MINISTRY OF HIGHER AND SECONDARY
SPECIAL EDUCATION OF THE REPUBLIC OF
UZBEKISTAN
URGANCH STATE UNIVERSITY
THE DEPARTMENT OF ROMAN-GERMAN PHILOLOGY
THE USE OF MASS MEDIA IN TEACHING LISTENING AT THE UNIVERSITY
COURSE WORK
Done by:_____________________________________
Supervisor:___________________________________
URGANCH– 2022
CONTENTS
INTRODUCTION ………………………………………...……………………3 CHAPTER I: TEACHING LISTENING AT UNIVERSITY.........................4 1.1Listening.............................................................................................................7 1.2 Problem in Listening..........................................................................................9
CHAPTER II: ADVANTAGES AND DISADVANTAGES OF USING MEDIA TEXNOLOGY ………………………………………………………..11 2.1Listening Strategies…..……..………………….………...............…………...12 2.2 Media ...............................................................................................................22 2.3 The use of mass media in teaching listening at the university………………..25
CONCLUSION………………………………..………………………………....32 THE LIST OF USED LITERATURE ……………………………..………34
INTRODUCTION
The need to concretize or give physical form to classroom lesson through a method that will appeal to more than one sense of the student; make lesson solid, real, or specific is the problem this study. The use of the teacher centered method which makes teaching and learning boring and unattractive to both the student and the teacher has been modified through the technological advancement with the introduction of other media of communication such as television, radio, and social media with attendant advantages. The research is on the use of the mass media in teaching English language in secondary schools in Obingwa Local Government Area of Abia State. Research questions were raised to help the researcher in the execution of the work. Questionnaire for teachers and students were used for the study. The researcher employed the frequency table and simple percentage in data analysis to ensure clarity and precision. The result of the finding shows that mass media are effective when used in the class room. Additionally, it was proved that mass media when used in the English language classrooms are suitable for developing all language skills. Again, the English teachers regard them as a useful tool for teaching English language and for the motivation of students. The study therefore recommends that teachers should be encouraged to use mass media in teaching, not only English language but other subjects. The study recommends that students should be motivated to learn through varying the methods of teaching to eliminate boredom. Furthermore, government should provide enabling environment through making mass media (television, radio, and internet) available in our secondary schools and provide adequate training for the teachers in the use of teaching.
CHAPTER I: TEACHING LISTENING AT UNIVERSITY
“Teaching is communication” (np) as it involves the transmission of ideas from the teacher to the students. Part of this process which occurs in the classroom accommodates the three major parts of communication, namely, the sender of the information or idea, (teacher) the lesson message or information being translated and the receiver who is the student. This process is supposed to be interactive; a give and take situation between the teacher and the student. This will enhance the interest of the student and thus make assimilation and recall easier. Teaching becomes easier when appropriate teaching materials are used as they aid the teacher in the dissemination of information/ idea/lesson and the student in the assimilation and retention of such information or lesson for future recall. Teaching materials which impact on the cognitive, (intellectual), affective, and psychomotor domains of the student and enhances the student’s power or rate of assimilation, retention and recall is most needed in the teaching and learning process. It is in this respect that the role of the mass media in teaching generally and the teaching of English language in particular become very crucial. Technological advancement has made the use of one medium (textbook) in the teaching of English language obsolete. Herein lays the need to combine many media as to reduce boredom, appeal to more senses or domains of the student and actively involve him in the teaching and learning process which is the main aim of this study. The Encarta dictionary (www.Microsoft.com) defines mass media as “communications media in general: all of the communications media that reach a large audience, especially television, radio, and newspapers” similarly, A.S. Hornby, defines mass media as sources of information and news such as newspapers, magazines, radio and television that reach and influence large number of people” (913) These media, when effectively used in the classroom, equip and motivate the students. _____________________________________________________________________ 1. Chevallier J. (Ed.) Cine-club et Action Educative. Paris: CNDP. 1980. 2. Hiebert, Ray E, Ungurait, Donald F, Bohn, Thomas W. Mass Media: An Introduction to Modern Comminication. Longman, New York. 1979.
This is because; they help to engage the student who feels he is learning the real language. When a student listens to a lecture on radio or watches the same lecture on television, the enthusiasm it builds in the student is exceptional. This further bridges the gap between the classroom and the real world as well as prepares the student to face the real world. According to V. Tafani “Media provide huge information, they motivate students to speak and help them integrate listening, reading, talking and writing skills, through various kinds of activities”.
Concluding, he affirms that the use of mass Media in teaching “is important because it develops students’ creative powers for those images, words and sounds that come to the students from various Media”. The process of learning any language (English inclusive) starts with the mastery of listening skills. According to Oshinaike and Adekumisi in Emmanuel Iroh, people “remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously” (19). Consequently, a combination of seeing, hearing and doing promote better learning, hence, the need for the adoption of more than one medium in teaching, especially English language. This statistics explains the importance of listening skills”, and further underscores the need for the use of the mass media in teaching English language where the students are offered the opportunity to listen to the language and that too by authentic speakers of the language.
1.1Listening
Listening according to Encarta dictionary means to “concentrate, pay attention on hearing somebody or something”. This entails listening critically, evaluating and selecting verbal clauses, interpreting, further evaluating and retaining such information for future use. In Nigeria, English is accepted as the official language and used in all official transactions. That is to say that English language is the official and accepted language of commerce, law, government and education. The national policy on education support that English language be used in our schools for teaching and learning while urging learners to learn one of the three major languages of either Igbo, Hausa, or Yoruba, outside of their native language. Though “Nigeria has more than 250 ethnic communities with their cultures and native languages” (Uka 3), English is the preferred language. It is generally spoken, accepted and understood across board. It has therefore become one of the potent factors in our national development and unity as major documents and national broadcast are done in English language. Since English is very important in our national unity and development, the medium of teaching the subject in our schools is very important as to realize the objectives and fully tap the benefits. Therefore, the teaching of English language through the mass media will be highlighted in this study.
