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Learning reading through ESL on-line materials
Learning reading through ESL on-line materials
IKIP WIDYA DARMA
SURABAYA, INDONESIA
Abstract
Learning reading is a kind of way to grab the message of the passage by reading the content of the text. On-line text material is one of the reading materials can be found by learners free. On-line materials consist of a huge complexity of grammar, vocabulary, idiom, and lexicon. Some barriers found by learners while they are reading the materials could be resolve by experiencing to read the various topics on the text. Slowly but surely, Learners could master their reading skill by reading different topic materials again and again. The intensity of reading activity could speed the learners up to absorb the information delivered. Over time, by Reading on-line materials gradually could help the readers comprehend the content of the reading text even faster. And eventually, they will be knowledgeable ever.
Keywords: complexity, passage, intensity
Introduction
Reading is an activity to find out some information delivered by an author in written product. It provides any kinds of information needed by readers. Reading some passages could satisfy readers to get what they want. They will feel happy and lead them to be more knowledgeable if the information meets their need.
For some readers who have sufficient background knowledge of grammar, vocabulary, idiom, and lexicon would be easy for them to grab the information in the text. They do not get any barriers to absorb the message of the text. They could find much more information they need to get because of their speed of reading. It means that reading ability is a kind of way needed by readers to gain the information absorbed as much as they want.
The fruit of reading text is not always able to get by all readers easily. Those who do not have sufficient background knowledge of grammar, vocabulary, idiom, and lexicon will face difficulties even worse to absorb the intention of the passage delivered. They will be trapped into confusion.
It seems that repetition is one of other ways to decrease the level of confusion to grab the message of the text. Kilickaya (2004) said “The way to gain the mainstream of reading content is needed by readers. They need to face quite often with the text written by native speakers. “
Background
Some students get difficulties to find some information delivered in English text. The cause of the problems varies from one person to the other. This kind of phenomenon urges educators to get some methods to solve the problems. The failure in understanding English passages leads the students to use on-line translation service to conduct the task. It will help them grab the message of the text.
Furthermore, Getting involve using computer, learners can be triggered to find out other text materials on-line. It means that using computer could foster the mastery of learners’ English proficiency. Later on it influences the color of learners’ knowledge. In the other hand, Ybarra, R. (2003) stated that using Computer to enhance the student’s fluency in reading is most likely beneficial.
Reading
Reading is an activity done by readers to gain some information needed. The People with any ages can do such kind of thing. Many on-line resources are provided by author that learners can choose the one fit with them. Nevertheless, reading activity can provide the readers both pleasant and unexpected result. It depends on the intension of the readers have. The way to absorb the meaning of the lines in reading can trigger readers to read a lot. They need to be accustomed to reading in various topics to enrich their vocabulary building. By knowing a large number of words will enable learners to comprehend the message of the text greatly. Gee, J. P. (2001) said “Using multiple cues to give meaning to written text is reading”.
Resource of reading
The resource of the material is also to play important role in serving readers’ need. Some resources are provided in various forms like books, peppers, and even on computer. Readers need to be selective in choosing the resource of the text they need. It can digress from the main purpose of the intended ideas if readers find the materials from the improper resources. But the proper text materials are beneficial for learners. Nevertheless, the content of reading materials is very complex. It is important to help readers solve their own problem (Scholtz and Prinsloo, 2001)
Rate reading
To get some information as much as possible is a hard work, readers need to pay much attention on their speed. The faster they read the greater they get. That is why to reach a certain speed in reading, readers need to be used to reading various topics. Reading a lot is a good way to be good readers. The way to gain rate in reading, readers need to read various texts a lot. Like Browning (2003) said that Practicing is a good way to do.
The use of computer to enhance readers’ speed in reading is an extraordinary practice. The internet access provides any favorable topics readers can choose. Reading a text with a desirable topic can trigger readers to read more (Hurst, B. (2001).
Moreover, Culver (1991) in AlKahtani, S. (1999) said “The results showed some improvements for the majority of students in the target group with an overall increase of 3.9 grade level in reading rate. The results show important information about the effect of increasing reading speed on student comprehension as a result of employing computers”.
