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p-Index From 2020 - 2025
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All Journal Journal of Language Education and Educational Technology (JLEET)
Deddy Amrand
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of High School Explainer Videos for English Learning Through the Lens of Cognitive Theory of Multimedia Learning (CTML) La Ode Muhammad Nur Rahim; Deddy Amrand; Mursalim Mursalim
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.47000

Abstract

This research aims to assess the alignment of high school explainer videos for English learning with the Cognitive Theory of Multimedia Learning (CTML) principles and identify contributing factors to the alignment. The research Employed a content analysis design using descriptive analysis techniques. An analytic rubric, adapted and developed based on CTML principles, was utilized for evaluating the alignment of explainer videos. The research focused on four cases of explainer videos targeting high school students to teach English writing skills using a genre-based approach. Results indicate a majority of alignment with CTML principles, predominantly falling within a high to moderate alignment range. The notable contributing factors to positive alignment trends are attributed to the compatibility of the three key facets: explainer video characteristics, the systematic nature of writing skills in a genre-based approach and the CTML’s principles. Conversely, the primary contributing factors to negative alignment trends stem from the perplexity of balancing time constraints while needing to meet the standards of educational multimedia, coupled with the demand to informatively deliver complex content, especially in the context of writing. Furthermore, the main contributing factors to the emergence of variations in both alignment and misalignment are inclined to associated with expertise of explainer video creators in educational multimedia design, subject matter and individual preferences.
An Analysis of Distance Learning at the English Department of UMK: Students’ Social Presence and Sense of Classroom Community Rabiatul Adawia; Aderlaepe Aderlaepe; Deddy Amrand
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.15888

Abstract

The objective of this study is to assess the extent of students’ social presence and their perception of classroom community in the context of distance learning, along with the factors influencing these outcomes. This investigation adopted a quantitative approach. The study comprised 111 students who actively participated in the academic activities during the 2021/2022 academic year, particularly those who experienced distance learning. The data underwent analysis employing descriptive statistics techniques, including the Likert scale, Likert item analysis, and examination of participants' responses to open-ended questions. The findings indicated, firstly, a notable level of student social presence in distance learning, particularly in terms of the perceived contribution of group activities to the learning process. Secondly, students exhibited a high sense of classroom community in distance learning settings, particularly in items related to connectedness. The underlying rationale for the elevated level of social presence during distance learning included each student's perception of engagement within the classroom. Similarly, the heightened sense of classroom community during distance learning stemmed from the perceived involvement of each student within the classroom environment.
Co-Authors Aderlaepe Aderlaepe La Ode Muhammad Nur Rahim Mursalim Mursalim Rabiatul Adawia