Mass media which incorporates television, radio, internet and social media, when effectively used in the classroom not only takes care of the multi composition of the students in the class but also takes care of their learning abilities as it gives them the opportunity of maximizing their potentials. The television, a combination of sound and vision can provide language context more realistically than sound alone. This is because it draws the attention of both the eye and the ear. It has sight, sound, motion and colour. According to Hiebert, “the television uses its power of communication not merely to convey other people’s images but rather to create out of its potentialities, its own genuine statement. Television is a mass entertainer, mass informer, mass persuader and mass educator” (312-313). Also, Iroh (83) opines that Television, a very important medium of mass communication helps to conscientize the public. According to him, “its availability in almost every house hold in Nigeria makes it a willing tool for the education and ‘conscientization’ of the populace. Again, it has become a part of our everyday life”. Concluding, he submitted that “the principal quality of television which combines sound and images greatly help viewers to convey meaning”. The use of television in teaching and learning has gained much attention. In the teaching and learning environment, television is an effective tool in expressing abstract concepts or ideas which are produced and conveyed through sound, words and vision. Another mass medium is the Radio. Radio is an inexpensive medium widely available and easily accessible to all. The radio brings the world into the classroom thus making the teaching learning process more attractive and inspiring for both the students and the teacher. Radio is the most commonly used medium in the formal, informal and non formal education and has successfully used in bridging curricular gaps as well as providing new approaches and methods of teaching. Radio also helps in publicizing new innovations and methods in the educational sector. Educational lessons can be recorded from radio and played through another medium in either the classroom or outside the classroom. Radio is best for teaching
1.2 Problem in Listening
English language topics especially listening, comprehension, vocabulary expansion, pronunciation as well as bringing listeners closer to native speakers. The programmes of the Open University of Nigeria whose lectures are broadcast on radio channels across the country succeeded because of the wide spread and availability of the radio in the remotest parts of Nigeria. Social media according to Kplan, Andreas and Michael, is a media which is through various electronic and rechargeable devices like mobile phones, computer tablets and so many other ways to facilitate the people while sharing their ideas with other in a easy and systematic way.
The medium is mainly used for communicating and sharing of knowledge and creating awareness around the world. Furthermore, Voyce, observe that the social medium provide “opportunities for English language learners to improve their writing, reading, and similarly to read new text and phrases to improve their vocabulary. This is because, social media provide different on line games which improve the vocabulary of the English language learner in a relaxed and flexible atmosphere devoid of stress and tension
Conceptual Framework Mass according to Encarta dictionary (www.Microsoft.com) is a “collection of many individual parts” (np). It is a fusion of many separate parts into one for a unified purpose, while Media is collectively “television, newspapers, and radio: the various means of mass communication considered as a whole, including television, radio, magazines, and newspapers, together with the people involved in their production”.
Therefore, the use of mass media in teaching and learning (education of the child) simply means using these media as a means of transmitting and receiving messages or information by teachers and learners in the classroom for the realization of set objectives.
There are basically eight different major types of mass media. They include radio, television, film, books, sound recordings, newspapers, magazines and the internet. These eight media listed above have the largest audiences, employ the most people and have the greatest impact. People are also most familiar with them. Other types include billboards, comic books, posters, direct mail, matchbooks and buttons
According to UNESCO, media education deals with all communication media and includes the printed word and graphics, the sound, the still as well as the moving image, delivered on any kind of technology. It enables people to gain understanding of the communication media used in their society and the way they operate and to acquire skills using these media to communicate with others. It further ensures that people learn how to analyze, critically reflect upon and create media texts; identify the sources of media texts, their political, social, commercial and/or cultural interests, and their contexts; interpret the messages and values offered by the media
France pioneered the use of media technology in education in the early 1920s in Paris. As early as in 1922 the first national conference of the regional departments of film education (Offices regionaux du cinema educateur) was held in France. At one of the congresses on education it was suggested to prepare the cinema educators in universities (Martineau, 28). In 1936 the French League of Education initiated the creation of the movement for “Cinema and Youth” (Cine-Jeunes), which united children, participating in film discussions, developing their critical thinking and artistic taste, creative skills (Chevallier 9).
The history of media education in Great Britain is also a few decades old. Similar to many other countries, this movement began from film education, and then embraced a wider spectrum (press, radio, television, video, advertisement, Internet). There are several organizations in the UK that deal with various problems of media education. The British Film Institute (BFI), founded by the government in 1933 stands out among them. The educational department has conducted conferences and seminars, workshops for teachers, accomplished amplitudinous research, published books, textbooks, and teaching manuals for many years
The history of Russian Media Education goes back to the 1920s. The first attempts to instruct in media education (on the press and film materials, with the vigorous emphasis on the communist ideology) appeared in the 1920s but were stopped by Stalin’s repressions. The end of the 1950s - the beginning of the 1960s was the time of the revival of media education in secondary schools, universities, after-school children centers (Moscow, Petersburg, Voronezh, Samara, Kurgan, Tver, Rostov, Taganrog, Novosibirsk, Ekaterinburg, etc.), the revival of media education seminars and conferences for the teachers. France and Britain dominated media education until the late 1950s and 1960s. However, in 1968, the first organization known as the united Canadian media educators – Canadian Association for Screen Education (CASE) was established. A year later it held the first big national conference in Toronto. Like their British colleagues, Canadian media educators of that period relied mainly upon the aesthetic (discriminatory) theory of media education (Moore 9; Stewart and Nuttall 5).
______________________________________________________________________ 1. Chevallier J. (Ed.) Cine-club et Action Educative. Paris: CNDP. 1980. 2. Hiebert, Ray E, Ungurait, Donald F, Bohn, Thomas W. Mass Media: An Introduction to Modern Comminication. Longman, New York. 1979.