Complexity of reading content
On the other hand, the background knowledge of readers in grammar, vocabulary, idiom, and lexicon is the key to grab the message of the text. They are the important keys the readers need to absorb the whole picture of the text. Having such kind of elements also could help readers to read any kind of topics fast.
Vocabulary
Vocabulary is a tool to understand what the author conveyed and as the words the speakers use to deliver their intention. It takes patience for readers to gain a large vocabulary building. Reading some on-line materials by choosing a desirable topic on a proper level could increase the number of words the readers need to get. Kavaliauskienë and Janulevièienë (2001) Said “there is a commonplace assumption that the more words a learner knows, the larger the learner's vocabulary knowledge is”.
Idiomatic
Idiomatic is one of the barrier the readers face to catch the message of the passage. The words like look for, look at, and look after are idioms. Learners cannot translate them word for word. They have their meaning like what they are. Some short stories also have some idioms. Learners can learn idiomatic by reading various topics a lot. Wu (2008) said “English idioms do not mean what they literally mean; however, mass media, textbooks and everyday language represent rich sources of idiomatic expressions.” Moreover, Getting involved in reading some on-line short stories could help readers grab point of view of the story. Practicing just that will increase their holistic in absorbing the intention of the context delivered by using idiomatic (Wu. 2008).
3.1. Grammar
The rule that can give a way speaker and listener know each other the intention they convey is grammar. Or in the other hand that Grammar is the branch of linguistics that deals with syntax and morphology. With grammar readers and author can interact to each other to convey their intention. Having sufficient grammar background knowledge could enhance speakers to practice good conversation. Like what Gee (2001) said that Word and grammar are not primarily about giving and getting information but are, rather, about giving and getting different perspective on experience.
Repetition
Repetition is a kind of way to keep what learners have read to stay longer in their brain. Retelling is a kind of repetition. Repetition will help learners to better their speaking competence or understand the context much better. So After learning some rules of constructing sentences, learners need to make them sound natural rather than memorize the pattern. Reading a lot or extensive reading means that allowing the learners to see the use of grammar in real context again and again. Grammar and words are repeated in any text materials. So by reading a lot, learners are facing similar grammar and words in different topics. Extensive reading puts previously learned vocabulary and grammar into meaningful context and teaches new words (Antepara. 2003).
Lexicon
Lexicon is a language readers’ knowledge of words. To build the readers’ prospective of grabbing message of the text, the readers use dictionary to build their vocabulary building. They translate the words from L2 to L1 and vice versa. Bit by bit the words they recognize are bigger and bigger. It is very important for reader to understand what the holistic message of the context. Kavaliauskienë and Janulevièienë (2001) stated “There is another relevant and quite important point to teaching ESP through lexical items is the students' ability to find an equivalent in L1 to match a lexical phrase in L2. As all teachers of English probably realize proficiency in L2 implies the ability to be bilingual -- using appropriately and interchangeably L2 and L1. We dealt with this theme elsewhere”
Skimming and scanning
The purpose of reading is very different from one person to another. Skimming and scanning in reading activity are two ways readers use to gain the intended information. The people who want to know the material in detail they are most likely to use scanning but those who just need to grab the message they tend to skim the material. Scanning is a process to gain detail information in the text. While Skimming is a way readers use to see the whole picture of the passage (Kawabata, T. 2007). Both ways skimming and scanning are things that students do to read texts. It is very impossible for readers to scan the text while they do not have sufficient time to do so. Especially while reading newspapers, they need to read fast to grab the massage of the context.
ESL on-line material
The resource of the text can come into many ways. One of them is ESL on-line material. By having just that, readers could find the material written by native speakers. The very beginning learners can find out desirable topics based on their own level. Ken Schmidt (1999) in Krajka, J. (2000) said "Online Extensive Reading Opportunities for Lower-Level Learners of EFL/ESL" raises the issue of using the Internet as the source for the reading supplement to the course. He also stated in his article that the Internet is indeed a great treasure trove of varied reading comprehension input.
Reading has close relationship with words. By facing new words often, make the readers easy to understand the content of the text. They need variety to read a lot of text to avoid the boredom. Constantinescu, A. I. (2007) stated “Many features of the computer are considered to enhance vocabulary development and reading comprehension”.
