USING MULTIMEDIA IN TEACHING ENGLISH TO JUNIOR

HIGH SCHOOL STUDENTS

Muhammad Riza, Albert Rufinus, Dewi Novita
Teacher Training and Education Faculty
Tanjungpura University
Email: riza_rocknroll@yahoo.com

ABSTRACT

The title of this research is Using Multimedia in Teaching English to Junior

High School Students. The aims of this research is to investigate the teacher’s
preparation and implementation in teaching learning English by using multimedia
in SMP Immanuel Pontianak. The method used in this research was case study
where the subjects of research were two English teachers. The result found that in
the preparation the teachers get the materials from some sources, for example
internet, books, and videos. The teachers faced a problem, which is the limitation of
the devices. While in implementation the teacher commonly used videos in pre-
activity, and then using power-point to explain the materials. The teachers seldom
give the assessment that involved the learners using multimedia.
Key words: multimedia, case study, preparation, implementation.

ABSTRAK

Judul dari penelitian ini adalah Menggunakan Multimedia Dalam Mengajar Bahasa
Inggris kepada Siswa Menengah Pertama. Tujuan dari penelitian ini adalah untuk
menginvestigasi persiapan dan implementasi multimedia dalam proses belajar mengajar
di SMP Immanuel Pontianak. Metode yang digunakan dalam penelitian ini adalah studi
kasus di mana subjek dari penelitian adalah dua orang guru bahasa Inggris. Hasil dari
penelitian menemukan bahwa dalam tahap persiapan guru mendapatkan materi dari
berbagai sumber, seperti internet, buku, dan video. Guru menghadapi masalah yaitu
keterbatasan dari alat-alat multimedia. Dalam implementasinya guru biasanya
menggunakan video pada pre-activity, dan menggunakan power=point untuk menjelaskan
materi pembelajaran. Guru jarang memberikan tugas yang melibatkan siswa
menggunakan multimedia.

Kata kunci: Multimedia, Studi kasus, persiapan, implementasi.

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 INTRODUCTION

Media is one of the important things in teaching English. Many kinds of

media used in teaching learning English like pictures, slide projector, audio
cassette, charts and so on. Those all used to make the students easier in
understanding the lesson and help the teacher in delivering the lesson. As the
development of technology, media for teaching also develop where the media not
only provide visual or audio but it become combination of visual, audio, animation
and text. The type of media that can provide audio, visual, animation and text here
called multimedia. Multimedia is characterized by the presence of text, pictures,
sound, animation and video; some or all of which are organized into some coherent
program. Mishra, S., & Sharma, Ramesh. C. (2004:4).
Teaching learning by using multimedia is not only helping teacher in
delivering the target language but also motivating the students in learning where it
provide audio and visual materials that make the students attract to the lesson and
give more attention to it. The success of teaching depends on the interest of students
to the subject, on their desire to learn it. Harnet (as cited in Brinton, 2001: 459-475)
shared that perspective by saying that media tools appeal to the students’ senses and
help them process information, thus empowering their understanding of target
culture and increasing their motivation toward language learning, reinforcing the
teaching points, and saving the teacher unnecessary explanation. By the use of
multimedia in teaching learning that help the learners’ interest and help them
understand the lesson, means they will focus on the lesson and affect their result of
learning.
The use of multimedia would be able to enhance the quality of teaching and
learning practices as it combines graphics, images, audio, integration of texts, video
and digital environment. These components have different effects in increasing the
learners’ memory storage (Halimah, 1996). This fact is supported by a report from
Computer Technology Research (CTR) Mohd Azlan (2008) as cited in Nordin
(2010: 239) stating that students can retain 20% of what they see, 30% of what they
hear, 50% if there is a combination of those they ‘see’ and ‘hear’ and 80% if they
see and hear simultaneously. Multimedia is able to offer a simultaneous process of
see and hear to the students which could help retain a bigger chuck of memory in
the learning process.
In Pontianak, there are some schools that use multimedia in teaching
learning process. One of the schools was SMP Immanuel that located in Jl. Sutoyo
Dalam Komplek Sekolah Kristen Immanuel in Pontianak. The teachers in SMP
Immanuel use multimedia in teaching English. The teacher provides multimedia in
order to deliver the lesson to the learners.

