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Activities for using comic strips

Submitted by TE Editor on 13 December, 2002 - 13:00

Comic strips can be used from beginner level to advanced level for a variety of language and
discussion activities.

They are powerful teaching tools and can:

 Tell a complex story in a few images

 Provide comment and provoke thought on events and issues in the news
 Give an example of vocabulary related to current trends and fads
 Provide easily identifiable characters to form the basis for sketches
 Show culture in action with the ways that men or women are behaving and are expected to

Tell the story

 Cut up the pictures and get students to reorder the story. Make this more difficult and
challenging linguistically by giving separate frames to each student in a group and ask them
to not show the pictures until they have arrived at an order through describing the pictures.
 Remove the last picture of a cartoon and ask students to think of an ending. Artistic students
may like to draw the last frame. Vote for the best ending.
 Remove the sentences under each frame and either ask lower levels to match them to each
frame or ask them to write the sentences that tell the story. Lower levels might need
vocabulary prompts on the board.

Make the comic strip

 Give students a comic strip with a short paragraph for each frame. Ask students to reduce
each paragraph to one sentence for each frame. Compare their efforts to the original. With
higher levels you can discuss techniques of summarising your message.
 Give students a story. Groups confer to guess what might be missing. Give them the comic
strip version. They must fill in the blanks in their written story by using the comic strip
pictures. Then ask them to think of speech bubbles for the comic strip. This might also
include thought bubbles for characters.
 Remove speech bubbles from a comic strip. Cut them up and give out. Ask them to order
them and to imagine what the story or situation is. Groups can act out their version for the
class. Then give them the comic strip and ask them to see if their speech bubbles fit the story
 When you use a short story with younger learners ask them to make the story into a series of
4 pictures. This can be a group effort or a whole class task with each group drawing one
part. If you use a black and white comic strip allow time for younger learners to colour their
 Make an information gap using a photocopied comic strip. Blank out details or change what
characters are saying. Make sets which are coloured differently. Set up spot the difference
activities using the comic strip and then lead in to storytelling and acting out the comic strip.

Exploit characters
Make a comic strip character

 Look at different comic strip heroes. Get suggestions from the class of names: Superman, Bart
Simpson, Asterix, Tin Tin or others. Describe popular characters for their age range in the UK
today. Encourage the students to tell you about local comic book characters. Ask them to
describe one character in pairs.
o What makes this character special?
o What can they do? Have they got special powers?
o What are their weaknesses?
o What do they look like?
o What are their special interests or ambitions?
o Then ask each group or pair to choose a favourite character and make a simple situational
dialogue which is typical for them.
 Ask students to work in pairs or groups to invent their own character. If appropriate students can
draw the character. Give the character special powers, a name and a special mission.
 The final stage is to tell an everyday story involving the character.

Exploit short sequences for sketches and improvisations.

 Choose a key situation which would involve language students might need to practise, such as
agreeing with opinions, asking permission or saying you are sorry.
 Use a sequence from a cartoon with the sound off so students describe what is happening,
imagine what is being said and can then use the sequence to improvise a sketch. Listen to the real
sketch at the end.

These ideas were originally published on the British Council Language Assistant site where you
will find more suggestions for using cartoons and comic strips.

Clare Lavery, freelance materials writer

Picture stories in the communicative classroom
Submitted by TE Editor on 10 February, 2006 - 13:00
Pictures are all around us every day, in the street, at work, at home and even in our leisure time,
so why not in the classroom as well? They are enjoyable, they set the scene or context, they
inform us, they interest us, they are a key resource. To be even more specific, picture stories are
also common in everyday life. Look at the cartoon strips in newspapers or comic books and the
enjoyment which we derive from them.

Picture stories are often neglected or used in a very predictable way in the classroom, usually as
a starting point for a narrative speaking and ultimately writing activity, but they can also be of
key importance in the communicative and interactive classroom.

