Blended Learning Multimedia Development to Support English Training at Bina Nusantara University

Authors

  • Melania Wiannastiti English Department, Faculty of Humanities, Bina Nusantara University Jln. Kemanggisan Ilir III, No. 45, Kemanggisan – Palmerah, Jakarta Barat 11480

DOI:

https://doi.org/10.21512/lc.v7i2.426

Keywords:

English training, autonomous learning, multimedia, tenses

Abstract

In 2011, Bina Nusantara University put developing its people as the first priority, including developing English language proficiency. This development programs had been carried out since then. Some types of English trainings were given for the lecturers and staffs for some certain of times. Since the time provided for the trainings was limited, it was needed to support their language development by providing an autonomous learning through a website multimedia. This article aims to first describe the steps and result of the multimedia and second to find out whether the designed multimedia was useful for learners to develop their English. The multimedia focused on learning tenses which were needed in their field of work. The process was started by designing the objectives and the level of the target learners’ English proficiency. The process was continued by designing pre-test, the material, and the post test of each tense. To find out whether the designed multimedia was useful to develop the learners English the multimedia on simple present tense was tested to random respondents. By the end of applying this multimedia, a questionnaire was given to the respondents. The result was then analyzed qualitatively. The result shows that the multimedia on simple present tense is easy to follow and useful to develop their knowledge and skills in English.
Dimensions

Plum Analytics

References

Bailey, B. P., Konstan, J. A., & Carlis, J. V. (2012). Demail: Designing Multimedia Applications with Interactive Storyboard. Retrieved from: http://www.dcs.gla.ac.uk/~mcgeemr/bailey%202.pdf

Brown, H. D. (2001). Teaching by Principles: an Interactive approach to language Pedagogy. New York: Addison Wesley Longman.

Chang, Mei-Mei, & Lehman, J. D. (2002). Learning foreign language trough an interactive multimedia program: an experimental study on the effects of the relevance component of the ARCS model. CALICO Journal, 20(1), 81–98. Retrieved from: http://journals.sfu.ca/CALICO/index.php/calico/article/download/628/494‎

Ferry, B., & Brown, C. (1995). Technology in teacher education: using multimedia to enchance the design and make processes. Australian Journal of Teacher

Education, 20(2), 5–14. Retrieved from: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1276&context=ajte

Frey, B. A. (2010). A model for developing multimedia learning projects. MERLOT Journal of Online Learning and Teaching, 6(2), 491–507. Retrieved from: http://jolt.merlot.org/vol6no2/frey_0610.pdf

Kabata, K., & Wiebe, G. (2010). Challenge of developing and implementing multimedia courseware for a Japanese language program. CALICO Journal, 22(2), 237¬–250. Retrieved from: http://www.ualberta.ca/~gwiebe/docs/JapaneseMultimediaCourseware.pdf

Kirankumar, K. S., & Patil, S. S. (2011). Teaching grammar through multimedia to rural secondary school students. Indian Streams Research Journal, 1(5). ISSN:-2230-7850. Retrieved from: http://www.isrj.net/UploadedData/238.pdf

Mahajan, G. (2012). Multimedia in teacher education: perception & uses. Journal of Education and Practice, 3(1), 5–13. ISSN: 2222-1735 (Paper); 2222-288X (Online). Retrieved from: www.iiste.org

Mishra, S., & Sharma, R. C. (2012). Interactive Multimedia and Training. India: Idea Group Publishing. Retrieved from http://tojde.anadolu.edu.tr/tojde17/pdf/intmultimedia.pdf

______. (2012). Interactive Multimedia Design and Production Process. Retrieved from http://www.edb.utexas.edu/minliu/multimedia/PracticalAspect.pdf

Downloads

Published

2013-11-30
Abstract 481  .
PDF downloaded 394  .