4. Developing audio-visual media in English Language Education - Developing audio-visual media in English Language Education
4. Developing audio-visual media in English Language Education
Enik Rukiyati, S.Pd., M.Pd., Nur Fatimah Wardyanti, Yulianti, & Zahira
Department of Language, Communication and Tourism, Politeknik Negeri Jember,
Indonesia
Abstract
The use instructional media in English language education has been considered
important in support of the success of instructional purposes. This article tries to
innovate possibility of how English teacher develop audio-visual CD as a
teaching media which is particularly designed to meet local English learners. This
is started by explaining the role of media in English teaching and specifically
what and why audio-visual media are necessary in English for young learner
classes. Ideas and procedures of designing an audio-visual CD development are
then explored and proposed based on the available theoretical framework.
Keywords: English teaching, material development, audio-visual media
Introduction
It has been repeated time and again that teaching being a dynamic process: the
curriculum should also be dynamic. It has been confirmed by the teachers that the
prescribed text books alone cannot quarantee the required language learning. The
teacher also feel that they should involve the students with the world outside and
encourage the creativity of the learner through exposure to the media (Agnihotri and
Singh, 2012). Some of learning medias require the technology. Language teacher can
not be far away from the technology in the effort of providing media in the teaching
learning process. The use of media in teaching learning process are believed able to
increase the students’ anthusiasm and motivation to learn. There are numbers of
definitions of media. Arsyad (2011) defines media is one of the components of
communication, namely as a messenger from the sender to the recipient. Sadiman et al
(2002) states media is anything used to send message(s) from the sender(s) to the
receiver(s), so it can be aroused the learners’ thought, feeling, and interest to gear the
students’ learn. The National Education Associationdefines that media are the forms of
communication either printed or audiovisual.
Heinich and Rusello, in Suyanto (2007) states a media can be called an
instructional media if it is used in education area. Mulyana, Kim (2003) classifies the
instructional media for teaching language into :Games and simulation, for example:
Simon says, Scrabble, Bingo, Wordspuzzle. Some examples of simulation: role playing,
socio drama, psycho drama,puppet show. Visual media, for example: a black board,
flannel board, magnetic board, wall chart, flash card, reading box, reading machine,
module, picture card, slide,film, OHP.Audio Media, for example: radio, recordings,
record player.Audio-visual media, for example: voiced slide, film, TV, Video Tape
Recorder. In line with this idea Scanlan states that instructional media encompasses all
the materials and physical means an instructor and teacher might use to implement
instructionand facilitate learners' achievement of instructional objectives. This may
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
41
include traditional materials such as chalkboards, handouts, charts, slides, overheads,
real objects, flash card and videotape or film, as well newer materials andmethods such
as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.
Audio visual media is any kind of media that learners can see the visual as well as
listen to the voice. the example of audio visual media that can be use in language
teaching situation are voiced slide, film, TV, CD, and Video Tape Recorder.
Whatever the definition of media are, there is a basic understanding that can be
drawn about media. Media is anything that can be used to send message(s) from the
sender(s) to the receiver(s) that are able to increase the students’ anthusiasm, interest
and motivation to learn.
The use of media in teaching learning process offers some advantages for the
learners as well as the teaching process. Sukartiwi (1996) states that the advantages of
using instructional media in teaching learning process are to increase the learners’
motivation, to avoid the learners bored, to make the learners easy to understand the
instructional material, to make the teaching learning process more systematic. Ruis et.al
(2009) states the advantages of using instructional media in a classroomteaching areto
increase the learners’ experiences, to reach everything out of the class, such as:markets,
stations, harbors, bacteria, virus, etc, to create the possible direct interaction between
learners and their environment, to produce some observation done by the learners to
achievethe teachers’ aims, to keep the basic, concrete and real concepts of the teaching,
to arouse the learners’ motivation to learn, to integrate the experience from the concrete
things to theabstract ones, to avoid the learners bored, to make the learners easily to
understand the instructionalmaterials to reinforced the students’ comprehension and to
make the teaching-learning process more systematic.
Considering the advantages of using media in the teaching-learning process, it is
highly recommended that teacher use media to facilitate learning. However, some
teachers have an asumption that media is not a part of curriculum. Therefore, they do
not need to provide media in the teaching learning process. Some other teacher state that
they agree on using media in teaching learning process but they can not apply it due to
the lack of infrastructure, limited even no audio visual materials that can be used and
other related problems. This condition should be changed. It is a fact that media
stimulates and facilitates of langauge learning. When teacher find difficulty in finding
audio visual materials which are related to the theme and topic that they want to give to
the students, then teachers should be creative in developing their own materials.