Learner autonomy
By giving the opportunity to students to explore the on-line materials by themselves, teachers let students have great possibilities to develop themselves to the optimum mastery on the intended subject matter. Thanasoulas, D. (2000) said that Learner autonomy consists in becoming aware of, and identifying, one's strategies, needs, and goals as a learner, and having the opportunity to reconsider and refashion approaches and procedures for optimal learning.
Learners can find some short desirable on-line materials to enhance their proficiency in reading and listening on http://www.rong-chang.com/
The stages of ESL online material
Choosing the material online is wonderful. It is not only free but also rich in various materials. It is accessible for any ages. It offers any levels of difficulties. And moreover, it leads readers to be available in reading any materials. Most of on-line material is free and various. The learners from young to adult learners can access the favorable text based on their level. Mikulecky, L. J. (2007) said “Free and inexpensive Internet resources can now allow teachers to more easily use children’s and young adult literature to gain the benefits of extensive L2 reading for their students”. But something needs to be considered is accompanying children to access some material on-line. The improper resource can lead the kids to be uncontrollable condition.
The influence of using ESL on-line material on knowledge building
Because of its variety, ESL online material enriches readers’ knowledge in any fields. Students can find out some materials related to their subject matter. They can deepen their mastery on the material as much as they want. For some workers can search on google any desirable information. All the information they get can support their job need. The sites of newspapers, such as for instance Daily Mirror or The Independent, are not abridged or adapted for the learners of English in any way, so especially non-native teachers can find them stimulating in terms of new sophisticated vocabulary, reading comprehension skills and enlarging one's knowledge of the world. Krajka, J. (2000).
Conclusion
Reading ESL online material a lot can help readers increase their speed, reduce the barriers, and enrich their knowledge. It can enrich learners’ vocabulary building also. Browning, J. (2003) stated “With the exposure of the Internet in a global arena, students need to master reading in order to understand the vast knowledge the world embraces them with”.
References
AlKahtani, S. (1999). Teaching ESL Reading Using Computers. The Internet TESL Journal, Vol. V, No. 11. From http://iteslj.org/Techniques/AlKahtani-ComputerReading/
Antepara. R. 2003. Using News Stories in the ESL Classroom. The Internet TESL Journal, Vol. IX, No. 12. From http://iteslj.org/Techniques/Antepara-5Ws.html
Browning, J. (2003). Why Teachers Should Use Timed Reading in ESL Classes. The Internet TESL Journal, Vol. IX, No. 6. From http://iteslj.org/Articles/Browning-TimedReading.html
Constantinescu, A. I. (2007). Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension. The Internet TESL Journal, Vol. XIII, No. 2. From http://iteslj.org/Articles/Constantinescu-Vocabulary.html
Gee, J. P. (2001). Reading as Situated Language: A Sociocognitive Perspective. Journal of Adolescent & Adult Literacy,Vol. 44, No. 8, pp. 714-725. From http://www.jstor.org/stable/40018744?loginSuccess=true&seq=1#page_scan_tab_contents
Kavaliauskienë. G. and Janulevièienë, V. (2001). Using the Lexical Approach for the Acquisition of ESP Vocabulary. The Internet TESL Journal, Vol. VII, No. 3. From http://iteslj.org/Articles/Kavaliauskiene-LA.html
Kawabata, T. (2007). Teaching Second Language Reading Strategies.The Internet TESL Journal, Vol. XIII, No. 2. From http://iteslj.org/Techniques/Kawabata-ReadingStrategies.html
Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL Classrooms. The Internet TESL Journal, Vol. X, No. 7. From http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html
Krajka, J. (2000). Some Possibilities for Using On-line Newspapers in the ESL Classroom. The Internet TESL Journal, Vol. VI, No. 4. From http://iteslj.org/Techniques/Krajka-OnlineNews.html
Mikulecky, L. J. (2007). Using Internet-Based Children's Literature to Teach EFL. The Internet TESL Journal, Vol. XIII, No. 11. From http://iteslj.org/Techniques/Mikulecky-OnlineChildrensLit.html
