1.

Manuscript/ Article Information

Journal Name Rupkatha Journal on Interdisciplinary Studies in Humanities

Article Title The Effectiveness of Interactive Multimedia in Learning
Indonesian Language Skills in Higher Education
Author(s) Biya Ebi Praheto, Andayani, Muhammad Rohmadi, Nugraheni Eko
Wardani
Manuscript Vol. 12 No. 1 : (1-11)
Number: (Page)
Date Received January-March, 2020
from Journal:
URL https://dx.doi.org/10.21659/rupkatha.v12n1.34
2. Content

Background In Indonesia's educational system, the Indonesian

language is extremely important. Almost all study
programs in higher education include general
Indonesian language classes. This is due to the
fact that Indonesian is a language of teaching in
schools, and pupils use it to communicate both
verbally and nonverbally. The research problem in
learning Indonesian language in higher education
is the monotonous learning process makes the
class unattractive where the lecturer only uses
powerpoint media when teaching. The research
objective is to find out the effect of using
interactive multimedia on learning Indonesian
language skills and to find out the types used in
interactive multimedia on learning Indonesian
language skills. The research question is (1) What
the effect of using interactive multimedia on
learning Indonesian language skills?. (2) What the
most frequently interactive multimedia used to
learn Indonesian language skills?
Literature Review Multimedia is a collection of photos, texts, videos,
graphics, animations, sounds, interactions, and
other elements that have been bundled into digital
(computerized) files and utilized to communicate
with the public while Language skills are
communication abilities that enable you to
communicate your thoughts clearly and precisely.
One solution to this problem is the provision of
interactive learning multimedia that combines the
simultaneous use of text, images, sounds,
animations, and videos according to the learning
 needs of Indonesian. In the learning of Indonesian
language skills, interactive multimedia can
increase process quality and results (Praheto,
2017).
Methodology The research methodology use experimental
research. IKIP PGRI Wates in Yogyakarta,
Slamet Riyadi University in Surakarta, Tunas
Pembangunan University in Surakarta, and Ahmad
Dahlan University in Yogyakarta participated in
this study. They are averagely 18 years old. Total
lecturers are 4 people who work full time and have
work experience of around 5-10 years. The
experimental class and the control class were
determined by the random sampling. IKIP PGRI
Wates involved an experimental class that applied
interactive multimedia, and University of Tunas
Pembangunan involved a control class that used
the media prize. Slamet Riyadi University
involved class B2 (a control class) that
implemented videoscribe media, and Ahmad
Dahlan University (UAD) involved class B3 (a
control class) that implemented the media
powerpoint. Indonesian language competency
exams, such as listening ability tests, speaking
ability tests, reading ability tests, and writing
ability tests, were utilized to collect data.
Results/ Findings The data was obtained through a post-test
conducted to determine the value of language
skills in Indonesia after applying interactive
multimedia and other media for comparison.
There was a significant increase in the use of
interactive media compared to using other
media such as PowerPoint, media prizes, and
videoscribe.
Discussions From me, By using interactive multimedia,
learning is more interesting and not monotonous,
it can also increase students' knowledge of
listening, reading, speaking skills and more.
From author, interactive multimedia is very
suitable for use in the learning of Indonesian
language skills. It is required to master the
materials theoretically and practically because it
contains diverse elements of texts, animations,
images, videos, sounds and sounds and navigation
buttons are attached to the multimedia.
Conclusions Results show that the application of interactive
multimedia is effective in learning Indonesian
language skills. Multimedia has advantages
 including loading wideranging elements in terms
of texts, videos, animations, images, and sounds.
Interactive multimedia has a navigation button that
allows users to choose the materials that they want
to learn.
References Praheto, B. E., Andayani., Rohmadi, M., &
Wardani, N. E. (2020). The Effectiveness of
Interactive Multimedia in Learning
Indonesian Language Skills in Higher
Education. Rupkatha Journal on
Interdisciplinary Studies in Humanities. 12(1),
pp (1-11).
https://dx.doi.org/10.21659/rupkatha.v12n1.34
 2. Manuscript/ Article Information

Journal Name Journal of Language Education and Educational Technology

Article Title The Effect Of Multimedia On Student’s Listening
Comprehension At Eight Grade Of SMPN 12 Kendari
Author(s) Yati Mahadi, Hanna, Haerun Ana
Manuscript Vol. 3 No. 2 : (1-15)
Number: (Page)
Date Received 2018
from Journal:
URL http://ojs.uho.ac.id/index.php/JLEET/article/view/6683/0
3. Content

