TELL-US Journal, Vol. 7, Issue 2, September 2021, P-ISSN: 2442-7608; E-ISSN: 2502-7468
STKIP PGRI Sumatera Barat – Indonesia
THE DEVELOPMENT OF EMIP (ENGLISH MODUL
INTERACTIVE POWERPOINT) TO IMPROVE STUDENTS’
ENGLISH FOREIGN LANGUAGE LEARNING OUTCOME
Ahmad Nusi1), Paulina Limba2), Metty Abrahamsz3), Mey Marantika 4)
Civil Engineering, Ambon State Polytechnic
E-mail: 1ahmad11minang@gmail.com , 2nona_limba@yahoo.com,
3
meylanovix@gmail.com, 4meykemarantika@gmail.com
Submitted: 22-07-2021
Review: 13-08-2021
Accepted: 05-09-2021
DOI: https://doi.org/10.22202/tus.2021.v7i2.5002
Abstract
This study preciously aims to elucidate the development of EMIP (English Module
Interactive PowerPoint) to improve students’ learning outcomes, staff of general affairs, at
Ambon State Polytechnic. This study used research and development (R&D) with ADDIE
(Analysis, Design, Development, Implementation and Evaluation) model. The results of
this study were obviously eligible based on the development steps. The first results of
media and material validation were shown from average score of 78,8% and 86,2%
respectively. The second result, the staff general affairs' responses to EMIP (English
module interactive PowerPoint) on small-scale with scored 80.75% and large-scale trials
obtained a score of 84%. Furthermore, based on the value obtained, the EMIP (English
module interactive PowerPoint) was feasible (very valid) to be implemented to the staff
general affairs students. Referring to the test results of the staff general affairs students
learning on small-scale result, it briefly showed that 62% of students totally passed with
the score 74. Moreover, on a large-scale result, 100% of the students passed and scored 75.
Finally, EMIP (English module interactive PowerPoint) is appropriate for staff general
affairs at Ambon State Polytechnic.
Keywords: EMIP (English module interactive PowerPoint), Learning Material
INTRODUCTION
English in the era of technological development is a skill that must be
adequately mastered. It is not only to follow trends but also a requirement to
compete globally, especially at universities. At the university level, lecturers,
students, and staff must have sufficient English language skills for several reasons.
In the learning process, lecturers must be well-prepared to provide the latest sources
related to the English material. For example, every day many new researches are
published in international journals that can be used easily as references. In addition,
from the student's perspective, proficiency in English is also very important to gain
broad knowledge. A real example, English is a requirement to apply for jobs in the
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industrial world and also will extensively help them in mastering technology.
Furthermore, for university staff, they must not only have a high level of education,
but also require English’s skill. Staff who have English proficiency will certainly
provide excellent service to everyone who comes into contact with the university’s
environment (parents, students, lecturers, alumni, and the business world).
Proficiency in English will comprehensively make the staff determine the progress
of university because they are able to read the changes that occur in the world of
education in other countries. Additionally, they can work effectively and efficiently
because they are able to operate technology that almost all of its features use
English. Furthermore, the position of English with EFL status in Indonesia must be
a priority issue that must be resolved so that the Indonesian people can compete
with foreign workers. Consequently, people who have the ability to speak English
will not be left behind by technology and information which is rapidly developing
day by day.
EFL (English as Foreign Language) which is defined as English as a
foreign language certainly has the meaning that the use of English in Indonesia is
only used by a small number of certain groups with certain interests. This is in
accordance with the opinion of Azhar (2009) which means that EFL is English
taught in a country where English is considered foreign language or has not become
a second language in that country. The status of EFL in Indonesia can be seen from
the limited use of English in the world of education (school and university) and is
not used in daily communication and work place. There are several countries such
as Malaysia, Singapore, and Hong Kong, performed English as the second language
in that country.
This problem occurs because the proficiency and use of English in
Indonesia is very limited. This is due to several reasons. First, Sawir (2005) said
that teaching English in schools and universities tends to focus on reading (reading
skills). This massively makes other skills (learning grammar, speaking, and
vocabulary) in English neglected. This paradigm looks conventional in an era where
listening and speaking in English are a priority, but in practice there are still many
teachers and even lecturers who still focus on these two things, so it is not surprising
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that many English graduates are unable to write and speak in English. The reason
is they learn English just for fulfilling the assignments given by teacher and lecturer.
