AUDIO

ELOMPOK VI

Sri Utami Ridwan,Nurul Hikmah Asmawan, Nurfadillah Yunus, Nurfika Ariapatri, Adnan Abdillah, dan Nugroho Sujayanto

Before discussing audio formats in particular and audio media in general lets examine the hearing-listening process itself and development of listening skills. Hearing and listening are not the same thing, although they are,  of course, interrelated. At the risk of oversimplification, we might say that hearing is a physiological process, where as listening a psychological process. Physiologically, hearing is a process in which sound waves entering outer ear are transmitted to the eardrum, converted, into mechanical vibrations in the middle ear, and change in the inner ear into electrical impulses that travel to brain . the psychological process of listening begins with someone’s awareness of and attention to sounds or speech patterns (receiving), proceeds trough identification and recognition of specific auditory signals (decoding), and ends in comprehension (understanding). 

            Transmission and reception might be inhibited by a number of obstacles.  First, the volume of the sound might be too low or too high. Second, a sound that is sustained monotonously, such us the droning voice of a teacher, might trigger auditory. Third, an individual’s ability to hear maybe physically impaired.

            Technology has come to the aid of speed impaired students and teachers. These include those who have had surgery on or hear their vocal cords or who have been affected by cerebral palsy. Audiotapes can be prepared by students to use in presentations to the class. Students can prepare the tapes with special sound effects or elements of music to enhance a portion of their speech. Audiotapes are a excellent way in which to record student speaking and reading-aloud skills for a portofolio. The student can prepare specific passages or read certain materials to add to a taped collection to demonstrate progress.

Students can use cassette tapes for gathering oral histories and preparing oral book reports. Teacher can be prepare tapes for use in direct interactions, for example, a vocational-technical school instructor can create audiotapes with directions for students to follow, skills practice, such us pronunciation of a foreign language, can also be provided by audiocassette.

Using audio files in multimedia

One way to enhance multimedia files such as PowerPoint  (see Chapter 10) or HyperStudio (see Chapter 6) is to add audio flies. Using audio within a multimedia presentation can enhance the interest or focus of the topic being presented. In addition, audio files can compensate for possible reacting or learning problems that students might have. For example, when doing a presentation of great composers, a teacher can add short samples of the composers’ work by inserting a link to an audio file stored on the hard drive. This can provide the students with a better understanding of that particular piece of music. Or, a HypcrStudio stack designed for readers can be used by non-readers with the addition of teacher-prepared scripts that actually read the text to the student using software such as Blabbermounth.

Using the ASSURE mode for Audio

Analyze Learners, Lesson development begins by identifying your students’ unique attributes and learning characteristics. You also will to determine their various levels of experience with using audio.

State Objectives, Before stating specific objectives, you may wish to explore how to use audio in support of student learning. Sometimes it is more appropriate to state specific objectives after you have identified the direction you will take with the content and what materials you will use.

Select Methods, Media, and Materials, Use the information on audio discussed in this chapter as the basis for selecting, modifying, or designing your materials. Adjust the specific applications to suit the specific nature of your topic and objectives.

Utilize Media and Materials, Follow the suggestions discussed in this chapter to facilitate your students’ learning, modifying each of the materials you USe to fit your needs, The audio equipment and source materials you have access to, as well as its location, will determine how you schedule your students’ learning experiences, as discussed in the chapter.

Require Learner Participation, Introduce and explain the audio involved in your specific objective.

Evaluate and Revise, It is important to consider how materials that rely on audio help students to interpret information.

Question :

1.      What is the hearing-listening process?

2.      What do you know about speech impaired students and teachers?

3.      How to use the ASSURE mode for Audio in learning process?