Instructional Media and English: Using Macromedia Flash to Teach EFL Writing

Abstract

The objectives of this study were to find out whether or not (1) Macromedia Flash enhanced students’ writing competence, and (2) there was significant difference between the students taught by using Macromedia Flash and those who were not. This study employed quasi experimental design, pretest and posttest nonequivalent groups. There were 39 students of one of junior high schools in Jambi participating in this study. They were grouped in two different classes. The experimental group consisted of 20 students while the other 19 students were in control group. The data were collected by using writing test. Students’ paragraphs writing scores in pretest and posttest were analyzed through the use of paired sample and independent sample t-test statistical analysis. The findings showed that first, based on the result of paired sample t-test, there was significant improvement of the students’ writing competence after the intervention. Second, with regard to the result of independent sample t test, there was significant difference of students’ writing competence in experimental group and control group.

Students’ opinions on the need for interactive multimedia development for entrepreneurship learning

“…Various forms of technology use in the learning process include game-based learning [24], web-based learning [25], [26], computer-assisted learning [27]- [29], and audio-visual-based learning [30]. Thus, the use of ICT-integrated media in learning can help students develop their skills, increase their motivation, and expand their knowledge independently in accordance with their learning styles [31], [32]. Interactive multimedia is one alternative media that is integrated with ICT.…”

Identification of students' needs for multimedia development in craft and entrepreneurial topic: information technology-assisted learning

“…The material in subjects delivered through interactive multimedia has more advantages if it is only delivered orally, this is due to the characteristics of interactive multimedia, which is dynamic, interactive, and independent for students to learn (Guo & Jia, 2016;Septian, 2019), can receive the information in the form of audiovisual, text, images and others such as multimedia arrangements (Kareem, 2018;Putra, 2018). Some relevant research states that the use of multimedia learning can affect student academic achievement (Budiastuti et al, 2018;Ponimin & Suryani, 2019), attract students' attention, facilitate students in mastering the concepts of the material presented, create an active and capable learning atmosphere being a medium for individual student learning (Suyanto, 2003;Suyitno, 2016;Lindner et al, 2017). Another thing that supports the development of multimedia learning potential for craft and entrepreneurship subjects is that the teacher is familiar with the use of computers, even though the media used are only limited to powerpoints for presentations.…”

Identification of the Need for PhET Simulation-based Interactive Media for Learning in Vocational High Schools

“…There are so many types of learning media that can be used by teachers to convey to their students. In general, the media consists of print and non-print media, sound and video media as well as electronic and non-electronic media (Dewi et al, 2019;Ponimin & Suryani, 2019). The development of the media today is influenced by many factors such as technological developments, printing science, behavior and communication.…”