Development of Interactive Multimedia on Learning Descriptive Text for French Learners in North Sumatra

Abstract

Increasing of a teaching media that is able to meet the needs of the learning process throughout the Covid-19 pandemic where the teaching process cannot directly or face to face, especially in foreign language learning, especially French in class X in first semester students who should receive the most basic French language learning. This situation is of course a big challenge for teachers as facilitators who must transfer knowledge to make the learning process better and students do not lose the real atmosphere of the learning process. An interactive multimedia for French Learners in North Sumatra using Adobe flash professional CS6 software which aims to improve student motivation and learning outcomes in writing descriptive text material contained in the learning objectives decrire une personne et une chose. Interactive multimedia that is developed and implemented in learning is very important because it has been proven to be feasible and effective. The object of this research is the students of class X at SMA 21 Medan. The purpose of the research is to develop interactive multimedia on descriptive text material for French learners in North Sumatra and knowing the effectiveness of interactive multimedia products based on Adobe Flash Professional CS 6 to improve the ability to write descriptive text of students of SMA Negeri 21 Medan. This research was conducted using the R&D development research method by adapting the DDD-E development model, as for the interactive multimedia development steps for learning descriptive text writing skills for students of class XI SMA as follows: (1) Decide, (2) Design (product design), (3) Development (product development), (4)) Evaluation (product test). To obtain data validity, we use the validation of media experts and material experts. To obtain data validity, validation of media experts and material experts is required with the following results: (1) material validation shows the eligibility percentage is 88.5% in the very good category (2) media validation shows the Feasibility percentage is 87.3% with the very good category. The results of individual trials were declared "very good" with an average percentage of 82.7%. The effectiveness of interactive multimedia products is seen from the increase in student learning outcomes in descriptive text material before and after using interactive multimedia. There is a difference in value 22.30. This Interactive multimedia that is feasible and effective is used as a medium for teaching French in high school, especially class x semester 1, which must acquire basic French knowledge with a precise and interesting process during the Covid 19 pandemic.

Increasing Competence in Compiling Teaching Materials through Assistance in the Development of Teaching Materials for Lecturers

“…Increasing the competence of lecturers will have a positive impact on student progress. Teaching materials were essential to be developed because there was no teaching material and students' knowledge (Harianja et al, 2021;Ridhwan, Sumarmi, Ruja et al, 2019). In general, the mentoring activities for preparing teaching materials went well, and the lecturers participated with great enthusiasm because they felt firsthand the benefits of the movement.…”

Revolutionizing Education: Navigating the New Landscape Post-COVID-19: A Scoping Review

“…(Gaeta et al, 2021) Findings indicate that negative emotions such as anxiety, boredom, and frustration were present among participants during confinement. (Harianja et al, 2021) Feasible and effective interactive multimedia can be used as medium for teaching French during the pandemic. (Khan et al, 2021) The study also highlighted how the lecturers were affected by fatigue due to teaching within a 'COVID-19 safe' environment.…”

“…The pandemic and the subsequent shift to remote learning has had a profound impact on the mental health and wellbeing of students, educators, and the overall educational community. The literature highlights the heightened levels of stress, anxiety, social isolation, and emotional exhaustion experienced by students during this challenging period (Harianja et al, 2021;Tagare, 2023). The disruption to regular routines, separation from peers, and the blurring of boundaries between home and school environments have all contributed to increased psychological distress.…”

Media Pembelajaran Berbantuan Aplikasi Multimedia Interaktif pada Materi Pencemaran Lingkungan

“…Multimedia interaktif adalah multimedia yang dapat dioperasikan oleh penggunanya yang dapat memberikan umpan balik, sedangkan multimedia linier adalah kebalikannya (Rozikin et al, 2020). Multimedia interaktif adalah media pembelajaran yang dapat menunjang penyampaian pengetahuan kepada siswa, multimedia interaktif juga berguna dalam penggambaran konsep, dan fitur multimedia interaktif dapat memberikan gambaran yang lebih jelas setelah siswa mempelajari suatu konsep (Harianja et al, 2021). Multimedia interaktif merupakan salah satu media yang menyediakan bahan ajar dengan berbagai cara (Djamas et al, 2018).…”

“…Dalam hal ini (Gunawan et al, 2020) dan (Harianja et al, 2021) menambahkan bahwa multimedia merupakan suatu alat yang berguna untuk membuat presentasi dinamis dan interaktif dengan cara menggabungkan teks, grafik, animasi, audio, dan video. Sesuai pernyataan-pernyataan diatas maka Ifeoma (2013) menyimpulkan bahwa multimedia interaktif adalah tampilan multimedia yang di dalamnya terkombinasi teks, gambar, grafik, animasi, audio, dan video yang dinamis.…”