The Correlation Between Junior High School Students’ Multimedia Engagement and Their Speaking Performance

Gita Ayu Permatasari, Zainul Aminin

Abstract


In today's digital era, multimedia is readily accessible through digital platforms and serves as a resource of language acquisition. This study examines how junior high school students' engagement with multimedia, specifically English movies or English-language videos, influences their speaking performance. Therefore, this study aimed to investigate the correlation between junior high school students' multimedia engagement and speaking performance. A quantitative correlational design was employed to describe and quantify the degree of the correlation between junior high school students' multimedia engagement and their speaking performance. Participants included 96 students of ninth-grade students from MTSN 1 Kota Surabaya, selected by convenience sampling. Data were collected through two techniques: a questionnaire and a speaking performance test. The findings indicated that it rejected the null hypothesis and accepted the alternative hypothesis, which can be seen from the Pearson Product-Moment Correlation Analysis result of .789, with a p-value less than .001, indicating a high degree of positive correlation. It means that as students' multimedia engagement increases, their speaking performance also improves. This high positive correlation implies that students' engagement with multimedia, especially English movies or English-language videos, positively influences students' speaking performance.


Keywords


Multimedia Engagement; Speaking Performance; Correlation

Full Text:

PDF

References


Abdulrahaman, M., Faruk, N., Oloyede, A., Surajudeen-Bakinde, N., Olawoyin, L., Mejabi, O., Imam-Fulani, Y., Fahm, A., & Azeez, A. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312

Albargash, A. I., & Algraini, F. N. (2024). Saudi EFL students’ perceptions towards the impact of YouTube on improving speaking skills. Journal of Curriculum and Teaching, 13(1), 151. https://doi.org/10.5430/jct.v13n1p151

Asratie, M. G., Wale, B. D., & Aylet, Y. T. (2023). Effects of using educational technology tools to enhance EFL students’ speaking performance. Education and Information Technologies, 28(8), 10031–10051. https://doi.org/10.1007/s10639-022-11562-y

Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson.

Dong, H., Qu, H., Liu, P., & Apuke, O. D. (2024). The effectiveness of using interactive visual multimedia technology intervention in improving the literacy skills of children in rural China. Learning and Motivation, 86, 101964. https://doi.org/10.1016/j.lmot.2024.101964

Fadhillah, R. A., & Rusmiati, Y. (2022). Utilizing Youtube Video To Enhance Student’s Speaking Skill. Jurnal Dedikasi Pendidikan, 6(1). https://doi.org/10.30601/dedikasi.v6i1.2201

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7. ed). McGraw-Hill.

Galimberti, V., Mora, J. C., & Gilabert, R. (2023). Audio-synchronized textual enhancement in foreign language pronunciation learning from videos. System, 116, 103078. https://doi.org/10.1016/j.system.2023.103078

Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The impact of using YouTubes and audio tracks imitation YATI on improving speaking skills of EFL learners. English Language Teaching, 12(6), 191. https://doi.org/10.5539/elt.v12n6p191

Hughes, A. (2002). Testing for Language Teachers (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511732980

Irana, N. A., Hayati, R., & Kurniawan, D. (2021). The Relationship Between Preservice English Teachers’ Perception Of Watching English Video On Youtube As A Habit And Listening Skill Achievement. The Journal of English Literacy Education the Teaching and Learning of English as a Foreign Language, 8(1), 15–26. https://doi.org/10.36706/jele.v8i1.14018

Jin, Y., & Qin, L. (2024). Examining Chinese university students’ English-speaking enjoyment: Scale development and validation. System, 124, 103382. https://doi.org/10.1016/j.system.2024.103382

Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (1st ed., pp. 31–48). In Cambridge University Press. https://doi.org/10.1017/cbo9780511816819.004

Nazhifah, I., & Lubis, Y. (2024). The Effectiveness of Audiovisual in Improving English Speaking Skills in Junior High School Students. Didaktika: Jurnal Kependidikan, 13(2), 2739–2746. https://doi.org/10.58230/27454312.890

Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021). The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon, 7(7), e07543. https://doi.org/10.1016/j.heliyon.2021.e07543

Sun, P. P., Zhang, J., & Zhao, X. (2024). Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate. System, 126, 103490. https://doi.org/10.1016/j.system.2024.103490

Tahmina, T. (2023). Students’ perception of the use of YouTube in English language learning. Journal of Languages and Language Teaching, 11(1), 151. https://doi.org/10.33394/jollt.v11i1.6883

Wang, X., & Lee, S. (2024). The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels. International Journal of Educational Research, 130, 102521. https://doi.org/10.1016/j.ijer.2024.102521

Witz, K., Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1990). Applied Statistics for the Behavioral Sciences. Journal of Educational Statistics, 15(1), 84. https://doi.org/10.2307/1164825

Yuan, J., Zhang, Y., Li, D., Yang, C., Xing, Y., & Jiang, Z. (2024). Immersive human–computer interaction and digital entertainment new media application in English e-learning mode. Entertainment Computing, 52, 100878. https://doi.org/10.1016/j.entcom.2024.100878

Zhi, N., Li, A., & Zhao, C. (2024). The effect of visual displays on the mastery of the forms and functions of English intonation by Chinese L2 students. Lingua, 311, 103825. https://doi.org/10.1016/j.lingua.2024.103825




DOI: https://doi.org/10.31004/jele.v10i5.935

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Gita Ayu Permatasari, Zainul Aminin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.