The Contribution of Using Multimedia on English Acquisition

(A Case Study at SD, SMK and SMA in Tangerang and Jakarta)

Husnul Atiyah

Abstract

Multimedia has been common nowadays as a tool for teaching and learning process. Its function that brings revolution within teaching and learning process has made it much more powerful than the traditional tools used long years ago. Many programs have been developed to offer easiness for student in leaning the school material. Within English, many programs have been created to improve the student’s acquisition. While theoretically, multimedia may highly contribute to this, this paper seeks to study further this issue. The method used in this paper is qualitative one by interviewing the teachers form four different schools about the using multimedia in their teaching and learning activities. This paper also uses the final scores of the students to validate the information obtained from the interview. This paper found that multimedia devices help the students to understand the material and improve the leaning situation to be more interactive. However, the devices alone do not positively correlate to the students’ language acquisition since this acquisition is affected by several factors such as the context, the goal of learning and individual differences.

I. Introduction

1

Multimedia has been considered as an effective media for enhancing teaching and

learning process. This new tool, with its various forms, is now common to find in

many schools, from elementary to university. The word of “multimedia” is a

relatively new and can be defined as the combination of different media (Cutting,

2011: 4) such as text, sound, image and video to convey information. To be more

précised, Marshall (1999) states that multimedia is “the field concerned with the

computer-controlled integration of text, graphics, drawings, still and moving images

(video), animation, audio, and any other media where every type of information can

be represented, stored, transmitted and processed digitally.”

The common use of multimedia is due to its functionality that brought the

fundamental change for people in sending and receiving and interpreting information.

Pea (1991: 2-3) states that multimedia functions to help students for several reasons,

among them are: first, it s much better that written text so that student can understand

the material well. Second, it provides the context for the abstract word or explanation

such as different emotion on human face. Third, it may overcome the individual

needs and preference so that students can learn the material accordingly. Therefore,

Teoh and Neo (2007: 28) state that multimedia offers an alternative way of

instruction to the current or traditional learning process (28).

The new function of multimedia has led the programmer to develop new software

for teaching and learning process. Within language learning, such as in the Computer-

Assisted Language Learning (Hartoyo, 2012: 45-65), many programs for improving

speaking, vocabulary, grammar, and writing skills are easily found within internet. A

lot of resources can be accessed to get these materials; the most common is the

IELTS or TOEFL practices which can be obtained from, for example, British council

website. Furthermore, a more interactive program such as story, animation and games

has grown enormously in the last decade.

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A study by Joshi (2012) and informs that the using of multimedia in the

classrooms helped the students to improve their language acquisition. The technology

provided within multimedia device will make the class activity to be more interactive;

therefore will improve the quality of teaching and learning process. Sivakuraman et.al

(2012) points out that some teachers may not able to maximize the benefit of

multimedia devices but he shares the similar notion with Joshi where the use of

multimedia in the classrooms make the students more engaged and excited to learn.

While, theoretically, the function of multimedia is obviously known, whether it

highly contributes to language acquisition (i.e English) of the students is still in need

to be studied further. It is common that English is not the first language for non-

English world countries such as Indonesia. This would be the first challenge, not only

for the student but also the teachers. The grammar rule, which is very much different

from that of Bahasa, for example can be the main obstacle for students in mastering

their English skills.

Nowadays, in general, the schools, particularly located in the city, have adopted

new devices of multimedia as part of their teaching and learning system. It is believed

that using these media will enhance the students’ skills and acquisition due to its

functionality as Pea (1991) argued earlier. This enhancement of the skills does not

only depend on the students and multimedia, but also the teachers. They are central

due to the fact that, at some point, they will decide whether they will use the

multimedia devices or not in their teaching and learning process and whether they

consider multimedia devices play important role in helping students to enhance their

language acquisition.

This research paper will discuss this issue and will be divided into five parts. The

first will introduce this topic and propose the issue that will be answered by this

paper. The second part will outline the method used in this research. Following this is

the results of the data collection and analysis before coming to the discussion of the

data revealed earlier. The last part will be the conclusion.

II. Method

3

This research is a qualitative research. The reason to choose this type of research

is due to the function of this research that is, one among others, to reveal and interpret

the “opinions, experiences, feelings” of people that produce subjective data

(Hancock, 2002: 2). The data collected in this paper mainly from an interview with

four teachers from different schools to get information about their experience using

multimedia in their teaching learning process. The writer also collects data from

several resources from journal articles and books that discuss the issue of multimedia

in teaching and learning process. The data collected in this paper will be analyzed

based on the type of the data and then be interpreted.