 Why I use pictures

 Finding picture stories
 What I do with a picture story
 Conclusion

Why I use pictures

As well as enjoying pictures they also form a key resource for accessing the different learning
styles that each student has. Using pictures really appeals to visual learners who may suffer in a
speaking and listening based classroom. They also offer an opportunity for movement and a
multi-dimensional perspective which will reach our kinaesthetic learners.

 Pictures aren't based on level. Of course we can choose certain pictures to access a certain area of
vocabulary if we wish but any picture can be the base of any kind of activity at any level.
Reading stories can restrict our students but an elementary learner can access the most complex
story through pictures so lower levels don't 'miss out' on the 'exciting' stories that the higher
levels are looking at.
 Of course, as we take our enjoyment from pictures in everyday life so our students take
enjoyment from the pictures in the story. They will add a touch of intrigue to the class and make
the lesson much more dynamic as imaginations are aroused. This is especially useful with those
students who find it difficult to use their imaginations. The picture story provides a support and
ideas which the students can then build on more easily than inventing their own story all
 I find that picture stories also add pace to my classes. The students' reaction to a picture is almost
immediate whereas the same reaction from a written story would take much, much longer. The
students are interested and enthusiastic right from the beginning of the class.

Finding picture stories

Digital photos
Now that digital technology has become widespread and accessible to all, digital photos taken by
either the students or the teacher are particularly useful for picture stories. Not only can the
students then be involved in making their story but they could also use technology to manipulate
them, changing colours, styles or sequences and deleting what they don't want or need.

The internet is a fantastic source of pictures and can be found related to any topic through major
search engines. This adds the bonus of being right up to date, perhaps the latest film or cartoon
characters or the students' favourite football players.

Magazines and newspapers

These provide a constant supply of topical pictures in a wide range of styles, colour, black and
white, photographs and stylised images to name but a few. There are also ready-made picture
stories in the form of cartoon strips and comics which could be used, perhaps after deleting any
text which appears.

For those more artistic teachers and students among us there remains the option of drawing our
own picture stories. If you feel you need more support however, there are pictures and picture
stories in the English language course books that we are currently using which we can adapt.

Pocket pictures
Last but not least, let's not underestimate the power of sketches or stick men on little pieces of
paper or sticky-backed notelets! They are accessible, fun and add another dimension to the usual

What I do with a picture story

As well as the well-known and loved written narrative based on a picture story, which enables
students to practise their past tenses and linking words, there are many ways we can use picture
stories to encourage our students to develop their spoken communication skills.

 Rather than writing a narrative, I find that students respond well to telling their stories out loud to
others in the class. It is a challenging activity which can be done in pairs or as a group,
depending on the size of the group and the personalities of the learners.
 To make the story-telling activity more interactive, those students who are listening make notes
and react to the story with appropriate interest, asking questions if and when necessary.
 Instead of just responding to a picture story, students can be fully involved in making it,
collecting their own pictures and perhaps then giving them to another group to develop the story.
Students can rearrange the pictures to change the sequence of events and make quite a different
story. A competition for the best story adds an extra incentive for being creative.
 While one student tells a story orally based on his/her set of pictures, the student or students
listening do line-drawings to recreate the pictures their partner has. These can then be compared
after the activity and students can check whether they explained and understood correctly.
 What happens next…? This kind of activity can be used as the basis of a class discussion. Once
the students' interest has been stimulated by the picture story, they then need to speculate and
predict the outcome. This opens up a new collection of tenses and grammatical structures to
practise e.g. conditionals and modals verbs, in addition to the typical past tenses.
 Use picture stories not to stimulate a speaking activity about them but as prompts for another
type of activity. For example students have to give a presentation (about any subject) and create
a picture story to remind them of the main points rather than being dependent on notes which
they may be tempted to read.
 Finally, why not let students become directors and act out the picture story they've been
studying. If you have the facilities it is great fun to write the scripts and then film the final

As they say "a picture speaks a thousand words" and what more could we want from a resource
in our English speaking classrooms?

