Utilization of Digital Technology in Learning Listening Skills During the Covid-19 Pandemic

Yanti, Nafri; Mulyati, Yeti; Sunendar, Dadang; Damaianti, Vismaia S.

doi:10.2991/978-2-494069-19-0_21

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…This is in line with Septiani et al ( 2020) who promote the use of interactive multimedia-based learning in their listening class to promote students' participation. Yanti et al (2023) also project their students' wants towards the use of digital technology in listening classroom during Covid-19. This finding urges the availability of audiovisual provisions within the multimedia to support students' comprehension towards the material.…”

Section: Discussionmentioning

confidence: 99%

Developing interactive multimedia in enhancing students' listening comprehension using Moodle and Thinglink

Putri,

Sari,

Tambunan

2024

J. appl. linguist. lit.

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The effect of COVID-19 outbreak to education is in form of a shift of instructional practices from classroom-based instructions to online technology-based practices. To respond to the needs of technology-based instructional activities, this study developed interactive multimedia utilizing online technology-based platforms featuring Moodle and Thinglink to enhance students' comprehension in listening. This is a Research and Development involving fifty-three students of English literature study program in a state university in North Sumatera as object of the study. This study applies the ADDIE model to develop interactive multimedia learning. Purposive sampling was used to collect the samples for analysis. Tests, questionnaires, and interviews were designed and employed to collect the data. Material and media experts carried out the validation of the product. The paired samples t-test and independent samples t-test were utilized for data analysis. The outcomes are interactive multimedia using Moodle and ThingLink, complete with its tutorials, practices, and tests to boost the students' listening comprehension. Interactive multimedia featuring Moodle and ThingLink was deemed practical to use and effectively increased the students' listening comprehension according to the results of the material and media experts' validation and student response questionnaires.

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Section: Discussionmentioning

confidence: 99%

Developing interactive multimedia in enhancing students' listening comprehension using Moodle and Thinglink

Putri,

Sari,

Tambunan

2024

J. appl. linguist. lit.

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“…On the teacher's side, where the teacher is the curriculum, teachers must be more creative in utilizing everything that can be used to stimulate thoughts, feelings, attention, and abilities or skills. (Yanti & Fernandes, 2021). Meanwhile, on the student side, it is tough to create effective learning if students cannot learn independently without help from teachers because they cannot master the technology to carry out the distance learning process (Onyema et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Merdeka Curriculum: Educational Communication for Learning Recovery

Azlina

2023

jurnalpendidikanbahasa

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This research aims to describe the Merdeka curriculum as a form of educational communication for the learning recovery period after the COVID-19 pandemic. This research is qualitative. The type of approach in this research is descriptive qualitative. The data in this research is secondary data in the form of scientific articles, documents related to research, and data from the internet. The technique used in this research is qualitative research with documentation study techniques / historical research or documentary study, namely searching for information related to the development of the research topic through news, official government documents, etc., which is then continued by compiling a bibliography of references related to the research. Research reviewed. This research indicates that the Merdeka curriculum is a form of educational communication for learning recovery. It is due to the gradual implementation of the Merdeka curriculum and the involvement of the social environment as a "learning space" by the nature of communication in general and educational communication in particular. It is a process with comprehensive interaction between the communication components involved.

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“…Critical listening is a combination of listening and critical thinking. Some research results state that critical listening is an important skill for students and still requires various efforts to improve skills, one of which is through the use of technology (Corey & Benson, 2016;Erkek & Batur, 2020;Everest, 2007;Ferrari-Bridgers et al, 2017;Renwick et al, 1954;Walzer, 2015;Yanti et al, 2021).…”

mentioning

confidence: 99%

“…Technology is an important thing that influences the learning process of critical listening skills (Cross, 2010;Daeng dkk., 2010;Doludea & Nuraeni, 2018;Hijriyah, 2016;Jalongo, 2007;Manjola Likaj, 2015;Miftakh & Samsi, 2015;Nation & Newton, 2008;Scharfstein & Gaurf, 2013;Solak & Erdem, 2016;Yanti et al, 2022) In addition, there have been many studies which state that critical listening is an important skill that must be mastered by someone (Corey & Benson, 2016;Erkek & Batur, 2020;Everest, 2007;Ferrari-Bridgers et al, 2017;Renwick et al, 1954;Walzer, 2015). The research that researchers will conduct focuses on developing teaching materials in the form of digital learning textbooks.…”

mentioning

confidence: 99%

Systematic, active, contextual, technological, integrative (SAKTI) framework in the development of critical listening teaching materials

Yanti,

Sunendar,

Mulyati

et al. 2024

J. appl. linguist. lit.

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This research is motivated by the limited availability of digital module teaching materials, especially in critical listening learning. This study aims to produce critical listening learning modules that are structured on the principles of systematic, active, contextual, technological, integrative (SAKTI). This principle is formulated by researchers from various critical listening learning theories and the development of teaching materials that are relevant to current needs. The digital teaching materials are arranged to contain materials, listening materials, exercises, and evaluations in one teaching material. The research was conducted by applying the research procedure proposed by Tomlinson in 2012. The module was developed using the Flip Pdf Professional Application Version 2.4.9.41, Quizzes, Canva, Google Form, Ms. Word, Dolby On, Nitro Pdf. The module consists of 3 main components, namely the introductory, core, and closing sections. This study uses R&D methods with stages Analysis, Design, Development, Implementation, & Evaluations. Based on the results of product trials, it is known that the use of the designed product provides several advantages, among which it makes the learning process practical, can be used anywhere and at any time, helps guided or independent learning, helps online and offline learning, encourages students to actively complete each stage of learning and can be a means of obtaining new information for students.

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Utilization of Digital Technology in Learning Listening Skills During the Covid-19 Pandemic

Cited by 3 publications

References 9 publications

Developing interactive multimedia in enhancing students' listening comprehension using Moodle and Thinglink

Developing interactive multimedia in enhancing students' listening comprehension using Moodle and Thinglink

Merdeka Curriculum: Educational Communication for Learning Recovery

Systematic, active, contextual, technological, integrative (SAKTI) framework in the development of critical listening teaching materials

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