The Implementation of Autonomous Learning through Multimedia Oral Presentation to Develop Students’ Language Skills
DOI:
https://doi.org/10.18326/register.v17i2.301-327Keywords:
Autonomous learning, language skills, multimedia oral presentation.Abstract
Autonomous learning has been implemented in various disciplines. In English Language Teaching (ELT), implementing autonomous learning through multimedia oral presentation could be one of the major strategies to develop students’ language skills. This study aims to investigate the implementation of autonomous learning through a multimedia oral presentation as well as its challenges and obstacles fostering the significant development of language skills among students at an Islamic university. The study involved thirteen students majoring English Education regarded as students of the Z generation. The primary data was obtained through a video project-based multimedia oral presentation, a semi-structured interview with open-ended questions. The observation of the videos with note taking and comments on YouTube were used as secondary data. Through a descriptive qualitative approach, a content analysis technique was used to investigate to what extent the implementation of autonomous learning through a multimedia oral presentation develops students’ language skills. The study found that the students’ performances ranged from competent to somewhat competent in their vocabulary and content coverage; and competent to minimally competent in their grammatical accuracy, pronunciation, comprehensibility, and presentation skills. Implementing the students’ autonomous learning did not significantly develop their language skills due to students' lack of language proficiency, the absence of feedback, technical challenges, time constraints, and motivation. This suggests that the implementation of students’ autonomous learning with guidance is necessary to raise students’ language proficiency and minimize the obstacles and challenges, and various technological tools with technical and practical strategies should be familiarized with the students.
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde,
N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A.
O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. In Heliyon (Vol. 6, Issue 11). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2020.e05312
Bergdahl, N., Nouri, J., & Fors, U. (2020). Disengagement, engagement and digital skills in technology-enhanced learning. Education and Information Technologies, 25(2), 957– 983. https://doi.org/10.1007/s10639-019-09998-w
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151.
https://doi.org/10.1016/j.compedu.2020.103819
Campbell, M., Detres, M., & Lucio, R. (2019). Can a digital whiteboard foster student engagement? Social Work Education, 38(6), 735–752. https://doi.org/10.1080/02615479.2018.1556631
Creswell, J. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches Fifth Edition.
Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process. Social Sciences and Humanities Open, 2(1). https://doi.org/10.1016/j.ssaho.2020.100017
Du, Y. (2020). Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model. English Language Teaching, 13(6), 13. https://doi.org/10.5539/elt.v13n6p13
Fatmawati, A., & Wirza, Y. (2022). Students’ practice on autonomous language learning behaviors: A narrative inquiry Article Info. Journal of English Language Teaching, 6(1). http://journal.unnes.ac.id/sju/index.php/elt
Fernández-Cruz, F. J., & Fernández-Díaz, M. J. (2016). Generation z’s teachers and their digital skills. Comunicar, 24(46), 97–105. https://doi.org/10.3916/C46-2016-10
Gentina, E., Tang, T. L. P., & Dancoine, P. F. (2018). Does Gen Z’s emotional intelligence promote iCheating (cheating with iPhone) yet curb iCheating through reduced nomophobia? Computers and Education, 126, 231–247. https://doi.org/10.1016/j.compedu.2018.07.011
Ginting, D., Lee, D., Djiwandono, P. I., & Woods, R. (2021). Is Autonomous Learning Possible for Asian Students? The Story of A MOOC From Indonesia. In Teaching English with Technology (Vol. 20, Issue 1). http://www.tewtjournal.org
Gros, B., Garcia, I., & Escofet, A. (2012). Beyond the net generation debate: A comparison of digital learners in face-to-face and virtual universities. International Review of Research in Open and Distance Learning, 13(4), 190–210. https://doi.org/10.19173/irrodl.v13i4.1305
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia Computer Science, 131, 727–732. https://doi.org/10.1016/j.procs.2018.04.317
Haqi, L., & Astuti, E. B. (2020). Developing a multimedia presentation for making fragments of passepoille pockets as a learning solution for the 21st century. Journal of Physics: Conference Series, 1446(1). https://doi.org/10.1088/1742- 6596/1446/1/012075
Heidari, E., Mehrvarz, M., Marzooghi, R., & Stoyanov, S. (2021). The role of digital informal learning in the relationship between students’ digital competence and academic engagement during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37(4), 1154–1166.
https://doi.org/10.1111/jcal.12553
Huang, F., Hoi, C. K. W., & Teo, T. (2018). The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China. Journal of Psycholinguistic Research, 47(5), 1069–1084.
https://doi.org/10.1007/s10936-018-9578-3
Ivanovska, B. (2015). Learner Autonomy in Foreign Language Education and in Cultural Context. Procedia - Social and Behavioral Sciences, 180, 352–356. https://doi.org/10.1016/j.sbspro.2015.02.128
Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Language Awareness, 28(4), 291–309.
