Designing an Interactive Audio E-Book for Freshmen to Support Their Spoken Communication

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Designing an Interactive Audio E-Book for Freshmen to Support Their Spoken Communication by Mind Map: Designing an Interactive Audio E-Book for Freshmen to Support Their Spoken Communication

1. Designing

1.1. What ?

1.1.1. is the subset of educational technology that deals directly with teaching and learning applications (as opposed to educational administrative applications).

1.1.1.1. Roblyer, Margaret D., and Aaron H. Doering. "Integrating educational technology into teaching." (2014).

1.2. Why design?

1.3. Where does the design implement?

1.4. When

1.4.1. 21st century

1.4.1.1. 21st century skill

1.4.1.1.1. 21st century skills such as critical thinking, problem-solving, communication, collaboration and creativity and innovation.

1.4.1.2. 21st century competent

1.5. How?

1.5.1. For who the design address?

1.5.1.1. Based on the preliminary research, the freshmen of Universitas Mercu Buana needs media to support learning English as a compulsory to get higher position in job

1.5.2. ASSURE model is designed to help teachers plan lessons that effectively integrate classroom use of technology and media

1.5.2.1. Analyze the Learners

1.5.2.1.1. General Characteristics

1.5.2.1.2. Specifics Entry Competencies

1.5.2.2. State Standards and Objectives

1.5.2.2.1. ABCD's of Well Stated Objectives

1.5.2.2.2. Classification of Objectives

1.5.2.2.3. Objectives and Individual Differences

1.5.2.3. Select Strategies, Technology, Media and Materials

1.5.2.3.1. Select Strategies

1.5.2.3.2. Select Technology and Media

1.5.2.3.3. Select Materials

1.5.2.4. Utilize Technology, Media and Materials

1.5.2.4.1. Preview the Technology, Media and Materials

1.5.2.4.2. Prepare the Technology, Media and Materials

1.5.2.4.3. Prepare the Environment

1.5.2.4.4. Prepare the Learners

1.5.2.4.5. Provide the Learning Experience

1.5.2.5. Require Learners Participation

1.5.2.5.1. Student Practice Abilities

1.5.2.5.2. Feedback

1.5.2.6. Evaluate and Revise

1.5.2.6.1. Assessment of Learner Achievement

1.5.2.6.2. Evaluation of Strategies, Technology and Media

1.5.2.7. Reference: Smaldino, Sharon E., et al. "Instructional technology and media for learning." (2014.

2. Audio E-Book

2.1. What?

2.1.1. An audiobook is the sounded or spoken narrative version of the original book, in which for more preferable audiobooks, the content is still unedited.

2.1.1.1. Imawan, Muhammad Riswanda, and Ashadi Ashadi. "Audiobooks for Assisting EFL Students in Reading Independently." Journal of English Language Teaching and Linguistics 4.1 (2019): 77.

2.2. Why?

2.2.1. To help students who have troubles in reading to gain information from books and develop literacy skills (reading and writing) besides listening skill itself.

2.3. Where?

2.3.1. It is fostering children’s reading habits and, what is more, they are always available either at school, at home or in the library.

2.4. When use audio ebook?

2.5. Who?

2.5.1. it is more suitable for auditory people (learners) than visual people who enjoy seeing/reading books

2.5.1.1. Imawan, Muhammad Riswanda, and Ashadi Ashadi. "Audiobooks for Assisting EFL Students in Reading Independently." Journal of English Language Teaching and Linguistics 4.1 (2019): 77.

2.5.2. they can also improve their speaking competences since the trained actors and actresses who have read the texts for recorded audio books could serve as a model in terms of inflection, tone, different dialects, rhythm, pauses, silence and different voices (Baskin & Harris, 1995)

2.5.2.1. Díaz, María Alcantud, and Carmen Gregori Signes. "Audiobooks: improving fluency and instilling literary skills and education for development." Tejuelo: Didáctica de la Lengua y la Literatura. Educación 20 (2014): 111-125.

2.5.3. audiobooks can be used with students at all proficiency levels

2.5.3.1. Kartal, Galip, and Harun Simsek. "The effects of audiobooks on EFL students’ listening comprehension." The Reading Matrix: An International Online Journal 17.1 (2017): 112-123.

2.6. How to use the audio e-book?

2.6.1. Irwin (2009) impressed that listening to an audiobook is reading after all even though reading books and listening to audiobooks are slightly different skills, but they are actually directed at the same object.

2.6.1.1. Imawan, Muhammad Riswanda, and Ashadi Ashadi. "Audiobooks for Assisting EFL Students in Reading Independently." Journal of English Language Teaching and Linguistics 4.1 (2019): 77.

2.6.2. Audiobooks model effective read- aloud attributes, which can be particularly beneficial if the listener is reading along (gander, 2013

3. Freshmen

3.1. What?

3.2. Where?

3.3. When?

3.4. Who?

3.5. Why?

3.5.1. Problem/Challenges

3.5.1.1. Speaking Anxiety

3.5.1.2. Listening

3.6. How?

4. Spoken Communication

4.1. What?

4.2. Why

4.2.1. English as International Language

4.2.2. English as Compulsory Subject in Indonesian University

4.3. Where?

4.4. When?

4.5. Who?

4.6. How?

5. Interactive Media

5.1. Definition

5.2. For who?

5.3. When

5.4. Why