Media and ICT education in the USA has to some extent existed in the form of separate directions since the 1920s (film education, media education on the material of press and radio). Thus, film education became the first step for modern media and ICT education as schoolchildren and students, guided and supervised by a teacher, made short documentaries and future films on the 8mm film. This activity became possible due to the fact that comparatively inexpensive, compact amateur film cameras, corresponding film, and chemicals for its developing came on the market, followed by the rapid growth of the net of laboratories (including the school and university labs) for developing and printing films. At that time the first Association for Screen Education was organized
The contributions of H. Lasswel and M. McLuhan to the spread of media studies through their theories is worthy of note. M. McLuhan was the first to support the argument for importance of media literacy in the ‘global village’ (McLuhan 31-36), into which according to him, our planet would turn after the unbound distribution and mass consumption of a wide spectrum of media texts in all parts of the world. Furthermore, UNESCO significantly promoted the development of media and ICT education. In the mid 1970s UNESCO proclaimed not only its support to media and ICT education, but included media education in its list of priority directions for the next decades in the 1972 media education policy. This singular act revolutionized media education as France in 1975 included media education into the program documents of the Ministry of Education leading to the establishment of the Institute of Training for Film Culture Development (L’Institute de formation aux activites de la culture cinematographique – IFACC), thus, reviving the process of media education in universities. This trend has been followed by Britain, Canada, America Australia and other nations affiliated to the United Nations till date.
CHAPTER II: ADVANTAGES AND DISADVANTAGES OF USING MEDIA TEXNOLOGY
Instructional Resources of the Mass Media,
Television as an instructional resource is grouped under audio-visual because it sensitizes both the sense of hearing and sense of sight. Instructional television is a term used to differentiate the educational function of a television from its entertainment function. Nwana, describes educational television as “an electronic medium which presents moving pictures with sound thereby stimulating both aural and visual senses simultaneously” (251). It includes all those programmes whose primary functions is to educate rather than entertain. Again, Iroh agrees that educational television can be used to mold, build, orient and reorient the child towards becoming a useful citizen, hence its usefulness as a teaching technique cannot be overemphasized” (np)
Merits of Instructional Television
a. Large number of students can view a television programme at the same time
b. It stimulates the students’ interest and this invariably motivates them to learn
c. It allows for recording of programme using video-tape and recorder, this can be stored and effectively utilized at a convenient time
d. A careful produced and wisely used television programme makes for high visual impact
e. Closed circuit television is used in extending a class or lecture to the wider audience in different classrooms and for demonstration
f. Television programme encourages multimedia approach to instruction this is because it can incorporate other media and techniques such as motion pictures, charts, diagram, chalkboards presentation etc.
Demerits of Instructional Television
a. It is one way traffic communication device, hence noninteractive.
b. Television is an expensive form of educational media. The cost of purchase and maintenance is high; consequently many schools may not afford it.
c. One cannot stop a speaker in a television programme to ask questions. The speaker also moves at his own pace. The individual differences of the learners are not taken care of
Radio plays a significant role in informing, educating and enlightening our everyday public life. It also performs entertainment role through music, drama, talk shows, live sports and other soft angles that appeal to such societies. Thus, Nwana says “it is the most extensively used of the electronic media in education. This is because it is a hybrid in electronics in the sense that, in the absence of electricity, battery can be used on it as a source of energy to function”(244).
Radio is one of the cheapest sources of education. The contents are cheap to produce and cheap to broadcast and more accessible to a larger population than any mass medias well as influences the lives of people of all ages in many ways”. (Ullah and Khan, np).
Merits of the Radio
a. Radio is a relatively cheap form of educational media which can be affordable to many schools and teachers as one expert can teach the whole state or nation at the same time \
b. Through the radio teachers and learners can get up to date information about word formation and correct pronunciation of words c. _______________________________________________________ 1. Hornby AS. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press. 2010. 2. Iroh Emmanuel. Television and the Teaching of Civic Education in Nigeria: The Friedel Kropf’s Experiment.
It enables students to acquire listening skills as they listen attentively to radio broadcast and to follow-upclass discussion.
d. Radio broadcast reaches the audience much wider and faster than television broadcast e. It has emotional inputs on the listener because the listener feels the presence of the presenter. f. Radio can be used to bring the exact words and voice of the expert teacher into the classroom.
Demerits of the Radio
a. Just like the television, radio broadcast is not interactive because it is one way communication and lacks face to face interaction between the presenter and the learner.
b. It appeals only to the sense of hearing, hence it may not facilitate comprehension and retention
c. The pace of the radio presenter may differ with the listening capacity of the learner as there may also be disparity between radio broadcast time table and the operational time-table in the school. However, this problem can be resolved by recording the programme on a cassette tape and playing back later.
The use of social media in teaching has exponentially increased. According to the Pearson Learning Solutions and Babson Survey Research Group, as recorded by Voyce, L, the use of social media in teaching has grown 21% from 2012 to 2013 in the United States. Voyce further admits that the
Percentages of the use of social media personally and for teaching were 70% versus 41%. Wikis and Blogs were found to be the most popular tools used in teaching, and Facebook was commonly used for personal use.
Analysis and Results of the Teaching Experiment
The following research questions were raised for the analysis of data collected for this study which involved (90) respondents in all.
1. What are the importance of mass media in teaching English language in our schools?
2. What are the difficulties involve in the use of mass media in teaching?
3. What are the positive roles of mass media in the education of a child?
4. To what extent does the use of mass media arouse the students’ interest in teaching?
5. What are the negative effect of mass media when used in teaching English language?
6. How could the teacher use mass media to bridge the gap between what is taught and what to learn?
Discussions
Six tables were used to tabulate and compute the results of the data as they affect the questions. Table 1 is the result of research question 1: What are the importance of mass media in teaching English language in our schools? An observation from the table shows that (80) eighty respondents representing 89% of the population said yes while ten (10) respondents representing 11% of the population said No. The result indicate that mass media is necessary in the teaching of English language while table 2 is the result of research question on the difficulties involved in the use of mass media in teaching. 46 respondents representing 51% are in the affirmative (YES) while 44 respondents representing 49% are in the negative (NO). It is observed from the above data that the margin is not big. However, the implication is that teachers experience some level of difficulties in the use of mass media in teaching and learning of English language.