 Pictures really help to reduce preparation time. Sets of pictures can be re-used, especially if you
can laminate them, and can be used at any level in classes for kids, teenagers, exam classes and
adults following general or business courses.
 When it comes to using picture stories in class, the key point is not to limit yourself to typical
class activities and writing exercises. Students need as much spoken English practice as they can

Picture stories will help you and your students enjoy more dynamic classes while limiting
teacher preparation. It sounds perfect doesn't it? Just try it!

If you have any suggestions or tips for using picture stories in the classroom you would like to
share on this site, contact us.

Jennifer Goodman, Oxford TEFL, Barcelona


Estika Rahmawati
English is an international language and used as the medium of information flow on science,
technology and culture. As I understand that learning, a foreign language is more difficult than
learning a national language or learning a mother tongue. It is because the foreign language has
completely different aspects and systems, which should be understand by the students, such as
pronunciation, spelling, and the cultural background of the language. In globalization era,
technology is more developed time-to-time, day-to-day and more modern to facilitate people’s
necessary in life and student’s necessary to fill up their skill to be intelligent and successful
person. Technology development has extended in many countries in the world. By using
technology tools, people will get information for their necessary life and they will add their
insight. People must be up-to-date person in order to people do not be left behind with another
people. I also remember that there are some important factors in foreign language learning,
which will mostly influence students in mastering the language. According to Bustami Subhan
(1990: 18), ―Some important factors in foreign language learning‖ explained that learning a
foreign language involved five factors. The first is intelligence. It is a gate for knowledge.
Secondly, motivation plays influential role in encouraging students to learn the language. It
covers both intrinsic motivation which comes from the students themselves and extrinsic one
which comes from outside. The third and fourth ones have close relation with each other that are
students’ attitudes and strategy of language learning. Facilities of language learning are the last
factor, which is not important less than the others are. Education Institute like school has to give
the best facilities for foreign language learning. Such as classroom, the sport field, language
laboratory, computer laboratory, chemist laboratories, library and other facilities. That purposes
to motivation the students more active, creative, enjoy to study and intelligent. One of extrinsic
motivations is facilities of language learning. Therefore, the writer tried to
find out ―Improving Students’ Speaking Skill in Telling Story through Pictures by Using
Windows Media Player‖ to make student’s language skill more fluent and developed by using
technology multimedia as media for language learning to faced their future.
Theoretical Background
Language is a set of sound (or in the case of sign language, sign) and sentence patterns that
express meaning. In English learning, students learn four language skills are speaking, writing,
listening and reading. Not forever, teaching the students in object or event actually or on the
contrary. Imagine, when a teacher teaches the learning process about the moon eclipse.
Therefore, teacher needs other sources to submit the message of material. By using model,
picture, draft and film can submit message of material well. The students are introduced to some
English vocabularies, how to pronoun, and how to spell. Vocabulary learning can give students a
way to speak. In developing student’s spoken English vocabulary, it is the best to give students
practice in being able to say a lot using small number of words by using English book. In English
learning, students are not only gave the textbook to learn. A fast-moving area in recent years has
been the developments of new technology, which blur on alter the traditional boundaries between
spoken and written mode. However, technology development has extended in the world.
Students can also get some knowledge through some technology media, such as a computer, a
projector, a television, a radio, an internet, an email, a map etc, like using one of programs of a
computer, which is windows media player. This media already heard by everyone who has a
computer, which the computer has this media used to play the video, music, picture, and movie.
The students can use it for English learning. I tried to the students learned English by using this
media through stories of picture. Because, picture is one of interesting media learning for
students in order they will not be boring with the material learning. Moreover, it makes students
focused to the material learning in order to the students understood and develops their ability to
speak English well. This media is interesting to use by the teacher to teach the students. Teacher
is not only explaining the teaching material based on the textbook to the students. Teacher can
improve student’s ability about material learning by using some
media as tools of learning, such as picture, map, a model, statue, newspaper, tabloid, magazines,