Teachers can create their audio-visual material which is adjusted with the students’
needs, wants and conditions.
What and why audio-visual?
Audio visual material that can be used for the lecturer in language learning such
as video, voiced slide, film, TV, CD and video tape recorder.All audio-visual materials
have positive contributions to language learning. It is a great help in stimulating and
facilitating the learning of aforeign language. Ngozi,B.O. Samuel,A.O.andIsaac, O.A.,
(2012) unanimously agree that audio-visual materials are very important and useful in
education because, the normal learner in so far as the functions of his preceptor
mechanisms are concerned, gains understanding in terms of multiple impression
recorded through the eye, ear, touch and other series. In line with this idea, as Dike
42
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
(1993) Audio-visual resources can therefore contribute to the clarity of information
presented by allowing students to visualize what is learned. Thus the saying: What I
hear, I forget What I see, I remember. What I do, I know. From those ideas, it is a
trusted truth that Audio visual material offers more advantages then other medias. By
applying audio-visual materials in the teaching-learning process, students not only listen
but they see and experience on the thing that may useful for their life. A problem may
arise when teacher want to use audio-visual materials. Few of audio-visual materials are
available weather online or in bookstore. To overcame the absence of approprite audiovisual materials, teacher can develop their own audio visual materials in Compact Disc
(CD). Compact disc (CD) is simple and easy to be used in the classroom environment.
Teacher can stop, start and rewind to repeat the play for several, to run in slow motion
and also play without sound. Teachers can play the CD based on the purposes of
teaching objectives.
Reason for Audio Visual Material Implication in ELT classroom
Audio-visual materials include materials and equipment alike, that materials are
considered to be system, or body of content of potential value when put to work, while
equipment or instructions, often referred to as hardware, components, are the means of
presenting such content Anzaku ( 2011). Audio Visual CD is a form of learning media
that contains some materials that can help students learn easily that is covered in a CD
(Compact Disc). Audio Visual CD is used to excite and motivate children in learning
materials. This media can be used to develop listening skills and evaluate what the
students has already heard and seen. AudioVisual CD has some elements such as
sounds and images that can help students to know the abstract concepts more concrete.
Audio Visual CD also can be a communication media that is divided into two kinds.
The first is the audio visual CD with voice and picture tools in one unit that is called
clear audio visual, for examples movie, television, and radio. And the second is unclear
audio visual. This media is given the voice element from the cassette recording that is
used together in one time, for examples slide, opaque, and OHP (Munadi, 2008).
In addition, there are five characteristics of audio visual CD as Hamalik said in
Asnawir (2002), they are (1) It should be the attractive thing for the learners; (2) It
should be right and authentic; (3) It has to up to date in setting; (4) It has to consider the
audient levels; (5) It should use the right vocabularies; (6) It should have the regular
sequences.
Learning by using English Audio Visual CD gives many benefits, because it will
help the process of transferring knowledge from the teacher to the students. In addition,
it providesexperiences that are not acquired in other ways because students learn more
efficiently by the form of animation. Looking at the senses that we use in learning by
using English Audio Visual CD, it can be a communication tool that really makes the
learning process effective. It will be faster and easier for the students to remember the
materials that are delivered by using an Audio Visual CD than just reading the materials
in a book (Munadi, 2008). Moreover, there are some benefits in learning English by
using an English Audio Visual CD related to the effectiveness and efficiency in learning
process, they are (1) It can deliver fast and easy messages; (2) It can be replayed for
adding the learners’ understanding; (3) It can develop the way of learners’ thinking; (4)
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
43
It can make the abstract things to be real things; (5) It can explain a process of making
something, a skill of something, and others; (6) It can be used by all of learners because
it will increase the learners’ interesting and motivation.
Designing an English Audio Visual CD
In designing audio visual CD, there some steps that we have to follow. Sadiman in
Munadi (2008) states four stages of designing audio visual CD. The stages are writing
synopsis, creating story board, making script, and evaluation.
A synopsis is simply a clear, factual summary of the content of the desined
audio visul CD storyline. It informs what the viewer is going to watch in the CD. At
this stage, the teacher writes the description of content of audio visual CD Designed. A
good synopsis must be short (not more than 1000 words), clear, and tell the story of the
CD. Here, the characters of the story are introduced.