The subjects of this research who are four teachers from different schools are

chosen randomly. However, the writer considers the different level of education from

elementary to high school to see how differs or not the effect of using multimedia in

students’ language acquisition. In companion to this, the writer will also look at the

students’ scores of to validate the claims made by the teachers in the context whether

the usage of multimedia contribute to the English acquisition that can be seen from

one, among others, their English final scores in.

The writer recognizes that there is a limitation within this study which is mainly

focus on the teachers. The reason for this is the fact that while this research is

conducted during June 2013, most of students of schools have their holidays after

having the examination. Another reason is due to the limited time for doing this

research. However, this does not necessarily mean that this research will be lack n

terms of its quality but it opens new issue to be discussed further in the next research.

III. Results

III.1 Interiew

AS, 26 years old, teacher at SMA 2X

AS has some experiences in teaching and learning English. He has been an

English teacher in an elementary school since 2007. Also, he has been teaching

English in a senior high school since 2011.

In teaching English in both schools, he is always trying to use multimedia as

much as he can. Several multimedia tools are available in his schools such as in

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focus, laptop, active speaker, a wifi network and also an interactive whiteboard. He

claims that his skills and in using the media is very helpful and made the teaching

learning process easier not only for him but also the student. Furthermore, the way he

chose multimedia in teaching and learning process made him got a positive response

from the students in which the student got more enthusiastic, actively engaged and

more interested in the learning process.

AS does not have any problem or obstacle in using multimedia available at his

schools. He is very welcome with the development of multimedia.

RA, 22 years old, teacher at SMK, Tangerang

RA has been teaching in this school since 2009. Laptop and in focus are main

devices available in the school. He always uses these two main deices in teaching

English. He states that he got advantages y using multimedia, not only for the

students but also himself. For the students, for instance, using multimedia makes it

confident for the student to perform in the front of the class. As for him, y using

multimedia in teaching and learning process makes him able to use the technology

and keep him updated with the development of technology. Another important thing

is utilizing multimedia helps him to minimize his weakness in writing because his

writing hand is not very good.

NL, 24 year old, teacher at SMK, Pasar Rebo

NL informs that there are several multimedia available at the school where he

teaches English there such as in focus, laptop and other devices in the language

laboratory. These devices are used based on the need or whether they are required.

The school provides these tools as a response to the development of technology.

However, the maintenance is sometimes neglected and the schools seem careless in

this issue. The advantage he got from using multimedia deices is that these tools are

capable to create a fun atmosphere in the class and they are also helpful to increase

significantly the students vocabulary.

ASL, 30 year old, teacher at SD, Jakarta Barat

5

ASL teaches in this school since four years ago. There several multimedia deices

at his school such as laptop, in focus and active speaker. He almost uses these devices

when he teaches his students. According to him, using multimedia can motivate the

students to increase their language acquisition. The school is supported in developing

technical skill in operating the technology. He also felt that the student’s vocabulary

increases significantly.

Teacher Schools Multimedia

Devices

The

Frequent

Use

Advantages Disadvantages

AS SMA 2X In focus,

laptop,

active

speaker,

wifi

network,

interactive

whiteboard

Often Interactive

class,

positive

response,

enthusiasm

None

RA SMK

Tangerang

Laptop, in

focus

Often Increasing

student’s

confident

None

NL SMK Pasar

Rebo

Laptop, in

focus,

device at

language

laboratory

Based on

the need

Increasing

vocabulary

Lack of

maintanence

ASL SD Jakarta

Barat

Laptop, in

focus,

active

speaker

Often Increasing

vocabulary

None

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Table II. 1: information about multimedia devices, its frequent use and its