Background ICT has infiltrated the majority of the world's countries

and people are no longer able to separate themselves
from its tools such as audio-visual systems, internet, and
others. People started paying attention to it in the last
decade when they saw that it can be useful in almost
every aspect of their lives. Therefore, nowadays, the vast
majority of improvements in language learning have
been extensively used by technology in both offline and
online media.  The research problem is investigate the
impact of using Video for teaching listening
comprehension. The purposes of this study were 1) to
investigate whether there is any significant difference of
listening comprehension between students who learn
listening teacher’s voice and those who learn listening
by using Video at the eighth grade of SMPN 12 Kendari
and 2) to investigate the students’ listening
comprehension who attended the listening course by
using Video at the eighth grade of SMPN 12 Kendari.
The research question is (1) What is the significant
difference in listening comprehension between students
who learn to listen to the teacher's voice and those who
learn to listen using video in the eighth grade of SMPN
12 Kendari? 2) How is the listening comprehension of
students taking a listening course using video in class
VIII SMPN 12 Kendari?
Literature Review Listening comprehension is a difficult process that
requires the listener to comprehend the meaning of
spoken words. Many types of teaching media, such as
video, television, diagrams, and printed material, are
classified as instructional media. The writer focuses her
research on video, an audio visual medium that can be
classified as a teaching medium. For an EFL classroom,
video materials help to develop the level of proficiency
through different components that the real discourse
contains. Current themes that are relevant to the students'
 interests and appropriate for their levels must be
considered when selecting video material. It's also worth
noting that most materials contain a lot of cultural
references. To improve listening skills in the classroom,
teachers must not only select a video content that is
appropriate for the students' level, but also provide
instruction during the lesson. As a result, Rost (cited by
Nunan, 2001)
Methodology This study employed a Quasi Experiment Pre and
posttest design. Population of this study was all students
at grade VIII of SMPN 12 Kendari, which consists of 7
classes; the whole classes consist of 271 students. This
study consists of two variables; dependent variable
(students’ listening comprehension) and independent
variable was the use video as media of teaching listening
in Class. Based on the design of this study, the variables
of this study The writer taught the Class Experiment by
using video based on the following steps: Pre-listening
activity, While-listening activity, and Post-listening
activity.
Results/ Findings The data reveal our students' progress in listening
comprehension as well as their increased
knowledge of English language elements such as
pronunciation, stress, and intonation. In addition,
our findings reveal the aspects that must be
included in the design and implementation of videos
as a teaching approach in English classes. It was
discovered that developing listening skills through
videos considerably improved most students'
listening ability. This could imply that using movies
as a teaching tool helped pupils improve their
listening skills.
Discussions There are two hypothesis (1) There is no significant
difference between students who learn listening without
video and students who learn listening with video at the
eighth grade of SMPN 12 Kendari.
(2) There is a significant difference between students
who learn listening without video and students who learn
listening with video at the eighth grade of SMPN 12
Kendari. In a comparison test data have to fulfill two
assumptions to testing the hypothesis, that the data
should be normal and homogeneous.
Conclusions Learning listening skill through videos is able to increase
most students' listening abilities significantly on English
listening comprehension. Research shows that planning
video classes with suitable materials according to the
students' needs and level engage students in a more
active role, leading to a successful learning process.
Video teaching tools are good teaching and learning
 tools to be implemented in English classes. Video is
more effective than teacher's voice to enhance students'
listening comprehension. There was significant
difference on listening comprehension by students who
were taught with Video than those who had been taught
with Teacher's voice.
References Mahadi, Y., Hanna., & Ana, H. (2018). The Effect Of
Multimedia On Student’s Listening Comprehension At
Eight Grade Of SMPN 12 Kendari. Journal of Language
Education and Educational Technology. 3(2), pp (1-
15).
http://ojs.uho.ac.id/index.php/JLEET/article/view/6683/0
3. Manuscript/ Article Information

Journal Name English Language Teaching

Article Title The Effectiveness of Multimedia Application on Students Listening
Comprehension
Author(s) Tagor Pangaribuan, Andromeda Sinaga & Kammer Tuahman Sipayung
Manuscript Vol. 10 No. 12 : (212-218)
Number: (Page)
Date Received 2017
from Journal:
URL http://doi.org/10.5539/elt.v10n12p212
4. Content

Background Listening is one of the toughest skills among the four

language skills in English such as listening, speaking,
reading and writing. The importance of listening is now
a core course in many language programs. Even so,
students' listening comprehension competence is not
satisfactory or low. This design was used to know the
effect of multimedia application and to know extent the
multimedia application helps improve the mastery of
listening comprehension. The research question is
(1) What the effect of multimedia application? (2)
What extent the multimedia application helps improve
the mastery of listening comprehension?
Literature Review Media Play is significant role in the education of
students with exceptionalities children with
disabilities in particular need special instructional
treatment. and Multimedia is media and content
that uses a combination of different content forms.
The term can be used as a noun (a medium with
multiple content forms) or as an adjective
describing a medium as having multiple content
forms. And the meaning of listening is receiving
aural stimuli, attention to spoken words, attaching
meaning to aural symbols, and responding to oral
communication are all active processes involving
four interrelated tasks.
Methodology The research design is a quantitative t-test with a
treatment of classroom-action research. The population
is from HKBP Nommensen University's sixth semester
in the 2016/2017 academic year, with six courses of
listening comprehension, three classes of experiments,
and one class of control, each with 20 students. Both
groups (experimental and control) received pre-tests,
but in the teaching and learning process, both groups
received different treatment (experience), with the
experimental group being taught using multimedia
applications and the control group being taught using
traditional methods or without multimedia applications.
 Both groups are given a post-test at the end of this
design. Finally, the data (pre- and post-test) was
evaluated and compared using a t-table.
Results/ Findings From the results of data collection, accurate
and significant results are produced from the
improvement of students' listening
comprehension due to development
multimedia to support learning. With
multimedia learning becomes interesting and
easy to understand.
Discussions Teachers need to adjust and sometimes rewind the
use of multimedia to enhance and to help facilitate
inputs for the listening and to give time to
accommodate new-old information strategy. The
need analysis shows that extent the discourse
material of listening materials is relevant to the
need of the learners.
Conclusions As a conclusion, multimedia is necessary for the
students to improve their learning activities on the
subject of listening comprehension
References Pangaribuan, T., Sinaga, A., & Sipayung, K. T.
(2017). The Effectiveness of Multimedia
Application on Students Listening
Comprehension. English Language Teaching.
10(12), pp (212-218).
http://doi.org/10.5539/elt.v10n12p212