https://doi.org/10.1080/09658416.2019.1675679
Li, H., & He, Q. (2016). Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners. English Language Teaching, 9(6), 213. https://doi.org/10.5539/elt.v9n6p213
Lincoln Gill & Barney Dalgarno (2017): A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme, Technology, Pedagogy and Education. Http://dx.doi.org/10.1080/1475939X.2017.1287124
Lou, L. (2021). Cultivation of students’ autonomous learning ability in application-oriented universities. Theory and Practice in Language Studies, 11(4), 422–429. https://doi.org/10.17507/tpls.1104.12
Madurai Elavarasan, R., & Pugazhendhi, R. (2020). Restructured society and environment: A review on potential technological strategies to control the COVID-19 pandemic. Science of the Total Environment, 725.
https://doi.org/10.1016/j.scitotenv.2020.138858
Mantiri, O., Hibbert, G. K., & Jacobs, J. (2019). Digital literacy in ESL classroom. Universal Journal of Educational Research, 7(5), 1301–1305. https://doi.org/10.13189/ujer.2019.070515
Orawiwatnakul, W., & Wichadee, S. (2017). An Investigation of Undergraduate Students’ Beliefs about Autonomous Language Learning (Vol. 10, Issue 1).
Poláková, P., & Klímová, B. (2019). Mobile technology and generation Z in the English language classroom – A preliminary study. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030203
Ramadhiyah, S., & Lengkanawati, N. S. (2019). Exploring EFL learner autonomy in the 2013 Curriculum implementation. Indonesian Journal of Applied Linguistics, 9(1), 231–240. https://doi.org/10.17509/ijal.v9i1.15626
Reinders, H. (2016). 20 Years of Autonomy and Technology: How Far Have We Come and Where to Next? 20(2), 143–154. http://llt.msu.edu/issues/june2016/reinderswhite.pdfhttp:/
/llt.msu.edu/issues/june2016/reinderswhite.pdf
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
Rozelin, Diana; D. Mustika, M. Arifullah, Musli, Mailinar & U. Azlan. (2024). The Influence of Jambi Malay Language Use Toward the Implementation of Islamic Aqidah Educational Values at Orang Rimba. https://www.taylorfrancis.com/chapters/oa-edit/10.1201/9781003322054-27/
Şener, S., & Çokçalışkan, A. (2018). An Investigation between Multiple Intelligences and Learning Styles. Journal of Education and Training Studies, 6(2), 125. https://doi.org/10.11114/jets.v6i2.2643
Shatto, B., & Erwin, K. (2016). Moving on From Millennials: Preparing for Generation Z. Journal of Continuing Education in Nursing, 47(6), 253–254.
https://doi.org/10.3928/00220124-20160518-05
Syed, M. R. (2008). Multimedia technologies: concepts, methodologies, tools, and applications. Information Science Reference.
Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital literacy and higher education during COVID-19 lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 1–17. https://doi.org/10.3390/publications8040048
Tomita, K., & Sano, M. (2016). Developing Learner Autonomy: The Perceptions and Needs of Japanese EFL Learners. Language Education in Asia, 7(2), 114–130. https://doi.org/10.5746/leia/16/v7/i2/a05/tomita_sano
Yin, & R. K. (2011). Qualitative Research from Start to Finish. The Guilford Press.
Yu, B., & Zadorozhnyy, A. (2022). Developing students’ linguistic and digital literacy skills through the use of multimedia presentations. ReCALL, 34(1), 95–109. https://doi.org/10.1017/S0958344021000136
ZDEL, Hinkin, T. R., Tracey, J. B., Enz, C. A., Riris, R. H., Pixler, P. W.,
عامر, د. و. م., Treloar, C., Champness, S., Simpson, P. L., Higginbotham, N., Description, A., Outcome, E., Anderson, D. R., Krathwol, L. W., Maháthera, N., Geometry, R., Analysis, G., & Yin, R. K. (2001). Case study research and applications: Design and methods. In Journal of Hospitality & Tourism Research (Vol. 53, Issue 5). https://doi.org/10.1177/109634809702100108
Zulkepli, N., Tajuddin, S. N. A. A., Atan, A., & Khaja, F. N. M. (2018). A Study on Autonomous Use of Technology for Language Learning Among ESL Learners at Tertiary Level. International Journal of Academic Research in Business and Social Sciences, 8(11). https://doi.org/10.6007/ijarbss/v8-i11/4986
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Supriadi, Diana Rozelin, Muhaimin, Umar Fauzan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
COPYRIGHT NOTICE
REGISTER JOURNAL: https://ejournal.uinsalatiga.ac.id/index.php/register/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Copyright Notice
An author who publishes in REGISTER JOURNAL agrees to the following terms:
- The 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
- The author can 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.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) before 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).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal. They will not be made available for any other purpose or to any other party.