a module, and photo. Technology media are a television, a radio, projector, a telephone,
facsimile, phone cell, computer, radar, satellite, DVD and another technology. By using this
media, students can see more information about material. For example, teacher teach the students
about human’s internal parts of the body, such as a heart, flank, intestines, liver and another part
of the body. Teacher can give a picture of those part of the body and explain it to the students in
order to they know it. Teacher is not one of learning sources. Using technology media can give
students more information.
Finding Data
Media is origin from Latin and the plural words from medium means mediator or introduction.
Media is a mediator of message from communicator to communicant or from the teacher to the
student. Technology is the usage and knowledge of tools, techniques, creates, systems or
methods of organization, or is a material product (such as clothing) of these things. The word
technology comes from the Greek technología (τεχνολογία) — téchnē (τέχνη), 'craft' and -logía
(-λογία), the study of something, or the branch of knowledge of a discipline. The term can apply
either generally or to specific areas. Examples include "construction technology", "medical
technology", or "state-of-the-art technology". Technology-enhanced learning has become the
mainstream of educational and training innovation. Based on these fundamentals teacher will be
able to develop new and innovative approaches for the next generation of Technology-enhanced
Learning. Multimedia is media and content that uses a combination of different content forms.
The term can be used as a noun (a medium with multiple content forms) or as an adjective
describing a medium as having multiple content forms. The term is used in contrast to media,
which only use traditional forms of printed or hand-produced material. It includes a combination
of text, audio, still images, animation, video, and interactivity content forms. It is using in
computer to provided and combining the texts, sounds, pictures, animations and video by tools
and connection (link) so that the users can navigate, interact, create and communicate. Teacher is
not only one source to learn by students, but the students can learn material from other sources.
One of them is pictures by using technology is windows media player in a computer. Many kinds
of tool used by teacher to convey a learning message to the students through heard and sight to
avoid verbalism that still may be happen if only used visual medium. Therefore, teacher started
to use technology media, which is multimedia. The teacher not only explains the material from
the textbook. However, that teacher can explain a material through
audio, visual or audio-visual, picture, movie. It used in education as teaching media, in
classroom, course room, or student’s house in order to develop students’ speaking skill. In
globalization era, the world of education has development tools to teach student in order to the
students will be competent person. One of them is computer. The students can use computer well
just for browsing, chatting or played the game online. Nevertheless, they still not understand how
to used computer well. Language skills have development material in learning. One of them is
speaking skills. Speaking by using technology media will be easily students to learn. Because,
media will helps students to speak English well. Students will know how to pronoun words,
spelling, and know another vocabularies. Like, program of computer is Windows media player.
Windows Media Player (abbreviated WMP) is a proprietary digital media player and media
library application developed by Microsoft that is used for playing audio, video and viewing
images. Speaking is a skill. Speaking is so much a part of daily life that student takes it for
granted. Every time students are speaking to another people in their neighbors or their friends.
That was one of people’s ability. Moreover, everyday students have to learn how to speak well in
formal or informal meeting. Besides that, students always used Indonesian as media of
communication. In globalization era, students had to learn another language beside Indonesian,
like, English as international language and as a foreign language for us. When someone who
wants to be teacher learning how to speak, they must know, what skilled speakers can do before
them looking at what they know? Students learn speech production, people can produces more
than thousands of words a day. Moreover, students struggled to achieve their ability. Speech is
produced utterance in form of words and produced to talking with someone else. Then, students
learn articulation. That involves the use of the organs of speech to produce sounds. At the same
time, as these articulatory processes are engaged, continual changes in loudness, pitch direction,
tempo and pausing. Then, students tried to speak English fluently by practiced and practiced
until they can do and the pronounced. Ability to speak fast is a good skill for speaking, but do
not forget pronounce the words. Word has many kinds meaning.
Students must be careful to pronoun and understanding that mean. The next step, someone who
wants to be language teacher knows about extra linguistic knowledge, linguistic knowledge and
speech conditions. Commonly, recruit foreign language teacher learning about linguistic
knowledge exhaustively. Speaking is like any other skill, such as driving or playing a musical
