The Effect of Audio Visual and Audio Teaching Media on the Student’s Listening Achievement
Wiwien Pratiwi Harsa, Amrin Saragih, Rahmad Husein
Wiwien Pratiwi Harsa
Available Online 25 November 2020.
- https://doi.org/10.2991/assehr.k.201124.065How to use a DOI?
- teaching listening, audio visual media, audio media, listening achievement
- Listening is the basis for the development of all other skills and the main channel through which the student makes initial contact with the target language and its culture. Through listening, students acquire vocabulary and syntax, as well as better pronunciation, accent and intonation. Teaching listening has its own challenge since some steps and requirements that teacher should prepare to undertake in the classroom. Moreover, conventional tool is still used in the classroom activity when the teacher teaches listening, in this case means students only hear the voice of the teacher while they listen to the text. Audio-visual media like animation videos is assumed as the best teaching media for students to improve their listening comprehension in language learning because it can make student easily imagine the real situation and increase their motivation in learning English, also it has attractive, rich content and appropriate tools to use in practice teaching listening. The objectives of the study are to investigate the differences between the students’ achievement in listening that taught by audio-visual media significantly higher than that taught by audio teaching media.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Wiwien Pratiwi Harsa AU - Amrin Saragih AU - Rahmad Husein PY - 2020 DA - 2020/11/25 TI - The Effect of Audio Visual and Audio Teaching Media on the Student’s Listening Achievement BT - Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020) PB - Atlantis Press SP - 310 EP - 315 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201124.065 DO - https://doi.org/10.2991/assehr.k.201124.065 ID - Harsa2020 ER -