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The Benefits of Audacity to Make any

Listening Materials for Six Semester

Students of English Education Study

Program

Nieza Ayurisma

081214021

English Education Study Program of

Sanata Dharma University

Abstract

The students of English Education Study Program at Sanata Dharma

University are supposed to be teachers in their future. There are many

things that they have to pay attention in order to be a good teacher. One

of the requirements is the use of media in teaching . They do not just use

conventional media such as whiteboard and blackboard. They also can

use media based on technology. As the teacher candidates they have to

know how to make interesting teaching materials. However, the use of

technology-based media sometimes cannot help the teachers. For


example the use of technology-based media in listening class. In order to

solve the problem the teachers can use audacity as their media to teach

listening. This study is aim to find what the benefits of audacity to make

any listening materials. The researcher used questionnaire method to

answer the research problems. This study concerned at six semester

students who use audacity to make any listening materials. The result of

the questionnaire was audacity gave benefits especially for the six

semester students and also all students of English Education study

Program who want to make listening materials.

A. Introduction

Students of English Education Study Program at Sanata Darma

University are supposed to be teachers in their future job. They deal with

four English skills such as reading, listening, speaking, and writing. Those

four skills are important especially in teaching language. Later when they

become the teacher they have to master the four skills in order to teach

their students.

A good teacher is not only the matter of how intelligent the teacher

is. There are many things to pay attention. According to Buku Pedoman

Pengajaran Mikro (2008, p.18-20) there are three teaching basic skills.

They are opening and closing skill, explaining and stimulus variation skill,

and asking and giving reinforcement skill. Those skills are still devided

into several categories. In explaining and stimulus variation skill there are

20 important categories. One of them is the use of conventional media or

technology-based media.
Today, the teachers do not merely use blackboard or whiteboard as

the conventional media to teach their students. they can use the media

based on technology. There are many technology-based media that can

be used to teach in the classroom such as flash card, realia, picture series,

power point, video, recording, and so forth. . Through the use of

technology-based media in the classroom the students can be more

enthusiastic to learn.

Nevertheless, the problem is in some cases the use of technology-

based media cannot be maximized by the teachers. This problem is also

found in the listening class.The teachers sometimes prefer to choose the

sources of the recording from native speakers recording. This condition

make the teachers cannot be creative to create their own material.

Yamamoto (1967) made the assumptions about the criteria of creative

teachers.

 The more creative teachers are more sensitive than their less

creative colleagues to pupils’ need and to enviromental defects that

detract from the effectiveness of their pupils’ education

experiences.

 The more creative teachers have more ideas about improving

educational situation and have more flexibility in adjusting their

method to demands of pupils and of enviroment.


 The more creative teachers are clever in their approaches and

always be ready to reorganize their methods to facilitate pupils’

development.

Moreover, the complicated way of using technology-based media

makes the teachers disincline to use it. In English Education Study

Program there is a course that teaches various teaching media to teach

the students. The course is LTM class or known as Language Teaching

Media class. One of the media for teaching which is taught is Audacity.

Cook (2006) defined Audacity as “one of the more popular audio editing

systems for Linux”. Audacity can be used to record the voice, edit the

sound, make a story, create a dialogue, and so on. Audacity can be one

media based on technology that help the teacher to make listening

materials.

Here are some capabilities of the use of Audacity based on Barad (2009):

• It gives opportunity to speak as well as to listen.

• It makes one to listen his own recording in mechanical drills.

• Listening one’s own voice helps in improving intonation, stress,

tone, pitch, pronunciation, phonetics and phonology.

• Recording same dialogues again and again gives opportunity to

speak more.

• Self-evaluation is the best form of improving skills. Here student

listens ‘n’ number times his spoken dialogues and every time he can

measure the level of his improvement.


After the reseacher defined the problem of the use of media based

on technology to make listening material and the capabilities of Audacity,

the researcher formulates two research problems. The first one is, does

the use of Audacity to make listening materials give benefit for six

semester students of PBI? and the second is, what are the benefits of

Audacity to make listening materials? Based on the questions this study is

aim to know the benefit of Audacity to make listening materials.

The researcher specifies on the six semester students because they had

experienced in using it and they also had taken LTM class which taught

them about Audacity. This study will find the benefit of Audacity to make

listening material for six semester students of English Education Study

Program. The method that will be used in this study is questionnaire.

From this study the reseacher expects that it will be one of the useful

media references for the students of English Education Study Program to

make listening materials.

B. Method

This study used questionnaire with close-ended method. Merriam

Webster dictionary defined the term questionnaire as the following

meanings:

 a set of questions for obtaining statistically useful or personal

information from individuals

 a written or printed questionnaire often with spaces for answers

 a survey made by the use of a questionnaire


This method is used to find the answer of the two research problems

about the benefits of Audacity to make listening materials. In the

questionnaire sheets there are ten questions that guided the respondents

to answer the benefits of Audacity to make listening materials. However,

there were only four basic questions of the benefits of Audacity to make

the listening materials. Firstly, the reseacher wanted to know whether the

respondents use Audacity to make the listening materials or not. If the

respondents answered ‘yes’, they can continue to choose what listening

material they made from Audacity. The reseacher also provided the

question about whether Audacity gave them benefits on making the

listening materials or not. When they answered ‘yes’, they had to mention

what the benefits of Audacity are.