instrument. The more practice you get, the more likely it is you will be able to chunk small units
into larger ones. Speaking activities are often simply ways of refreshing pre-selected grammar
items of functional expressions. In speaking learning not always learn about spelling, pronounce,
and phonology. However, students learned grammar and add their vocabulary skills. In order to
they will understand how to speak English well and not appear misunderstanding between them.
Therefore, when students want to be language teacher, students must read and learn it. It will
improve their speaking skill in order you will be a good speaker. Storytelling is universal
function of language and one of the main ingredients of casual conversation. Through their
stories, students not only practice an essential skill, but they can also get to know one another. It
is the conveying of events in words, images, and sounds often by improvisation or
embellishment. Stories or narratives have shared in every culture as a means entertainment,
education, and cultural preservation in order to instill moral values. Crucial elements of stories
and storytelling include plot, characters, and narrative point of view. Narration has always been
one of means of practicing speaking in the classroom, although this used to take form of having
students recount folk tales, or amusing or dramatic incidents based on a series of pictures. More
recently, the value of encouraging students to tell their own stories has been recognized and
coursebook now include personalized narrating tasks, whether monologic or dialogic, as a matter
of course. Other ideas for storytelling-based activities are Guess the lie – students tell each other
three short personal anecdotes, two of which are true in every particular and the third of which is
totally untrue. The listeners have to guess the lie-and give reasons for their guesses. They can be
allowed to ask a limited number of questions after the story. It helps if the teacher models this
activity in advance of the students
doing it. Narration has always been one of the main means of practicing speaking in the
classroom, this used to take the form of having students recount folk tales, or amusing or
dramatic incidents based on a series of pictures. More recently, the value of encouraging students
to tell their own stories has been recognized and coursebook now include personalized narrating
tasks, whether monologic or dialogic, as a matter of course. Other ideas for storrytelling-based
activities are guess the lie, insert the word, chain story and party jokes. Before the students learn
how to describe english picture, students must learn vocabulary in order to they know the words
to express their thought about the pictures. In developing students’ spoken English vocabulary it
is best to give students practice in being able to say a lot using a small number of words. Using
the vocabulary levels test will give an indication of students’ receptive vocabulary. Students with
a good speaking vocabulary should be able to do this quite easily. When the students have
mastered vocabulary, the teacher have give practice to show some pictures to know how far the
students’ vocabulary skill. The teacher shows the students about one or more objects or pictures
by using windows media player. The students already know the names in English. The students
are taken away or covered with a cloth. Then, using their memory, the students must say all the
things that they saw. When they become better at this, the teacher can ask them about the color
and position of each object. Another way of doing this is to show the students about one or more
object. These are puts in a box so that the students cannot see them. The teacher puts a box and
holds one object, keeping that hand in the box so that the students cannot see which object is
being held. The students try to guess which one it is. When they have guessed correctly, the
teacher takes his or her hand out and shows them the object. About ten or twelve cards with
pictures on them are put in a row so that the whole class can see them. The teacher points to the
cards and students the names. Then the teacher turns some cards around so that the students can
see only the backs of them. When the teacher points to a card, the students must say the name by
remembering the position in the row. When all the cards turned around, the teacher changes the
position of two of the cards. The students watch while this is
done. Then the teacher points and the students say the names. Then the position of two more
cards is changed and soon. In these activities, the relevant vocabulary is usually explained briefly
before the drill or is demonstrated during it using pictures or objects. The new vocabulary goes
straight into the students’ productive vocabulary without spending times in their receptive
vocabulary. By using picture as learning media, the students can improve and add their
vocabulary skill to call the names of the picture and describe it.
English has had ambitious new developmental roles thrust upon it. In each case, it is intended
that, through the adoption of English functions, communication between rival groups should
become easier, thus helping to create a context that is more conducive to national development.
Language is a means of communication among people. Through language, people can express
their thought and ideas. In language learning, there have many kinds of media learning. There is
