Uzbekistan state university of world languages khamidova feruza abdujambulqizi the importance of media materials in teaching students to speak in a continuing

2.1 Using media materials for teaching students to speak in a continuing education system.
The language education situation in schools is not successful in terms of students' speaking competence, which might lead to verbal communication hurdles in their daily lives and in the maritime environment. A solution is required immediately. The use of mass media tools as a cure could be considered because these materials have the ability to engage pupils by being adaptable, interesting, and interactive, as well as giving them the opportunity to express themselves in a self-assured manner. Improving pupils' listening and speaking / communicating abilities will be easier, faster, and more successful. The press, publications, films, television, and radio deliver a vast amount of information on a variety of topics. Because the media has entered so deeply into our lives, it is critical to examine the forms and extent of the media's influence on students' language learning. The course book is becoming obsolete as a teaching instrument, and technology is increasingly being employed in the classroom since it gives a significant volume of understandable speech and access to a welcoming atmosphere²⁵.
Television, with its authentic audiovisual materials, radio, with its authentic audio materials, news, with its authentic everyday language, and the internet, with its diverse resources, will be effective tools for learning and utilizing the language. Any teaching learning environment can benefit from the use of these mass media teaching tools. Furthermore, adopting actual mass media instruction drives students to be interactive, learn faster, and remember more. Materials from the mass media make a subject more understandable and interesting. They give learners with genuine experiences that hold their attention and aid comprehension of the language's dynamics (Yanar, 2013). When the additional variables of sailors using English as a second language and cultural variations that may be encountered are taken into account in the maritime environment, the chances of miscommunication may be raised. Language abilities such as listening, reading, writing, and speaking are intimately connected to language learning. To be recognized as an English master, we must master all talents. Speaking is regarded as the most significant talent among all skills in the educational field. "Speaking is seen as the most fundamental talent to develop," according to Aleksandrzak (2011). It's because being able to communicate successfully in English is the ultimate objective and emphasis of language acquisition for both teachers and pupils. Students perceive speaking to be a challenging skill due to the very complex processes involved. Students must have a sufficient range of vocabularies, grasp fundamental grammar, have acceptable pronunciation, and understand how to utilize English in a real-life situation to be able to talk successfully. In fact, the issues raised appear to be issues that kids may face.
Teachers' teaching methods, big class sizes, students' lack of enthusiasm, limited school hours, students' attitude, shyness, and interest, students' cultural elements, family, and society are all variables that contribute to students' difficulty in speaking English (Herminingsih, 2010). Furthermore, many students, according to Bashir, Azzem, and Dogar (2011), are hesitant and unmotivated to speak English in front of the audience. Others, on the other hand, are terrified of making mistakes and don't have any ideas to develop or don't know what else to say. The aforementioned obstacles obstruct students' ability to improve their speaking skills in a beneficial way. SMAN 4 Malang experienced similar issues. It was discovered that the majority of students struggled with speaking, resulting in a lower score for speaking when compared to other skills. Students' difficulties in speaking were mostly caused by a lack of vocabularies, a poor comprehension of English syntax, and a lack of ideas for what to say. The researcher discovered that teachers rarely employed appropriate educational material to assist and motivate students in speaking more confidently and clearly. Students learn best when the teaching and learning process incorporates and excites them physically, emotionally, and cognitively, according to the difficulties. A result, teachers must incorporate such an engaging activity into the teaching and learning process in order to pique students' attention, motivate them, and urge them to speak up more. It's also critical to choose the right media for the topic and the students' need to develop their speaking skills. Without the use of appropriate media to enhance learning, the learning objective will be difficult to achieve. To put it another way, media plays a critical part in the teaching and learning process. So teachers are supposed to be capable of selecting appropriate curriculum, media, and technique. Many different types of media are developed in today's digital world. Multimedia or interactive media are examples of media. Contextual media are necessary in the speaking learning process. Audio Visual Media tools for kids, according to Madhuri (2013), can increase speaking skills multiple times above other ways. Discussions, role plays, simulations, information gaps, storytelling, narrating and explaining photos, and even watching