A. INTRODUCTION

In the modern of teaching learning english, the media must be avalaible for the

teacher to use in the classroom. English is a necessary everywhere because english is

international language. English is taught in different level of education from the

elementary school until universities. So that, the students must achieve the ablility in

using english correctly. If the teacher still use the technique and method without media, it

is difficult to reach the best achievement.

Media are various components in learners’ environment which support the

learners learn. The media is used to facilitate the teaching learning process. The media

that will be explained is the instructional media. Instructional media is anything that can

be used to transmit messages (study materials), so that it can stimulate, interests, thoughts

and feelings in the learning and learning activities to achieve certain learning goals .

Instructional media is divided into 3:

1. Audio media are the media that can be listened.

2. Visual are media that can be seen.

3. Audio visual are that involve the senses of sight and hearing.

The media is used to make the material easier to learn, increase understanding the

material, solve the lack learners’ experiences, make attractive, it supports the teaching

learning process,etc.

The language ability of english is listening, speaking, reading and writing. One of

the method to support teaching them is used media, that is the using of MP3 in

instructional especially in listening skill. Listening is never released from listen the

recording. The tools that can be used to play the MP3 is usually in handphone, computer,

laptop, language laboratory, etc.The MP3 format can be played by the tool through MP3

player, MP3 player is the portable instrument that can play the digital audio file MP3.

1

Whereas, the MP3 is the audio compression file format that has the small size so that it

can be be downloaded by the internet or put in the file.

MP3 usually contains songs, but not only song it also contains other data in audio

files. The advantages of MP3 is when the students use the internet, the MP3 can be

played while streaming without download. It is avalaible to student who has access to

internet. The MP3 not only can be used in language laboratory, but also in the classroom

with the easier and practically.

MP3 is one of the audio media that can be used when teach listening. MP3 can be

contained the material of the educational necessary, MP3 can be contained recording

based on curriculum, the recording contains native speaker in coversation, reading a text,

answers-question, etc to help the listening instructional runs well in audio form that

played when teaching learning process.

2

B. GENERAL GUIDELINES FOR THE USE OF INSTRUCTIONAL

MEDIA IN PRACTICE TEACHING

A new direction for audio is the ability to use computer and the internet to obtain

audio files. MP3 (MPEG - Moving Picture Expert Group - Audio Layer 3) is an audio

compresion format that makes a large audio files available by shrinking them into smaller

files that can quickly and easily be captured on the internet.

Below are general guidelines for the use of instructional media (MP3) in practice

teaching:

1. Consider the entire school environment as laboratory (language laboratory or

classroom) for students' learning and the practical application of their

knowledge.

2. The entire neighborhood of the school and community resources should be

viewed and utilized as a laboratory ( language laboratory) for student learning.

3. MP3 media should be designed, produced, selected, or used as resources to

attain specific instructional objectives.

4. Considered in terms of concreteness or abstractness of experience which the

MP3 media would produce.

5. MP3 media should be selected for instructional purpose based on specific

criteria.

6. MP3 media should be utilized in the content of a variety of teaching strategies.

7. MP3 Media utilization should require learners' response.

8. Evaluating the use of MP3 media can be done through observation, individual

project, and use of questionnaire while teach listening.

3

C. TYPES OF MEDIA AND THE APPLICATION IN PRACTICE

TEACHING

1. The Types of MP3 Players

MP3 is usually used for songs storage but for the educational necessary,

MP3 format can be used as media to support the instructional, especially in

listening skill. The material is not only song but also the native speaker recording

based on syllabus of each grade of educational level. MP3 format can be played

by MP3 player, and there are some of MP3 players. For knowing deeper about the

nature of MP3, there are 4 basic types of MP3 players that can be used for instructional:

a. Flash Memory Players

The flash memory MP3 player is the smallest, lightest and fewer stores songs than hard

drive players. Because it's small. And with some models boasting up to 8 GB of storage

(2,000 songs) and other models offering video and photo capability. Its batteries can last

up to 28 hours.

b. Hard Drive and Mini-hard Drive Players

Hard drive players are larger and heavier than flash memory players and offer

considerably more storage (The Apple iPod holds up to 80GB.) It can contain the music

collection (up to 20,000 songs), photographs, data, and video and allow podcast

recording, the hard drive is best. However, these features and the hard drive consume

more power, with some batteries lasting eight to 20 hours for music playback and up to

six hours for video playback.

Smaller in size and internal storage capacity, miniature-hard drive players are lighter than

traditional hard drive players, but contain less memory usually up to 8 GB.