Multimedia

Fenrich (1997) cited in Dr. Usha V. Reddi & Dr. Sanjaya Mishra (2003: 3)” that
“Multimedia is the exciting combination of computer hardware and software that
allows integrating video, animation, audio, graphics, and testing resources to develop

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effective presentations on an affordable desktop computer,. In addition ”Multimedia is
characterized by the presence of text, pictures, sound, animation and video; some or all
of which are organized into some coherent program”, Phillips (1997) cited in Reddi et
al (2003: 4).
Today's multimedia is a carefully woven combination of text, graphic art,
sound, animation, and video elements. When you allow an end user, i.e. the viewer of a
multimedia project, to control 'what' and 'when' and 'how' of the elements that are
delivered and presented, it becomes interactive multimedia. As such multimedia can be
defined as an integration of multiple media elements (audio, video, graphics, text,
animation etc.) into one synergetic and symbiotic whole that results in more benefits
for the end user than any one of the media element can provide individually. Dr. Usha
V. Reddi & Dr. Sanjaya Mishra (2003: 4).

Multimedia in Teaching English

Numerous researchers have reported on the theoretical constructs that support

the use of multimedia technology for EFL instruction, Jonasen, et al (2000) cited in
Mayora, C. A. (2006: 15). This research shows that using multimedia technology in the
classroom:
a) Allows students to work individually at a computer station, at their own pace,
and according to their own needs;
b) Helps teachers to deal more effectively with a large group of students;
c) Makes the introduction and presentation of content more dynamic and attractive
for students;
d) Increases student motivation due to the interactive nature of the activities;
e) Trains students to self-monitor and self-assess their progress, which promotes
autonomous learning;
f) Promotes a task-based approach to learning;
g) Allows students to experience real-life and communicatively meaningful
language situations and contexts; and
h) Introduces a variety of print, audio, and visual materials that match different
student learning styles and preferences.

As explained above, the use of multimedia not only helps the teacher in
delivering the lesson, it also can make the students to learn individually and motivate
them to learn. The use of multimedia also gives real-life experience where it serves the
audio visual material to the learner.

With the rapid development of the Internet, computer use in the classroom also
offers additional possibilities for designing communicative tasks such as those
built around computer-mediated communication and tele-collaboration, including the
ability to interact in real time with oral and written communication, to conduct
information searches to find attractive and meaningful material, and to engage in
distance learning and e-learning, Anderson, et al (2006) cited in Mayora, C. A. (2006:
16)

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A Cognitive Theory of Multimedia Learning

Ogunbote and Adesoye (2006: 2) expressed that multimedia technology adds new
dimension to learning experiences because concepts were easier to present and
comprehend when the words are complemented with images and animations. Stating
further that it has been established that learners retain more when a variety of senses are
engaged in impacting knowledge; and the intensity of the experience aids retention and
recall by engaging social, emotional and intellectual senses.
Omagbemi (2004:3) supporting this view expressed that access to multimedia
information could stimulate changes and creates conductive learning environment and
make learning more meaningful and responsive to the localized and specific needs of
learners. As stated above, the multimedia in learning is very helpful in teaching
activities. Not only help the teacher deliver the materials, it also attract the students
attention to follow the teaching learning process. The multimedia make the teaching
learning process being fun and joyful.