Table 3 shows that 79% agree (YES) to the positive role mass media play in the education of the child, 21% of the respondents do not agree (NO) that mass media play any significant role in the child’s education. The data from the above table reveals that mass media play very important roles in the teaching of English language. Similarly, Table 4 is on the role of the mass media in arousing the interest of the child. 78% of the respondents agree (YES) that mass media arouse the interest of the students when used in teaching English language while 22% do not agree (NO) that mass media arouses the interest of the students when used in teaching. Again, the results show another importance of using mass media to teach English language. Table 5 sought to know if there are any negative effects in the use of mass media in teaching. 43 respondents representing 48% of the respondents agree (YES) while 47 respondents representing 52% disagree (NO). The above table shows that, the number of No respondents are higher than the Yes answers. Again, though the margin of acceptance by the respondents who agree that there is no negative effect in the use of mass media in teaching is separated by a marginal 5%, it is nonetheless accepted that there is negative effect in the use of mass media in teaching English language. Finally, table 6 is the tabulation for research question 6 which sought to find out if mass media helps in bridging the gap between what is thought and learnt. Simply put, does it help in recall? 62% of the respondents agree (YES), while 38% of the population does not agree (NO).
Summary and Conclusion
The aim of the thesis is to explore the use of the mass media in the teaching of English language in our secondary schools. The objectives include to popularize the many advantages in the use of the mass media in teaching English language in particular and teaching generally as well as to highlight the importance of the mass media in the teaching of English language; expose the advantages of mass media in teaching and learning to both the teacher and the student and suggest some solutions towards making the use of mass media in the teaching of English language. Mass media were represented by the television, radio, the mobile phones or smart phones, computers, notebooks or tablets with the Internet and the interactive whiteboards. Others include printed media such as textbooks, newspapers and magazines or books and by the electronic media such as audio recordings or films and videos.
The choice of our instructional materials is important to what we teach. This is because they help to clarify the lesson and thus make for easy understanding and recall. This work investigated the use of mass media in the teaching of English language in secondary school. 90 persons, made up of 50 teachers and 40 students from 10 secondary schools in Obingwa LGA of Abia State were used as the population for the study. They were selected through a simple random sampling which gave all the schools in Obingwa Local Government Area equal opportunity of being selected. Review of related literature was carried to find out what has been done in this topic by other researchers. After careful collection and analysis of data through a simple percentage and use of table for interpretation, the result revealed the usefulness of mass media when used to teach English language.
From the above, it was found out that the secondary school teachers of English language use a variety of media in their classrooms and that mass media are effective when used in the classroom. Additionally, it was proved that mass media when used in the English language classrooms are suitable for developing language skills and language systems. Again, the English teachers regard mass media as useful tool for teaching English Language and for the motivation of students.
Recommendations. The following are hereby recommended based on the result of the study:
The teacher should be encouraged to use the mass media in teaching, not only English language but other subjects.
_______________________________________________________ 1. Hornby AS. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press. 2010. 2. Iroh Emmanuel. Television and the Teaching of Civic Education in Nigeria: The Friedel Kropf’s Experiment
Students should be motivated to learn through varying the methods of teaching to eliminate boredom. One of such methods is the use of mass media in teaching.
That government should provide enabling environment through making mass media (television, radio, and internet) available in our secondary school and provide adequate training for the teachers in the use teaching.
Media Teaching and learning are considered complex processes that influenced by different multiple factors, including use of media or instructional aids (Naz & Akbar ,2008). Media plays a significant role in the learners' education. According to Naz & Akbar (2008) media means, the way for transmitting or delivering messages and delivering content to the learners to achieve effective instruction in teachinglearning perspective. Media is a multimedia which helps students to understand and comprehend the topic of listening by analyzing the contextual situation of the story and relate it to their schemata (Sari, 2013)
According to Seth (2009) instructional media refers to devices and materials which a teacher can use to clarify an idea arouse interest and enrich learners’ imagination in teaching and learning. It includes hardware like blackboards, radio, television, tape recorders, video tapes and recorders and projectors; and, software like transparencies, films, slides, teacher-made diagrams, real objects, cartoons, models, maps and photographs (Opoku-Asare, 2000). Nyame-Kwarteng (2006) states, instructional media are the various materials that appeal to the five sensesseeing, hearing, touching, feeling and tasting which enhance teaching and learning. Seth (2009) defines, instructional media are some devices are designed to present information of a kind that would not be available in an ordinary school experience. Examples include, films, television, sound recordings. Other types of instructional media have the function to help the learners grasp the underlying structure of a phenomenon. Visual media are primarily for seeing, audio devices for hearing, and multi-sensory materials for use via two or more senses. Technology is increasingly becoming a part of the English classroom as an instructional and research aid for lecturers and students. In common usage, the term multimedia refers to an electronically delivered combination including video, images, audio, text in such a way that can be accessed interactively (Pangaribuan, Andromeda & Kammer, 2017). However, in teaching listening, the teacher and material are also media. The role of teacher as well as the material are important to help learners in improving their listening ability. It is another factor contributes to the success of listening instruction besides media used to present the listening materials and language laboratory (Brown, 2007). In short, media is a tool or devices that teachers use to deliver the material of study for learners to make the teaching-learning environment more interesting and effective. It includes visual media for seeing, audio devices for hearing, and multi-sensory materials for more senses.
Indirect Strategies
Indirect strategies support and manage language learning without directly involving the target language. This category includes: metacognitive, affective and social strategies (Chilkiewicz, 2015). a.
Metacognitive strategies
Metacognitive strategies deal with knowing about learning. It means that learners learn how to learn with metacognitive strategies. With the help of this language learning strategy, learners are involved in thinking about the process of learning while they are planning, monitoring, and evaluating their own learning (Holden, 2004). Metacognition is often seen as a process in the service of strategy use, rather than an overarching process that manages learning. An example of metacognitive experience during listening is when learners realize that they do not recognize the words they hear but remember a similar situation where they managed to solve a word recognition problem. Listeners, confronted with an unknown sound, may recall a strategy that they used before and use it again to manage the new problem (Vandergriff, 2012).
