DIALOGIC-INTERACTIVE MEDIA IN ONLINE LEARNING: EFFECTIVENESS IN SPEAKING SKILLS

Year 2023, Volume: 24 Issue: 4, 95 - 111, 01.10.2023

Atmazaki ATMAZAKI Syahrul RAMADHAN Vivi INDRIYANI

https://doi.org/10.17718/tojde.1146195

Abstract

The online learning process necessitates the utilization of diverse and creative learning resources by teachers. Nevertheless, a preliminary analysis revealed that Whatsapp, Zoom, and PowerPoint continue to dominate the learning media landscape. The usage of these media has not been able to aid educators in developing dialogic exchanges in the learning process, particularly when it comes to the acquisition of language. On this basis, the objective of this research is to build dialogic-interactive media in language learning to enhance students’ speaking abilities in online learning. This is Research and Development (R&D) utilizing the Plomp Development paradigm (Preliminary Research, Prototyping Phase & Assessment Phase). In the Assessment Phase, researchers tested the products that had been developed to determine the practicality and effectiveness of the developed media. The research instruments are in the form of questionnaires, observation sheets and tests. The research subjects were students of MTsN 1 Padang. The results showed that dialogic-interactive media was effective in increasing students’ speaking skills in online learning.

Keywords

interactive media, dialogic approach, speaking skills, online learning, distance learning

