SEMHAS MRS MARIA

May 05, 2026 14:12 · 28:49 · Indonesian · Whisper Turbo · 2 speakers
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Lecture Index
చూపుట మాత్రమే
0:00
S… Speaker 1 (SEMHAS MRS MARIA)
Assalamualaikum Wr Wb
0:27
S… Speaker 2 (SEMHAS MRS MARIA)
Dekree of Sarjana Pendidikan, you need to have the examination, final exam about your thesis. And you have done examination before with Ms. Lindsay. And now it is the session with me as the first examiner. The title of your thesis, English Teacher's Experiences in Using Multimedia-Based English Textbook.
1:11
S… Speaker 2 (SEMHAS MRS MARIA)
Oke, terima kasih. Sekarang saya ingin menunjukkan tesis Anda sedikit, supaya kita memahami kesulitan tesis Anda.
1:44
S… Speaker 1 (SEMHAS MRS MARIA)
I want to present about my research entitled English Teacher Experiences in using multimedia based English textbook at SMP Mohamediyah Akhousar Betha Kartosuro Sukahirjo in Akhari Peter 2025 until 2026 for the background of society.
2:11
S… Speaker 1 (SEMHAS MRS MARIA)
ICT Development Chef Technology Integration in Education, EFL Student Fast Limit Linguistic Exposure, Multimedia Textbook Over Interactive Learning, Effectiveness Depend on Teacher Effect and Limit Studies on Digital Classroom Experiences.
2:33
S… Speaker 1 (SEMHAS MRS MARIA)
Untuk identifikasi masalah, guru memiliki memiliki multimedia di dalam praktek kelas. Tetapi, implementasi tidak selalu optimal. Ada pengajaran teknik, manajerial, dan pengajaran pelajaran. Kemudian guru mempunyai beberapa strategi adaptasi untuk memiliki masalah.
2:54
S… Speaker 1 (SEMHAS MRS MARIA)
This research is limited to two teachers in one school, and then focus only on experience, not generalization, and then doesn't measure student learning outcome. For the research question, there are three research questions. The first is how do English teachers experience the use of multimedia-based English textbook at?
3:17
S… Speaker 1 (SEMHAS MRS MARIA)
SMP Muhammadiyah Alkawusar P.K. Kartosuro. And then the second is about the challenge. The third about adaptation strategies. The research objective follow the research question to describe how English teacher at SMP Muhammadiyah Alkawusar P.K. Kartosuro experience in using multimedia-based textbook to identify the challenge and investigate the adaptation strategies. And then for the theoretical framework.
3:45
S… Speaker 1 (SEMHAS MRS MARIA)
TPEC as the main framework for technology integration, multimedia learning, mayor, verbal and visual combination. And then for the previous studies and GAP, previous studies highlight the effectiveness of multimedia and the role of TPEC in technology integration, but often overlook the complexity of real classroom practice.
4:13
S… Speaker 1 (SEMHAS MRS MARIA)
This study explores teacher experience in integrating multimedia, including challenge and adaptation strategies. The research design. In this research use qualitative descriptive approach. The research subject. There are two English teachers at SMP Media Alkauser P.K. Kertosuro, Miss SNA and Miss E.
4:42
S… Speaker 1 (SEMHAS MRS MARIA)
AR, selected purposefully based on multimedia teaching experience, and then the data collection technique, classroom observation of multimedia use, in-depth teacher interviews, and then the analysis.
5:01
S… Speaker 2 (SEMHAS MRS MARIA)
Detection, display, and verification. For the data validity, the researcher uses triangulation. Triangulation from observation, interview, and documentation. The findings. For the first research question, there are two model, blend, and paste-paste. And then the second research question is context-dependent. And then for the second research question,
5:33
S… Speaker 2 (SEMHAS MRS MARIA)
Teknikal isu, such as limit internet and device, manajerial isu, such as classroom control, and then the last is student-related isu, such as distraction and lack of self-regulation. For the third research question, is about adaptation strategies, structure device control, selective content use, and then research sharing and blended learning. And then for the discussion,
6:03
S… Speaker 2 (SEMHAS MRS MARIA)
Teknologi integration is not linear but context dependent. TPEC support pedagogical decision making. Challenges indicate implementation gaps. And then the conclusion is teacher integrate multimedia adaptively. TPEC plays a crucial role in effectiveness. External factor influences implementation outcomes. The last is...
6:35
S… Speaker 1 (SEMHAS MRS MARIA)
Terima kasih. Terima kasih. Terima kasih. Terima kasih. Terima kasih.