Acccording to Vandergriff (2012) Through metacognitive instruction, learners become more skilled in using the following processes:
1) Planning for the Listening Activity The planning phase prepares listeners to be proactive in their listening efforts. Proactive listeners decide what to listen for and establish the necessary conditions for successful listening, in order to pay close attention to meaning while listening. To plan for successful completion of the activity. For example: The teacher providing context for the learners through information about topic, text genre, and any relevant cultural information. After learners have been informed of the topic and text type, they predict the types of information and possible words they may hear.
2) Monitoring Comprehension While listening to the text, listeners monitor their comprehension in light of their predictions and make adjustments. Listeners can evaluate continually what they understand. For example: after predict the types of information, in first listen, learners verify their initial hypotheses, correct as required, and note additional information understood. Then, learners compare what they have understood with a partner, modify as required, establish what still needs resolution, and decide on the important details that still require special attention. A further goal is to set learners up for the second listen. When learners compare listening results with a partner, they prepare themselves to monitor more carefully during the second listen and to determine the parts of the text that need most careful attention.
_______________________________________________________ 1. Hornby AS. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press. 2010. 2. Iroh Emmanuel. Television and the Teaching of Civic Education in Nigeria: The Friedel Kropf’s Experiment.
After the second listen, learners begin by revising and adding new information to their notes. Further discussion between the same partners is 18 used to make any additional revisions to the interpretation of the text. Once learners have updated their understanding of the text, the teacher leads a class discussion to all members to reconstruct the main points and most salient details of the text (Vandergriff, 2012).
3) Solving Comprehension Problems As they monitor their comprehension and confront difficulties, listeners must adjust their approach to the text or activate specific strategies. The final verification stage begins with a third listen to the text. This allows learners to listen for information revealed during discussion that they may not have understood earlier. The teacher may also introduce all or part of the text transcript at this point so that learners can follow along for purposes of verifying sound symbol relationships, particularly for points in the text where the sound stream seemed impossible to understand.
4) Evaluating the Approach and Outcomes Listeners need to evaluate the effectiveness of the approach adopted and make decisions during the listening process after completion of the activity. the teacher encourages learners to evaluate their approach to the activity, the difficulties they confronted, and how they were or were not successful in coping with these difficulties. Setting goals for future listening efforts may also take place at this time.
In brief, metacognitive is an ability to think about our own thinking how we process information for various purposes and manage the way we do it. It’s kind of 19 self-regulated learning which involve planning, monitoring, solving and evaluating the listening process.
b. Affective strategies Affective strategy involves lowering learners’ anxiety, encouraging oneself, and taking learners’ emotional temperature. This strategy may be used to overcome obstacles caused by anxiety experienced by listeners. Affective strategies include deep breathing, using music, using laughter, making positive statements, taking risks wisely, rewarding oneself, listening to learners’ own body, using a checklist, writing a language learning diary, and discussing learners’ feelings with someone else (Oxford 1990).
Affective strategies include asking for clarification, positive self-talking, and confidence building (Chamot, 2004). It was essential for listeners to know how to reduce the anxiety, feel confident in doing listening tasks, and promote personal motivation in improving listening competence (Vandergrift, 2004). Learners need some kind of strategies to help them control, to a certain extent, their emotions, attitudes and values. There are many cases where learners have no problems dealing with technical aspects of the language, but they may experience some personal feelings that may suppress their progress (Hismanoglu, 2000). In conclusion, affective strategy is learning strategy that used to make positive thinking of one-self or learners by reduce their anxiety, encourage and giving them motivation.
c. Social strategies Social strategy includes asking questions for clarification or verification, cooperating with others, and empathizing with others. Asking questions to clarify and verify whether something has been understood correctly is important for listening. Jigsaw listening activities may help learners to develop the strategy of cooperating with peers whereas developing a cultural understanding provides a great deal of help to the second language listener in comprehending what is heard (Oxford, 1990). Social strategies refer to strategies that learners use to learn by interaction with their classmates and questions that are asked from teacher to understand the special subject (Serri, Boroujeni & Hesabi, 2012; Vandergrift, 2003; Chen, 2013). In short, social strategy is learning strategy that involve asking questions and cooperative with peers, provide increased interaction and more empathic understanding and aid cultural understanding.
2.1 Media
Teaching and learning are considered complex processes that influenced by different multiple factors, including use of media or instructional aids (Naz & Akbar ,2008). Media plays a significant role in the learners' education. According to Naz & Akbar (2008) media means, the way for transmitting or delivering messages and delivering content to the learners to achieve effective instruction in teachinglearning perspective. Media is a multimedia which helps students to understand and comprehend the topic of listening by analyzing the contextual situation of the story and relate it to their schemata (Sari, 2013). 21 According to Seth (2009) instructional media refers to devices and materials which a teacher can use to clarify an idea arouse interest and enrich learners’ imagination in teaching and learning. It includes hardware like blackboards, radio, television, tape recorders, video tapes and recorders and projectors; and, software like transparencies, films, slides, teacher-made diagrams, real objects, cartoons, models, maps and photographs (Opoku-Asare, 2000). Nyame-Kwarteng (2006) states, instructional media are the various materials that appeal to the five sensesseeing, hearing, touching, feeling and tasting which enhance teaching and learning. Seth (2009) defines, instructional media are some devices are designed to present information of a kind that would not be available in an ordinary school experience. Examples include, films, television, sound recordings. Other types of instructional media have the function to help the learners grasp the underlying structure of a phenomenon. Visual media are primarily for seeing, audio devices for hearing, and multi-sensory materials for use via two or more senses. Technology is increasingly becoming a part of the English classroom as an instructional and research aid for lecturers and students. In common usage, the term multimedia refers to an electronically delivered combination including video, images, audio, text in such a way that can be accessed interactively (Pangaribuan, Andromeda & Kammer, 2017). However, in teaching listening, the teacher and material are also media. The role of teacher as well as the material are important to help learners in improving their listening ability. It is another factor contributes to the success of listening instruction besides media used to present the listening materials and language laboratory (Brown, 2007). In short, media is a tool or 22 devices that teachers use to deliver the material of study for learners to make the teaching-learning environment more interesting and effective. It includes visual media for seeing, audio devices for hearing, and multi-sensory materials for more senses.
