting manner. The limitations of the time and space compel succinctness and clarity of explanation.
Lubis 1988: 70 -75 states that visual aids play an important part in EFL conversation sessions when they are used as focal points for discussion and to
lend variety to the conversation format. The visual aids that have great potential in stimulating conversation are Blackboard, bulletin boards, realia, pictures, charts,
flash cards, maps, clocks and cartoons. He adds the chief audio aids that an EFL teacher can use effectively in conversation sessions are the radio and tapes.
Audio visual can help teachers to maximize the performance in delivering material in the teaching and learning process. Audio visual aid is an important
factor in teaching process. We can use many kinds of audio visual aids. It depends on what we need.
3. Audio – Visual in Education