At this stage, the teacher starts to create a storyboard. A storyboard is a graphic
organizer in the form of images displayed in sequence. The purpose of creating
storyboard is to pre-visualizing an animation sequence. In creating a storyboard, the
teacher can create storyboard by hand drawing or digitally on a computer by using 2D
storyboarding programs.
Additionally, making script is another important stage. Teacher need to take into
account some points such as the script must be clear and not too long.
In order to get feedback for the audio visual CD designed, the teacher can do try
out. It can be done by showing the designed CD to a senior english teacher or
colleagues. The teacher asks feedback on the language use, the visual and also the
pronounciation. Besides, try out can be done to small group of the students that consists
of 4 to 5 students. In doing this, the teacher plays the CD to the students and askssome
questions related to the visual and contents of the CD.
It is the last step in designing audio visual CD. Feedback that the teacher got
from try-out are used as a basis to evaluate and revise the product. The product that has
already revised is ready to be used as a teaching media that helps teacher in creating an
interesting english class.
Conclusion
Learning a language is a complex process. The use of audio visual media to facilitae
learning is very important. Human being learns more easily and faster by audio-visual
processes than by verbal explanations alone. His ability to arrive at abstract concept
through perceptual experience is however a phenomenon not clearly explained and
perhaps not explicable (Eze, 2013). For that reason, teacher should provides the learners
with various audio visual media with audio visual materialthat the teacher creates to fill
the students’ needs. The teachers’ creativity plays important role in creating the audiovisual materials. Some suggestions for the teacher who want to develop their own
audio-visual materials first, teacher has syllabus. Syllabus is a guideline for the teacher
to teach that consists of list of theme and topic that are going to teach and creally states
the descriptions of the course as well as the teaching objectives. Then based on the
syllabus, teacher can develop audio visual media that facilitate the teaching and learning
to be more interesting for the students.
44
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
Second, teachers should pay much attention on the language and the accuracy in
order to present the target language naturally.
Third, they should pay much attention on facial expression, gesture, posture and
also the environment where the plata of the story is taken. If it is possible, teacher can
use a native speaker to play the major role in the most of slides. But if it is not possible,
then, teacher has to select the most native-speaker like who play the major role in the
most of slides.
Over all, audio-visual materials have positive contributions to language learning
as long as they are prepared and orginized well, used for the specific objectives and
played to the right users.
References
Asnawir & Usman, B. (2002) Media Pembelajaran. Jakarta: Ciputat Press.
Arsyad, A (2011) Media Pembelajaran. Jakarta: Rajawali Pers.
Anzaku Francis (2011). Library Experts Speaks on Audio-Visual Material. A paper
presented at the United Nations Educational, Scientific and Cultured
Organization (UNESCO) World Day for Audio-Visual Heritage. Lafia.
Agnihotri, R.K. & Singh, R. (2012). Indian English towards A New Paradigm.
Hyderabad Orient Black Swan. Available at: http://www.Giantblack
swan,.com/display.
Dike , V.W (1993). Library Resources in Education. Enugu: ABIC Publisher.
Eze, E.U. (2005) Effect of Instructional Materials on the Acadmic Performance of
Junior Secondary School Students in Social Studies. Unpublished PGDE
Thesis. Imo State University-Nigeria
Mulyana, K. (2003) A review of Instructional Media as One the Aspects of
Teaching Methodolody. Presented at P3G bahasa Jakarta.
Munadi, Y. (2008) Media Pembelajaran. Jakarta: Gaung Persada Press.
Ngozi, B.O, Samuel A.O, & Ameh O.I, (2012) Motivating use of Audio-Visual in a
Nigeria Technological University Library. Journal of Education and Social
Research. 2(1)
Soekartiwi (1996). Rancangan Instructional Media: Selection and Use. Available at:
http://www.uab.edu/instructional media/cdm/media.htm
Sadiman, A. S. et al. (2002) Media Pendidikan: Pengertian,Pengembangan dan
Pemanfaatannya. PT. RajaGrafindo Persada:Jakarta.
Suyanto, K. K. E. 2007. English for Young Learners. Jakarta: Bumi Aksara.
Ruis,N. Muhyidin, Waluyo,T. (2009) Instructional Media. Ministry of National
Education.