advantages and disadvantages

III.2. Student’s Score

III.2.1 The student’s score from SMA 2X

N

oName Final Score

1 AFRIZAL CHANDRA 70.60

2 AKBAR MAKMUN 75.13

3

AKHMAD YASSIR

FIRDAUS70.25

4 ANNISA PUTRI PRADITA 70.04

5 ARDISON 68.56

6 ASTRID NOVIA 72.65

7 CHATRINE 71.29

8 CHOIRIZA ANASTASIA 73.04

9 DEBI YUNITA DEWI 76.63

10 DINDA MELADYA 79.33

11 DION HEGAN 73.40

12 ERNI ARYANI 69.48

13 ERWIN FEBRIANTO 70.69

14 FERA ROSITA DEWI 71.85

15 FIKRI YUHENRA 72.73

16 FINA MEIRISKA 72.08

17 FITRI ALVIYANTI 71.29

18 INTAN AYU LESTARI 71.31

19 ISTIQOMAH 68.48

20 JAMAL ALI UMA 74.35

7

TERNATE

21

KEVIN RIZKY

DARMAWAN64.35

22 KURNIA SEPTIANI 56.21

23 M ARIF WIYANTO 61.90

24

M SYARIF

HIDAYATULLAH63.71

25 MAHENDRA CAESHA 75.85

26

MARISSA RATU

MAHENDRA68.06

27 NATAL ROBERTO 68.08

28 NAWAF KUSUMA BAHRI 65.23

29 NINDA WIDYARTI 59.35

30 PUTRI WIDIANINGRUM 66.08

31 RATIH ANDINI 70.48

32 RIZKY MIFTAHUL AKBAR 68.98

33 RONI MULYADO 70.02

34 SIGIT DESWANTO 61.73

35

SYIFA FAUZIAH

RACHMANNINGSIH64.04

36 VIVI LUTVIAH 71.06

37 WICAKSONO JULYANTO 74.27

38 YANTI PUSPITASARI 70.63

   

 Average Score 69.56

8

III.2.2 The student’s score

from SMK, Tangerang

9

No Name Final Score

1 ALNAVIA DWI SEKAR P. 80

2 ANDRI 90

3 ANTO SALIM 89

4 BOBBY KRISNADI 89

5DEHLIA KURNIA

WIRAYANTI91

6 DENI CHANDRA 87

7 FRANKY SETIAWAN 87

8 GRYSELLA 93

9 HANS 51

10 INDAH A. GINTING 86

11 INDRIANA WIJAYA 90

12 INEZIA SUGIANTY 76

13 KATHLEEN DESTHISYA 87

14 KIKI 80

15 MARCELLINE SUHARLIE 93

16 MARGARETHA 89

17 NEILY CHANDRA 91

18 PUTRI NOVIA FADILANI 94

19 ROBBY KRISNADI 90

20 SAPTA ANDYKA PUTRA 96

21 SELVIANA 94

22 SELVIANA 94

23 TEDDY 96

24 TIO SUBANDI 96

25 TOMMY CANGGAR 96

26 VIVI 96

27 WILLIAW DARKIE FUKRIE 93

Average Score 88.67

III.2.3 The Students’ score from SMK, Pasar Rebo

No. Name Final Score

1 A. HASYIM AKBAR 80

2 ABDUS SHOHEHUDDIN 84

3 AFIF HADI SUTRISNO 90

4 AGRADITYA PUTRA 89

5 AHMAD HILWAN 86

7 ARIQ HABIBI 85

6 ARIJAL CHAIRUL RAHMAN 84

8 AZIZAH MAULIYAH 80

9 DANANG WAHYU JATI 80

1

0 DIAH MASMAULIDIA 85

1

1 DWI LARAS ANDRASWARI 83

1 ELLY RATNASARI 83

10

2

1

3 EPRY SHAER NICHA WATIK 84

14 FAHMI ARDIYAN 80

1

5 FAIDIL ACHMAD KOSIM 80

1

6 FIRDA RASYIDA 84

1

7

GUSTI RENO NOUFAL

PRAYITNO81

1

8 HEDI ZAKIA 86

1

9 HOIRUL AMALIYA 81

2

0 JATILIO PURNAMA 85

2

1 JIHAN MUCHSIN 83

2

2 MUHAMAD MALIK SUKMA 84

2

4 MUTIARA ELANDI PUTRI 82

2

3 MUHAMMAD NABIL 91

2

5 MUTIARA SUDIRMAN 86

2

6 NENG SARAH SORAYA 80

27 NIKI DHIMAS NARISWARA 90

28 QOSRUL ZULFA 81

2 RIYAN SAIFUL RIZAL 85

11

9

3

0 SITI NUR AI'SAH 81

3

1 SYAHRIAL IDHAM 85

3

2 YUANA SARI PARLINA 84

3

3 YULI PURWATI 80

3

4 ZULFIKAR SYAH 82

Average Score 83.56

III.2.4 The student’s score from SD, Jakarta Barat

No Nama siswa

Final score

1 AISYA RAFA MAHARANI100

2DHAIFAN SALHAN DARARI

ARDIANTORO

 

74

3 FAIQ GIEHAN ULWAN AFIFI 

78

4 KINTANTI ANATYAARETHA 

86

5M. NADHIF PRANATA

FERDIANSYAH

 

84

6 M. RAFIANSYAH NAUFAL  

12

FAUZAN 66

7 MAGHFIRA SYAMILA DASHA 

94

8 MUHAMMAD RAFI SHIDDIQ 

82

9 NAJMI QORRY 'AINA 

100

10 NATAYA NAJWA KIRANA 

84

11 RAFILINO FAZZA KUNCORO 

84

12 SA'ID RAMADHAN 

82

13SAJIDAH LAYALI

ROBBANIYYAH

 

78

14 SHALINA HANIFAH 

92

15 YASMINE HANIFAH 

96

Average Score 85.33

IV. Discussion

The data outlined above shows different information. The first data (table II.1)

informs us about the teachers’ perspective of using multimedia, multimedia devices

available in their schools, frequent use, the advantages and disadvantages. On their

perspective of using multimedia, all of them share the same idea which is the using of

multimedia will help their teaching and learning process. While AS stressed

particularly at how multimedia has made the class more interactive and students more

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engaged in the class activities, RA stressed on how it help students more confidents in

response to the teachers assignment.

