Students’ and Lecturers’ Perceptions toward Interactive Multimedia in Teaching Academic Writing

Abstract

Writing ability is expected to be achieved by all students because it dramatically affects academic achievement. However, some students have poor writing skills. The purpose of this study was to analyze data on student and lecturer perceptions of the use of media/multimedia in academic writing for Indonesian language courses. This type of research is development. Data collection methods in analyzing objective situations are questionnaires, interviews, and focus group discussions (FGD). The instruments used in collecting data are questionnaires and interview sheets. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The research results are that students and lecturers feel that teaching and learning academic writing in Indonesian language courses do not apply interactive multimedia. Most of the teaching sessions use PowerPoint presentation slides and course books. Furthermore, they hope to use interactive multimedia in academic learning so that the sessions will be more exciting and engaging, not dull, use animations and videos, and can be accessed anytime, anywhere.

Needs Analysis for Blended Learning Models and Project-Based Learning to Increase Student Creativity and Productivity in Writing Scientific Papers

“…Sixth, the learning media used in this course is less than optimal. In online learning, learning media are needed by students to make learning easier and more effective (Rosalinda, Hamamah, & Degeng, 2022); (Oktarina, Indrawati, & Slamet, 2022) (Parnawati, Tantry & ulinuha, 2019).…”

“…As can be observed, technology can help students overcome learning difficulties, particularly in writing (So & Lee, 2013); (Chen et al, 2010); (Oktarina et al, 2022). Furthermore, students require a blend of synchronous and asynchronous learning technologies.…”

Challenging the Status Quo: Open Journal Systems for Online Academic Writing Course

“…Incorporating digital learning tools into the realm of scientific writing has opened up a world of thrilling prospects for students' educational journey. The thorough investigation of student user experience in utilizing such platforms is a new and promising focal point despite the widespread attention that the concept has received (Guo, 2021;Mirallas, 2021;Oktarina, Indrawati and Slamet, 2022;Weaver, Taylor and Osborn, 2019). The integration of technology and enhanced user experience will revolutionize our understanding of how student interactions with electronic platforms impact efficiency, creativity, and the outcome of scientific writing (Eppler et al, 2021;Meletiadou, 2021).…”