Scholtz, S. and Prinsloo, M. (2001). New Workplaces, New Literacies, New Identities. Journal of Adolescent & Adult Literacy, Vol. 44, No. 8, pp. 710-713. From http://www.jstor.org/stable/40018743?Search=yes&resultItemClick=true&searchText=New&searchText=Workplaces,&searchText=New&searchText=Literacies,&searchText=New&searchText=Identities.&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DNew%2BWorkplaces%252C%2BNew%2BLiteracies%252C%2BNew%2BIdentities.%2B%26amp%3Bfilter%3Diid%253A10.2307%252Fi40000985&seq=1#page_scan_tab_contents
Thanasoulas, D. (2000). What is Learner Autonomy and How Can It Be Fostered?. The Internet TESL Journal, Vol. VI, No. 11. From http://iteslj.org/Articles/Thanasoulas-Autonomy.html
Wu, S. Y. (2008). Effective Activities for Teaching English Idioms to EFL Learners. The Internet TESL Journal, Vol. XIV, No. 3. From http://iteslj.org/Techniques/Wu-TeachingIdioms.html
Ybarra, R. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. The Internet TESL Journal, Vol. IX, No. 3. From http://iteslj.org/Articles/Ybarra-Technology.html
Listening Podcast to enhance speaking proficiency
Listening Podcast to enhance speaking proficiency
IKIP WIDYA DARMA
SURABAYA-INDONESIA
Abstract
Keywords: Podcast, Proficiency, Repetition
Introduction
Speaking is a kind of way to enable people to deliver their intension. They use the sound produce by their larynx to convey their ideas to others. Nevertheless, in speaking, people can express their opinion by pronouncing words. Without words, speaking will be hampered. The large number of words people have will help them be free in choosing words. In the other hand, choosing words is the essential part of speaking to clarify the intention. Vocabulary building can be built by reading some texts. By reading, students learn new information, some vocabulary and become familiar with the style of a news article (Kawabata, 2007). Later on, it could clarify the intension of the speaker to be far much clearer.
Pronouncing words is very important to make partner of speaking understand what the speaker says. Making mistake in pronouncing words will lead the listeners to be misled. ESL students need to learn how to pronounce words correctly to avoid misleading intention. They need to listen to new words a lot to someone who speaks English fluently. They can listen to it through news report or any other devices provided the sound of English words. In the other hand, learning listening is something problem for ESL students. They are lack of credible resources to better the quality of their listening proficiency. The teacher sometimes pronouns some words with inappropriate standard pronunciation. Students are copying what their teacher says. Furthermore, the false product listening influences the way the students speak. They think that what they speak and hear are different from others. As a result they fail to make good conversation.
By the way, there is another way to find out a resolution. It is using podcast. Because podcast is consisting words pronounce by native speakers. It means that it provides the authenticity of pronunciation (Ross, 2006).
Podcast is one of credible resource to learn listening. Beside the availability of MP3 on each section, Most of podcasts is posted with the script of speaking. So the listeners can learn both listening and reading. By practicing to listen and read the script on podcast a lot, it enables listeners to speak English in good pronunciation. Students can find any kinds of podcast on-line. Most of them are free of charge.
Finally they will not find any problems to make conversation with others. Ross (2006) said “A student with good listening comprehension skills will be able to participate more effectively in communicative situations”.
Podcast
Podcast is an on-line updated material which attached with MP3 and sometimes with the script of speaking. Most of podcasts is free. It enriches with various topics and also with various level of speed of speaking. So the listeners with any levels are able to join this kind of resource. They can choose the appropriate topic they want (Constantine, 2007). Podcast also come in any kinds of English. Listeners can click the type of English they want to listen. American and British English are proving there. Students can click to listen to American podcast on https://www.eslpod.com/website/index_new.html. For those who want to listen to British English can click http://learnenglish.britishcouncil.org/en/elementary-podcasts/series-01-episode-01. And for Canadian English Students can click http://culips.com/. By listening podcast, learners will learn colloquial, idiom, slang and other expressions. It enables learners to copy the way how the native speakers put their words on the right place. Constantine (2007) said that Podcasts can supply fresh ideas and motivation with any new ideas. It has various kinds of topics and it also has various speeds of recorded voice.
