Modifying Available Rich Media and Using them to Teach Listening Laily Amin Fajariyah SMPN 5 Panggang, Gunungkidul, Yogyakarta State University of Yogyakarta (e-mail: lailyaminf@yahoo.co.id) ABSTRACT The growth of technology in this globalisation era increases the need of the technology in human lives (Dudeney and Hockly, 2007: 5). In education, one of the use of technologies is the rich-media in the instruction. Reiser & Dempsey (2007: 312) define rich media as learning products that include the high-end media such as video, animation, sound, and simulation. Nowadays, those media are available in the internet and can be accessed and downloaded easily. The downloaded media usually do not fit the learning needs so it cannot be directly applied in the classroom. There are some ways to modify and make it acceptable. The rich- media modification can be done through Richard’s textbook adaptation (2001: 260-1), those are: (1) modifying content; (2) adding or deleting content; (3) reorganizing content; (4) addressing omission; (5) modifying tasks; and (6) extending tasks. The modified rich-media can be used to teach listening. They can be used to teach both monologue texts such as narrative, descriptive, recount and procedure and the dialogue of expressions in asking for and giving opinion, etc. Those modified media which make use of technologies are believed can gain learners attention which will result in more succesful learning (Roblyer, M.D., 2003: 10-12) Keyword: rich-media, modify, technology. INTRODUCTION The growth of technology in this digitization era increases the need of the technology in human lives. It is applied and merged in almost the aspects of lives both personal and professional lives (Dudeney and Hockly, 2007: 5). As the evidence, there are many available high technologies around such as smart phones, tablets, netbooks, and other devices. Internet also spreads the trend of social media owned by today’s community such as facebook, tweeter, youtube and others. These phenomena lead the use of those technology in education field. Moreover some advantages were already shown from the implementation of technologies in the instructional process (Roblyer, M.D. 2003: 10-12). Those advantages are: (1) gaining learners attention; (2) engaging the learners through production work; and (3) Increasing perceptions of control. The use of the technology in the istructions does not ignore the role of teachers. There are some teachers’role in the technology integration as mentioned by Chee and Wong (2003: 33- 41), those are: (1) teachers as presenter; (2) teachers as facilitator; and (3) teachers as designer. As the presenter, teachers present their materials through computer or a laptop linked to a projection system. While as facilitators, teachers facilitate the learning process through helping the students learn. As a designer, teachers need to design their own IT-based materials or media. Teachers can take some advantages from websites which provide the abundant materials and media ready to download. However, those media or materials cannot be directly used or implemented in the teaching and learning process without considering the environment and students in their own setting.