1. By Tria Firdausi Azizah
112 084 036

2. Using various kinds of Media in the classroom has always been a
challenge, and how to bring these media in the classroom is more than a
challenge. Media provide teachers and students with creative and practical
ideas. They enable teachers to meet various needs and interests of their
students. They also provide students with a lot of language practice through
activities
using
newspapers, magazines, radio, TV, movies, books, Internet, etc, and tasks
which develop reading, writing, speaking and listening skills. They
entertain students and encourage reading English in general, both inside
and outside the classroom, promoting extensive reading by giving the
students the confidence, the motivation and the ability to continue their
reading
outside
the
classroom.
Media
“inform, amuse, startle, anger, entertain, thrill, but very seldom leave
anyone untouched”. (Shirley Biagy, 1996)

5.  Reason 1: Reading Gives Them a Headache or Makes Their Eyes






Hurt
Reason 2: They Can’t Read as Fast as Their Peers (and Get Left
Behind)
Reason 3: They Fear They’ll Have to Read Out Loud and Others
Will Laugh
Reason 4: They Believe They Have to Finish Every Reading
Selection, No Matter How Long or Difficult
Reason 5: They Fear Their Opinions Will Be Wrong
Reason 6: They Have No Interest in the Material They Are
Required to Read
Reason 7: They Get Lost and Can’t Remember What They Have
Just Read

6. Newspapers are easy to be brought in the class in
different subjects and courses.
They can be used effectively with a wide range of levels
from Elementary to Advanced, either interpreting
them or using them as they are. Some newspapers are
easy to read, easy to use.
There are different kinds of magazines makes the
teachers to up-date their teaching materials and break
the monotony of the lesson by using always the
textbooks.
Magazines are also sources in language development in
providing pictures to stimulate verbal or written
stories.

7.  Kintsch (1982) suggested that individuals construct
global or thematic understandings from lower
conceptual levels, under the control of a schema. Thus,
the reader’s comprehension of the text will also be
facilitated by the retrieval of information associated
with a stored schema in long-term memory. This
process of linking the words and text with the reader’s
stored background knowledge may be affected by the
strength of connections between the more global or
higher-level concepts and the words on the page at the
more local level

8. Illustration use in association with text can also
positively influence reading comprehension by
enabling the reader to construct a more elaborated
understanding of the passage.
For example, encourage the readers to focus on
illustration and to use self-questioning strategies
related to what was happening in the story.

9.  In planning a lesson using newspaper, the teacher
should take consideration the suitably of text.
 Choosing and collecting short article.
 Make careful design of task!

10.  Multimedia helps us teachers make teaching and
learning visual (easy for visual learners). A picture not
only tells a thousand words but it also helps students
improve their thinking and observation skills, it
promotes imagination, etc.

11.  Tafani, Vilma., (2009). Teaching English Through
Mass Media. Acta Didactica Napocensia, 2#, 1-16
 www.buzzle.com
 Wooley, G., (2011)Reading Comprehension: Assissting
Children with Learning Difficulties. Springer, 25#, 1534
 www.scholastic.com

12. THANK YOU 