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Multimedia: A Technique in
Teaching Process in the Classrooms
ASHVINI JOSHI
ABSTRACT
One of the techniques to improving the students meets the academic needs and helps
them developing English language skills is providing multimedia during the process of teaching
and learning in the classroom. Multimedia classroom provide the students chances for interacting
with diverse texts that give them a solid background in the tasks and content of mainstream
college courses. The writing aims to find out some advantages of the use of multimedia in the
classroom. Also, the involvement of technology in the classroom can not denied giving positive
point to improving the quality of teaching and giving more various techniques in teaching a foreign
language. The research uses a qualitative method giving a deeply description using multimedia in
the classroom. The difference between a traditional classroom and multimedia classroom has
been drawn in this writing. The writing shows that there are some advantages in teaching English
using multimedia as a technique in teaching process in the classroom. Through the media the
teacher could give more opportunity to students to express their opinions and enjoy during the
course. The highly presence and motivation also bring positive aspects to students so that they
can improve their skills.
mouse, text resources present students with a video and assigned essay topics, then divided into
diverse collection of authentic English language brainstorming groups. They discuss and develop
texts dealing with a wide variety of interdisciplinary the topics in their group. They then make rough
topics, and at each web page link, students have draft before presenting in front of other groups. It is
the advantage of reading print texts with the benefit obviously that in the multimedia classroom students
of immediate visual reinforcement provided by are engaged to learn how to brainstorm, how to
pictures and slide shows, facilitating the use groups for draft and how to critique other
collaborative effects of print and visual information presentations .However, to benefit from the Internet,
processing. Integrating the Internet yields the the students have to learn to navigate and then
additional benefit of increased student motivation. evaluate the information found there. The students
Students are eager to begin class and often arrive must know how to use search engines, web
early at the computer lab, logging on to the Internet browsers, and met sites evaluate information in
and beginning research on their own. They also terms of its validity and reliability, as well as its
often stay after class to continue working on the relevance to the topic (Carlson, 1995). Therefore to
Internet. Overall, students develop greater guide the students in determining whether an
confidence in their ability to use English because Internet source is reliable and credible, students
they need to interact with the Internet entirely should consider the source and time frame, as well
through reading and writing. Using the Internet for as the evidence supporting the information
focus discipline research not only teaches higher provided. As the students become more
order thinking skills, but also promotes critical and comfortable surfing the Internet, they discover it can
social literacy as students encounter a variety of be used to develop not only content area knowledge
information, synthesizing that information through but also to improve their language skills. They know
cooperation and collaboration with their peers. how to compose an essay, using information from
Members of focus discipline groups generally form the sources they have found in the Internet; also
strong multicultural friendship fostered by their they learn how to cite references in a bibliography.
collaborative efforts throughout the semester.
However, the general uses of computers are rarely A study conducted by Kasper (1997)
found in traditional classroom. For instance, illustrate that teaching English using multimedia
students attend the regular classes that were taught such as print, film, video, Internet to students
to write the standard essay. With the technology encourage them to write a critical analysis on
use, the students do not only literate the ability to assignments. Overall, the students achievement
read and write but also to be able to understand increased significantly. 92 % of the students passed
music, video, hypertext and networked on departmental reading and writing examinations.
communications. Whitaker (1995) points out clearly In addition, their feedback on discussions is very
that technology as something to expand human positive. They express confidence in their ability to
potential rather than substitute for it and which use English. They attribute this improvement to the
enhances the thought process rather than multimedia model that the texts teach them English
cripples it. and provide helpful information in other courses
and the film and Internet help them make material
The Print Text easier to understand because they see, hear, and
The Print text used in presenting students read about the topic.
with sophisticated reading that contains cognitively
demanding language and introduces a wide range The Film
of vocabulary. However, these texts may be difficult Film can be used to provide a visual
to understand. This is suggested to present in material. The students can read a print text and
printed and visual text. By reading print texts will watch the film later, according to Kasper and Singer
the benefit of immediate visual provided by pictures (1997), the film can clarify comprehension,
or slide show. In writing class of using multimedia, consolidate concepts and reinforce learning. It is
students watch the selected video novel. After expected to the students to fully understand both
watching students are asked questions about the visual and verbal comprehension. By watching the
36 JOSHI, Curr. World Environ., Vol. 7(1), 33-36 (2012)
complete film the students expected to understand continue working on the Internet. Overall, students
various areas of academic discourse such as develop greater confidence in their ability to use
psychology, environmental science and others to English because they need to interact with the
broaden the verbal and written perspective (Kasper Internet through reading and writing. Using
and Singer, 1997). A study case from Florida multimedia provides the students to gather
International University (1994), has examined a information through media that encourages their
multimedia classroom, the students watching the imaginations, interests. Also it using this technology
video novels Tom Jones (the new six part A & E combined with the sense of teaching will create a
version) and The Scarlet Pimpernel (Anthony successful teaching method.
Andrews and Jane Seymour). After viewing it, the
class asked questions about the movie and In our imaginations, we enjoy and value
assigned essay topics, to help them the teacher all the benefits of education on-demand. We wish
asked the students to brainstorm. the future was here already because deep down
inside, we all are lifelong learners. We just want
CONCLUSION learning to be easy, personalized. This vision is
inviting, yet we must live and work in present time.
Through the interaction with multimedia, And today, the reality stays apart from the dream.
the students become increasingly familiar with The challenge to educators is clear. We must also
academic vocabulary and language structure. establish rigorous standards of quality in the
Connecting with the Internet will make the benefit products, services, and solutions we offer to our
of increased student motivation. Students are eager youth. We must learn how to prepare all of our
to begin class and often arrive early at the computer students for lives that are becoming more and more
lab, logging on the Internet and beginning research complex. We must prepare our students to master
on their own. They also often stay after class to change.
REFERENCES