In addition, unable to speak is a hallmark of students based on both experts and
researchers previous need analysis. Furthermore, it is also seen from the availability
of human resources who are truly capable and have experience in teaching EFL in
schools and universities. The next, the lack of facilities is also a source of problems
so that the English language which is considered to have been taught from
elementary, middle, and high school results is still not satisfactory. The problem
related learning facilities supported by Burns & Richards (2009) Kirkpatrick,
(2007); Sulistiyo, (2009). They argue that language laboratories, instructors and
media play crucial and vital role in supporting the succeeds of language learning.
EFL is also interpreted by Megawati (2019) as a foreign language that
must be mastered by students as an agent of change. English is the main requirement
for students to be able to take the day off after graduating from campus and entering
the work place. This is the main reason for every university competing to establish
a Language Development Unit as a forum that students and lecturers can use to
practice their English skills.
The presentation of evidence above, especially for the staff at Ambon
State Polytechnic is a serious issue that must be addressed quickly. This is supported
by preliminary research data in the field related to the English need analysis
published in the “International Journal of English Education and Linguistics. Vol
2, No 2, 2020” with an overview of the results can be fully seen below.
Table-1 . The need of English
100%
50%
90%
20%
0
Daily and Professional English
0
Academic Field
Culture
Others
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Table-2. Skill priority
40%
30%
20%
10%
40%
25%
10% 15%
10%
Speaking
Writing
Reading
Listening
Grammar
There are frequently several problems related to the need of English
model for the staff. First, most universities, especially the Ambon State Polytechnic
only focuses on student academic achievement. As a result, the staff only provide
routine services. The second problem is that there are no English language training
facilities either in the department or in the campus language center. The third
problem, the direct instruction of the Director of the Ambon State Polytechnic
during the morning assembly, that lecturers and employees are thoroughly expected
to learn and master English language skills. The last is the 4.0 revolution which
makes English a skill that must be mastered by everyone, especially in the campus
community.
The four problems above are the formulation of the development of EMIP
(English Module Interactive PowerPoint) to improve students’ learning outcomes,
staff of general affairs, at Ambon State Polytechnic. EMIP is an English Module
Interactive PowerPoint designed based on the concept of ADDIE in order to
facilitate the students to improve their learning outcomes. It encompasses speaking,
writing, reading, and listening skills. Each of skill designed with specific topics
referring to the result of need analysis. The product of EMIP is going to use in
Ambon State Polytechnic especially in Language Center as a main module to be
implemented in teaching. It is the basis and the reason why this research needs to
be carried out as a real effort in empowering the campus community and increasing
self-potential or quality so that the synergy of human resources between lecturers
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and staff, and students as well as staff with the world of outside education can be
carried out optimally.
In 4.0 or the era of technological and information advancement, the
learning process is more emphasized and student-centered. Students at all levels of
education are expected to be able to obtain information from various sources
including teachers, peers, and the internet. Information in the form of knowledge in
the logical and physical categories cannot be transferred completely from the
teacher's mind to the student's mind or from print media or the internet. This
knowledge must be built and associated in the student's own mind as an effort to
organize his experiences.
Furthermore, it is said that the information that enters the brain will go
through the stages of processing information (information processing) to be stored
in memory into long-term memory. PowerPoint is completely felt to be very
appropriate to overcome this, because this media provides audiovisual and
interactive information so that students can absorb information by seeing, hearing,
and responding, with the ability to remember students, each visual information
message is easy to understand by students, more stimulating students to find out
more about the teaching materials that are being presented, the objects displayed
look concrete (real). The presentation of PowerPoint is varied because there are
applications of images, animations, sounds, videos so that the learning process is
not boring. This is what is called EMIP (English Module Interactive PowerPoint).
Garth, A (2013) explains that Interactive PowerPoint is a method of
applying PowerPoint in a different way in disseminating information. This
Interactive PowerPoint offers interesting slides with a mix of images, animations,
sound, and video as well as links that can be directly visited by students or students.
EMIP has become an instructional media that has practical value and benefits that
provide an interesting teaching experience and increase student learning
motivation. This is because the learning system no longer emphasizes the results
but the process. In the sense that interactive PowerPoint media can make students
become independent learners (autonomous-learners) where the teacher is no longer
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the main source of learning. The teacher is a facilitator who provides and uses
interactive learning multimedia.