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
45
Enik Rukiyati, S.Pd., M.Pd., Nur Fatimah Wardyanti, Yulianti, & Zahira
Department of Language, Communication and Tourism, Politeknik Negeri Jember,
Indonesia
Abstract
The use instructional media in English language education has been considered
important in support of the success of instructional purposes. This article tries to
innovate possibility of how English teacher develop audio-visual CD as a
teaching media which is particularly designed to meet local English learners. This
is started by explaining the role of media in English teaching and specifically
what and why audio-visual media are necessary in English for young learner
classes. Ideas and procedures of designing an audio-visual CD development are
then explored and proposed based on the available theoretical framework.
Keywords: English teaching, material development, audio-visual media
Introduction
It has been repeated time and again that teaching being a dynamic process: the
curriculum should also be dynamic. It has been confirmed by the teachers that the
prescribed text books alone cannot quarantee the required language learning. The
teacher also feel that they should involve the students with the world outside and
encourage the creativity of the learner through exposure to the media (Agnihotri and
Singh, 2012). Some of learning medias require the technology. Language teacher can
not be far away from the technology in the effort of providing media in the teaching
learning process. The use of media in teaching learning process are believed able to
increase the students’ anthusiasm and motivation to learn. There are numbers of
definitions of media. Arsyad (2011) defines media is one of the components of
communication, namely as a messenger from the sender to the recipient. Sadiman et al
(2002) states media is anything used to send message(s) from the sender(s) to the
receiver(s), so it can be aroused the learners’ thought, feeling, and interest to gear the
students’ learn. The National Education Associationdefines that media are the forms of
communication either printed or audiovisual.
Heinich and Rusello, in Suyanto (2007) states a media can be called an
instructional media if it is used in education area. Mulyana, Kim (2003) classifies the
instructional media for teaching language into :Games and simulation, for example:
Simon says, Scrabble, Bingo, Wordspuzzle. Some examples of simulation: role playing,
socio drama, psycho drama,puppet show. Visual media, for example: a black board,
flannel board, magnetic board, wall chart, flash card, reading box, reading machine,
module, picture card, slide,film, OHP.Audio Media, for example: radio, recordings,
record player.Audio-visual media, for example: voiced slide, film, TV, Video Tape
Recorder. In line with this idea Scanlan states that instructional media encompasses all
the materials and physical means an instructor and teacher might use to implement
instructionand facilitate learners' achievement of instructional objectives. This may
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
41
include traditional materials such as chalkboards, handouts, charts, slides, overheads,
real objects, flash card and videotape or film, as well newer materials andmethods such
as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.
Audio visual media is any kind of media that learners can see the visual as well as
listen to the voice. the example of audio visual media that can be use in language
teaching situation are voiced slide, film, TV, CD, and Video Tape Recorder.
Whatever the definition of media are, there is a basic understanding that can be
drawn about media. Media is anything that can be used to send message(s) from the
sender(s) to the receiver(s) that are able to increase the students’ anthusiasm, interest
and motivation to learn.
The use of media in teaching learning process offers some advantages for the
learners as well as the teaching process. Sukartiwi (1996) states that the advantages of
using instructional media in teaching learning process are to increase the learners’
motivation, to avoid the learners bored, to make the learners easy to understand the
instructional material, to make the teaching learning process more systematic. Ruis et.al
(2009) states the advantages of using instructional media in a classroomteaching areto
increase the learners’ experiences, to reach everything out of the class, such as:markets,
stations, harbors, bacteria, virus, etc, to create the possible direct interaction between
learners and their environment, to produce some observation done by the learners to
achievethe teachers’ aims, to keep the basic, concrete and real concepts of the teaching,
to arouse the learners’ motivation to learn, to integrate the experience from the concrete
things to theabstract ones, to avoid the learners bored, to make the learners easily to
understand the instructionalmaterials to reinforced the students’ comprehension and to
make the teaching-learning process more systematic.
Considering the advantages of using media in the teaching-learning process, it is
highly recommended that teacher use media to facilitate learning. However, some
teachers have an asumption that media is not a part of curriculum. Therefore, they do
not need to provide media in the teaching learning process. Some other teacher state that
they agree on using media in teaching learning process but they can not apply it due to
the lack of infrastructure, limited even no audio visual materials that can be used and
other related problems. This condition should be changed. It is a fact that media
stimulates and facilitates of langauge learning. When teacher find difficulty in finding
audio visual materials which are related to the theme and topic that they want to give to
the students, then teachers should be creative in developing their own materials.
