Instructional Media: Audio

1. AUDIO
By:
Agnes Mira Rianti 12220290
Caniggia Zoelfikar J. 12220291
Imang Rosyadi 12220
Rita Noor H 12220
A2 - 2012
STKIP SILIWANGI BANDUNG

2. Actually,
50% of elementary and secondary students
spend their school time just listening.
Meanwhile,
90% of college students spend their time in
class, listening to the lectures, friend’s presentation
and so on.
It can be concluded that:
The importance of audio experiences can
not be underestimated.

3. The Outlines
1. Hearing Vs Listening Process
2. Breakdowns in Audio Communication
3. The Transmission – Reception Process
4. Developing Listening Skills
5. Audio Format
6. Selecting Audio Materials
7. Utilizing Audio Materials
8. Require Learner Participation
9. Evaluate and Revise

4. The Hearing – Listening Process
Hearing and Listening are not the same process, although
they are interrelated.
Hearing
• is a process in which
sound waves entering the
outer ear as transmitted
to the eardrum,
• converted into mechanical
vibrations in the middle
ear and
• changed in the inner ear
into electrical impulses
that travel to the brain
Listening
• is a process that begins
with someone’s awareness
of and attention to
sounds or speech patterns
(receiving),
• proceeds through
identification and
recognition of specific
auditory signals (decoding)
and ends in comprehension
(destination)

5. Breakdowns in Audio Communication
Breakdowns in Audio Communication can occur at any point in the
process:
Encoding
• Communication losses due the sender’s lack of
skill in expressing the idea
Hearing
• Communication losess due to masking,
auditory fatigue, hearing impairments.
Listening
• Communication losess due to receiver’s lack of
listening skill.
Decoding
• Communication losess due to receiver’s lack of skills
in compherending the idea

6. The Transmission – Reception Process
The Transmission – Reception Process
might be inhabited by number of obstacles, such
as:
1. The volume of the sound might be too low
or too high.
2. A sound that is sustained monotonously such
as droning voice of a teacher, may trigger
auditory fatigue.
3. An individual’s ability to hear may be
physically impaired.
4. The receiver lacks of experiental background
to internalize qnd comprehend the message.

7. Developing Listening Skills
Teacher can use number of techniques to
improve student’s listening abilities;
1. Guide listening - to guide student listening, give
the students some objectives or questions
beforehand.
2. Give directions - give the students directions
individually / as a group on audiotape.
3. Ask students to listen for main idea, details or
inferences.
4. Use context in listening.
5. Analyze the structure of a presentation.
6. Distinguish between relevant and irrelevant
informations.

8. Audio Format
There are several audio format (types of audio media) :
Audio tapes
• ADVANTAGES : Very portable, durable, easy to use, can
prevent accidental erasing, require little storage space.
• LIMITATIONS : Tapes sometimes tangles, noise and hiss,
difficult to edit, broken tapes not easy to be repair, poor
fidelity .
Phonograph records
• ADVANTAGES : Inexpensive, selection easily cued, wide
variety of selections, excellent frequency response.
• LIMITATIONS : Can wrap, require much storage space,
easily scratched, impractical to prepare locally.

9. Compact disk – CD
ADVANTAGES : Very durable, high fidelity, no backroud
noise, random search.
LIMITATIONS : Impractical to prepare locally, expensive,
initic expense of equipment.
Audio cards
ADVANTAGES : Student can record response and compare
with original, designed for individual use, participation;
involvement.
LIMITATIONS : Most cards hold less than 15 seconds, time
consuming to prepare.

10. Selecting Audio Materials
Before selecting audio materials, you should
have analyzed your students and state your objective
according to the ASSURE model.
Parts of Selecting Audio Materials are:
1. Locating Audio Materials – determine what
materials are available locally.
2. Appraising Audio Materials – the “Appraisal
Checlist” can be used to guide your selection
decisions.

11. Utilizing Audio Materials
The following Ps are appropriate for group use of
audio materials:
1. Preview the Materials – using ‘Appraisal Checklist’
2. Prepare the Materials – cueing the materials is
important to avoid delays and lost time.
3. Prepare the Environment – set up the classroom so
that all student can hear the audio.
4. Prepare the Learners - before listening, communicate
to the student ‘what they should be doing and
learning from the materials’.
5. Provide the Learning Experiences – before turning to
the audio materials, ask students to raise their hand if
they cannot hear.

12. Require Learner Participation
Before you begin the lesson, determine how
to get and keep your students actively involved.
Determine how effective the audio materials were;
1. Gather the data by making observations
2. Evaluating test results
3. Discussing experiences with the students
4. Revise how the materials were used or modify
the materials.
Evaluate and Revise