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  • References For Listening and Audio Visual Model

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    This document discusses several sources related to language learning and teaching methods. It references works from Suleiman (1985), Sutari (1997), Tarigan (1983), Richards & Rodgers (1986), Beck (2004), Uno (2007, 2008), Pianta (1999) and Gallagher (2013) on topics like understanding meaning in transactional and interpersonal conversations, listening as a language skill, the origin of the term "motivation", and how giving students chances to express their own ideas can improve learning motivation. It also cites Arikunto (2007), Arikunto et al. (2006), Hopkin (1993) and Soedomo (1990) on research procedures and the correlation between teaching methods and

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    References for listening and audio visual model

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    References for listening and audio visual model

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    This document discusses several sources related to language learning and teaching methods. It references works from Suleiman (1985), Sutari (1997), Tarigan (1983), Richards & Rodgers (1986), Beck (2004), Uno (2007, 2008), Pianta (1999) and Gallagher (2013) on topics like understanding meaning in transactional and interpersonal conversations, listening as a language skill, the origin of the term "motivation", and how giving students chances to express their own ideas can improve learning motivation. It also cites Arikunto (2007), Arikunto et al. (2006), Hopkin (1993) and Soedomo (1990) on research procedures and the correlation between teaching methods and

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    © All Rights Reserved
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    22 views2 pages

    References For Listening and Audio Visual Model

    Uploaded by

    ronald alex
    This document discusses several sources related to language learning and teaching methods. It references works from Suleiman (1985), Sutari (1997), Tarigan (1983), Richards & Rodgers (1986), Beck (2004), Uno (2007, 2008), Pianta (1999) and Gallagher (2013) on topics like understanding meaning in transactional and interpersonal conversations, listening as a language skill, the origin of the term "motivation", and how giving students chances to express their own ideas can improve learning motivation. It also cites Arikunto (2007), Arikunto et al. (2006), Hopkin (1993) and Soedomo (1990) on research procedures and the correlation between teaching methods and

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    of 2

    (“memahami makna dalam percakapan transaksional dan interpersonal sangat

    sederhana untuk berinteraksi dengan lingkungan terdekat”)

    Suleiman (1985:11)
    Suleiman, Amir Hamzah. 1985. Media Audio-visual untuk Pengajaran, Penerangan,
    dan Penyuluhan. Jakarta: Gramedia

    (Sutari, 1997:1) Akhadiah (cited in Sutari et al., 1997:19)


    Sutari KY, Ice, Tien Kartini, dan Vismaia S.D. 1997. Menyimak. Jakarta: Depdikbud

    Tarigan (1983:19)
    Tarigan, Henry Guntur. 1985. Menyimak sebagai Suatu Ketrampilan Berbahasa.
    Bandung: Penerbit Angkasa

    Audio-Visual is found by Prof. Nelson Brooks in 1964

    Richards & Rodgers (1986:51 cited in Prayogo, 1998:9)


    Richard, J.C. and Rogers, T.S.(1986). Approach and Methods in Language Teaching.
    Cambridge, UK: Cambridge University Press.

    Motivation comes from Latin word movere, which means “to move’ (Beck, 2004:3)

    (Uno, 2007:27)

    Uno, Hamzah B. 2007. Model Pembelajaran Menciptakan Proses


    Belajar Mengajar yang Kreatif dan Efektif. Jakarta: Bumi Aksara.

    Uno, H. 2008. Profesi Kependidikan. Jakarta: Bumi


    Aksara

    Pianta (1999; Gallagher, 2013) states that once students are given the chance to
    express their own ides, the learning process will raise the students’ motivation to learn
    more and more.
    action research suggested by Creswell (2012, p. 576-600)

    Arikunto (2007:11)
    Arikunto, Suharsimi, 2007. Prosedur Penelitian Suatu Pendekatan Praktek Edisi
    Revisi. VI. Jakarta: Rineka Apta

    (Arikunto et al., 2006:83)


    Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : PT. Rineka
    Cipta.

    Hopkin (1993, cited in Arikunto et. al. 2006)

    (Soedomo, 1990 cited in Puger 2004)

    In 2004, Inten and Puger had similar evaluation on applying the method, where the
    application of the method has correlation to students’ achievement.

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