The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading)
Abstract: The methods of
teaching English in Indonesia promote the use of code-switching strategies and
have resulted in the widespread practice of pronouncing English words following
the structures of the Indonesian language. This study investigated at the
effects of the immersive multimedia learning technique with peer support on performance
in English in terms of oral production skills in reading and speaking that
involved six measures,namely, pausing, phrasing, stress, intonation, rate, and
integration without the mediation of the students’ first language. It also
investigated were the effects on performance by students’ achievement. The
quasiexperimental 2 X 2 factorial design with pre-test and post-test was
employed for the study. The first factor was the strategy of learning, namely
the use of immersive multimedia learning with and without peer support, while
the second factors comprised achievement in English. 80 first-year university
students enrolled inEnglish as a foreign language course were selected for this
study and the treatment lasted for eight weeks. Data were analysed using
one-way ANOVA. The findings showed that the immersive multimedia learningwith
peer support group reported significantly better performance in all measures of
oral production for reading and speaking. Analyses by achievement showed that
the high achievement students in the immersive multimedia learning with peer
support group reported significantly better performance in all measures of oral
production only for speaking while the low achievement students in the
immersive multimedia learning with peer supported group reported significantly
better performance in all measures of oral production for readingand speaking.
These findings showed that the immersive multimedia technique with peer support
reduced theuse of code-switching strategies among the students and enabled them
to develop oral production skills in English approaching the patterns of native
speakers especially among low achievement students.
Keywords: Code switching,
native speaker video, peer support, Immersive learning, English oral production
skills, Students’ achievements
Author: Asnawi Muslem, Merza
Abbas
Journal Code: jppendidikangg160247