Teachers can create their audio-visual material which is adjusted with the students’
needs, wants and conditions.
What and why audio-visual?
Audio visual material that can be used for the lecturer in language learning such
as video, voiced slide, film, TV, CD and video tape recorder.All audio-visual materials
have positive contributions to language learning. It is a great help in stimulating and
facilitating the learning of aforeign language. Ngozi,B.O. Samuel,A.O.andIsaac, O.A.,
(2012) unanimously agree that audio-visual materials are very important and useful in
education because, the normal learner in so far as the functions of his preceptor
mechanisms are concerned, gains understanding in terms of multiple impression
recorded through the eye, ear, touch and other series. In line with this idea, as Dike
42
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
(1993) Audio-visual resources can therefore contribute to the clarity of information
presented by allowing students to visualize what is learned. Thus the saying: What I
hear, I forget What I see, I remember. What I do, I know. From those ideas, it is a
trusted truth that Audio visual material offers more advantages then other medias. By
applying audio-visual materials in the teaching-learning process, students not only listen
but they see and experience on the thing that may useful for their life. A problem may
arise when teacher want to use audio-visual materials. Few of audio-visual materials are
available weather online or in bookstore. To overcame the absence of approprite audiovisual materials, teacher can develop their own audio visual materials in Compact Disc
(CD). Compact disc (CD) is simple and easy to be used in the classroom environment.
Teacher can stop, start and rewind to repeat the play for several, to run in slow motion
and also play without sound. Teachers can play the CD based on the purposes of
teaching objectives.
Reason for Audio Visual Material Implication in ELT classroom
Audio-visual materials include materials and equipment alike, that materials are
considered to be system, or body of content of potential value when put to work, while
equipment or instructions, often referred to as hardware, components, are the means of
presenting such content Anzaku ( 2011). Audio Visual CD is a form of learning media
that contains some materials that can help students learn easily that is covered in a CD
(Compact Disc). Audio Visual CD is used to excite and motivate children in learning
materials. This media can be used to develop listening skills and evaluate what the
students has already heard and seen. AudioVisual CD has some elements such as
sounds and images that can help students to know the abstract concepts more concrete.
Audio Visual CD also can be a communication media that is divided into two kinds.
The first is the audio visual CD with voice and picture tools in one unit that is called
clear audio visual, for examples movie, television, and radio. And the second is unclear
audio visual. This media is given the voice element from the cassette recording that is
used together in one time, for examples slide, opaque, and OHP (Munadi, 2008).
In addition, there are five characteristics of audio visual CD as Hamalik said in
Asnawir (2002), they are (1) It should be the attractive thing for the learners; (2) It
should be right and authentic; (3) It has to up to date in setting; (4) It has to consider the
audient levels; (5) It should use the right vocabularies; (6) It should have the regular
sequences.
Learning by using English Audio Visual CD gives many benefits, because it will
help the process of transferring knowledge from the teacher to the students. In addition,
it providesexperiences that are not acquired in other ways because students learn more
efficiently by the form of animation. Looking at the senses that we use in learning by
using English Audio Visual CD, it can be a communication tool that really makes the
learning process effective. It will be faster and easier for the students to remember the
materials that are delivered by using an Audio Visual CD than just reading the materials
in a book (Munadi, 2008). Moreover, there are some benefits in learning English by
using an English Audio Visual CD related to the effectiveness and efficiency in learning
process, they are (1) It can deliver fast and easy messages; (2) It can be replayed for
adding the learners’ understanding; (3) It can develop the way of learners’ thinking; (4)
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
43
It can make the abstract things to be real things; (5) It can explain a process of making
something, a skill of something, and others; (6) It can be used by all of learners because
it will increase the learners’ interesting and motivation.
Designing an English Audio Visual CD
In designing audio visual CD, there some steps that we have to follow. Sadiman in
Munadi (2008) states four stages of designing audio visual CD. The stages are writing
synopsis, creating story board, making script, and evaluation.
A synopsis is simply a clear, factual summary of the content of the desined
audio visul CD storyline. It informs what the viewer is going to watch in the CD. At
this stage, the teacher writes the description of content of audio visual CD Designed. A
good synopsis must be short (not more than 1000 words), clear, and tell the story of the
CD. Here, the characters of the story are introduced.
