Development of Learning Media in Education

Development of Learning Media in Education
Pronunciation in the English Language Education Department is one of the most important basic courses in the development of oral, listening and speaking language skills. Without mastering adequate pronunciation it is impossible for someone to speak English well. Incorrect pronunciation can cause misunderstanding. To be understood by others, one must be able to pronounce English correctly and to be able to understand someone else’s English, one must be able to grasp and understand the pronunciation of others.
Learning outcomes are determined by many factors. According to the Association of Education Communication Technology, learning system components include the people (teachers and students), the content of the material (teaching materials), teaching methods and techniques, media and teaching settings (place and time) Chuzikyn in Turkey Journals Studied.
Pronunciation mastery includes the ability to understand English sound system or phonology and the ability to produce English sounds properly and correctly, which includes loose words, phrases, sentences and dialogues or English discourse. To be able to understand theory is needed, and to be able to produce it requires a lot of practice or practice. Because of this, the Pronunciation courses in the English Education Department contain both theory and practice with a proportion of two to eight. A student who has passed the Pronunciation course ideally has mastered the theory of English sound system and is able to pronounce English correctly, so that they will not make mistakes in saying English words, phrases or sentences. They should also have the skills to read the sound symbols (transcription) used in dictionaries so that if they find a new word that is not yet known, their words can be checked through the dictionary. But the reality is not always the case. On various occasions, even in the thesis examination, it is still often found students who say the wrong words, even words that are often used in daily communication and learning. Even worse, if they are asked to check into a dictionary, they are not able to read the sound symbols properly. This fact shows that Pronunciation learning has not been maximally successful which will adversely affect the mastery of English as a whole, especially in spoken languages. For this reason, it is necessary to make a serious effort so that this lecture can succeed optimally.
Students are the main components in determining learning outcomes, because they are the subjects of the learning activities. Student learning outcomes are largely determined by learning motivation, willingness to learn, activeness in the learning process and the ability to receive and process learning materials. The different characteristics of these students will affect different learning outcomes. Students with high learning motivation will strive to achieve the desired learning outcomes. For that learning must be able to cause student motivation. In addition to learning motivation, initial abilities also determine learning outcomes. Students with sufficient initial ability tend to be easier to accept and process teaching and training materials compared to students with low initial ability. The initial ability also influences other learning components, such as the determination of the syllabus, the level of difficulty of teaching materials, teaching techniques and variety of exercises. Diverse initial abilities of students tend to make it difficult for teachers to plan and manage teaching. Based on observations so far, good pronunciation learning outcomes can only be achieved by students who already have sufficient initial ability, while students with low initial ability show less satisfying results.
Teachers or lecturers also participate in determining the level of learning outcomes of their students. The role of the lecturer in Pronunciation learning is as a manager of learning activities, as a motivator, facilitator and model. The Pronunciation teacher must be able to design appropriate PBM activities, choose appropriate material, assist students in training, monitor student practice and learning progress, and must also be able to become an example or model of how to pronounce English properly and correctly. PBI lecturer workload that is too dense sometimes triggers less than the maximum effort and role of lecturers in the teaching and learning process.
Besides being determined by the learning actors, namely students and lecturers, the pronunciation learning outcomes are also determined by the learning content and the media used to convey the learning message. The learning content is determined by the curriculum that is reflected in the course description, while the media used is determined by many things, including the availability and quality of the media, the willingness and ability of lecturers to choose and use media, and the availability of supporting facilities and inscriptions. The pronunciation learning media in the English department has so far been in the form of modules written about ten years ago, which contain material with considerable training material. However, it is felt that this module is still inadequate, so pronunciation teachers still have to look for additional materials needed. In addition, lecturers also still have to work hard to become a model of how to say the exercises in it. This is felt to be quite heavy and tiring for the lecturer when teaching, and viewed from the side of students modeling this way is not sufficient, because examples of utterances can only be heard once or twice, so students will quickly forget. Students need a speech model that can be heard at any time needed, while lecturers need facilities that can ease their work. This problem will be overcome by the availability of appropriate learning media.
The media for teaching and learning Pronunciation using a computer actually has a lot to offer, for example the existence of an audio-visual dictionary. Materials and pronunciation exercises have also been offered through the internet. This condition is very conducive for lecturers and students, so they can find more learning resources, more varied and also more interesting. But unfortunately, not all lecturers and students are able to do this activity. In addition, time can also be a constraint because of the amount of material available, sometimes not limited, that has not been selected and arranged according to lecture needs. Efforts to select and arrange the materials that are available are still felt to be very necessary so that there is an appropriate pronunciation learning media available that can help lecturers and students in the teaching and learning of Pronunciation.
In general, this research aims to: a) develop a multimedia model to be utilized in pronunciation learning by applying development research steps, b) examine the attractiveness of the media for students, and c) examine the impact of the media on the teaching and learning process of pronunciation in English education department.
Nowadays computer technology used in language learning is better known as CALL (Computer assisted Language Learning). Some experts in language learning state that the use of computer-based multi media is very potential to create effective language learning, because of its usefulness to integrate various media such as audio and video with high quality and can be arranged by the learner. The use of computer-based multi media in language learning is very useful because in addition to being able to present material through text, images, films, sound and graphics, it also has hypermarkets. This facility provides various benefits for language learners, such as: 1) creation of an authentic environment / situation, because aspects of listening are at the same time combined with aspects of seeing, as happens in the real world, 2). Integrated skill activity, which is learning activities that involve integrated skills between listening, reading, speaking and writing at the same time that are more easily patterned, 3) students have the freedom to carry out activities in accordance with their desires and abilities in choosing preferred material and repeating things things that still need to, determine the range of learning time needed, determine their own sequence of learning steps where for each individual is not necessarily the same (Warschaurer, 1996 in Harjanti, 2005).