Journal Review: Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students’ Voice




Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students’ Voice
Journal Calico
Volume and Page Vol. 21, No. 1; August 2003, Hlm: 41-65
Years 2003
Writter Linda C. Jones
Reviewer Khusyairiyah (1401120977)
Date 20th  Mei, 2016
Purpose of  Research Listening comprehension activities provide students with the aural component of the target language to help them better hear the intricate sounds, enunciations, and content and develop their abilities to communicate with others in a target language
Subject of Research English-speaking students enrolled in second semester beginning French at the University of Arkansas
Data Assesment The Research uses several ways :

1.    Demographic Questionnaire

2.    Interview

3.    Data Analysis

Method of Research The  Research Use two Methods:

1.    Quantitative Component

2.    Qualitative Method

Stage of  Result The Research is divided into several stages :

Preparing for Strategic Planning for Students’ Voice

Setting Up The Matter of  Pretest and Posttest for Observation on students’ comprehension of the aural passage and their acquisition of vocabulary

Determine The Steps and Scoring

Preparing the Materials which will be used for Research to Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations

Result of Research The Analysis Result of  The Research Conducted is :

The students performed best when they had access to visual and verbal annotations, moderately well when they had access to visual or verbal annotations alone, and poorest when no annotations were available to them. In most instances, access to multiple annotations led to significantly higher results than the other annotations. Students’ voices, in addition to the quantitative results summarized above, ex­tend Mayer’s generative theory of multimedia learning to listening comprehension since selection from the material available and construction of referential connections between visual, verbal, and aural representations gave students more retrieval routes to the information to recall vocabulary words and to comprehend the passage.

Strength ofResearch 1.    The Theoretical Basis is Right

2.    Using many of  The Analysis  Methods

Weakness ofResearch There are several materials which can be enhanced, namely:

A.   Methodology

1.   Quantitative Component

Nothing treatment foundation for use it, it has to include references from books or articles about the use of treatment.

“(a) without access to annota­tions, (b) with only verbal annotations available, (c) with only visual annotations available, and (d) with both visual and verbal annotations available”

Detail about the pretest and post-test was not included, so it does not convince the reader that strategy was carried out or not.

2.   Quantitative

No attachments on what is being asked to students at the time in interview takes place.

Data analysis is little bit, it seems less convincing in research conducted.

Conclusion This research is still in need of repair, so it needs for criticism and suggestions.

The strategy used to be very helpful in this research.

In this journal can help the student to the face listening comprehension.

Journal Review: Effect of Using Video Materials in the Teaching of Listening Skills for University Students


Title Effect of Using Video Materials in the Teaching of Listening Skills for University Students
Journal International Journal of Linguistics
Volume & Page Vol.6 No.4 Page 200-212 2014
Year 2014
Author KretsaiWoottipong
Reviewer Sugiannor (1101120705)
Date 22 May 2016


Purpose the research The purposes of the study are:

To develop listening skills of university students studying English with the use of video materials.

To evaluate students’ attitudes towards the use of video materials in teaching listening skills.

Subject the research The subject of this study is 41 first-year English major students in the second semester of the academic year 2012 at Thaksin University, Thailand. They were selected by random sampling.
Data assessment ·     Pretest-posttest

·     Questionnaire

Methodology Experimental Group (One Group)
Procedures The procedures of the study were :

The learning procedures and learning objectives were described to the students step-by-step.

The students took the pre-test.

The students learned with the video, covering 20 periods over 7 weeks.

The group was assigned to do the post- test.

The scores on the pre-test and post-test were statistically analyzed, compared, and interpreted using mean and t-test for dependent samples.

The students in the experimental group were assigned to respond to a questionnaire regarding their attitude towards the use of videos in teaching listening skills.

The results from the questionnaire were used to calculate the mean score of a particular comment and overall comments in order to gauge the students’ opinions.

Result The result of this study were :

According to the result of the t-test which was -20.248, it can be concluded that the learning achievement of students’ post-test is higher than the pre-test at a significance level of 0.05. The students’ English listening comprehension ability increased significantly after learning with the videos.

Students had positive attitudes towards using the videos in teaching listening skills.

The Strength of the research ·     There are many references in this study

·     The writer included good explanation in introduction

The Weakness of the research In methodology, the writer only has one group. It should be compared in two groups. One of control group, and the other of experimental group.