Designing teaching English with Multimedia

In teaching learning using multimedia, there are some points that must be aware
by the teachers. One of them is a preparation before teaching process. In preparing the
multimedia teaching, the teacher needs to seek and select the materials that will be
used. The teacher also should aware the criteria in selecting the materials for teaching
learning in multimedia classroom. Mayer (2001: 41) concluded that successful learning
requires students to perform five actions, with direct implications for the design of
effective multimedia instruction:
a) Select relevant words from the presented text or narration.
b) Select relevant images from the presented illustrations.
c) Organize the selected words into a coherent verbal representation.
d) Organize selected images into a coherent visual representation.
e) Integrate the visual and verbal representations with prior knowledge.

As stated above, in selecting and organizing materials that will be used in

multimedia learning, the teacher should consider some aspects above. The teacher
should select the relevant words from the text, and select appropriate images or
animation.

Mayer, (2001: 172): articulated seven principles useful for guiding the design of
multimedia instruction. Under these principles, students have been shown to achieve
greater retention and transfer

a) Multimedia principle
Students learn better from words and pictures than from words alone.
b) Spatial contiguity principle
Students learn better when corresponding words and pictures are presented near
rather than far from each other on the page or screen.
c) Temporal contiguity principle
Students learn better when corresponding words and pictures are presented
simultaneously rather than successively.

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 d) Coherence principle
Students learn better when extraneous words, pictures, and sounds are excluded
rather than included. (“Extraneous” can refer either to topical or conceptual
relevance, with the latter being more important.)
e) Modality principle
Students learn better from animation and narration than from animation and on-
screen text. (This principle assumes use of a concise narrated animation, text
that omits unneeded words.)
f) Redundancy principle
Students learn better from animation and narration than from animation,
narration, and on-screen text. (This principle is based on capacity-limitation
hypothesis, which holds that learners have limited capacity to process material
visually and auditorily. Eliminating redundant material results in better learning
performance than including it.
g) Individual differences principle
A particularly important finding is that design effects are stronger for low-
knowledge learners than for high-knowledge learners and for high-spatial
learners than for low-spatial learners.

Based on the explanation above, the use of multimedia is known one of a

good way in teaching. But there are limited researches about the teacher preparation
in using the multimedia and its implementation whether it is already good to make
the teaching learning more meaningful and easier to be understood by the learner.
From that case, the researcher investigated the teacher preparation and
implementation in teaching learning English by using multimedia by the teachers to
the students of SMP Immanuel Pontianak Academic Year 2011/2012.

METHOD

Form of Research

In order to answer the research questions, the method used in this research is
case study research. Case study research is an inquiry that focuses on describing,
understanding, predicting, and/or controlling the individual (i.e., process, animal,
person, household, organization, group, industry, culture, or nationality). This
definition is intentionally broader than the definition that Yin (1994, p. 13) proposes:

“A case study is an empirical inquiry that investigates a contemporary

phenomenon within its real life context, especially when the boundaries between
phenomenon and context are not clearly evident.”

Case study strive to portray ‘what it is like’ to be in particular situation, to catch

the close up reality and ‘thick description’ (Geertz, 1973) of participants’ lived
experience of, thoughts about and feelings for, a situation.

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Subjects of Research

The subjects being observe in this research was the teachers of SMP
Immanuel Pontianak in academic year 2011/2012. There are three teachers that
teaches English in SMP Immanuel. In this research, the researcher observed two
teachers of class VII and VIII as the subjects of research. The teachers that being
observe used multimedia in teaching English, that is why the researcher took both
teachers as the subjects of research.

Technique and Tools of Collecting Data

a. Technique of Collecting Data

The technique used in this research was direct technique. It is because the
writer used interview and observation checklist in gathering the data.

b. Tools of Collecting Data

1. Interview

The writer used interview as tool of collecting data to get information

about preparation and teaching learning process by using multimedia from the
teacher. The writer also used recorder in recording the interview. It helped in
making transcript and analyzes teachers answer. The table of specification of
interview can be seen as follow:

Table 1

Table of specification of interview

No Aspects being interviewed Items number

1 Teacher preparation 1,2,3

2 Teaching learning process 4,5,6,7

2. Observation checklist
The researcher used observation checklist to gather information about teacher
preparation and teaching process in the classroom. The researcher also videotaped the
teaching learning process to review missed events or process in teaching learning by
using multimedia. Here is the table of specification of observation checklist:

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 Table II

Table specification of observation checklist

No Aspects being observed

1. Teacher Preparation
 Preparing multimedia used
 Materials prepared
2 Classroom Management
 Use multimedia in teaching
 Involves the learners in using multimedia
 Assignment to the students
 Criteria of good quality of multimedia
3 Atmosphere in the classroom

Technique of Data Analysis

Thematic analysis is a method for identifying, analysing, and reporting patterns

(themes) within data. It minimally organises and describes your data set in (rich) detail.
However, it also often goes further than this, and interprets various aspects of the
research topic (Boyatzis, 1998). The range of different possible thematic analyses will
further be highlighted in relation to a number of decisions regarding it as a method.

Phases of analyze the data using Thematic analysis (Virginia Braun & Victoria
Clark, 2005: 16)

a) Phase 1: familiarising with data

b) Phase 2: generating initial codes
c) Phase 3: searching for themes
d) Phase 4: reviewing themes
e) Phase 5: defining and naming themes
f) Phase 6: producing the report

RESEARCH FINDING

The result of data analysis on the teachers’ preparation and teaching

implementation by the teacher of SMP Immanuel Pontianak Academic year 2011/2012
analyzed through thematic analysis. In thematic analysis, the researcher coding the data,
separate each codes into several themes and make the thematic map. The thematic map of
teaching preparation and implementation are shown below:

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 Figure I

Teaching Teaching
preparation implementation

Finding the Lending the Teaching Problems in

materials multimedia activities using
multimedia

Assessment

(Adapted: Braun & Wilkinson, 2003)

The thematic map above consists of two main themes that are teaching
preparation and teaching implementation. In the first main theme that is teaching
preparation theme there are three sub themes that are Multimedia Selection, Finding
Material and Lending the multimedia. In the second main theme divided into two sub
theme that is teaching activities and assessment. The sub themes are represents the data
coding. Here are the data coding based on the themes:

Table III

Table of Teaching Preparation theme

Theme Sub-theme Coded Data Coded Data

Teacher A Teacher B
Finding 3.A.Internet 3.B. available in school
materials
3.A. Books 3.B. Download
Teaching
Preparation 3.A. CD

Lending 2.A. Borrowing 2. B. Availability

multimedia

From the table above, it is shown that there are several data coded in each sub-
theme. In the first sub-theme that is Finding Materials it tells about how the teacher
gets the material to teach by using multimedia. Teacher A gets the materials of learning

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from internet, from several source books and CD that available in school. Almost same
with teacher A, teacher B gets the materials of learning from materials from school and
download from internet. These themes are important to be discuss in this research
where in teaching the preparation is one of the important factor whether to decide the
materials or activities that will be apply in teaching learning.

The second sub-theme shows how the teacher lends the multimedia devices.
Teacher A sated that in borrowing procedures she need to write in the journal of
borrowing and then take it. The one that write it first he/she will get it. Teacher B stated
in lending the multimedia he got some problems because of the availability of the
multimedia is not enough, it makes him struggle a lot to get it. From the statements of
teacher A & B, it can be conclude that the availability of the multimedia devices in
SMP Immanuel is not enough to cover all teachers that need to use it.

