Tesis

The impact of implementing infographic-based instructional media for learning grammar on outcome and attitude / Viviana Puspita Negara

Abstrak
Infographics or information graphics presents information in a visual design and frequently used for teaching and learning component in English Language Teaching (ELT) however a great number of previous studies were conducted in accordance with learning language in secondary level rather than in tertiary level especially focusing on grammar teaching and learning for pre-service English teachers who require mastering English grammar. The idea in integrating infographics for teaching and learning becomes popular due to its visualization which is assumed to help learners in acquiring knowledge and brings significant advantages assuming that it can overcome teaching grammar challenges faced by English teachers. The current study focused on comparing the implementation of two dual-code instructional media in the process of teaching and learning English grammar for undergraduate students to test the impact of using infographics as learning media. PowerPoint slides as the most common used media were chosen as comparison instead of traditional text-based as both dual-code media were proven in helping students for EFL learning activity specifically in grammar teaching and learning. The researcher conducted an experimental study which also can be defined as group comparison study It aimed to understand the impact of implementing infographics on students rsquo grammar learning outcome. This study focused on the 2nd semester of Undergraduate English Education students at State University of Malang involving 50 students who were grouped into two groups (the experimental group and control group). The experimental and control groups were chosen randomly by considering the same level of the students. To measure students rsquo grammar comprehension the researcher developed two sets of grammar test based on the reference book (Azar 2015) which had been given to the 50 students before and after the intervention as well as comparing the result between experimental and control groups to understand the effectiveness of implementing infographic-based learning media. To measure the learners rsquo attitude towards the learning media used the students of experimental group were given 10 points questionnaires in the end of the treatment. The questionnaire was adapted from (Alrajhi 2020) and the pilot test has been conducted in the other study. Both experimental and control group had the treatment for 8 meetings with the same instructor and material the only different aspect for the treatment was the grammar instruction provided by the instructor. The experimental group learnt the grammatical rules by using 6 infographics meanwhile the control group learnt with power-point learning media. Both infographics and PowerPoint Slides covered same material about Coordinating Conjunction Adverb Clauses Reduction of Adverb Clauses to Modifying Adverbial Phrases Connectives (cause amp effect contrast and condition) and Conditional Sentences and Wishes however they were set in different concept. The 6 infographics were designed in simple and concise manner while the PowerPoint slides were designed elaborating ideas in detail. Started from meeting 1 the students got the explanation for each chapter from the instructor they were given set of exercises and presented the result of their discussion in front of the class. The pre-test was administered at the beginning of meeting 1 before starting the treatment and the post-test were given in the end of meeting 8 after finishing the treatment. Based on the research findings the researcher found the absent of positive impact in implementing infographics as instructional media on students rsquo grammar learning outcome. Possible reasons were considered for reviewing the research findings. This outcome explained by the assumption of possible reasons such as the complexity and specificity of English grammar rules or the language content which could not be explained by limited words and content covered in infographics the concept of both media the students rsquo cognitive level and the students rsquo habit in learning. However the concept of dual code in infographics which contain images and limited text in an appealing design got positive feedback from the students as a grammar learning media. Students consider infographic-based learning media as interesting media they prefer use infographics to enhance grammar ability as it helps them understand grammatical rules clearly even the design of infographics makes them focus their attention on grammatical rules. In addition they hope their instructors use infographics for learning English skills and subskills due to its benefits. An implication can be drawn based on the findings and discussion of the study. It is found that same modality of learning media does not bring the same impact on students learning outcome as it might not transfer material in the same manner. This concept was explained due to some aspect such as language content the concept of the instructional media students rsquo cognitive level and students rsquo habit in learning.

Informasi Detail

DDC

Rt 425 NEG i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xii, 47 lembar : ilus. : 30 cm

Bahasa

No Reg

00023/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - TATA BAHASA - MEDIA PEMBELAJARAN
2. BAHASA INGGRIS - TATA BAHASA - HASIL BELAJAR
3. ENGLISH - GRAMMAR - LEARNING MEDIA

Pembimbing

1. Dr. Utari Praba Astuti, M.a.;2. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas