Developing Conversational Video-Based Learning on “This is My World” Topic

Authors

  • Mildayanti mildayanti

DOI:

https://doi.org/10.26418/jefle.v1i1.41674

Abstract

The pedagogical strength of Video-Based Learning (VBL) is presenting knowledge in consistent and attractive manner. The current research is aimed at identifying the needs of grade-7 students of SMP Negeri 4 Pontianak in the Academic Year of 2019/2020, in terms of English teaching and learning contexts and developing the appropriate conversational videobased learning. This study is called Research and Development (R&D). The subjects is grade-7 students of junior high school 4 Pontianak in the academic year of 2019/2020. The procedure adapted the ADDIE research design (Branch, 2010). The steps of research were: (1) conducting needs analysis, (2) designing a course grid, (3) developing materials and media, (4) evaluating the developed materials and media, and (5) revising the final draft of the materials. The needs analysis is conducted by distributing questionnaires to the students, -quantitative data, and interviewing the English teacher, -qualitative data. The mix method was applied in order to display qualitative and quantitative data. The findings reveal that students need more relevant materials and media to improve their communicative skills. The expected product is conversational video-based learning on “This is My World” material. The topics are derived from Curriculum 2013. The intended results of the evaluation show that the mean value will falls into the category of “Very Good”. It implies that the developed conversational video-based learning is appropriate to be applied as a pedagogical instrument in English classroom.

References

Ainsworth, S. (2008). How do animations influence learning? Current perspectives on cognition, learning, and instruction: recent innovations in educational technology that facilitate student learning, 37-67

Anjarwati, D., Winarno, A., & Churiyah, M. (2016). Improving learning outcomes by developing instructional media-based adobe flash professional cs 5.5 on principles of business subject. IOSR Journal of Research & Method in Education, 6(5), 1–6. https://doi.org/10.9790 /7388-0605010106

Brenton, H., Hernandez, J., Bello, F., Strutton, P., Purkayastha, S., Firth, T., & Darzi, A. (2007). Using multimedia and web3D to enhance anatomy teaching. Computers and Education, 49(1), 32–53. https://doi.org/10. 1016/j.compedu. 2005.06.005

Cardoso, D. C., Arent, C. O., & Cristiano, M. P. (2009). Development of new didactic materials for teaching science and biology: the importance of the new education practices. OnLine Journal of Biological Sciences, 9(1), 1–5. https://doi.org/10.3844/ ojbs.2009.1.5

Hamidi, F., Kharamideh, Z. M., & Ghorbandordinejad, F. (2011). Comparison of the training effects of interactive multimedia (CDs) and non-interactive media (films) on increasing learning speed, accuracy and memorization in biological science course. Procedia Computer Science, 3, 144–148. https:// doi.org/10.1016/j.procs. 2010.12.025

Harrison, H. L., & Hummell, L. J. (2010). Incorporating animation concepts and principles in STEM education. Technology Teacher, 69(8), 20–25. Retrieved from https://eric.ed.gov/?id=EJ887817

Hegarty, M. (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14, 343–351. Hwang, I., Tam, M., Lam, S. L., & Lam, P. (2012). Review of use of animation as a supplementary learning material of physiology content. The Electronic Journal of ELearning Volume, 10(4), 368–377.

Kennewell, S., & Beauchamp, G. (2007). The features of interactive whiteboards and their influence on learning. Learning, Media and Technology, 32(3), 227–241. https://doi.org/ 10.1080/17439880701511073

Lashari, T. A., Alias, M., Kesot, M. J., & Akasah, Z. A. (2013). An affectivecognitive teaching and learning approach for enhanced behavioural engagements among engineering students. Engineering Education, 8(2), 65– 76. https://doi.org/10.11120/ened.2013. 00011

Leow, M. F. (2014). Interactive multimedia learning: Innovating classroom education in a Malaysian University. The Turkish Online Journal of Educational Technology, 13(2), 99–110.

Maryani, S. (2009). Pengembangan bahan ajar berbasis multimedia interaktif mata kuliah komputerisasi akuntansi (Studi kasus: myob accounting 17 pada modul banking). Retrieved from http://www.gunadarma.ac.id

McGriff, S. J. (2000). Instructional System Design (ISD): Using the ADDIE Model. Retrieved from https://www.lib.purdue. edu/sites/default/files/directory /butler38/AD DIE.pdf

Moreno, R., & Ortegano-Layne, L. (2008). Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives. Educational Technology Research and Development, 56(4), 449–465. https://doi.org/10.1007/ s11423-006-9027-0

Rootman, I., & Gordon-El-Bihbety, D. (2008). A vision for a health literate canada: report of the expert panel on health literacy. Retrieved from http://www.cpha.ca/uploads/ portals/h-l/report_e.pdf

Soika, K., Reiska, P., & Mikser, R. (2010). The importance of animation as a visual method in learning chemistry. Concept Maps: Making Learning Meaningful, 3(10), 9. Retrieved from http://cmc.ihmc.us/cmc2010 papers/cmc2010-b12.pdf

Suartama, I. K. (2010). Pengembangan mutimedia untuk meningkatkan kualitas pembelajaran pada mata kuliah media pembelajaran. Jurnal Pendidikan Dan Pengajaran, 43(3), 253–260.

Downloads

Published

2024-03-05

Issue

Vol. 1 No. 1 (2020): July 2020

Section

Articles

License

  • Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons  Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
  • Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
  • Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See  The Effect of Open Access).