References

• Adarkwah, M. A. (2021). An outbreak of online learning in the COVID-19 outbreak in Sub-Saharan Africa: Prospects and challenges. Global Journal of Computer Science and Technology, 21(2).
• Agrawal, S. R., & Ghosh, C. K. (2014). Inculcation of values for best practices in student support services in open and distance learning-The IGNOU experience. Journal of Human Values, 20(1), 95–111.
• Aldhafeeri, F. M., & Khan, B. H. (2016). Teachers’ and students’ views on e-learning readiness in Kuwait’s secondary public schools. Journal of Educational Technology Systems, 45(2), 202–235.
• Alexander, R. J. (2008). Towards dialogic teaching: Rethinking classroom talk (4th ed.). York, UK: Dialogos.
• Alexander, R. J. (2020). A dialogic teaching companion (1st ed.). London, UK: Routledge.
• Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1), 1–8. https://doi.org/https://doi.org/10.1186/s12909-020-02312-0
• Anwaruddin, S. M. (2019). Teaching language, promoting social justice: A dialogic approach to using social media. Calico Journal, 36(1), 1–18.
• Aoki, K. (2010). The use of ICT and e-learning in higher education in Japan. World Academy of Science, Engineering and Technology, 66, 868–872.
• Arnab, S., Walaszczyk, L., Lewis, M., Kernaghan-andrews, S., Loizou, M., Masters, A., … Clarke, S. (2021). Designing mini-games as micro-learning resources for professional development in multi-cultural organisations. The Electronic Journal of E-Learning, 19(2), 44–58.
• Arroba, J., & Acosta, H. (2021). Authentic digital storytelling as alternative teaching strategy to develop speaking skills in EFL classes. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 317–343.
• Asterhan, C. S., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. (2020). Controversies and consensus in research on dialogic teaching and learning. Dialogic Pedagogy, 8, 1–166.
• Astuti, L., Wihardi, Y., & Rochintaniawati, D. (2020). The development of web-based learning using interactive media for science learning on levers in human body topic. Journal of Science Learning, 3(2), 89–98. https://doi.org/10.17509/jsl.v3i2.19366
• Atmazaki, Ramadhan, S., Indriyani, V., & Nabila, J. (2021a). Dialogic-interactive media: Alternative learning media to improve speaking skills. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 7(2), 286–296.
• Atmazaki, Ramadhan, S., Indriyani, V., & Nabila, J. (2021b). Dialogic-interactive media design for language learning to improve speaking activities and skills. In 2nd Bukittinggi International Conference on Education (BICED) 2020 (pp. 1–9). IOP Publishing. https://doi.org/10.1088/1742-6596/1779/1/012029
• Bakhtin, M. (1981). The dialogic imagination. USA: University of Texas Press.
• Baloran, E. T., Hernan, J. T., & Taoy, J. S. (2021). Course satisfaction and student engagement in online learning anid covid-19 pandemic: A structural equation model. Turkish Online Journal of Distance Education-TOJDE, 22(4), 1–12.
• Barwell, R. (2018). From language as a resource to sources of meaning in multilingual mathematics classrooms. Journal of Mathematical Behavior, 50, 155–168. https://doi.org/https://doi. org/10.1016/j.jmathb.2018.02.007
• Baykara, T., & Aksu Ataç, B. (2021). Attitudes of Turkish and foreign students towards English language, and their English speaking anxiety at Turkish international schools in Saudi Arabia. International Online Journal of Education and Teaching (IOJET), 8(1), 485–504.
• Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583.
• Budhyani, I. D. A. M., Candiasa, M., Sutajaya, M., & Nitiasih, P. K. (2022). The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement. International Journal of Evaluation and Research in Education (IJERE), 11(1), 321–332. https://doi.org/10.11591/ijere.v11i1.22178
• Budiarto, M. K., Rejekiningsih, T., & Sudiyanto, S. (2021). Students’ opinions on the need for interactive multimedia development for entrepreneurship learning. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1290–1297. https://doi.org/10.11591/ijere.v10i4.21411
• Bulut, B., & Karasakaloğlu, N. (2021). Rating scale development study for the evaluation of the prepared speeches. International Journal of Progressive Education, 17(2), 0–2. https://doi.org/10.29329/ijpe.2020.332.27
• Carrion, R. G.-, Gomez, A., Molina, S., & Ionescu, V. (2017). Teacher education in schools as learning communities: Transforming high-poverty schools through dialogic learning. Australian Journal of Teacher Education, 42(4), 44–56.
• Carrion, R. G.-, Gomez, A., Molina, S., & Ionescu, V. (2017). Teacher education in schools as learning communities: Transforming high-poverty schools through dialogic learning. Australian Journal of Teacher Education, 42(4), 44–56.