Listening in the context of multimedia-supported EFL instruction
For recent pedagogical instruction of listening, multi-media materials surely present a significant resource of input. One of the reasons why EFL teachers shouldn’t avoid them in listening activities lies in their ability to suppress some of the unnatural elements of traditional ear training. Shapran et al. (2011) and Meskill (1996) agree that multimedia, similarly to real life communication and opposing to old-fashioned listening practice, allows multisensory processing of new information, so learners can pick up knowledge via different modes of perception.
For example, it seems that subtitled videos (media composed of visual, audial, and textual elements) employed in listening enrich comprehension (Neuman et al., 1990), enhance recall of information (Svensson and Borgarskola, 1985), and stimulate more learner output (Garza, 1991). Shapran et al. (2011) conclude that multimedia-supported listening makes it possible for learners to combine sounds and images in a way similar to the one they would use in a communicative situation outside the EFL class.
_______________________________________________________ 1. Hornby AS. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press. 2010. 2. Iroh Emmanuel. Television and the Teaching of Civic Education in Nigeria: The Friedel Kropf’s Experiment.
Multimedia, at least those designed without educational purpose, allows also different modes of giving feedback. As opposed to listening training supported by didactic auditory materials in which there is little to no space for speculations about the meaning, since it is clearly determined by the task; in a listening activity based on authentic multimedia resources, learners can actively and mutually negotiate the meaning, activating thus “[…] the cognitive and sociocognitive processes necessary for language acquisition to occur” (Meskill, 1996,
p. 181) Authentic multimedia resources represent also a huge improvement in the field of simulating real life events. Didactically constructed aural input is set into a made up setting that often lacks a connection to everyday reality of language learners, but on the other hand through carefully selected authentic multimedia, the target language might be presented in contexts that seem more familiar to them. Another important topic connected with teaching listening through multimedia is the choice of teaching materials. Wong (1987) suggests using authentic speech wherever it is possible, but of course, language educators cannot rely on just non-didactic media, as it would require an enormous amount of preparation work on their side to design such listening lessons.
However, authentic multimedia resources (both web and non-web) should have a firm position in the EFL classroom listening, because they are excellent for noticing highlighted language items in their natural form. The teacher, however, has to carefully evaluate the multimedia material prior to the instruction process and make sure that learners always know what to pay attention to during its course, since only via focused listening, i.e. “noticing”, a conscious intake and a consistent use of a particular linguistic element is possible (Wong, 1987; Brawn, 2010). The above mentioned evaluation process (that should precede the classroom listening itself) then requires a qualitatively-oriented approach to the selected multimedia content. The following framework for evaluating the appropriateness of multimedia sources for listening practice is adopted from Chapelle (2001) and enriched with our model “help” questions.
a) Language learning potential through “noticing”. To what extent can be
the multimedia resource treated as an opportunity for focused listening activity rather
than a chance for learners to be simply exposed to the target language?
b) Learner fit. To what extent does the multimedia listening material respect linguistic
characteristics (e.g. proficiency) and extra-linguistic characteristics (e.g. age,
motivation) of individuals in a language class?
c) Authenticity. To what degree does the multimedia listening material correspond to what learners are likely to be exposed in the real world? *Does the discourse in the multimedia source aimed at ear training go beyond the sentence level and contain sentences that are connected to create a whole? *Does the selected listening material include discourse among a wide range of speakers? (*questions inspired by Wong’s (1987) suggestions about EFL listening).
d) Impact. What opportunities does the chosen multimedia resource present in terms of
increasing learners’ motivation, interest, willingness, and engagement?
Potential benefits of multimedia in listening activities
Multimedia-supported listening activities, if properly executed, evolve the concept of traditional EFL classroom ear practice and bring a number of potential benefits for development of one’s listening (and overall) competence in the target language. Positive implications of such perception training are summarized below. In our summary, items i – ix deal with the potential of multimedia in the development of Richards’ (1985) listening “microskills”, and the rest is based on Meskill’s (1996) conclusions and previously mentioned
knowledge. Meskill’s comments are marked by the index throughout the following list.
1. Assistance in linking new information to old. Contemporary audiovisual listening sources can assist in the process of remembering and recall of information, since they enable at least some control over the rate of language input on the side of students (they can play, pause, or move back to review chunks of speech for better understanding).
2. Assistance in discrimination of phonetic groupings and boundaries. Addition of verbatim into aural input (audio books with transcripts) or audiovisuals (subtitled videos) facilitates distinguishing individual sounds, consonant clusters, or word boundaries, and allows learners to study sound-letter correspondences.
3. Assistance in recognition of suprasegmentals and how they influence information and intent. A video clip can carry information that can be helpful in noticing suprasegmental features (stress, rhythm, and intonation) and study of communicative functions of prosody.
4. Assistance in understanding of contracted forms. The synchronized deliverance of aural text and its written version makes it possible for learners to access both forms at the same time, so a learner can hear a reduced language item and read its non-contracted form simultaneously.
5. Assistance in problem-solving at word and sentence level. Multimedia resources contain visual and contextual clues which can assist learners in decoding central vocabulary and sentence structures of the audibly transmitted message.
6. Assistance in comprehension of communicative implications of utterances according to context. A multimedia format like video allows learners to study the foreign language communication in a richly developed visual environment; therefore listeners can come to understand the tight relation between utterances and their functions within a visual context.
7. Assistance in processing of different speech errors, styles, and rates. There exist numerous multimedia materials expressing different rates or styles of audio; e.g., sitcoms usually use slow and deliberate speech to help the listener in comprehension of the joke, while in talk shows, interlocutors tend to use fast-paced speech that is difficult for a non-native listener to process.
8. Assistance in recognition of redundancy. In videos, it is quite common that speakers repeat already mentioned information in different ways, using different phrases and sentences with similar meaning; thus, via multimedia-supported focused listening, learners can be guided in recognition of redundancy.