4

c. MP3 CD Players and MiniDisc MP3 Players

There is a type of CD players available that plays MP3 and other digital files. These MP3

files are burned to CD-R/RW discs from the old CD collection and used in the MP3 CD

player. A CD can hold about 10 hours of music. A CD burner is necessary for those

buying an MP3 CD player. The MP3 CD player is cheaper than the flash memory and

hard drive memory players

MiniDisc digital music player is supports MP3, WMA and WAV formats. It is like

walkman. The 1GB Hi-MD discs can also store and transfer loads of PC data files

(PowerPoint presentations, spreadsheets, etc) store up to 600 songs and are re-recordable.

d. The Hybrid Players

MP3 is no longer just a stand-alone technology. Technology companies are now offering

MP3 capability in other consumer products, including satellite radios, personal digital

assistants, DVD players, sunglasses, swim goggles and even a combination Swiss Army

Knife-MP3 player. Most notably, the iPhone from Apple crosses a cell phone with an

iPod and Web browser, along with a variety of other features.

These types above is so variety, but it is just the basic types of MP3, the MP3

player that often used in this period is computer/laptop (winamp/windows media player)

and CD player in language laboratory but for make easier the material that MP3 form can

be put in handphone or flashdisk and then play with the speaker in the classroom when

teaching learning process or examination.

5

The example of MP3 player

It is also make the students and the teacher easier when study listening out of

teaching learning process or just for practice. The user can listen the recording repeatedly

while study based on the book or module.

2. The Application of using MP3 in instructional (Listening)

a. Using Recording in MP3 format

If the teacher and the students usually use cassettes tape in language laboratory.

There is no mistake if use MP3 media to support appropriate the modern period. Listen

the talks and conversations in recording is harder for undersatnding. However, recording

has advantages, to help make a listening more reliable. If the teacher give the same talk

on different occasion, it would vary a lot.

It is possible to use the (recorded) voices of native speakers or fluent speakers of

English. It is possible to play recording of conversations involving two or more speakers-

something which is far better than the teacher trying to read aloud the voices of different

speakers.

b. The Process of Listening with MP3 Media

1) Listen and do

This technique is also called ‘following instruction’, which is self explanatory, where the

students follow the recording’s instructions, such as: stand up! Come here!; Sit down!. In

6

order for the students to enjoy the test, the teacher can ask them to play a game called,’

Simon says’. The purpose of the game is that only when the teacher begins his instruction

with ‘Simon says’ that they have to follow the instruction.

2) Listen and draw

Tell the students that they do not have to be a good painter, and that the beauty of the

picture they will produce does not count. After that, the recording plays a text and ask

the student to draw a picture based on the text.

Ur (1984) uses the following story for elementary level students.

3) Listen and choose

This technique requires students to choose one out of several pictures that best matches

the description they hear from the recording. Puzzle is one version of this technique. The

teacher can choose a description of an animal such as: ‘I has four legs, it is big. You can

ride it. What is it?’ If the pictures available (for them to choose) are a goat, a horse, a cat,

and a rooster, the students are expected to choose the picture of a horse. Blundell and

Stokes (1984) exemplify this technique using a dialogue as follows.

Fiona : Hello.

Stuart : Hello.

F : Oh. Is that Stuart?

S : Yes.

F : Hello Stuart. It’s Fiona.

S : Oh. Hi Fiona.

F : Hi. Erm…is Judy there by any chance?

S : No. I’m sorry she’s just popped out to the shops.

7

F : Oh dear. Erm … could you possibly leave a message?

S : Yes. Yes. Just a second, let me get a piece … bit of paper.

F : Thank you.

S : OK.

F : Er…. The thing is we’ve arranged to play tennis this afternoon (Mm-mm) at 3 o’clock

(Yes) … erm … but I’ve got a problem because the string on my racquet’s broken

(Mm-mm) but I think that Judi’s got an extra racquet ( Yes I think she has) and so I

was wondering if you could ask her to bring the extra one along.

S : Yes. OK. I’ll do that.

F : OK and .. er…. oh yes one other thing. She borrowed a book from me (Mm-mm) and

I think she’s probably forgotten all about it. I wonder if you could possibly remind her

to bring that along as well.

S : She knows what it is , does she?

F : Yes, yes. It’s a novel.

S : Yes. OK. So bring extra racquet and,,, er…the book that she

borrowed.

F : That’s right. (OK) 3 o’clock.

S : I’ll tell her.

F : Thanks very much Stuart.

S : OK. Cheerio.

F : Bye.

S : Bye.

Below is the student’s worksheet.