technology media are Cellular phones, Compact discs, Digital video, Televisions, e-books,
Internet, Minidisk, Video, games, e-Commerce, game consoles, computers and many interactive
media. Technology changes what people do. More importantly, technology changes what people
can do. People can teach and learn with technology (see, for example, Jonassen, 2006; Lowyck
& Elen, 2004; Spector & Anderson, 2000). New technologies provide new opportunities to
improve learning and instruction. However, in spite of significant investments in research and
technology, education has not changed all that much. The promised dramatic improvements in
learning have not realized. If one judges educational improvements by their impact on society,
then one can see what led to the negative view about educational research to which Suppes
(1978) referred. The integration of technology in teaching and learning can be closely link to
systems-based approaches making use of such technologies as powerful and affordable
computers, broadband networks, wireless technologies, more powerful and accessible software
systems, distributed learning environments, and so on. Educational technologies provide many
valuable affordances for problem-centered instructional approaches. The learning technology
paradigm has appropriately shifted from structured learning from computers to one better
characterized as learning linked with instructional uses of technology, or learning with
computers (Lowyck & Elen, 2004). The emphasis is on (a) viewing technology as an ongoing
part of change and innovation and Adventures and Advances in
Instructional Design Theory and Practice 7 (b) using technology to support higher-order learning
in more complexes and less well-defined domains (Jonassen, 2006; Spector & Anderson, 2000).
To demonstrate that specific instructional approaches and educational technologies are effective
in improving complex problem-solving skills, a methodology to determine higher-order learning
outcomes appropriate for such problems is required. I tried to use one of programs of computer
to be media in teaching material and combine it with windows media player. That is windows
media player, which can play an audio and visual are sound and picture or video. Commonly,
windows media player only used for play music, video or movie. However, picture still used in
language learning. Because, picture is one of media learning which give more information about
a material to make students will be more active, creative, and motivation them. By using picture,
teacher can improve students’ skill to interpret the story of picture. Cognitive psychology has
established much about memory and its role in learning. There are limitations to what individuals
can hold in short-term memory that do not seem to vary significantly with age, gender,
experience, or other individual differences (Miller, 1956). The cognitive architecture developed
by Anderson and colleagues (2004) is widely accepted and based on multiple types of
representations in memory – textual and visual, primarily. Paivio (1986) and others argue that
multiple perceptual cues can facilitate storing and retrieving specific items from memory.
Cognitive psychologists have contributed much more in terms of Adventures and Advances in
Instructional Design Theory and Practice 3 our understanding about learning, than these few
items. When teacher explained material only by using textbook, the students have different
imagination each other. Windows media player is suitable for students used in learning method.
The material will be interesting students to focus and understand it. Before teacher use windows
media player as media learning, teacher has to know characteristic of students. Because, every
students have different interpret toward something and different skill to understand something.
By using windows media player through picture in learning material, students can save the story
of picture in their memory
and the students can describe it and try to retell the story to other students in classroom. That will
do students by individual, pairs or groups in discussion. In order to maximize speaking
opportunities and increase the chances that students will experience autonomous language
learning, the following conditions need to be met productivity – a speaking activity needs to be
maximally language productivity in order to provide the best conditions for autonomous
language use. Purposefulness – language productivity can be increased by making sure that the
speaking activity has a clear outcome, especially one which requires students to work together to
achieve a common purpose. Interactivity – activities should students to take into account the
effect they are having on their audience. Challenge – the task should stretch the students so that
they are forced to draw on their available communicative resources to achieve the outcome.
Safety – while students should be challenged, they also need to feel confident that, when meeting
those challenges and attempting autonomous language use, they can do so without too much risk.
Moreover, the last, authenticity – speaking tasks should have some relation to real-life language
use. The teacher has applied this method in classroom for the second time in speaking class.
First, teacher demonstrates to play a story of movie by using windows media player and the
teacher asked the students to watch and attention it. Teacher can show the students a picture of