Colloquial
The characteristic of informal conversation is often met in casual speaking. It is so called colloquial. In some podcasts also discuss some words used in colloquial. Learners cannot create their own expression words. They should recognize the words used by native speakers in their daily life. So, to develop their colloquial building, learners have to listen a lot to colloquial found in any credible resources. Song and its lyric are also a kind of podcast. Learners can use them as credible resources. Schoepp (2001) said “Some songs are excellent examples of colloquial English, that is, the language of informal conversation.” He also said “The repetitive style of songs then helps to promote automatization of colloquial language.”
Automaticity
Gatbonton and Segalowitz (1988, p.473) in Schoepp (2001) define automaticity as "a component of language fluency which involves both knowing what to say and producing language rapidly without pauses." The level of automaticity can be found by listening to any kinds of resources and practicing to speak a lot. By doing so, learners will recognize various words they can choose to enhance their speaking. It can incline the frequency of pausing. They will not need much time to search the appropriate words they intend to deliver.
In the other hand, practicing to speak is an important part to make someone’s utterance to be fluent. Speakers who know various words through listening activity can implement them into real setting. Practicing makes perfect. They will speak automatically without having pauses quite often. In this level the automaticity is got.
By using podcast students know the way native speakers express their intention. Students can copy what native speakers say. It helps students to gain automaticity.
Repetition
The way to restore what students hear from podcast is repetition. It a kind of way to help students remember what they learnt. Students need to replay the podcast they hear again and again. Furthermore, New words they learnt will stay longer in their brain by practicing repetition. Students will recognize the words they ever heard when they make conversation with other people. It will enable them to speak English fluently.
The level of pausing during conversation will be declined significantly because students have sufficient vocabulary to choose. In the other hand, Students will be able to reproduce the words and expression they ever learnt while making conversation with others. Repetition will enhance the students to get automaticity in no time.
Learning language is the way to copy what native speakers say. Learners need to listen to native speakers’ words often. This kind of way is so called repetition. Horvath (1998) said “There is a saying in Latin, " Repetitionem mater studiorum": (repetition is the mother of learning).”
Drilling
Students need to have the ultimate aim by practicing repetition. They need to know why they listen to the same podcast again and again. What kind of goal they need to gain in practicing repetition. At least they are able to recognize the new words uttered by native speakers and the way to put them on the right place. Practicing repetition till the learners know the pattern what they learn is drilling.
Podcast provides various topics with some kinds of English. Drilling will helps students to recognize the real condition of using English. Real setting of using English is very necessary for ESL student to avoid misused of implying some words and expressions. Moses (2001) said “drilling is repeated and practised till the students have learnt the structure.”
Idiom
The expression of words are not always able to be inferred from the words make it up. This kind of form is called idiom. The meaning of the idiomatic words is like what the native speakers use. We cannot infer the meaning of idiom words by ourselves. They can use dictionary to find out the meaning of idiom words. Nevertheless, some podcasts also discuss it. Learners can develop their idiomatic building by listening podcast a lot. Beside podcast, learners can use other resource to get it. Wu (2008) stated that English idioms do not mean what they literally mean; however, mass media, textbooks and everyday language represent rich sources of idiomatic expressions. He also said that introducing English idioms within interesting stories can possibly help EFL students to understand and remember them better. .Moreover, learners need to have a vast knowledge of idiomatic because it can lead to be misunderstanding between speaker and listener. Nippold and Martin (1989) in Wu (2008) stressed, “Failure to grasp the meanings of idioms can impinge upon an individual’s understanding of language in social, academic, and vocational settings”. Nevertheless, podcast with various topics also discuss various idiomatic and the way to implement it.
Slang
There are some unacceptable words or expressions in written English used in casual conversation. It is slang. People used it in their community. They used it to convey their intention among their friends or family member in daily life. People used it quite often in daily practice. ESL students sometimes copied what the native speakers said. They tried to implement slang they heard into daily life. The word wanna and gonna for example, they refer to want to and going to. Those kinds of expression are only used in spoken practice. They will be unacceptable in written setting. Learners need to recognize various slangs to avoid misused of them and podcast has them a lot.