• Chinmi, M., Marta, R. F., Haryono, C. G., Fernando, J., & Goswami, K., J. (2020). Exploring online news as comparative study between Vendatu at India and Ruang Guru from Indonesia in Covid-19 pandemic. Journal of Content, Community & Communication, 11(6), 167–176. https://doi.org/ht t ps://doi.org/10.31620/ JCCC.06.20/13
• Cihan, T., & Yildirium, A. (2014). Instructor’s perception of social instruction and its practical reflection in foreign classes. Journal Elementary Education Online, 13(3), 1033–1048.
• Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). London, UK: Wiley. Comoglu, I., & Dikilitas, K. (2020). Learning To become an english language teacher: Navigating the self through peer practicum. Australian Journal of Teacher Education, 45(8). https://doi.org/http://dx.doi.org/10.14221/ajte.2020v45n8.2
• Coulter, X., & Herman, L. (2020). The lure of autocratic education in a somewhat democratic society. Athens Journal of Education, 7(4), 331–351.
• Dennis, J. K. (2020). The kantian effect: Reconceiving the integration of knowledge in interdisciplinary theory. JIS: Journal of Interdisciplinary Sciences, 4(2), 1–14.
• Devos, N. J. (2017). Peer interactions in new content and language integrated settings. Switzerland: Springer.
• Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.
• Drouin, M., & Vartanian, L. R. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses. The Quarterly Review of Distance Education, 11(3), 147–159.
• Duque-aguilar, J. F. (2021). Teachers’ assessment approaches regarding EFL students’ speaking skill. Profile, 23(1), 161–177.
• Erdoğmuş, C., & Çakır, R. (2022). Students’ knowledge sharing behaviours and sense of online learning community in online learning environments. Participatory Educational Research (PER), 9, 46–60. https://doi.org/http://dx.doi.org/10.17275/per.22.53.9.3
• Eremeeva, G. R., & Khamisovna, I. F. (2020). Dialogic communication between teachers and students as a condition for interaction of subjects of the higher school educational process. International Journal of Higher Education, 9(8), 46–51. https://doi.org/10.5430/ijhe.v9n8p46
• Gander, T., & Wintle, P. (2020). Dialogic reflection for social justice - He Anga Huritao. New Zealand Journal of Teachers’ Work, 17(1), 38–55.
• Gillies, R. M. (2015). Teacher dialogue that supports collaborative learning in the classroom. In C. S. C. A. & S. N. C. L. B. Resnick (Ed.), Socializing intelligence through academic talk and dialogue (pp. 335–345). Washington DC, United States: American Educational Research Association.
• Gillies, Robyn M. (2020). Dialogic teaching during cooperative inquiry-based science: A case study of a year 6 classroom. Education Science, 10, 1–20.
• Gonzalez, M., & Kokozos, M. J. (2019). Prejudice reduction in public schools : A dialogic approach. Journal of Educational Research and Practice, 9(1), 340–348. https://doi.org/10.5590/JERAP.2019.09.1.24
• Green, A. (2013). Exploring language assessment and esting: Language in action. London, UK: Routledge.
• 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/https://doi.org/10.1016/j.procs. 2018.04.317
• Güneş, Ç., & Sarıgöz, İ. H. (2021). Speaking struggles of young EFL learners. International Journal of Curriculum and Instruction, 13(2), 1267–1308.
• Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective in a Chinese tertiary EFL classroom. Ournal of Second Language Writing, 30(1), 31–44. https://doi.org/https://doi.org/10.1016/j.jslw.2015.08.002
• Henry, E., Hinshaw, R., Al-Bataineh, A., & Bataineh, M. (2020). Exploring teacher and student perceptions on the use of digital conferencing tools when providing feedback in writing workshop. TOJET: The Turkish Online Journal of Educational Technology, 19(3), 41–50.
• Hergüner, G., Yaman, Ç., Sari, S. Ç., Yaman, M. S., & Donmez, A. (2021). The effect of online learning attitudes of sports sciences students on their learning readiness to learn online in the era of the new coronavirus pandemic (covid-19). TOJET: The Turkish Online Journal of Educational Technology, 20(1), 68–77.
• Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers & Education, 136, 113–129.
• Karakış, Ö. (2022). The relation between future time perspective, online learning self-efficacy and lifelong learning tendency: A mediation analysis. International Journal of Curriculum and Instruction, 14(1), 404–423.
• Kasimoğlu, S., & Çelik, M. U. (2021). Access to informatıon and use of dıgıtal instruments in educatıon and student opinions. Propósitos y Representaciones, 9(1).
• Kaya, S. (2021). From needs analysis to development of a vocational English language curriculum : A practical guide for practitioners. Journal of Pedagogical Research, 5(1), 154–171.
