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This Author published in this journals
All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Dina Ampera
Universitas Negeri Medan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Development of Flash Interactive Learning Media in Improving English Speaking Skills of Grade X at SMA Negeri 16 Medan Suyono Suyono; Naeklan Simbolon; Dina Ampera
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1568

Abstract

The purpose of this research is to know about: (1) feasibility of flash interactive learning media used by English teachers in speaking skills of grade X at SMA Negeri 16 Medan of Academic Year 2019/2020; and (2) the effectiveness of flash interactive learning media in improving English speaking skills of grade X at SMA Negeri 16 Medan of Academic Year 2019/2020. The research method is the Bord and Gall development model with the learning design of the Dick and Carey Model, consisting of 2 stages: (1) Stage I, namely: conducting preliminary research, making software design, collecting materials, making and producing products, product field testing, and product effectiveness test; and (2) Stage II, product effectiveness test by: normality test, linearity test, hypothesis test, and calculating the value of media effectiveness. Subjects consisted of 64 students of grade X. For the development of products using 2 experts of instructional design, 2 materials experts, 2 software experts, 3 students tested one by one, and 9 small groups classes students. Limited field test shows: (1) the average percentage of the results of the assessment of English-speaking skills by material experts is 79.7%; (2) the average percentage of English-speaking skills assessment results by learning design experts is 86%; and (3) the average percentage of English-speaking skills assessment results by software experts is 80.1%. The results were obtained tcount > ttable (11.315 > 1.69), which concluded that Ho refused and Ha is received, so that it can be stated that there are significant and significant differences between the English-speaking skills of students taught using interactive learning media (82,969) and the average English-speaking skills of students taught using conventional learning media (62,594) can be accepted and tested for truth.
Co-Authors Naeklan Simbolon Suyono Suyono