8

Multiple choice, which is the most frequently used technique in testing listening, can

actually classified as ‘listen and choose’, because while listening to a statement, a

dialogue, or a monolog, the students are required to choose one of the four options

provided. Hughes (2005) suggested that if multiple choice to be used, the alternatives

(options) must be kept short and simple.

4) Listen and arrange

Like ‘listen and choose’, ‘listen and arrange’ needs a number of pictures. The difference

is that the former requires students to choose only one picture, whereas the latter requires

them to arrange al the pictures to represent the text they hear from recording. The more

pictures to be arranged by the students, the more difficult the task will be. Ur (1984) a

monolog as the tape script’ and nine pictures for students to arrange as follows.

9

The student’s task is to arrange these pictures while listen recording of the text above.

10

5) Listen and write

The term ‘write’ in this technique is not writing a paragraph, but rather a sentence, a

phrase, or even a word as the answer to a particular question. A sample task of this

technique is when the recording play a complete text, and at the same time, the students

complete the same text, some words of which have been removed/deleted. In other words,

the students complete a gaped text while listening to the complete version of the text.

Another example given by Richard (1990) using a conversation as the ‘tape script’ as

follows. How long have these people been in Britain? Listen and write the number of

weeks, months or years they have been here.

1. A. How long have you been here?

B. Let’s see. I’ve been here for about six and a half weeks

now.

2. A. Have you been living in Briton long?

B. Yes, I came here sixteen years ago.

3. A. Have you lived here long?

B. For about three and a half months now.

4. A. And you’ve been here for about three months?

B. No. I’ve been here for nine months now.

5. A. So when did you first came to the UK?

B. Oh, let me see now. Mm, it was about 26 years ago.

6. A. Did you arrive in UK recently?

B. Yes, I’ve only been here four and a half weeks.

7. A. How long have you been living in England?

B. Mm. This is my fifth year now.

8. A. Have you been living here for very long?

B. No, only five weeks.

11

6) Statements, questions, and short conversations

These require students to listen to statements, questions, and short conversations and

then to choose the correct written option from a choice of four. Examples are given here

of each type of them.

Statements

Students hear:

Tuti wouldn’t be late so much if she knew she’d we punished.

Students read:

A. Tuti is often late and is punished.

B. Tuti is often late but is never punished.

C. Tuti is rarely late and is never punished.

D. Tuti is rarely late and thus isn’t often punished.

Questions

Students hear:

How did you do it?

Students read:

A. No I don’t.

B. I’m fine, thanks.

C. About half an hour.

D. By loosing the screw.

12

Short conversations

Students hear:

Man : Can I have an appointment with Dr Lawson tomorrow?

Woman : Let me see. He usually gets here at nine in the morning and he’s free for ten

minutes then. Otherwise it’ll have to be ten-twenty.

Man : In that case, I’ll be waiting for him as soon as he arrives.

Students read:

At what time does the man want to see Rd Lawson?

A. 9.00 a.m

B. 9.10 a.m

C. 10.00 a.m

D. 10.20 a.m

7) Study Listening By English Song

In the syllabus of junior hifh school and senior high school, there is the

material about song. Not only sing a song but also listen songs and comprehend it.

Below are the steps by steps procedures in applying english song as media in teaching.

Before starting the class activity by using song on mp3, the teacher should select the song

that fit to the teaching learning process. It means, the teacher should consider the age and

interest of students in correlation with song which will be given in the class. The steps of

teaching by using song:

1. The teacher hands out the lyric of song to the students or write it in the board.

2. Then the teacher explains the meaning of lyrics and tells the way how to

pronunce it.

3. The teacher asks the students to read the text aloud.

13

4. Let’s the students listen to the songs three times. The first time students

purely listen, the second time sing with the text, and the last time sing

without text.

5. Ask the students to do exercise.

Based on listening of english song, the teacher ask the students to write down the lyric by

fill in the blank (filling gap), or write the words that related with the material that is

taught and translate them, and make a message of the song.

14

D. CONCLUSION

From the explanation, the authors conclude :

1. The media that can be used is MP3 media as audio media.

2. MP3 (MPEG - Moving Picture Expert Group - Audio Layer 3) is an audio

compresion format that makes a large audio files available by shrinking them into

smaller files that can quickly and easily be captured on the internet.

3. Types of MP3 players are:

a. Flash Memory Players

b. Hard Drive and Mini-hard Drive Players

c. MP3 CD Players and MiniDisc MP3 Players

d. The Hybrid Players

4. The Process of Listening with MP3 Media

a. Listen and do

b. Listen and draw

c. Listen and choose

d. Listen and arrange

e. Listen and write

f. Statements, questions, and short conversations

g. Study Listening By English Song

15