• Kibici, V. B., & Sarikaya, M. (2021). Readiness levels of music teachers for online learning during the COVID 19 pandemic. International Journal of Technology in Education (IJTE), 4(3), 501–515. https://doi.org/https://doi.org/10.46328/ijte.192
• Kim, M. Y., & Wilkinson, I. A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture, and Social Interaction, 21, 70–86.
• Komalasari, K. (2019). Living values based interactive multimedia in civic education learning. International Journal of Instruction, 12(1), 113–126.
• Kumar, T. (2021). Cypriot Journal of Educational speaking skill among L2 learners. Cypriot Journal of Educational Science, 16(1), 411–422.
• Kumpulainen, K., & Rajala, A. (2017). Dialogic teaching and students’ discursive identity negotiation in the learning of science. Learning and Instruction, 48, 23–32.
• Kuo, Y.-C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet Higher Education, 20, 35–50.
• Leta, D. T., Ayele, M. A., & Kind, V. (2021). Dialogic teaching approach vis-à-vis middle school physics teacher’s content knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 17(1), 1–13.
• Lwin, S., Sungtong, E., & Auksornnit, V. (2022). Implementation of online learning program in migrant community: Teachers’ challenges and suggestion. Turkish Online Journal of Distance Education-TOJDE, 23(1), 43–59.
• Maele, J. Van. (2020). What do we exchange in virtual exchange? Reflections on virtual exchange as intercultural dialogue. In E. H. & Y. Wang (Ed.), Virtual exchange in the Asia-Pacific: research and practice (pp. 37–59). Research- publishing.net. https://doi.org/10.14705/rpnet.2020.47.1145
• Means, B., & Neisler, J. (2020). Suddenly online: A national survey of undergraduates during the COVID-19 pandemic. San Mateo, CA: Digital Promise.
• Musling, M. N., Ismail, M. Z., Darmi, R., Kamaruddin, A. Y., & Jaffar, M. N. (2022). Summary of possible universal moral values in language pedagogy: A systematic review. Journal of Language and Linguistic Studies, 18(1), 40–57. https://doi.org/10.52462/jlls.165
• Ninghardjanti, P., Huda, C., & Dirgatama, A. (2022). The perception on mobile-based interactive learning media use in archiving course completion. International Journal of Evaluation and Research in Education (IJERE), 11(2), 516–521. https://doi.org/10.11591/ijere.v11i2.22131
• Nurtanto, M., Sofyan, H., & Pardjono, P. (2020). E-learning based autoCAD 3D interactive multimedia on vocational education (VE) learning. Journal of Engineering Education Transformations, 34(1), 1–7.
• Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the Teaching of English, 40, 392–412.
• Özenç, E. G., Orhan-Karsak, H. G., & Özenç, M. (2021). The effects of speaking instruction via whole language approach collaborative instructional design on pre- service teachers’ spe aking anxiety and speaking self-efficacy. International Journal of Curriculum and Instruction, 13(1), 149–168.
• Öztürk-Pat, Ö., & Yılmaz, M. (2021). (2021). Impact of creative drama method on students’ speaking skills. Journal of Theoretical Educational Science, 14(2), 223–245.
• Pearcy, M. (2020). “Do you have your baseball bat?” Dialogic teaching in a remote environment. Research Issues in Contemporary Education, 5(3), 42–55.
• Plomp, T., & Nienke. (2013). Educational design research: An introduction. In T. P. & N. Nieveen (Ed.), Educational design research - Part A: An Introduction (pp. 10–51). Enschede, the Netherlands: SLO.
• Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal, 2(2), 6–18.
• Rapanta, C., Garcia-mila, M., Remesal, A., & Gonçalves, C. (2021). The challenge of inclusive dialogic teaching in public secondary school. Comunicar, XIXX(66), 21–31.
• Rawat, M. D. (2016). Importance of communication in teaching learning process. An International Peer Reviewed & Referred Scholarly. Research Journal for Interdisciplinary Studies, 4(26), 3058–3063.
• Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Education Psychologist, 48, 114–133.
• Rice, M. F., & Dykman, B. (2018). The emerging research base on online learning and students with disabilities. In & R. E. F. K. Kennedy (Ed.), ig, Handbook of Research on K-12 Online and Blending Learning (2nd ed., pp. 189–205). ETC Press.
• Ritonga, M., Lahmi, A., Saputra, R., Mursal, & Nofrizaldi. (2022). Online learning during the covid-19 pandemic period : Studies on the social presence and affective and cognitive engagement of students. Pegem Journal of Education and Instruction, 12(1), 207–212. https://doi.org/10.47750/pegegog.12.01.21
• Roemintoyo, R., Miyono, N., Murniati, N. A. N., & Budiarto, M. K. (2022). Optimising the utilisation of computer-based technology through interactive multimedia for entrepreneurship learning. Cypriot Journal of Educational Sciences, 17(1), 105–119.