9. Assistance in deduction and prediction of meaning using personal knowledge of the world. A multimedia format can cue and guide listeners in inferring meaning, making predictions, and calling up knowledge prior to the topic.
10. Allowance of multi modal processing. Coordinated use of text, audio, and video enabled by multimedia materials allows listeners to pick up new information via multiple perceptual modalities at once.
11. Visuals as “hooks” upon which to hang meaning. The visual element in multimedia helps listeners to make sense of the aural text.
12. Motivational aspect of video as an advantage. Video-supported aural stream, compared to simple aural input, provides a better “hook” for catching listeners’ interest and attention.
13. Enrichment of target language acquisition. Multimedia makes aural input “more direct and salient for the language acquisition process” (Meskill, 1996, p. 197).
2.2 The use of mass media in teaching listening at the university
Advantages of Using Media Technology
According to Prasetya, Sukirlan & Suka (2014) the use of teaching media in teaching-learning process can raise new desire and interest, generate motivation and stimulation of learning activities, moreover has an impact on students’ psychological effects. Because, when learning with multimedia, the brain must simultaneously encode two different types of information, an auditory stimulus and a visual stimulus. One might expect that these competing sources of information would tend to overwhelm the learner. Psychological research has shown that verbal information in fact better remembered when accompanied by a visual image (Pangaribuan, Andromeda & Kammer, 2017). The use of instructional technology is more likely to be effective and appropriate if it is integrated into a careful planning process (Zhu & Matt, 2014). As Prasetya, Sukirlan and Suka (2014) state the use of video as teaching media could improve all aspects of micro skill in listening; those are identifying main idea, specific information, reference, inference, and vocabulary. The advantages this tool provides, samples of real-life situations or communication, motivation for language learning, and promoting language acquisition. It also can be entertaining, music and setting elements can make for an enjoyable experience by learners. Video movies provide topics and ideas for learners to discuss (Woottipong, 2014). While, Naz & Akbar (2008) clarify if media is properly designed, skillfully produced and effectively used have great influence on teaching & learning because it produces impact of: save time, increase interest, hold attention, clarify ideas, reinforce concepts, add tone, prove a point, aid memory. In brief, presenting media in the classroom make students will be able to comprehend the information easily because the visualization of the media can stimulate their mind, feeling, attention, interest and enhance their motivation.
Type of media
In teaching listening teacher should create a situation that encourages a low filter which includes motivation, self-confidence and low level of anxiety. This can be done by use of different types of media (Muteheli, 2017). There are various kinds of media. According to Ruis, Muhyidin and Waluyo (2009), the types of instructional media are visual, audio and audio-visual media. In a digital era, many kinds of media are created. The media can be in the shape of multimedia, preventive or interactive. In listening process, contextual media are required. The media should be relevant with the context and schemata of the students (Sari, 2013). Smaldino, Lowther & Russell (2012) divides the media into six types namely: text media, audio media, visual media, video, manipulative, and people
a) Text media is an alphanumeric character that may be displayed in any form such as books, posters, whiteboards, and computer screens and so on (Smaldino, Lowther & Russell, 2012).
b) Audio media is everything that can be listened like the sound of people, music, mechanical sounds and noise. Types of audio media according to
Loren, Andayani and Setiawan (2017) are records and tapes, radio, other audio devices and sound systems.
c) Visual media commonly used for teaching English are pictures, real objects, drawings or teacher-made drawings charts, posters, cartoons, and flash cards, black board flannel board, magnetic board, wall chart, flash card, reading, module, picture card, slide, film, OHP (Sari, 2013).
d) Video media is a media that displays movement including DVD, computer animation and etc. Prasetya, Sukirlan and Suka (2014) state, visual clues, such as pictures and video were discovered to be effective in stimulating background knowledge; thus, improving comprehension. Learners can use video to study how language used, may be employed by age and how the relationship between language used and paralinguistic features, including how to convey moods and feelings (Woottipong, 2014).
e) Equipment media is a medium that can be touched and held by students (Smaldino, Lowther & Russell, 2012)
f) Person media can be teachers, students, or field experts. (Loren, Andayani and Setiawan, 2017).
_______________________________________________________ 1. Hornby AS. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press. 2010. 2. Iroh Emmanuel. Television and the Teaching of Civic Education in Nigeria: The Friedel Kropf’s Experiment.
Teachers’ Problems in Using Media
Benson (2013) identifies, various factors which have an influence on selection and use of media in teaching and learning.
He noted that lack of media resources will affects teacher’s choice of a particular media, secondly accessibility of media, and teachers’ attitudes towards the use of media, and lack of maintenance and repair of electronic media. Bradford (1997) states, several barriers to media education exist. The most significant barrier to using media is lack of time, time constraints as the most significant obstacle to providing media education.
The second most significant barrier is lack of materials. Few could argue that there is a lack of resources available to teachers for media instruction. The other barrier to use media in classroom is unsuitable topic, media often cannot work properly, lack of equipment and software glitches. Tamrin, Azkiya and Sari (2017) report in their research of problems faced by the teacher in maximizing the use of learning media, most of teachers cannot use media with a variety of reasons such as, unavailability of learning facilities and infrastructure, because it would be quickly damaged or depleted.
Another reason is the fear of damage because the teachers cannot use the media. It is usually associated with the use of technology-based media such as projector. These issues led to the lack of development of teachers in using the media. Many of the teachers are not able to determine which media can be used to support the delivery of material. In addition, they are also not able to create media that is neither appropriate to the subject matter nor able to take advantage of technology-based media, from creating slides as well as operating the media. The last reason is a lot of activities that teacher has to do. Thus, make them does not have time to make learning media.
Based on the above description, it can conclude that there are a lot of problem that face by teacher to use media in classroom such as: unavailability of learning facilities and infrastructure, accessibility of media, teachers lack of ability to use the media, lack of maintenance and repair of electronic media, lack of time and unsuitable topic.