Different schools have different facility for teaching and learning process. While

all of the schools listed here have their own multimedia device, it seems that school

where AS teaches there has more complete device compare to others. It has in focus,

laptop, active speaker, a wifi network, and interactive whiteboard. The others only

have at least laptop and in focus. In term of usage, most of the teachers often use

multimedia in their teaching and learning process. Of exception is NL who states that

he only uses multimedia when it is in need or the learning material requires using it.

On the issue of advantages and disadvantages, most of the teachers mention that

using multimedia will bring more advantages rather disadvantages. AS and RA

specifically refers to the psychological factor of using multimedia in their class.

Based on AS information, AS’s students become more enthusiastic and engaged to

the teaching and learning process and he mentioned also how he got positive response

from his students because of multimedia he uses. RA stresses on the issue of how

multimedia has increases his students’ confidence when they are asked to respond

their teachers’ assignment even if they have to come to in front of the class. Different

from the two, NL and ASL states that using multimedia has helped their students to

increase their vocabularies. On the issue of disadvantages, only NL that informs how

his schools lack of maintenance for their multimedia devices. This may affect in the

effectivity of the multimedia used.

In general, these information states that multimedia have helped students in their

teaching and learning activities either psychologically or significantly increase their

skills related to the subject matter. While this information has directly address the

problem raised within this paper whether using multimedia will contribute to the

language acquisition, their claims are still in need to be validated. One among other

ways to validate their claims is by looking at the students final score as it is presented

in the chapter III.2.

Looking at the students’ scores table, it seems that the advantages of using

multimedia correlate with or contribute much to the language acquisition achieved by

the students. The only exception is for table III.2.1. In the table III.2.2, III.2.3, III.3.4,

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the average score is more than 80 which, arguably, mean that the students’ understand

the material and improve their language skills. As for table III.2.1, the average score

is 69.56 which is far below the three mentioned earlier. With this average score, the

students’ language acquisition is in need to be improved.

This different then poses important problem. Among the three, table III.2.1 which

is the score from the AS’s school with the complete equipment of multimedia. If the

availability of multimedia devices positively correlates with or contribute much to the

language acquisition, it is supposed to be the students of this school that achieve the

high scores compare to the others, but the result is different. How could it be?

In response to this, I tend to argue that there that multimedia alone does not

guarantee that the students will obtain a good acquisition in the language learning.

This because, as it is argued by Mayer (2008) and Dillan & Jobus (2005) (cited in

Yang et.al, 2013: 209), the effectiveness of multimedia need to be mediated by other

factors such “the context, the goal of learning and individual differences.” Due to this,

there are many things that need to consider furthers, from the teachers and students

factor, their environment and also the goal of teaching and learning process.

From the teachers and students factor, people may need to consider whether the

way the teachers explain the material is clear enough and easy to be understood by

the students. From the student’s factor, it is also important to note whether the

students of these schools learn English outside of the schools so that they can took

another English course to improve their language skills. On the issue of context, it is

also important to note whether the multimedia learning is conducted in the

laboratories or experimental settings. On this, Rieber (2005, cited in Yang et.al, 2013:

209) argues that since most of multimedia learning conducted in laboratories, it

remains uncertain whether the effectiveness of multimedia can be transferred into the

class.

V. Conclusion

This paper has discussed the problem around the using of multimedia whether it

will contribute to the students’ language acquisition. Based on the analysis and

discussion above, it is found that the using of multimedia in the class activities might

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help students to understand the material and improve the class situation. However, the

multimedia devices alone do not guarantee that students will have a good acquisition

in their language skills. There are other factors, from students and teachers, the

context, and the goal of learning process that are needed to be looked further since

they may affect the students’ language acquisition.

The finding of this research is based on the interview from the teachers in

different schools. Adding to this is the students’ score to validate the information

obtained from the teachers. It is hoped that combining and cross checking these two

information will help to answer the research problem. It is mentioned earlier that

focusing only from to the teachers’ perspective may lead to the limitation of this

research, but this could be seen as the first step to develop this research further, for

example, by incorporating the students’ perspective on the using multimedia.

Finally, the development of technology and information will affect the teaching

and learning process. Learning from the development of the multimedia device, it is

always important to study this issue further so that the stakeholders of education can

maximize in using and getting the benefits of these tools so that the aims of the

education processes can be successfully achieved.

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