films can all be used to teach speaking. Students will have several exposures to the target language using these strategies. We may also conclude that technology has a significant impact on the teaching and learning process. Because technology is all around us, it cannot be isolated from the teaching and learning process. Technology may be used by teachers to teach a variety of disciplines, including English. Technology can provide a wealth of educational ideas in a variety of formats. Teachers may be inspired by technology to try out a new educational medium or strategy. Technology's new inspiration might help teachers and students relax in class. Teachers might attempt something new in class by effectively utilizing technology. In the teaching-learning process, a teacher can make an efficient effort or take action. For an hour, the teacher does not explain the content. Teachers can use the internet to find new instructional media or methods to use in the teaching learning process. Students, on the other hand, can have a positive impact on the teaching media or approach that is used in class. When the teacher decided to use technology as a teaching tool. A video is a dense medium that includes a large range of visual features as well as a wide range of aural experiences in addition to spoken language²⁶. The teacher should select relevant sequences, prepare students for the viewing experience, direct students' attention to the information, play and replay the video as needed, construct or select tasks, and follow up with appropriate post-viewing activities. Moreover, Students can gain a new perspective on the teaching learning process by employing video as a medium for teaching speaking. The process of teaching and learning can be enjoyable. Speaking is one of four language skills that can be used to improve learning. Speaking can be taught through a variety of technologies, one of which is video. The use of video in the classroom to teach speaking provides students with engaging and understandable content to help them improve their speaking skills. The video is a tool that may be made up of words and graphics, and the way to enjoy it is for the viewer to bounce from one scene to the next. As a result, depending on the situation, a teacher may employ video. It may be played in the same way that people watch television; it can be played from beginning to end without being paused, or it can be played with a pause on the scene that is required. In the teaching-learning process, video provides a versatile teaching medium for teachers²⁷. Furthermore, the teacher must examine different media that can help pupils enhance their English speaking skills. Digital Storytelling Media is one type of media that might be used in the speaking process. Joe Lambert and Dana Atchley combined their ideologies and talents to create the digital storytelling media style that we know today²⁸. By recounting a tale based on media, digital storytelling media is used to assist learners in creating an easier manner to study speaking skills in the target language. The use of text, voice, narration, music, sound effects, images, and graphics to create a fictional or non-fictional multimedia narration is known as digital storytelling media (Robin, 2008). Digital Story Media telling is the process of telling stories. At its foundation, Digital Storytelling is used as a medium for students to obtain knowledge or a tale from a video, which they then repeat in their own words. Because it is tied to modern technology, appealing media, and intelligible, digital storytelling media is an excellent media to educate speaking (Brown, 2007). Junior high school students must be highly motivated to learn English. Students will not be bored while studying if they have access to interactive media. Students in grades VII and X were in Basic English, thus they needed to expand their vocabulary as well as their speaking confidence. Students can strengthen their critical thinking skills by repeating the story and describing events in the context of the story. They can also express their thoughts on the story and determine its moral value. According to Robin (2006: 01), The technique of mixing the arts of storytelling with a range of digital multimedia, such as photographs, audio, and video, is known as digital storytelling media. As co-founder of the Center for Digital Storytelling in 1990, Joe Lambert pioneered Digital Storytelling in the virtual world (CDS). Lambert and the CDS have worked to give training and support to those interested in producing and sharing personal narratives since then (Robin, 2008). In addition, the CDS is now working on developing and disseminating the Seven Elements of Digital Storytelling, which will assist teachers in producing digital stories with their pupils (Robin, 2008).
There are several media materials for improving speaking skills, but teachers have to choose suitable materials for the lesson such as using pictures or cartoon for pupils in kindergarten and videos, audio recorders, journals, magazines for school pupils and English films for students who study in higher education. However, there are some places in our country the net connection is very bad or there is problem with electricity, in this situation using media materials that require electricity is not a great idea. Instead of these, English teachers encourage pupils to make role plays, discussion or debate that are significant impact in developing speaking skills in a continuing education system.