• Rukayah, Andayani, & Syawaludin, A. (2022). Learner’s needs of interactive multimedia based on hybrid learning for TISOL program. Journal of Language and Linguistic Studies, 18(1), 619–632. https://doi.org/10.52462/jlls.207
• Sanalan, V. A., & Taşlıbeyaz, E. (2020). Discovering Turkish generation-Z in the context of educational technology. Journal of Educational Issues, 6(2), 249–268. https://doi.org/10.5296/jei.v6i2.17552
• Shahzad, M., Nadeem, M. A., & Zaib, U.-N. (2021). Developing learning environment using interactive multimedia. Pakistan Journal of Distance & Online Learning, VII(I), 93–106.
• Shields-lysiak, L. K., Boyd, M. P., Iorio, J. P., & Vasquez, C. R. (2020). Classroom greetings: More than a simple hello. Iranian Journal of Language Teaching Research, 8(3), 41–56.
• Shongwe, B. (2021). Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective. Pythagoras - Journal of the Association for Mathematics Education of South Africa, 42(1), 1–14. https://doi.org/https://doi. org/10.4102/pythagoras. v42i1.623 Copyright:
• Sofowora, O. A. (2013). The usefulness of the popular social interactive media in the classroom. World Journal of Education, 3(1), 46–51. https://doi.org/10.5430/wje.v3n1p46
• Stewart, T. T., Hill, J., & Lindstrom, P. N. (2020). Exploring wobble through collaborative dialogue to reconcile theory and practice. Teacher Education Quarterly, (Winter), 48–70.
• Sun, A., & Chen, X. (2016). Online Education and its effective practice: a research review. Journal of Information Technology Education: Research, 15, 157–190.
• Syawaludin, A., Gunarhadi, & Rintayati, P. (2019). Development of augmented reality-based interactive multimedia to improve critical thinking skills in science learning. International Journal of Instruction, 12(4), 331–344.
• Tanış, A., Şensoy, F. H., & Atay, D. (2020). The effects of L1 use and dialogic instruction on EFL writing. Eurasian Journal of Applied Linguistics, 6(1), 1–21. https://doi.org/10.32601/ejal.710178
• Tomak, B. (2021). Evaluation of the “speaking” component of a curriculum applied in a school of foreign languages: An action research in a state university in Turkey. International Journal of Educational Methodology, 7(1), 33–51. https://doi.org/10.12973/ijem.7.1.33
• Tunagür, M., Kardaş, N., & Kardaş, M. N. (2021). The effect of student centered listening/speaking activities on Turkish listening speaking skills of bilingual students. International Journal of Education & Literacy Studies, 9(1), 136–149.
• Widodo, S. A., Prihatiningsih, A., & Taufiq, I. (2021). Single subject research : Use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers. Participatory Educational Research (PER), 8(April), 94–108.
• Winters, T. (2021). Emergency remote studio teaching: Notes From the Field. Journal of Teaching and Learning with Technology, 10(special issue), 117–126. https://doi.org/10.14434/jotlt.v9i2.31580
• Worku, H., & Alemu, M. (2021). Supportiveness of existing classroom culture to the implementation of dialogic teaching: Analysis of teacher-student interaction in physics teaching and learning. Pedagogical Research, 6(3), 1–13. https://doi.org/https://doi.org/10.29333/pr/11062
• Wotto, S. (2020). The future high education distance learning in Canada, the United States, and France: Insights from before COVID-19 secondary data analysis. Jurnal of Educational Technology Systems, 49(2), 262–281. https://doi.org/10.11 77/0047239520940624
• Wulandari, B. A., Piscioneri, M., & Ikram, W. (2021). Examining students’ challenges in oracy in academic context classes. International Journal of Language Education, 5(1), 598–615.
• Yang, S. (2007). Artificial intelligence for integrating English oral practice and writing skills. Sino-US English Teaching, 4(4), 1–6.
• Yolcu, E., & Dimici, K. (2021). An analysis of foreign language oriented fifth grade english curriculum: Opinions of students, teachers and administrators. Participatory Educational Research (PER), 8(1), 48–69.
• Zayapragassarazan, Z., & Mohapatra, D. P. (2021). Effective learner engagement strategies in visual presentations. Journal of Education Technology in Health Sciences, 8(1), 2–11.
• Zeng, X., & Tingzen, W. (2021). College student satisfaction with online learning during COVID-19: A review and implications. International Journal of Multidisciplinary Perspectives in Higher Education, 6(1), 182–195.
• Ziadat, A. H. (2021). Online learning effects on students with learning disabilities : Parents’ perspectives. Cypriot Journal of Educational Sciences, 16(2), 759–776. https://doi.org/https://doi.org/10.18844/cjes.v16i2.5656