Engaging Students Through PowerPoint: The Power of Multimodal Learning
DOI:
https://doi.org/10.29408/veles.v8i2.24289Keywords:
learning motivation, PowerPoint, multimodal toolAbstract
Teachers play a crucial role in fostering a positive and motivating learning environment for their students. One effective method to enhance student learning motivation is the use of PowerPoint as a multimodal tool. This study aimed to enhance students' learning motivation using PowerPoint in this capacity. Classroom Action Research (CAR) was applied, with 36 XI-grade hospitality students selected through purposive sampling. Field notes were used to record the implementation process, observation sheets examined improvements in students' learning motivation, and interviews identified the challenges of using PowerPoint as a multimodal tool. The results demonstrated that using PowerPoint effectively enhanced student learning motivation, with student participation increasing from 49.2% in the preliminary study to 77.7% after the intervention. Significant improvements were observed in various aspects: attentiveness, expression of ideas, task completion, active participation, collaboration, and engagement in group discussions. However, the study also highlighted challenges, such as the need for expertise in seamlessly integrating PowerPoint and tailoring materials to diverse student needs, including facility-related issues. These findings suggest the necessity for future research to investigate teacher training programs and examine the impact of various multimodal elements in PowerPoint presentations on student engagement. Despite the challenges, PowerPoint remains a promising tool for enhancing classroom dynamics and student motivation.
References
Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research, 1(1), 11–15. http://ijreeonline.com/files/site1/user_files_68bcd6/admin-A-10-1-3-54f17e7.pdf
Allbon, E. (2019). Changing mindsets: encouraging law teachers to think beyond text. J. Open Access L., 7, 1. https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/jopacc7§ion=7
Aysu, S. (2020). The use of technology and its effects on language learning motivation. Journal of Language Research, 4(1), 86-100.
Barreto, A. M. R. (2018). Motivating English language use by using the benefits of technology. GIST: Education and Learning Research Journal, 16, 117–140. https://doi.org/10.26817/16925777.428
Borucinsky, M., & Čolakovac, J. J. (2020). Promoting Authenticity in the ESP Classroom: The impact of ICT and use of authentic materials on student motivation. 5th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings. https://doi.org/10.32591/coas.e-conf.05.03031b
Budasi, I. G., Ratminingsih, N. M., Agustini, K., & Risadi, M. Y. (2020). PowerPoint game, motivation, achievement: The impact and students’ perception. International Journal of Instruction, 13(4), 509–522. https://doi.org/10.29333/iji.2020.13432a
Chen, C. W. (2021). PowerPoint as a multimodal retelling tool: students’ slide design, collaboration, and goal-setting. Innovation in Language Learning and Teaching, 17(1), 1–14. https://doi.org/10.1080/17501229.2021.1895801
Chuane, Q., Shukor, S. S., Yuehong, T., & Xiaofen, Z. (2023). The relationship between motivation and English language test performance among secondary vocational schools’ students in China. Deleted Journal, 10(1), 280–302. https://doi.org/10.24815/siele.v10i1.25741
Consonni, S., D’Angelo, L., & Breeze, R. (2018). Multimodal means of instruction: broadening academic literacies and practices. Language, 10(1), 1-28. http://www.e-revistes.uji.es/languagevalue
Creswell, J.W. and Poth, C.N. (2018) Qualitative inquiry and research design choosing among five approaches. 4th Edition, SAGE Publications
Dewi M, C. S. D., Khoiruddin, U., & Uswah, M. (2022). Improving students learning outcomes of Grade X students of SMK Al-Mahrusiyah on narrative text through the use of interactive PowerPoint. PTK, 2(2), 149–158. https://doi.org/10.53624/ptk.v2i2.94
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
Gao, S. (2020). Developing PowerPoint standards for teaching Chinese as a foreign language. Journal of Language Teaching and Research, 11(1), 1. https://doi.org/10.17507/jltr.1101.01
Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2), 156–165. https://doi.org/10.1080/15313220.2020.1740636
Gordani, Y., & Khajavi, Y. (2019). The impacts of multi-modal PowerPoint presentation on the EFL students’ content knowledge attainment and retention over time. Education and Information Technologies, 25(1), 403–417. https://doi.org/10.1007/s10639-019-09979-z
Hadiyanti, K. W., & Widya, W. (2018). Analyzing the values and effects of PowerPoint presentations. LLT Journal, 21, 87–95. https://doi.org/10.24071/llt.2018.suppl2108
Hasan, M. M., Younus, M. a. A., Ibrahim, F., Islam, M., & Islam, M. M. (2020). Effects of new media on English language learning motivation at tertiary level. Advances in Language and Literary Studies, 11(5), 17. https://doi.org/10.7575/aiac.alls.v.11n.5p.17
Hashemi, M., Azizinezhad, M., & Farokhi, M. (2012). Power Point as an innovative tool for teaching and learning in modern classes. Procedia: Social & Behavioral Sciences, 31, 559–563. https://doi.org/10.1016/j.sbspro.2011.12.103
Hassan, M. (2019). Application of PowerPoint presentation in English language learning and pedagogy: Its efficacies and practical implications in classroom instruction. International Journal of English Learning and Teaching Skills, 1(4), 290–297. https://doi.org/10.15864/ijelts.1403
Hung, K., Hsu, C. H., & Yang, X. (2024). Constructing a sensory model of Chinese luxury hotel experiences from mental imagery perspective. Journal of Travel & Tourism Marketing, 41(6), 791-810. https://doi.org/10.1080/10548408.2024.2349299
Idaryani, I., & Fidyati, F. (2021). The influence of digital technology on students’ motivation in learning English specific purpose. Journal of English Language and Education, 6(1), 69–81. https://doi.org/10.31004/jele.v6i1.96
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.): Deakin University.
Lari, F. S. (2014). The impact of using PowerPoint presentations on students’ learning and motivation in secondary schools. Procedia: Social & Behavioral Sciences, 98, 1672–1677. https://doi.org/10.1016/j.sbspro.2014.03.592
Mamadaminova, N., & Khadjikhanova, S. (2021). Factors influencing teenager’s motivation in learning English in Uzbekistan – a case study of Westminster international university in Tashkent, pre-foundation course. European Journal of Foreign Language Teaching, 5(5). https://doi.org/10.46827/ejfl.v5i5.3890
Santiana, S., Lesmana, D. S., & Marzuki, A. G. (2022). Anitales: A modern application used perceived by the students in digital story telling class. https://doi.org/10.31237/osf.io/dk6b5
Serrano, D. R., Serrano‐Gil, A., & Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273-286. https://doi.org/10.1111/ejed.12330
Seven, M. A. (2020). Motivation in language learning and teaching. African Educational Research Journal, 8, 62-71. http://www.netjournals.org/aer_index.html
Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74. https://www.cc.uah.es/ssalonso/papers/EducationalReviewDraft.pdf
Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, 103, 102617. https://doi.org/10.1016/j.system.2021.102617
Wanner, T. (2015). Enhancing student engagement and active learning through just-in-time teaching and the use of PowerPoint. International Journal of Teaching and Learning in Higher Education, 27(1), 154-163. http://www.isetl.org/ijtlhe
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Cantika Sari Dewi M
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
