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

Chapter II. The importance of media materials in teaching students to speak in a continuing education system
2.1 Media materials in teaching foreign language.
The dissemination of mass media in the twentieth century has been significantly altered by technological advancements. It is now present in practically every aspect of social life as a source of conflict, change, dominance, or social integration. It might also be claimed that the media's power has always influenced people's general or daily attitudes, thoughts, and conduct. Currently, millions of people all over the world rely completely on mass communication since the flow of information and knowledge is amazingly swift, fast, and varied. In fact, the role of language and media in terms of practicality, intelligibility, and quality of doable-ness in terms of learning needs to be focused on and studied in a good light. As a result, there is a pressing need to establish a link between language and the media. In schools, the language instruction situation in terms of pupils' speaking competence is not successful. A solution is required immediately. The use of mass media tools could be considered a solution because these materials have the greatest potential to engage pupils due to their flexibility, entertainment, and interactivity. Improving kids' listening and speaking abilities will be easier, faster, and more effective. Heinich (1990) argues that the media plays a variety of roles in education. It has the potential to become a teacher or an interlocutor. The mass media can provide words that go beyond the pupils' own experiences. Authentic materials that are true and life-like can be brought in by the teacher through the usage of mass media. It fosters and boosts student motivation and enthusiasm in studying. It also makes learning lasting since it encourages kids to attend, learn more accurately, and remember. 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. The usage of these mass media teaching tools can enhance the teaching learning scenario or atmosphere by adding enthusiasm, interest, and vitality. Furthermore, students will be encouraged to be involved, learn faster, and recall by applying authentic mass media teaching forces. Materials, devices, and symbols in mass media make a subject more understandable and interesting. They give learners with authentic experiences (real-life scenarios), which pique their interest and aid comprehension of the language's mechanics. The influence of television on learning is widely acknowledged. Television has the greatest potential to change education and bring learning closer to real-life situations. Television has the ability to attract and motivate a huge audience, allowing it to address national and global issues in a way that no other media can. Only television has the scale, visual impact, and persuasion and behavior modification potential to affect the masses.¹⁷ When it comes to the authenticity of the materials, Tomilson (2001) believes that authentic materials are beneficial because they incorporate cultural components and provide students true examples of language as spoken by native speakers. Constructed materials, on the other hand, are considered as less effective and fascinating because they do not expose students to the real world. Non-authentic materials, according to Berardo (2006), have a 'artificial and unvaried' language because they only focus on the subject that is supposed to be taught, as well as 'false-text indicators,' such as perfectly formed sentences, questions formed by grammatical structures and followed by a full answer, and structures repeated. Because real language uses reflection, these make the texts appear significantly different from those in the real world. Similarly, Hwang (2005) believes that whereas actual materials are interactive, EFL textbooks are implemental. She also believes that relying on carefully written resources to teach English is insufficient to provide native-like competency. Teaching foreign language with the media are tools that a teacher provides and brings into the classroom to help with the teaching-learning process. All physical devices that can communicate a message and encourage pupils to study are considered teaching media[ Raja Grafindo Persada, 2008]. As a
result, teaching media are supposed to assist teachers in presenting the lesson in a more clear and engaging manner for students to follow. The physical means by which teaching is provided to students is referred to as instructional media. As a consequence, the term "media" encompasses both traditional methods of imparting instruction (such as teachers, chalkboards, textbooks, and other print materials) and contemporary instructional media such as computers, CDROOMs, interactive video, and multimedia systems.¹⁸ The existence and accessibility of teaching media is expected to aid teachers and students in overcoming learning challenges. According to Kementrian Agama, there are four functions of media. The following are the details:
1) Media has the ability to draw students' attention and hence enhance learning motivation.
2) Media may make subject matter more understandable and meaningful for pupils, allowing them to better master the expected competence.
3) It can make learning methods more varied, rather than just verbal communications through the teacher's words, so that pupils are not bored and the teacher is not exhausted.
4) Media can encourage students to engage in more learning activities by requiring them to do more than just listen to the teacher's explanations. They must also engage in other activities such as observing, demonstrating, and so on.
Media are useful learning aids. Media can be used to simplify and perfect language learning, reduce the use of mother tongue or first language, arouse students' learning motivation and interest, explain new concepts so that students can understand them without difficulty or misunderstanding, equalize perception; additionally, the new concept has ambiguity, improve English learning quality, and make learning more interesting.¹⁹ Media as a learning resource is a component of the instructional system, alongside message, person, background technique, and tool, according to the definition of educational technology. For a variety of reasons, media is particularly important to use while teaching English as a foreign language. Teachers can use instructional media to aid in the teaching-learning process and time management. Students' learning spirits will be influenced by the availability of appropriate media in the classroom, where the selection of relevant media is available to increase students' speaking skills.
Three different forms of language education media are listed below.