In the other hand, learners sometimes cannot find the exact meaning of it in dictionary. Learners can learn lots of slang by listening podcast or other credible resources like making conversation with someone who speaks English very well (Constantine. 2007).
Levels provided in podcast
Young learner or beginners can take some materials from podcast. The materials provided for beginners have limited vocabulary based on the level of beginners. The voice recorded in mp3 also has a slow speed. It enables learners to follow the material delivered in podcast. Mp3 is to enable learners to pause the voice they heard and allow them for repetition. Patterson, 2001 in Constantine (2007) said “Beginning students will be exposed to the new language “with its own distinctive sound system, intonation patterns, pause system and word order”.
Besides, intermediate and advance levels are also able to take a part in joining podcast. The speed of recorded speaking is normal and the vocabulary is setting in real life. It means that the learners will have background knowledge to speak in casual base. Patterson, 2001 in Constantine (2007) said “The intermediate learner has a need for authentic text and to be exposed to a variety of voices. By the time learners reach the advanced stage, they must be able to learn from listening. Most students in a foreign country rely heavily on reading, writing and vocabulary to learn. It is critical for them to be able to recognize “organizational markers, cohesive devices and definitions in context.”
Listening proficiency
One of the four components in learning language is listening. Listening is a process to accept some input relating to voice of words. It is the important part to make conversation delivered. Listening activity is not just once or twice. It needs more to provide sufficient vocabulary and good pronunciation. Having good listening could lead the speakers to be good teller. Repetition in listening podcast is a good way to make the learners accustomed to listen to English words. The authenticity of pronunciation product is very important. That is why in teaching listening, teacher should careful to be a model of speaking especially for young learners. Klancar (2006) said “Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear.”
Listening is an important in speaking. By having a good listening skill, learners can make conversation. They will not misunderstand what their partners say. They will recognize what their partners say about. Nevertheless, listening is a way to recognize how the words pronounced and used in appropriate setting. Ross (2006) said “Being able to listen well is an important part of communication for everyone”. So that drilling by listening to podcast often will lead learner to gain automaticity.
The resource of listening material
Speakers need to get the credible resource to experience speaking. They have to know how the native speakers speak. One of the resources of credible material for listening is podcast. Listeners can see how the native speakers convey their opinion in various ways. Some evidences of conversation should be recognized by the learners to make their intention understood. To gain such kind of facts, learners can listen to podcast or mingle with people who speak English very well. Podcast materials come to various topics. Learners can choose the desirable one. Choosing the desirable topic is very important because it can foster the intensity of listening. Students can choose topics and levels of the material they love to listen. Listening something fits with their favorable one will help students to have more. Constantine (2007) said “In order for students to benefit from listening to a podcast the content must be relevant to the learner. When a topic is relevant, it holds the attention of the learner and thus increases motivation.”
Getting wrong resource
Getting appropriate resources of listening is necessary. It can lead the learners to be successful speaker. Their words will be understood. But if they find wrong resources of listening, they will experience difficulties to understand others who use the same language with them. What they listen from the resources sounds different from other people say. It seems that he speaks different language from someone he speaks to. It can also lead the learners to be frustrated and It hampers them to learn more. Learning from someone who does not speak English well for example is not a proper resource for listening learning. It is just wasting time and damaging the quality of speaking. Ross (2006) said “By using authentic listening materials, the learner is given the chance to develop the skills needed to comprehend and to use language that is commonly found in real situations.”
In the other hand, podcast published by native speakers will lead students to the right way to imply words and expressions on the right tract. They will be secure from words and expressions misused. It will provide students with guidance how to speak English properly.
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The impact of podcast on listening proficiency
The content of podcast is a lot. It provides materials for any kinds of level of competence. Beginners for example, they can search podcast consisting material with slow speed of speaking. They can listen to it while reading the script. This kind of activity can lead the listeners to understand about the material discussed. (Howatt and Dakin) in Saricoban (1999) said.”Listening is the ability to identify and understand what others are saying. This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning.”