The respondents of this study was the six semester students of English

Education Study Program in A class. For the first time the researcher gave

25 questionnaire sheets to the 25 students. However, there were only 24

questionnaire sheets that were returned. From 24 questionnaire sheets

the were three categories. The first was the students did not use Audacity

so they could not answer the benefits of Audacity to make the listening

materials. The second category was the students used Audacity to make

listening materials. The third was the students who used Audacity to make

other products. Yet, the researcher only took the respondents who used

Audacity to make the listening materials. Therefore, the researcher took

12 answers from the respondents who used Audacity to make listening

materials.
C. Result

Based on the questionnaire sheets that were given to the

respondents, the researcher found that:

1. From 24 respondents who answer the questionnaire sheets, the

researcher found three categories. The first category was there

were 8 students who did not use Audacity to make listening

materials. Second, there were 12 students who used Audacity to

make listening materials. The last category was there 4 students

who did not use Audacity to make listening materials but they use

it for other products and they mention also the benefits of Audacity.

The result can be seen in the table 1.1 below

Table 1.1 studentsdid not


use audacity to
make the listening
17% materials
33% studentsused
audacity to make
the listening
materials
studentsused it to
50% make other
products

Slice 4

2. The 12 respondents used audacity for making various listening

materials such as dialogue, story, monologue, dialogue, song, and

even all of them. They can be seen in table 1.2


Table 1.2
Story
18%
27% Dialogue

Monologue

Song

36% All of them


9%
9%

3. There were some reasons of why they used audacity. The reasons

were; easy audio sofware to be used, simple, and both of them.

They can be seen in the table 1.3

Table 1.3 simple

8% 17%
easy audio
software to be
used
both of them
75%

Slice 4

4. The respondents found that Audacity gives the respondents

benefits. There were at least five points of the benefits of Audacity.

D. Discussion

From those findings above almost half of six semester students in A

class used Audacity to make listening materials. Another finding stated

that from 24 respondents, there were 13 respondents still use Audacity

until now. They had different answers why they still use Audacity until

now. Most of them said that Audacity help them to record and edit files.
As the respondents # 2 and # 3 said “ it is helpful for editing audio file”

and “ it is help me to record something, or editing something or create

something”. Audacity can combine two different files into one product. For

example, when the teachers want to create the narrative story using

Audacity, they only need to record their voice and combine their voice

with an instrument or song. So that it help the six semester to record their

own voice and edit their voice with other files.

The six semester students feel free to create their own listening

materials by using Audacity . It was the same as one of the capabilities of

Audacity which stated that Audacity made one to listen his own recording

in mechanical drills ( Barad, 2009). The fact that the students of English

Education Study Program are the teacher candidates requires them to be

able to make their own teaching materials. Although there are many

sources of videos or recordings, English Education Study Program

students have to know how to make teaching materials.

One of the assumption of Yamamoto (1967) is also provided by the

abilities of Audacity. On the second point of Yamamoto’ assumption stated

that “the more creative teachers have more ideas about improving

educational situation and have more flexibility in adjusting their method

to demands of pupils and of enviroment”. Through the ability of Audacity

to combine different files into one product of audio media the teachers

can have ideas and improving eduactional education. While, the ability of

Audacity to let the six semester students in class A to make their own

material makes the sense of the creativity itself.


Based on the findings, the reseacher concludes that Audacity gives

the six semester students of English Education Study Program benefits to

make listening materials even other audio products. The researcher also

found the benefits of Audacity to make listening materials. The benefits of

Audacity were mentioned by the 12 respondents who used Audacity to

make listening materials. The benefits are; Audacity helps them to record

the material, Audacity is simple audio software to be used, it is easy to

use, it also can be used to create and edit our own materials, and it is free

to use. The benefits of Audacity to make listening materials can help the

six semester students and also all the students of English Education Study

Program who want to make their own listening materials.

E. References

Barrad (2009). Pedagogical issues related to speaking and listening skills

sound editing sofware: Audacity. Retrieved on April 19, 2011,

from http://eltweekly.com/more/2009/07/eltweekly-issue27-

research-paper-pedagogical-issues-related-to-speaking-and-

listening-skills-sound-editing-software-audacity/

Cook. (2006). Multi-track recording with audacity. Retrieved on April 19,

2011, from

http://lwn.net/Articles/202851/
Purnomo et al. (Ed.). (2008). Buku pedoman: Pengajaran mikro ( 3rd ed.) .

Yogyakarta: Dharma University Press.

“Questionnaire”. Meriam Webster Dictionary. Retrieved on May 2, 2011

from http://www.merriam-

webster.com/dictionary/questionnaire

Yamamoto, K. (1967). Does teacher creativity make a different in pupils

learning?. Retrieved on May 17, 2011, from

http://www.google.com/url?

sa=t&source=web&cd=21&ved=0CBgQFjAAOBQ&url=http

%3A%2F%2Fwww.education.leeds.ac.uk%2Fresearch

%2Fuploads%2F27.doc&rct=j&q=theory%20of%20teacher

%20creativity%20to%20make%20learning

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JpK8sQOMg9mWCQ&usg=AFQjCNHxq1EBSgtIVP-

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