The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind the problem is the experience the students had that is having difficulties in developing the audio/radio media manuscript. This caused by the limited time lecturer had to explain the screenwriting material, and duration the students had to write the audio/radio script, so it affected the lack of students’ understanding of the course material also to the students’ scriptwriting result which is not feasible to produce yet. Standard mastery of the subject specified within 6 (six) weeks in maximum, and the students should have been able to develop the script established on the rules of production. Thus, the outcome of this research would be the e-learning-based instructional materials based on blended learning, Semester Lesson Plan (SLP) audio/radio media. This inquiry aims at the improvement of the quality of the work of the audio/radio manuscript. This study implements the Research and Development methodology which is based on the steps generally refers to the opinion of Borg and Gall. The R & D steps was done with modified to simplify it into three main stages, namely the introduction, the development, and testing. Data obtained from the learning experts get the percentage of 91.67%, the course professionals and media specialists each earn a percentage of 100%. Based on these data, the model of blended learning instructional materials for the development of audio/radio media course that have been developed could be the solution of the research question stated that blended learning models of instructional materials that have been evolved are practical for use in learning instructional activity.

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Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and statistical analysis. The results of the material expert test are 90% with the "very good" category. 90% "very good" learning design expert test, 90% media expert test in the "very good" category, and 95% student trials in the "very good" category. Based on data analysis, learning media for learning media is proven to be effective in learning. This finding proves a difference between the control class tcount value which is smaller than the experimental class tcount (3,558 < 5,610). The development of online learning can be helpful for students in carrying out learning caused by the limitations of distance and time. This bold course has innovative values, including independent online practice tests using camera simulators equipped with audio and video to make learning more interactive.

According to the results of interviews with teachers it is known that students experience difficulties in understanding action script material. This is because this material has a high level of complexity, it is proven that only 30% of students are able to achieve the learning objectives. This study aims to produce educational game media in terms of the feasibility and effectiveness of the media. The development model used is ADDIE (analyze, design, development, implementation, evaluation). Methods of data collection using interview techniques, questionnaires, and tests. From this study the results are based on validation with material experts and media experts by getting a very good category, so that the media can be said to be suitable for use in learning. The results of the post-test value of the experimental class and the control class were analyzed using the t-test obtained by t count = 4.584> t table = 2.038 which is a significant difference, so it can be concluded that the media is effectively used in learning.

There is space in conventional learning on language learning that must be filled with various ways or methods of delivering information, so it can be delivered to students. The space can be filled out by referring to the principle of multimodal communication by Kress and Van Leeuwen (1996) on how people communicate using different modes at the same time. This paper does not present the results of an analysis of a product design using semiotic mode with multimodality analysis as a procedure of analysis, but it is a theoretical study by linking the principles of multimodal communication with learning theory so that it can be applied in language learning. Therefore, this paper is intended for the purpose of how the delivery of a message by using more than one semiotic modes in language learning in order to make the learning of a conventional nature becomes more meaningful. The use of verbal communication, images, and video as a multimodal communication product in this case has its own role in facilitating language learning. Space in conventional learning methods on language learning can be filled by combining verbal communication, images, and video in the learning process. It will be able to make learning more interesting.