Garth, A (2013) provides a definition that Interactive PowerPoint is a
series of slide products that make it easier for students to understand the material
presented. Microsoft PowerPoint which is a computer program for presentations
that can be created with various features so that there is two-way communication
called Interactive PowerPoint. According to Azhar Arsyad (2009) Interactive
PowerPoint is a multimedia program that provides convenience in learning so as to
create student performance in achieving learning objectives. However, in its
implementation, interactive media is underestimated, especially in the process of
learning English which has many skills. Whereas the type of media used in learning
will affect eventually, and the ease or difficulty of students understanding learning.
Furthermore, Poole, B.J (2010) said that Interactive PowerPoint is a
PowerPoint that must provide question slides and feedback slides. This is what
distinguishes ordinary PowerPoint with interactive PowerPoint. Optimizing
Microsoft PowerPoint as a learning medium means making maximum use of all the
features available and owned by Microsoft PowerPoint to support teaching and
learning activities, especially in learning English.
Based on Fathurrohman (2010), PowerPoint becomes an interactive
media because PowerPoint is one of media which has visual, audio and audio visual.
PowerPoint with visual media can provide a real picture that is expected to present
something that cannot be found, touched, present in front of the computer. In
addition, the addition of sound and motion will give an interactive impression. In
addition, Arsyad (2009) argues that there are some benefits of using interactive
media in teaching. Media can provide brief and accurate information to be delivered
while it massively attracts the students’ attentions. Both of arguments shown that
media interactive in teaching especially PowerPoint is strongly unarguable
effective. It is also clearly supported by some researchers Wulandari (2013),
Nataliani (2014), Wahidah (2017). Each of them analyzed the students English
learning outcome with different major but in same issues. For instance, Wahidah
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(2017) researched about TOEFL module for Geography students with ADDIE
module.
The novelty of this study in some highlights. First, this study focused on
the staff general affairs students that worked for ages. In contracts, there were many
researchers did research for university students with English and non-English
major. Second, there was no available module created by Language Center for both
students and staff in Ambon State Polytechnic. The last, the EMIP module was the
only one module term ever produced by following all the step in ADDIE process.
METHODS
This research was R&D (Research and Development) with reference to
the design of Sukmadinata (2015:169) and Klein (2005:313) through the ADDIE
process (Analysis, Design, Development, Implementation and Evaluation). The
researchers implemented all the step of ADDIE. First, this research was a followup study from the needs analysis stage that has been carried out. Furthermore, then
design was a non-test interactive learning media in the form of EMIP. In addition,
the development of EMIP draft I and expert review, development of draft II, smallscale trials, large-scale trials, evaluation of test results and the EMIP product. The
data were taken from 15 subjects and analyzed by using triangulation-mix method
design.
FINDING AND DISCUSSION
The development of EMIP teaching materials is carried out in several
stages, namely; need analysis, determining the board of topic, draft EMIP 1, expert
review, draft 2, small-scale trials, large-scale trials, evaluation of test results and
the EMIP product.
First, the result of need analysis showed the skill priority starting from
speaking, reading, writing, and listening. Furthermore, the topic frequently focused
on daily English. The need analysis result can be seen on “International Journal of
English Education and Linguistics. Vol 2, No 2, 2020”
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Moreover, The development of EMIP is feasible (valid) to use based on
the results of the validation of English language and IT experts. It is actually used
as the basis for revising the media from the aspects of learning, content, display,
and programming. The results of the validation of the experts are used as
benchmarks about the appropriateness of learning media to be tested in the field.
Table 3. The validation result of English language and IT experts.
No
1
2
3
Valuation Variables
EMIP display
Language
Content and programming
Holistic Aiken Index
Aiken Index
0,8
0,7
47
0,7
78
0,8
92
ICC
0,750
0,731
0,824
0,661
Interpretation
Very Valid
Valid
Valid
Valid
06
In this part, it obviously obtained that the EMIP was valid to be tested and
implemented to the stage of students’ validation. There were also some annotations
from experts related to the consistency of using font. The researchers revised and
continued to the students’ validation that can be seen as follow;
Table 4. The validation result of students.