After completing the listening phase, they can retell it by themselves or discuss it with their peers. Practicing that kind of activity again and again can lead learners to know great numbers of new words in some period of time. Over the time, they will be accustomed to speaking to others with proper pronunciation. This kind of activity is so called story telling. Story telling is helping students enhance their proficiency in speaking. Their proficiency will be developed both in vocabulary building and pronunciation matery. Like Kayi (2006) said that Story telling fosters creative thinking. Eventually, their speed of speaking will be increased incredibly. And Podcast has a lot of desirable stories students can choose.
Speaking proficiency
The voice which is containing words is the most important part of thing to make the speaking happen. Without it the interaction between speaker and listener will be wordless. This kind of phenomenon could happen to deaf people. To make good speaking, the speaker has to be able to pronounce the words precisely. To achieve this kind of quality, he needs to listen to another person’s words that can provide accurate pronunciation practice. Moreover, to get certain fluency, the speaker needs to have experiences how to use words correctly. One of the ways to gain it is by listening podcast quite often. In podcast students will hear various words discussed by speakers. It has many kind of topic the students can choose. They will listen to the desirable topics.
Nevertheless, the activity to enhance the fluency of speaking, learners can discuss what they have heard from podcast. Lim ( 2003) said “Another way of inviting students to talk is discussing possible topics close to the students' immediate interest.“
Relationship between listening and speaking proficiency
Listening and speaking are two different things that have mutual importance. Speaking is a product of listening. Someone can pronoun words because he heard them. He just copied the words from someone else he heard. Therefore, by having poor listening resource could lead to poor speaking product. It could make the utterance to digress to other intention from what the speaker wants. But by dealing with a proper resource of listening material, learners can develop their speaking proficiency in no time depending on frequency of the activity. It means that listening podcast quite often can better learners’ speaking proficiency. Students will see how to use appropriate words on the appropriate condition. Huang (2005) said “Students in the audience will listen for changes in tones and subtle word changes to detect how the changes alter the situation. “ So that students will see the real setting of using English in daily life.
Conclusion
Using podcast to better speaking competence is effective. By listening podcast, learners can build their vocabulary even faster. They will experience how the native speakers put their words on the proper place. They also learn colloquial, idiom, slang and other expressions. By listening quite often, bit by bit their speaking will sound natural. They will not get misunderstanding about what their partners say. What they hear from podcast is exactly the same with other people who speak English correctly. Beside they can build their vocabulary even faster, they are also able to increase their speaking speed as well. The importance of listening podcast in the classroom setting is very helpful like Constantine (2007) said “The advent of podcasts on the internet has given the language teacher a goldmine of materials for teaching listening skills.” Finally students will gain automaticity by drilling themselves through podcast.
Preference
Constantine, P. 2007.Podcasts: Another Source for Listening Input The Internet TESL Journal, Vol. XIII, No. 1. From http://iteslj.org/Techniques/Constantine-PodcastListening.html
Horvath, I.1998. Employee Skills and Attitudes Utilized in Workplace ESL Training. The Internet TESL Journal, Vol. IV, No. 9, September 1998. Taken from: http://iteslj.org/Articles/Horvath-EmployeeSkills.html
Huang, E.P. 2005.Listening and Speaking: Putting Meaning to Words. The Internet TESL Journal, Vol. XI, No. 7. from http://iteslj.org/Lessons/Huang-Meaning.html
Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11. From http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
Kawabata, T. 2007. Teaching Second Language Reading Strategies. The Internet TESL Journal, Vol. XIII, No. 2. From http://iteslj.org/Techniques/Kawabata-ReadingStrategies.html
Klancar, N. I. 2006. Developing Speaking Skills in the Young Learners Classroom. The Internet TESL Journal, Vol. XII, No. 11. From http://iteslj.org/Techniques/Klancar-SpeakingSkills.html
Lim. H.Y. 2003. Successful Classroom Discussions with Adult Korean ESL/EFL Learners. The Internet TESL Journal, Vol. IX, No. 5. From http://iteslj.org/Techniques/Lim-AdultKoreanshtml
Moses, F. 2001.The Structural Drill in Remedial Teaching. The Internet TESL Journal, Vol. VII, No. 7, July 2001. Taken from: http://iteslj.org/Techniques/Moses-Drill.html
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