By: Yella Dezas Perdani

Providing students with an appropriate textbook is one of the most important components of the teaching and learning process. It is essential to have a textbook in order to improve the achievement of students in their educational endeavors (Sari & Sari, 2019; Mustapa & Syahid, 2021). This is because students can use the textbook as their primary resource for developing and acquiring broad views.

A further point to consider is that the content of the Listening 1 course is presented in the form of multimedia elements. Research conducted by Yuliarni, Marzal, and Kuntarto (2019) and Khoiriyah (2020) indicates that students have the ability to effectively and efficiently convey information through the utilization of technology and multimedia.
Words, pictures, audio, and moving pictures are all components that make up multimedia. The listening skills of the students can be improved by the use of these objects on their part. Students enhance their hearing comprehension of the English language by retaining language chunks in their long-term memory, classifying English sounds, being familiar with stress patterns, rhythm, and intonation patterns, and gaining a better understanding of the English language through the use of multimedia information.

The criterion that Solhi et al. (2020) have developed is intended to determine the extent to which the coursebooks offer a comprehensive exposure to the use of English.
Furthermore, multimedia coursebook contents are helpful for students to engage in self-learning listening since they are valid and valuable (Irawan, 2021). If the kids have access to the equipment necessary to play multimedia content like audio and video, they will be able to educate themselves independently at home.

Increasing the effectiveness of learning is significantly influenced by the employment of various forms of educational media. According to Perdani, Nadelia, and Sumartono (2022), the current era is characterized by the rapid expansion of technology, which currently finds applications in a variety of disciplines, including education. Etyarisky and Marsigit (2022), who have claimed that it is vital to use learning material that combines technology as a teaching aid, are in agreement with this statement. Technology has been utilized to a great extent in the field of education, notably for the purpose of language instruction and learning in the classroom. According to Indrawati et al. (2021), a significant number of teachers and students in Indonesia are of the opinion that technology has the potential to enhance language learning.
In addition, Setiawan et al. (2020) have found that the multimedia instructional materials that were developed by utilizing the multiliterate-based VideoScribe and Camtasia studio applications are best suitable for utilization in the subject matter learning activities of elementary school students.

In conclusion, the coursebook needs to be suitable for the use of multimedia coursebook material, which mostly consists of audio, video, and interactive activities. The multimedia coursebook contents have been prepared in accordance with the requirements and ability levels of the students who are enrolled the class.

 

References:

Aguskin, L. C., & Maryani, M. (2018). Exploring the international students’ perceptions of the Indonesian teaching materials to enhance their willingness to communicate. Lingua Cultura, 12(4), 323-331. https://doi.org/10.21512/lc.v12i4.4910.

Ayu, M., & Indrawati, R. (2018). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21-25. https://doi.org/10.33365/ts.v16i1.87

Etyarisky, V., & Marsigit, M. (2022). The effectiveness of interactive learning multimedia with a contextual approach to student’s understanding mathematical concepts. Al-Ishlah: Jurnal Pendidikan, 14(3), 3101-3110. https://doi.org/10.35445/alishlah.v14i3.941.

Indrawati, D., Perdani, Y. D., Nadelia, F., & Moloney, M.J. (2021). The effectiveness of motion graphics in improving students’ English ability during the COVID-19 pandemic. ICETC 2021: 2021 13th International Conference on Education Technology and Computers, 347-353. https://doi.org/https://doi.

org/10.1145/3498765.3498819

Khoiriyah, K. (2020). CALL and SLA Theory: Developing a framework to analyze web-based materials for teaching listening skills. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(1), 80-92. https://doi.org/10.24256/ideas.v8i1.1296

Mustapa, M., & Syahid, A. (Eds.). (2019). Coursebook evaluation: Listening to students’ voice. Yogyakarta: Penerbit K-Media

Sari, L. I., & Sari, R. H. (2019). ESP course book evaluation from the perspectives of teachers, cadets, and graduates: The case of maritime English. Proceedings of the International Conference on English Language Teaching (ICONELT 2019). pp.56-60. https://doi.org/10.2991/assehr.k.200427.013.

Yuliarni, I., Marzal, J., & Kuntarto, E. (2019). Analysis of multimedia learning mathematics storyboard design. International Journal of Trends in Mathematics Education Research, 2(3), 149-152. https://doi.org/10.33122/ijtmer.v2i3.119.