Interactive Multimedia in Efl Classroom: a Study of Teaching Reading Comprehension at Junior High School in Indonesia

Abstract

The objectives of the research were to find out: (1) whether or not the use of interactive multimedia improve students reading comprehension in the Eighth-Grade of SMP Negeri 4 Panca Rijang and (2) whether or not the use of interactive multimedia interest students’ in learning reading comprehension in the Eighth-Grade of SMP Negeri 4 Panca Rijang. This research employed mixed method design that applied experimental and control group. The population of the research was the Eighth-Grade students of SMP Negeri 4 Panca Rijang. The result of data analysis showed that there was significant difference between achievement of the students who used interactive multimedia and those who did not use interactive multimedia (conventional technique) in reading comprehension. It was proved by the mean score of experimental group was higher than control group in post-test (59.35 > 46.75). Furthermore, the result of the t-test value (3.581) was greater than t-table (α = 0.05; df = 38; t-table = 2.021) which means that H1 was accepted. The data analysis of questionnaire showed that the students had high interest toward the use of interactive multimedia in reading comprehension. It was supported by 4 students (20%) who were strongly interested, 14 students (70%) who were interested and 2 students (10%) who were moderate. The mean score of students’ answers in questionnaire (79.55) was classified as interested category. Based on the data analysis, the researcher concluded that: (1) the application of interactive multimedia enhanced the students’ ability in reading comprehension; (2) the application of interactive multimedia strategy in reading comprehension was interesting for the students.

Reading Motivation, Classroom Climate, and Self-Directed Learning Readiness: A Structural Equation Model in Task Motivation of Students

“…As stated in the results, one's selfefficacy interlinks with attitudes, competence, and selection of activities and intentions to continue learning motivation in class. A connection between the students and teachers in the classroom climate should be developed because it can help as a suitable venue for learners to encourage them to participate in class [8].…”

“…On the other hand, analyzing the data to determine the relationship between classroom climate and task motivation was proven in However, it was stated that classroom climate is complicated for those students who change or lack motivation or interest in doing classroom tasks [7]. In making teaching and learning successful, to encourage students to develop social skills to mingle with the group and be part of the process, students were required to participate in all activities in any task [8]. It has also stated that the contribution of classroom climate in making classroom tasks is essential [9].…”

“…On the other hand, it was also mentioned that classroom climate is complicated in terms of students' social experiences in a family setting and even in the community, made to be the sole reason for the change and lack of motivation in doing classroom academic activities as part of the teaching-learning process [7]. Teachers' and students' connection in classroom climate have to be developed because it is a great help in honing students' talents when they learn to socialize and participate in any classroom activities [8]. Furthermore, it is inaugurated that classroom climate can help get students' attention and convince them to finish any classroom activities [9].…”

Politeness Strategies of Assertive Acts by Indonesian EFL Learners in Conversation Class

“…In Indonesia, there were found some cases regarding on how to teach an interactive and successful English learning teaching becomes a prime concern. It has been conducted some studies such as in improving English skills in interactive method (Ammade et al, 2018;Ismail et al, 2019;Nadirah et al, 2020) and other related cases (Rido, 2020;Saddhono et al, 2019). The results of studies affirm that there are many obstacles faced by ELT practitioners in Indonesia, therefore some strategies are needed to raise the EFL learners' quality.…”

Storytelling as a media in speaking English for Indonesian EFL learners: A speech competition study

“…The role of the teacher in the teaching-learning process (Liu et al, 2021). Instagram vlog (Wulandari, 2019), interactive multimedia (Nadirah et al, 2020), direct learning (Habibi et al, 2018), ICT integration (Prasojo, 2022), social media (Allam & Elyas, 2016) and YouTube (Ilyas & Putri, 2020), (Kabooha & Elyas, 2018), (Nasution, Abdul Khaliq, 2019).…”