Using different means of Mass Media in foreign language lessons can provide teachers and students with creative and practical ideas. Media gives an opportunity to teachers to meet various needs and interests of the students. They also provide students with a lot of language practices through activities using magazines, radio, TV, movies, books, newspapers, Internet and tasks develop reading, writing, speaking and listening skills. They encourage students to read English in general, both during and after the lesson, elevating extensive reading by giving the students the motivation and confidence to themselves, the. Media “inform, amuse, startle, anger, entertain, thrill, but very seldom leave anyone untouched”[2, 81]. Mass Media can supply with immense information, they inspire students to speak and support them combine listening, reading, talking and writing skills, through different kinds of tasks. A simple example is Power Point Presentations which aid students to speak fluently, to keep eye contact and to organize ideas. Through Media Presentations there is more cooperation and communication among students rather than working with the pages of a book individually.
The importance of Mass Media. Media is very essential because we recognize the world through using its means; we can comprehend the world and also attempt to interchange it. “We live in a world where media are omnipresent. An increasing number of people spend a great deal of time watching television, reading newspapers and magazines, playing records and listening to the radio… The school and the family share the responsibility of preparing the young person living in a world of powerful images, words and sounds”
CONCLUSION
Mass Media helps teachers make teaching and learning visual. A picture tells a thousand words and it helps students develop their thinking and observation skills, it promotes imagination. Media helps with several issues such as: motivation, editing, recycling, drafting, clarity, revising, mixed-ability classes, variety, updating information in the book, giving life and color to lesson procedures and methods, thus at the same time helping the students improve fluency and accuracy.
The main purpose of this research is to investigate the strategies used by lecturers in teaching listening and the lecturers’ strategies in solving the problems of media and material in teaching listening. Based on the finding in result and discussion, it can be concluded that majority of lecturers applied cognitive strategy in teaching listening and most of lecturers used top-down process than bottom-up process. While, in indirect strategy which is support and manage the language learning without directly involving target language. The lecturers used all of three strategies and the most used is affective strategy than others, then social strategy and some of lecturers used metacognitive strategy in teaching listening. The lecturers found several problems related to media such as lack of equipment, media often cannot work properly, software glitches and insufficient time. The lecturers solved the problems lack of facilities by bought their own facilities to the class or tried to found another class which more suitable and has completed facilities for listening. In the media cannot work properly problem and software glitches, lecturers moved the data to the students’ laptop or the lecturer 57 decided to become a speaker or gave students an instruction to performs their task the in the class. In problem related to material, the lecturers found it was not difficult to prepared the material, but they must consider to search for suitable material on the internet.
The other problem found were some websites need to be purchased. So, the lecturers must do various tricks to made the website could be accessed for free. The problems effected students ware that they found it difficult to adjust the speed of the native speaker, unclear sounds and many unfamiliar words or students lack of vocabulary. The lecturers solved this problem by playing videos or audios repeatedly until students catched the information of the material.
THE LIST OF USED LITERATURE
1. Chevallier J. (Ed.) Cine-club et Action Educative. Paris: CNDP. 1980.
2. Hiebert, Ray E, Ungurait, Donald F, Bohn, Thomas W. Mass Media: An Introduction to Modern Comminication. Longman, New York. 1979.
3. Hornby AS. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press. 2010.
4. Iroh Emmanuel. Television and the Teaching of Civic Education in Nigeria: The Friedel Kropf’s Experiment. http://www.ajol.info/index.php/cajtms.v.12.1.4 retrieved 20/3/21
5. Multimedia Based Readers’ Theatre for Enhanced Teaching and Learning. Unpublished Ph.D Dissertation, Department of Theatre and Film Studies, Nnamdi Azikiwe University, Awka 2017.
6. McLuhan M. Understanding Media: The Extensions of Man. Lonaon: Routleage and Kegan Paul 1964.
7. Merriam-Webster’s Collegiate Dictionary. 10th ed. Springfield (Mass.): Merriam-Webster 1993.
8. Microsoft Encarta Dictionary. Microsoft Corporation. 2009.
9. Nwana SE. Educational Technology in Digital Age. Awka: Christophel Publishing Co. 2009.
10. O’shea P, Richmond S. Radio Education: A Review of the Literature 2008.
11. Rahman Ullah, Altaf UK. Role of FM Radio in Education (A Case Study of FM Radio in Peshawar) in Journal of Social Sciences and Humanity Studies. 2017;3(3):9-16.
12. Romiszowski AJ. Developing Interactive Multimedia Courseware and Networks: Some Current Issues In Latchem, C.J., Williamson and Henderson-Lancett L.(eds) Interactive Multimedia. London: Kogan 1993.
13. Rossi PH, Biddle BJ. (eds) The New Media and Education: Their Impact on Society. New York: Anchor Books 1967.
14. Tafani V. Teaching English Through Mass Media. Acta Didactica Napocensia 2021;2(1). http://dppd.ubbcluj.ro/adn/article. Retrieved 27/04/
15. Voyce L. Social Media in English Language Teaching and Learning. English Language Centre, the Hong Kong Polytechnic University, Hong Kong, China. [email protected]. Retrieved 25/4/21.
16. Anderson, N. J. (2005). Learning strategies: research. In E. Hinkel, Handbook of research in second language teaching and learning Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
17. Ariati, H. S. (2017). The Use of Music Video Lyrics as A Media to Teach Listening to The Tenth Graders of SMKN 2 Boyolangu Tulungagung. English Education, Languages and Arts Faculty, State University of Surabaya.
18. Baghban, Z. Z. V. (2011). A review on the effectiveness of using authentic materials in esp courses. English for Specific Purposes World, 10 (31).
19. Benson, A. Odera, F. (2013). Selection and use of media in teaching kiswahili language in secondary schools in Kenya, 3 (1).
20. Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. the reading matrix. 6 (2), 60-69. Buck, G. (2001). Assessing listening. Cambridge: CUP. Central Bureau of Statistics. http://dx.doi.org/10.1017/cbo9780511732959. Retrived 13 november 2018.
21. Bradford, Y. L. (1997). Media education's present and future: a survey of teachers. Teaching media literacy and media citizenship.
1
450
91 062 