someone or draw something and the teacher gives an instruction to attention the picture, and
asked the students to describe picture to another student. In addition, another way teacher gives
an instruction how to play the movie and asked them to retell again story of movie one by one by
presentation to another student in front of the class. Moreover, asking and answer the question
related to the story of movie. In describe picture by using windows media player, where one
student describes a picture to another, who has to retell it, in a breakdown in communication
should normally force some kind of repair process. The students are equipped with the language
which to initiate repair. The students will used to speaking English to another student. The
teacher is asking students to talk and answer questions about an object or picture of special
significance in windows media player to them works well
for all age groups or individual. The teacher shows the students about one or more pictures by
using windows media player. The students have know the names something of the picture in
English. The students are watched the picture for several times. Then, using their memory, the
students must say all the things that they saw and tried to describe the picture. When they
become better at this, the teacher can ask them about the color and position of each object.
Show-and-tell can be established as a regular feature of lessons, with students taking turns and
knowing in advance when their turn is due. The talk itself need be no more than two or three
minutes and unscripted, although the use of notes can be permitted. In advance of practicing
these skills in class, it may help to discuss the formal features of such genres as well as
identifying specific language exponents associated with each stage. When the students learn the
story of picture by using windows media player supposed the students will response with good
feedback on their attention to the teaching material. The teacher gives students correction their
error and students can hardly to study hard. In addition, give a reward to students who can
answer question well. Story telling use, when teacher taught students by using windows media
player to play the static and dynamic picture. Teacher gives them a chance to watch it and
students thought what will they express related to picture. Moreover, the students described the
picture, began the story, position and the shape. This technique can develop students’ self-esteem
to express their thought and students will be active in classroom.
In era globalization, technology is more and more develop to fill up people necessary life. Since
technology development, people make technology as life-style such as telephone, a computer,
laptop or notebook, internet and many soon. In education, also use technology as media in
learning. It will add teacher and students’ knowledge. Many schools, universities and another
education institution already use computer and as learning media. This technology media
presents a pedagogic rationale for the use of windows media player for learning in higher
education, examining motivation, engagement and learn the theory in relation to the use of
computer. Windows media player is one of media in language learning. That is included
multimedia has many function such as playing audio and visual. The audio shows sound and
music. The visual shows picture, movie and video. Those media can use by teacher taught
students the language skills, especially in speaking skill. English learning by using windows
media player through stories of picture can add students’ skill. Because, picture is one of
interesting media learning for students in order to they will not be boring with the material
learning. Moreover, it makes students focused to the material learning in order to the students
understood and develops their ability to speak English well. This media is interesting to use by
the teacher to teach the students. This media shows dynamic picture and it can add new
knowledge to them. This method is good to apply in school because it is interesting media for the
students. They will get new condition in learning language more enjoyable, active and improve
the students’ speaking skill. By using technology media has many advantages are instructional
process more interesting, convey a learning material will be various, learning process more
interactive, economical of time to teaching and learning material, increasing qualities of study,
increase student’s positive attitude towards process and ingredient learns, teach can be prepared
previous so that can be more accustomed with a purpose to study. The
students can improve their knowledge about technology and they can develop their self-esteem
to speaking English to another student in front of class or, show their talent. Besides, the students
can use technology as learning media to help their insight and improve their speaking skill. This
method can use by language teacher as one of learning method to develop students’ skill to their
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Fernández–Manjón, Baltasar. at all. 2007. Computers and Education. Dordrecht: Springer
Hughes, Rebecca. 2002. Teaching and Researching Speaking. Edinburgh: Longman
Larsen-Freeman, Diane. 2003. Teaching Language. Boston: Thomson Heinle
Moller, Leslie. at all. 2009. Learning and Instructional Technologies for the 21st Century. New
York: Springer
Thornbury, Scott. 2006. How to Teach Speaking. New York: Longman