At this stage, the teacher starts to create a storyboard. A storyboard is a graphic
organizer in the form of images displayed in sequence. The purpose of creating
storyboard is to pre-visualizing an animation sequence. In creating a storyboard, the
teacher can create storyboard by hand drawing or digitally on a computer by using 2D
storyboarding programs.
Additionally, making script is another important stage. Teacher need to take into
account some points such as the script must be clear and not too long.
In order to get feedback for the audio visual CD designed, the teacher can do try
out. It can be done by showing the designed CD to a senior english teacher or
colleagues. The teacher asks feedback on the language use, the visual and also the
pronounciation. Besides, try out can be done to small group of the students that consists
of 4 to 5 students. In doing this, the teacher plays the CD to the students and askssome
questions related to the visual and contents of the CD.
It is the last step in designing audio visual CD. Feedback that the teacher got
from try-out are used as a basis to evaluate and revise the product. The product that has
already revised is ready to be used as a teaching media that helps teacher in creating an
interesting english class.
Conclusion
Learning a language is a complex process. The use of audio visual media to facilitae
learning is very important. Human being learns more easily and faster by audio-visual
processes than by verbal explanations alone. His ability to arrive at abstract concept
through perceptual experience is however a phenomenon not clearly explained and
perhaps not explicable (Eze, 2013). For that reason, teacher should provides the learners
with various audio visual media with audio visual materialthat the teacher creates to fill
the students’ needs. The teachers’ creativity plays important role in creating the audiovisual materials. Some suggestions for the teacher who want to develop their own
audio-visual materials first, teacher has syllabus. Syllabus is a guideline for the teacher
to teach that consists of list of theme and topic that are going to teach and creally states
the descriptions of the course as well as the teaching objectives. Then based on the
syllabus, teacher can develop audio visual media that facilitate the teaching and learning
to be more interesting for the students.
44
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
Second, teachers should pay much attention on the language and the accuracy in
order to present the target language naturally.
Third, they should pay much attention on facial expression, gesture, posture and
also the environment where the plata of the story is taken. If it is possible, teacher can
use a native speaker to play the major role in the most of slides. But if it is not possible,
then, teacher has to select the most native-speaker like who play the major role in the
most of slides.
Over all, audio-visual materials have positive contributions to language learning
as long as they are prepared and orginized well, used for the specific objectives and
played to the right users.
References
Asnawir & Usman, B. (2002) Media Pembelajaran. Jakarta: Ciputat Press.
Arsyad, A (2011) Media Pembelajaran. Jakarta: Rajawali Pers.
Anzaku Francis (2011). Library Experts Speaks on Audio-Visual Material. A paper
presented at the United Nations Educational, Scientific and Cultured
Organization (UNESCO) World Day for Audio-Visual Heritage. Lafia.
Agnihotri, R.K. & Singh, R. (2012). Indian English towards A New Paradigm.
Hyderabad Orient Black Swan. Available at: http://www.Giantblack
swan,.com/display.
Dike , V.W (1993). Library Resources in Education. Enugu: ABIC Publisher.
Eze, E.U. (2005) Effect of Instructional Materials on the Acadmic Performance of
Junior Secondary School Students in Social Studies. Unpublished PGDE
Thesis. Imo State University-Nigeria
Mulyana, K. (2003) A review of Instructional Media as One the Aspects of
Teaching Methodolody. Presented at P3G bahasa Jakarta.
Munadi, Y. (2008) Media Pembelajaran. Jakarta: Gaung Persada Press.
Ngozi, B.O, Samuel A.O, & Ameh O.I, (2012) Motivating use of Audio-Visual in a
Nigeria Technological University Library. Journal of Education and Social
Research. 2(1)
Soekartiwi (1996). Rancangan Instructional Media: Selection and Use. Available at:
http://www.uab.edu/instructional media/cdm/media.htm
Sadiman, A. S. et al. (2002) Media Pendidikan: Pengertian,Pengembangan dan
Pemanfaatannya. PT. RajaGrafindo Persada:Jakarta.
Suyanto, K. K. E. 2007. English for Young Learners. Jakarta: Bumi Aksara.
Ruis,N. Muhyidin, Waluyo,T. (2009) Instructional Media. Ministry of National
Education.
Journal of English in Academic and Professional Communication
JEAPCo, 1(1) 2014
45