The Influence of Video Direct Instruction Model to Folklore Listening Skills in Elementary School




listening skill, direct instruction, audio media


The research aimed to analyze the effect of the direct instruction model assisted by audio media on listening skills. The
experimental method was used using a quasi-experimental design. Participants were a fifth-grade students in the elementary school at Pontianak. Data collected used paper-based tests in the form of multiple-choice tests. The results show that the average posttest for the experimental group is 77,08. The average posttest for the control group is 70,96. T-test results are 2,217 and t-table α = 5% (with dk = 24 + 26 - 2 = 48) of 1,678, so t-count (2,217)> t-table (1,678). Therefore, it can be concluded that there is an influence of the audio learning model-assisted directly by audio media on listening skills on folklore. Besides that, the direct instruction model assisted by audio media has a good influence on listening skills, especially for fifth-grade students.

Author Biography

Soeharto Soeharto, University of Szeged

Doctoral School of Education


Acat, M. B., Demiral, H., & Kaya, M. F. (2016). Measuring listening comprehension skills of 5th grade school students with the help of web based system. International Journal of Instruction, 9(1), 211-224.

Ahmed, M., Yaqoob, H., & Yaqoob, M. (2015). Evaluation of listening skill of ELT textbook at secondary school level. Advances in Language and Literary Studies, 6(3), 1-5.

Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9-19.

Bozorgian, H., & Alamdari, E. F. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL, 30(1), 131-152.

Erina, R., & Kuswanto, H. (2015). Pengaruh model pembelajaran InSTAD terhadap keterampilan proses sains dan hasil belajar kognitif Fisika di SMA. Jurnal Inovasi Pendidikan IPA, 1(2), 202-211.

Firdaus, F. M., Wahyudin., & Herman, T. (2017). Improving primary students mathematical literacy through problem based learning and direct instruction. Educational Research and Reviews, 12(4), 212-219.

Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving junior high schools’ critical thinking skills based on test three different models of learning. International Journal of Instruction, 10(1), 101-116.

Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., & Renkl, A. (2015). Inventing a solution and studying a worked solution prepare differently for learning from direct instruction. Learning and Instruction, 39, 72-87.

Gulec, S., & Durmus, N. (2015). A study aiming to develop listening skills of elementary second grade students. Procedia - Social and Behavioral Sciences, 191, 103-109.

Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a fourtier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238-260.

Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40-60.

Listiyaningsih, T. (2017). The influence of listening English song to improve listening skill in listening class. Academica, 1(1), 2579-9703.

Majid, A. (2016). Strategi pembelajaran. Bandung: Remaja Rosdakarya Offset.

Miller, C. T., Freiwald, W. A., Leopold, D. A., Mitchell, J. F., Silva, A. C., & Wang, X. (2016). Marmosets: A neuroscientific model of human social behavior. Neuron, 90(2), 219-233.

Orcher, L. T. (2016). Conducting research: Social and behavioral science methods. United Kingdom: Routledge.

Puspitasari, E., & Damayanti, M. I. (2014). Penerapan model pembelajaran langsung untuk meningkatkan keterampilan menulis surat pribadi pada siswa kelas IV SDN Bubutan XIII Surabaya. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 2(2), 1-15.

Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369-387.

Shillingsburg, M. A., Bowen, C. N., Peterman, R. K., & Gayman, M. D. (2015). Effectiveness of the direct instruction language for learning curriculum among children diagnosed with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 30(1), 44-56.

Sirbu, A. (2015). The significance language as a tool of communication. “Mircea cel Batran” Naval Academy Scientific Bulletin, 18(2), 405-406.

Stockard, J., Wood, T. W., Coughlin, C., & Khoury, C. R. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479-507.

Sugiyono. (2015). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta. Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Jahiel, K. T., Lin, T. J., Zhang, J., Jadallah, M., Scott, T., Sun, J., Latawiec, B., Ma, S., Grabow, K., Hsu, J. Y. L. (2016). Improving children’s competence as decision makers: Contrasting effects of collaborative interaction and direct instruction. American Educational Research Journal, 53(1), 194-223.

Zuhairi, A., & Hidayanti, I. (2016). The strategies of Indonesian junior high school students in learning listening skill. Journal of Chemical Information and Modeling, 53(9), 1689-1699.