Table IV

Theme Sub-theme Coded Data Coded Data

Teacher A Teacher B
Teaching 5.A. Teacher center 5.B. teacher center
Teaching activities 5.A. Students center 5.B. group activity
Implemen- 4.A. Power point 5.B. Individual work
tation 10.A. pre-activity 4.B. Pre-activity
10.A. elaboration 6.B.Pre and whilst activity
Assessment 4.A. Task 4.B.Task
6.A. Evaluation 6.B. Seldom
7.B. Project 7.B. Project
Problems in 2.A. Black out 2.B. Black out
using 2.B. Availability
multimedia

The table above tells that there are three sub-themes in teaching implementation
theme. The first sub-theme teaching activities the teaching styles did by teacher A was
teacher center and students’ center, where Teacher B used teacher center, group activity
and individual work. Second sub-theme is the assessment. Teacher A & B sometimes
asks the students to do some task/project using multimedia then having presentation in
front of the class.
The third sub-theme is problems in using multimedia. the problems faces for
both teacher was black out. The teacher B also stated that another problem was the
availability of the multimedia is not enough to all teachers. From the description above,
it is important to see this matter in order to know the implementation of multimedia in
teaching learning.

1. Teaching preparation
a. Finding materials

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 In finding the materials used for teaching using multimedia, the teachers get
the it from internet, books, articles and videos and then organized it into power-
point.

T.A : bisa dari internet, bisa dari berbagi sumber buku, kalau power point tentu
buat sendiri ya,, eee,,, kita tau misalnya materi nya apa terus di buat sendiri
, cari-cari gambar di internet, ya materinya tentu dari buku gitu, dari
berbagai sumber.Kalau listening dari buku anak-anak udah dapat CD
listening nya, kami menggunakan buku English in Mind,jadi khusus yang
guru jadi memang di sediakan VCD, tapi kalau misalnya gambar, yang saya
tampilkan lewat powerpoint itu tentu dapat dari internet tidak ada di buku

T.B : Di sediakan sekolah ada, download juga ada, bawa sendiri juga ada.

b. Lending the multimedia

In SMP Immanuel Pontianak, the multimedia devices is not available in

every classroom, the teacher sometimes borrow and bring it into the classroom or
conduct the teaching learning in multimedia lab. It is because of the availability of
multimedia can not cover the need of it for all teachers.

T.A : kalau misalnya peminjaman sangat mudah kami tinggal mencatat kami
ambil jurnalnya kami catat kemudian kami ambil di ruang kepala sekolah
selama masih ada tersedia dan siapa yang duluan mengisi list itu yang
mendapatkan…

T.B : sama ketersediannya terbatas, karna jumlahnya tidak terlalu memadai si,
agak sulit harus berebut kadang

The availability of multimedia in SMP Immanuel will cause the problems

for the teachers. The teaching learning using multimedia will be limited because of
this availability.

2. Teaching implementation.
a. Teaching activities

The teachers oused teacher center while explaining the lesson, students
center when the students having presentation using multimedia in front of the
classroom, individual works and group activities when they need to have task.

T.A : activity nya bias berupa teacher center ketika say mengajarkan lewat
power point, bias juga students center ketika mereka harus
mempresentasikan, jadi mereka menggunakan itu, bias itu group activity,
tergantung, bias individual juga, bias group discussion juga, tergantung
materinya dan tergantung separti apa yang mereka perlukan seperti apa
gitu,,

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 T.B : Campur si, tergantung kebutuha materi si, kalau memang perlu teacher
center saya yang menjelaskan ia, kalau perlu siswa yang menyediakan
materinya ia, pernah juga group activity membuat presentasi ia,
individual work juga pernah, presentasi masing-masing tentang ini si
yang kemarin presntasi tentangg DREAM impian mereka yang berkaitan
dengan future tense menggunakan multimedia powerpoint

The teacher commonly uses the multimedia devices such as laptop,

projector and speaker. The teachers used video or picture to get the students
attention and recall their prior knowledge. They also used power point to explain
the materials to the students.

T.A : kadan-kadang kalau dia laptop otomatis di pasangkan dengan LCD kan?
Kalau saya buat powerpointnya dan saya pakai untuk menjelaskan materi-
materi misalnya emm,, yang apa nama nya,,physical appearance
menampilkan gambar-gambar tentang pointed nose, flat nose, kemudian
saya pakai juga untuk tampilkan gambar-gambar misalnya kalau saya lagi
jelasin, ada materi di buku anak-anak itu tentang ee,, ini tempat-tempat di
berbagai Negara, saya carikan gambar tempat2 itu kemudian tampilkan ke
anak-anak.

