A. Definition Multimedia Language Laboratory
Language laboratory refers to a set of audio and video electronic equipment consisting of instructor console as the main engine, equipped with a repeater language learning machine, tape recorder, DVD Player, video monitors, headsets and students ¡| booth installed in a soundproof room. In addition there is also a component of a multimedia computer as an additional component that can be combined with all of them. When it's done, it arose that the language laboratory as a multimedia language laboratory. That is, language laboratory equipment that includes a variety of media types with the function of each varies. With the multimedia language lab, creative teachers can make use of various types of foreign language learning programs that are packaged
either in the form of audio cassettes, video, or interactive CD. Even with these tools teachers can also take advantage of her abilities in facilitating students to engage actively in the process of communication through the headset and microphone are available at each student desk.
Currently the device language laboratory has been installed at various schools, centers of education / training, and colleges. With the presence of laboratory products are designed by experts from Indonesia itself, price of a multimedia language laboratory can be affordable by the country's educational institutions or private. However, based on observations labaoratorium language has not been able to function optimally. In fact many of them idle just because of the inability of the instructor in question operate.
To help overcome these obstacles, here presented several papers on the use of language laboratory techniques as the accumulation of knowledge and experience of the author for a decade, both as a designer, providers, users, and management consultant and Head of Language Laboratory at several universities.
B. Utilization of these techniques
a. Listening Class
A classical use of laboratory tools for learning a foreign language is for learning that can diitegrasikan Listening with Speaking, Writing, and Reading. Targets that must be achieved with the use of language lab here is so that learners can hear, see, observe, and understand how native speakers use a foreign language in a variety of different situations. With this target is expected that the learner is able to imitate the model exposed by native speakers. In other words, learners can directly retrieve the original reference, and not a reference to the second, third, or fourth are likely to differ in many respects. To achieve the goals that teachers need to prepare a tape or VCD that contains sound recordings and pictures native speakers. The technical presentation of the material can be done with some kind of action as follows:
- Use of audio tapes
The instructor plays an audio cassette which contains interesting short stories and a linguistic control, duration 40 sd 130 deetik. By using a headset, listening to stories the learners to concentrate. Repeat several times until you are sure that the learner has been able to capture the content contained in these stories. For the purposes of re-repeating this you can use a counter that is usually found on the master tape recorder. To laborium equipped with repeaters language learning machine, repeat this again can also be done by recording the voice of the master tape recorder to the repeater teresebut without using tape. The recording can be heard repeatedly as needed automatically without involving the process of rewinding.
Next, hook the concentration of the learner to try to tell the story that is played back content orally and in writing in the target language and first language. The next step can be done several variations of activities, such as answering questions about the content of the story orally, jointly or individually, transcribing stories, discussion about the parts that elusive, or fill-gap informatiaon on a worksheet that has been available.
Examples of materials that can be used for this technique is a Question and Answers works of LG Alexander (1983). This book is quite old, but the content of the material-controlled, tergradasi, and interesting. Keep in mind that tergradasi and interesting are two important aspects to consider in designing or conducting the selection of teaching materials.
Another example is the American Brekthrough work of Jack C. Richards (1992) which is equipped with a worksheet containing the learners complete the task of the information contained in conversational and narrative discourse are packed in an audio cassette.
- Utilization of VCD / DVD Player
Nowadays a lot of English teaching programs are packed in VCD / DVD. With the multimedia lab, these tools can be used to avail the facility of VCD / DVD player contained in it. Examples of utilization technique VCD / DVD is as follows:
Instructor broadcast twice an episode story continued through VCD Player with a duration of 20 minutes. On first impressions the learners are asked to consider carefully plot the story. In the second show directed learners to notice the language used. Some variations in technique can be done in this step. For example, by utilizing the buttons on VCD Player, instructor can pause a particular scene and repeat it several times until the learner can mimic utterances expressed by the perpetrators. Keep them guessing together, or individually in a competition system while utilizing the available CALL button on each booth. If learners are not capable, the instructor can help them by giving out clues or even the correct answer, which is available in the instructor handbook. Examples of materials that can be used here is a VCD Sadrina Project from the BBC. As homework, the instructor can ask learners to tell back in the target language sinposis of impressions VCD.
Book Follow Me to San Francisco from the BBC can also be used in this study. This book comes with a video script that is very helpful to teachers in delivering lessons meteri.