No
1
2
3
Valuation Variables
EMIP display
Language
Content
Aiken Index
0,822
0,828
0,815
ICC
Interpretation
0,764 Very Valid
Interpretation
0,801 Very Valid
0,791 Valid
4
Programming
0,757
0,705
Valid
4
Holistic Aiken Index
0, 785
0,75
0,776
0,705
Valid
Valid
7
Based on table 3 and 4. Percentage of validation assessment results from
English and IT experts was very valid and valid with an ICC percentage 0.661
(78.8%). Furthermore, the results of student validation, it looks very valid and valid
with an ICC 0.776 (86.2%). It is analyzed from the aspects of learning, content,
display, and programming.
Based on small-scale trials conducted on students, carried out on April 26,
2021. The result can be clearly seen as follow;
Table 5. The result of small-scale trials
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No
Category
Students
1
Highest score
93
2
Lowest score
60
3
Average
77.5
4
The number of students
8
The number of students with score ≥
5
75
5
6
Total
62%
Furthermore, the researcher also did the field trials for the students after
doing some revision. The result definitely can be seen below;
Table 6. The result of field trials.
No
Category
Students
1
Highest score
100
2
Lowest score
75
3
Average
85.7
4
The number of students
10
The number of students with score ≥
5
75
10
6
Total
100
Student responses after using EMIP-based teaching materials broadly
indicated that the implementation is feasible. This can be seen from the results of
small-scale trials obtained student responses of 80.75% while in the large-scale trial
obtained 84 %. Referring to the test results of the staff general affairs students
learning on small-scale result, it briefly showed that 62% of students totally passed
with the score 74. Moreover, on a large-scale result, 100% of the students passed
and scored 75.
The development of EMIP teaching materials went through several
stages; need analysis, board of topic, EMIP draft 1, expert review, draft 2, smallscale trials, large-scale trials, evaluation of test results and the EMIP product. The
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development of EMIP learning media is based on needs analysis. Information done
by analyzing problems and materials through field surveys and questionnaires, then
continued with the preparation of broad of specific topics and so on. Finally, EMIP
development to the evaluation stage which ultimately produced EMIP.
EMIP material development has been feasible (very valid) to be used
based on the validation results of English language experts and IT experts. This is
strongly the basis for revising the media from the aspect of learning, content,
display and programming aspects. The results of the validation of the experts are
primarily used as benchmarks about the appropriateness of learning media to be
tested in the field. Percentage results of English language and IT experts clearly
shown very feasible (very valid), with an average percentage of 78.8%. The results
of students with very feasible (very valid), with an average percentage of 86.2%.
EMIP generally implemented in some stages. First, the researcher did
small-scale trails to see the effectiveness of EMIP. There were some annotations
gained during the EMIP implementation, for instance, the transition of picture and
words. Second, the large-scale trials with staff of general affairs were successfully
done with very valid category. The EMIP process supported the preliminary
research by Sulistiyo (2015) and Sugiharto (2018).
Finally, student responses of EMIP in teaching and learning was highly
feasible. The data from the small-scale trials elucidated student responses with
80.75% while in the large-scale trial obtained 84 %. In addition, it briefly showed
that 62% of students totally passed with the score 74. Moreover, on a large-scale
result, 100% of the students highly passed and scored 75.
CONCLUSION
According to the findings of the study, EMIP is highly appropriate to be
implemented in teaching staff of general affairs. Based on the value gained, the
EMIP (English module interactive PowerPoint) was feasible (very valid) to be
implemented to the staff general affairs students. Furthermore, referring to the test
results of the staff general affairs students learning on small-scale result, it briefly
showed that 62% of students totally passed with the score 74. Moreover, on a large-
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scale result, 100% of the students generally passed and scored 75. Through this
study, EMIP could be used by the Ambon State Polytechnic as a module in learning
English. Furthermore, the results of this study became scientific data for the Ambon
State Polytechnic language center in developing future work programs.
ACKNOWLEDGMENT
This study was partially
supported
by
Research
and
Community
Services (RCS/P3M) and Civil Engineering at State Polytechnic Ambon. We thank
to the director of State Polytechnic Ambon, chief of RCS, Chairman and colleagues
from Civil Engineering who provided insight and expertise that greatly assisted to
this study and module. We would also like to show my gratitude to the English
language and IT experts for sharing their ideas. Briefly, we express my warm thanks
to all the people who provided me with the facilities being required and conductive
conditions for my study and module.
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