T.B : Emm prosedur penggunaannya standar si, jadi maksudnya lebih banyak ke
penggunaan media misalnya video atau tape untuk pembukaan jadi
membawa siswa untuk masuk ke dalam materi dulu jadi mereka udah dapat
gambaran langsung materi apa yang akan di ajarkan intinya akan ada
campuran penggunaan ada listening untuk penggunaan tugas, untuk
lanjutan penjelasan, macam-macam sih

The teachers of SMP Immanuel used Multimedia in several phase of

activities. They are commonly used it in pre-activity to make the students focus on
the lesson and knowing their prior knowledge about the lesson that will be deliver.
The teachers also used it in whilst activities when explaining the materials and
giving assignment.

T.A : di dlm RPP kadang di pre-activity, kadang dia masuk ke dalam whilst
activity nya, di bagian yang elaborasi, karna kan listening tentu mereka
mengerjakan latihan sambil mendengarkan kan, dan itu tergolong ke
dalam elaborasievaluasi juga kadang-kadang ketika anak-anak harus
membuat project nya sendiri kan powerpointnya itu sendiri kan di nilai,
post activity nggak, jarang sangat jarang

T.B : Lebih sering ke pre dengan whilst, elaborasi, assessment menggunakan

multimedia masih agak jarang, lebih sering ke explorasi dan elaborasi,
bukan gak pernah di evaluasi pernah cuman gak sering.

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b. Assessment

The assessment is important to give to the learner in order to know their

understanding about the lesson given. In teaching using multimedia, the teachers of
SMP Immanuel Pontianak seldom give assessment where the students need to use
the multimedia. Sometimes the teachers give project to find the materials from
internet and make it into power point for their presentation in the classroom.

T.A : (4) kadang-kadang saya juga tugaskan ke anak-anak untuk mencari

ee,,sebuah artikel atau apa, kemudian mereka membuatnya dalam bentuk
power poin dan mereka harus mempresentasikan dan kami yang
menyediakan laptop atau LCD nya

(6) evaluasi juga kadang-kadang ketika anak-anak harus membuat project

nya sendiri kan powerpointnya itu sendiri kan di nilai, post activity nggak,
jarang sangat jarang

(7) Seperti itu tadi yang saya bilang ketika melakukan presentasi, tentu
mereka sendiri yang mengoprasikan dan menggunakannya mereka yang
muat ya mereka yang mengoprasikan dan menjalankannya,

T.B : (4),,,,,intinya akan ada campuran penggunaan ada listening untuk

penggunaan tugas, untuk lanjutan penjelasan, macam-macam sih

(6),,,assessment menggunakan multimedia masih agak jarang, lebih sering

ke explorasi dan elaborasi, bukan gak pernah di evaluasi pernah cuman gak
sering,

(7) Tergantung materi, jika memang menuntut mereka untuk terlibat secara
active misalnya mereka mendownload sendiri, kemudian mereka membuat
sendiri menampilkan sendiri maka mereka harus melakukan itu semua
sendiri gitu, tapi dalam materi itu guru harus banyak berperan maka peran
mereka di minimalisir gitu

c. Problems using multimedia

In using multimedia the teacher may found problems. In SMP Immanuel,

the teachers can operate the multimedia correctly, but they got problems when the
electricity off. the teacher also having trouble when lending multimedia devices, it
is because of the availability that too few. The school needs to consider this
problems so that the teaching learning using multimedia will run effectively.
T.A : kalau misalnya peminjaman sangat mudah kami tinggal mencatat kami
ambil jurnalnya kami catat kemudian kami ambil di ruang kepala sekolah
selama masih ada tersedia dan siapa yang duluan mengisi list itu yang
mendapatkan, terus kalau bilang mati lampu kadang2 menemukan kesulitan
itu tapi kami punya ee generator jadi itu bisa membantu

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 T.B : Listrik sering padam, sama ketersediannya terbatas, karna jumlahnya tidak
terlalu memadai si, agak sulit mendapatkan multimedia nya, harus berebut
dengan guru lainnya karna keterbatasan media.