Language laboratory refers to a set of audio and video electronic equipment consisting of instructor console as the main engine, equipped with a repeater language learning machine, tape recorder, DVD Player, video monitors, headsets and students ¡| booth installed in a soundproof room. In addition there is also a component of a multimedia computer as an additional component that can be combined with all of them. When it's done, it arose that the language laboratory as a multimedia language laboratory. That is, language laboratory equipment that includes a variety of media types with the function of each varies. With the multimedia language lab, creative teachers can make use of various types of foreign language learning programs that are packaged
either in the form of audio cassettes, video, or interactive CD. Even with these tools teachers can also take advantage of her abilities in facilitating students to engage actively in the process of communication through the headset and microphone are available at each student desk.
Currently the device language laboratory has been installed at various schools, centers of education / training, and colleges. With the presence of laboratory products are designed by experts from Indonesia itself, price of a multimedia language laboratory can be affordable by the country's educational institutions or private. However, based on observations labaoratorium language has not been able to function optimally. In fact many of them idle just because of the inability of the instructor in question operate.
To help overcome these obstacles, here presented several papers on the use of language laboratory techniques as the accumulation of knowledge and experience of the author for a decade, both as a designer, providers, users, and management consultant and Head of Language Laboratory at several universities.
B. Utilization of these techniques
a. Listening Class
A classical use of laboratory tools for learning a foreign language is for learning that can diitegrasikan Listening with Speaking, Writing, and Reading. Targets that must be achieved with the use of language lab here is so that learners can hear, see, observe, and understand how native speakers use a foreign language in a variety of different situations. With this target is expected that the learner is able to imitate the model exposed by native speakers. In other words, learners can directly retrieve the original reference, and not a reference to the second, third, or fourth are likely to differ in many respects. To achieve the goals that teachers need to prepare a tape or VCD that contains sound recordings and pictures native speakers. The technical presentation of the material can be done with some kind of action as follows:
- Use of audio tapes
The instructor plays an audio cassette which contains interesting short stories and a linguistic control, duration 40 sd 130 deetik. By using a headset, listening to stories the learners to concentrate. Repeat several times until you are sure that the learner has been able to capture the content contained in these stories. For the purposes of re-repeating this you can use a counter that is usually found on the master tape recorder. To laborium equipped with repeaters language learning machine, repeat this again can also be done by recording the voice of the master tape recorder to the repeater teresebut without using tape. The recording can be heard repeatedly as needed automatically without involving the process of rewinding.
Next, hook the concentration of the learner to try to tell the story that is played back content orally and in writing in the target language and first language. The next step can be done several variations of activities, such as answering questions about the content of the story orally, jointly or individually, transcribing stories, discussion about the parts that elusive, or fill-gap informatiaon on a worksheet that has been available.
Examples of materials that can be used for this technique is a Question and Answers works of LG Alexander (1983). This book is quite old, but the content of the material-controlled, tergradasi, and interesting. Keep in mind that tergradasi and interesting are two important aspects to consider in designing or conducting the selection of teaching materials.
Another example is the American Brekthrough work of Jack C. Richards (1992) which is equipped with a worksheet containing the learners complete the task of the information contained in conversational and narrative discourse are packed in an audio cassette.
- Utilization of VCD / DVD Player
Nowadays a lot of English teaching programs are packed in VCD / DVD. With the multimedia lab, these tools can be used to avail the facility of VCD / DVD player contained in it. Examples of utilization technique VCD / DVD is as follows:
Instructor broadcast twice an episode story continued through VCD Player with a duration of 20 minutes. On first impressions the learners are asked to consider carefully plot the story. In the second show directed learners to notice the language used. Some variations in technique can be done in this step. For example, by utilizing the buttons on VCD Player, instructor can pause a particular scene and repeat it several times until the learner can mimic utterances expressed by the perpetrators. Keep them guessing together, or individually in a competition system while utilizing the available CALL button on each booth. If learners are not capable, the instructor can help them by giving out clues or even the correct answer, which is available in the instructor handbook. Examples of materials that can be used here is a VCD Sadrina Project from the BBC. As homework, the instructor can ask learners to tell back in the target language sinposis of impressions VCD.
Book Follow Me to San Francisco from the BBC can also be used in this study. This book comes with a video script that is very helpful to teachers in delivering lessons meteri.
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