Besides gathering the data through Interview, the researcher also collected
the data by using observation checklist. From the observation checklist, there are
three main themes being collected. They are teacher preparation, classroom
management and atmosphere in the classroom.
1) Teacher preparation
Before begin the lesson, the teachers of SMP 11 Pontianak preparing the
multimedia that will be used. The multimedia used by both teachers was laptop,
projector and speaker. The materials given through multimedia was video and
computer based software (Power Point) to deliver the lesson to the students.
2) Classroom management.
While conducting the teaching learning process, the criteria of materials used in
multimedia was include text and pictures when using power point, it also
include video and sound while using video player. The video, pictures and text
are clear and interesting. In teaching learning process, the students was not
involved in using multimedia because the teachers only used one laptop for
themselves, but the multimedia used was activate the students prior knowledge.
3) Atmosphere in the classroom
In teaching learning process, the students in Teacher B class are follow the class
rules and active in teaching learning without making unnecessary act or loud
arguing and they look interest with the topic being taught. While in teachers A
class, the students are interest to the lesson too and follow the rules, but there
are some students loud arguing during the teaching learning.

Discussion

The writer had analyzed the teachers’ preparation and teaching learning
process in teaching English by using multimedia. The data had been collected from
the interview and observation check list. From the interview there are some
problems in teacher preparation especially in preparing the multimedia that will be
used in teaching learning. The problems that the teacher of SMP Immanuel faces in
preparation stages was about the availability of the multimedia that so view of them
that available. In the implementation process, the teachers seldom involve the
learner to engage in using multimedia in teaching learning process, the teachers
only give assessment that involves learners using multimedia once a month. The
teacher mostly use the multimedia in pre-activity and explaining the materials in
whilst activity.

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 CONCLUSSION

Based on the research questions and the research purpose of this research,
the researcher investigated the teachers’ preparation and implementation in teaching
learning English by using multimedia to the students of SMP Immanuel Pontianak
Academic Year 2011/2012, the researcher can conclude that, in preparing the
teaching learning using multimedia the teachers of SMP Immanuel finding the
materials from internet and some source books and then organized it into good form
through computer software that is power-point. The teachers also download videos
that appropriate to the materials they taught. In preparing the teaching learning
using multimedia, they got problems in getting the multimedia devices that going to
used because of the availability of it is limited. In teaching learning process the
teachers used video in pre-activity and used power point to explain the lesson. The
teachers sometimes give assessment to the learner that involved them in using
multimedia. In teaching learning using multimedia, the teachers can find various
interesting activities using multimedia to the learners that can make them involved
mostly in using it.

SUGGESTIONS

The writer has some suggestions for the teachers and for the writer research
related to this issue.

1. For the teacher

a. This research inform about another ways in teaching learning especially
English.
b. This research can be good information to the teachers about the preparation
and teaching learning activities by using multimedia.
c. In using multimedia, the teachers need to master how to use it.
d. In teaching using multimedia, the teachers need to do a good preparation
and have another plan if there is any obstacle while teaching process.

2. For the further researcher

The writer wants to give some recommendations for the further writer
related to this issue:
a. This research has investigated the teachers’ preparation and teaching
learning activities to the students of SMP Immanuel Pontianak Academic
Year 2012/2013. In order to see the same result, there is a need for
replication of study for different population and sample.
b. The writer also suggest to the further researcher that find out the students’
attitude toward the teaching learning by using multimedia.

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 BIBLIOGRAPHY

Mishra, S.; & Sharma, R. C. 2004. Interactive Multimedia In Education and

Training. United States of America: Idea Group Publishing (an imprint of Idea
Group Inc.)

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