7:08
S… Speaker 1 (SEMHAS MRS MARIA)
Berdasarkan pengetahuanmu, kenapa kamu juga menyebutkan TPEC di sini dalam mengeskrikan pengalaman guru dalam menggunakan teks multimedia. TPEC menggunakan lensa analisis. Oh, itu adalah lensa analisis. Bisa kamu menjelaskan kepada saya TPEC? Teknologi, pedagogik, dan konten knowledge adalah lensa.
7:43
S… Speaker 1 (SEMHAS MRS MARIA)
Relate in how teacher use the multimedia. Okay, how teacher use the multimedia. What are the components? The component of TPEC for the first is technology pedagogical analysis. There are seven components. All of the components can be observed in your observation.
8:14
S… Speaker 1 (SEMHAS MRS MARIA)
Yes, the all component is observed in the research of preparation, but it's not on every phase of, phase of, phase of. Misalnya kayak yang opening, gak semua itu. Semuanya. Kemudian main activity, opening, dilihat semua. Kemudian bagaimana dengan pada saat kita belajar? Kita belajar apa ini? Jika diobservasi, kita sedang belajar.
8:56
S… Speaker 1 (SEMHAS MRS MARIA)
Untuk yang kelas 7, mereka belajar tentang adjektif. Kelas 8, simple past 10. Kelas 9, label dan memiliki sedih. Ketika diajar dengan adjektif, bagaimana... Saat belajar adjektif, letak implementasi dari titik itu terlihat pada teknologi knowledge tentang yang Miss SNA memindahkan alamnya.
9:41
S… Speaker 1 (SEMHAS MRS MARIA)
awalnya pake laptop siswa yang ini miss terus kemudian ternyata di laptop siswa ini gak bisa pake muter youtube karena batasan kontrol orang2 terus jadi indah gitu jadi itu juga nanti tapi gak lo foto miss ternyata terus jadi indah
10:00
S… Speaker 1 (SEMHAS MRS MARIA)
Lalu dipindahkan ke laptop yang lain, kemudian tentang konten knowledge-nya, beliau mengajakkan yang pertama mengenali fokus-fokus dari adjektif, kemudian mengajak siswa untuk menyebutkan fokus tentang adjektif, tapi di luar dari materi buku tersebut.
10:48
S… Speaker 2 (SEMHAS MRS MARIA)
Apa multimedia ini untuk mengajar semua materi atau berbeda-beda? Satu text book untuk satu materi. Apendik. Apendik, sudah berisik. Masih di belakang.
11:40
S… Speaker 2 (SEMHAS MRS MARIA)
Yes, sir. Yes, ma'am. Can it be accessed by all of the people or only certain use in the class? Student in the class. Student in the class. So it is just available in the school. What is the advantage of this book rather than the hard file? Make students feel excited.
12:53
S… Speaker 2 (SEMHAS MRS MARIA)
ada yang di buku tulis juga
13:16
S… Speaker 2 (SEMHAS MRS MARIA)
Cuma seperti kayak... Tapi lebih interaktif ya, karena ada... apa namanya? Rusur audio, kemudian juga. From your research, how is the challenge faced by the teacher? There are two protagonists of challenge. The first is technical of the technology. It's about a YouTube blog by parental control.
14:21
S… Speaker 1 (SEMHAS MRS MARIA)
dan pada waktu manajerial itu hanya 35 menit dalam proses pembelajaran jadi guru harus menghubungkan aktivitas mungkin pada pertemuan pertama hanya berbicara tentang materi dan pada pertemuan kedua mereka mencoba
14:55
S… Speaker 1 (SEMHAS MRS MARIA)
make the sentence of adjective.
15:00
S… Speaker 2 (SEMHAS MRS MARIA)
And then the third category session is digital distraction. Student opens an authorized app like GPT. And can the teacher control about the digital distraction? Actually, not always. But the teacher has the strategy to control it? Yes. How is the strategy?
15:33
S… Speaker 2 (SEMHAS MRS MARIA)
menggunakan LED untuk menjelaskan YouTube sehingga anak-anak tidak melihat laptopnya. Jika anak-anak melihat laptopnya, mungkin... Mereka melihat maklumatnya. Mereka melihat maklumatnya. Mereka melihat maklumatnya, menggunakan LCD untuk melihat laptopnya.
16:25
S… Speaker 1 (SEMHAS MRS MARIA)
Apakah mereka punya strategi yang berbeda? Beda.
16:40
S… Speaker 1 (SEMHAS MRS MARIA)
Kalau yang mis yang satunya, dia lebih ke pencegahan. Jadi di awal itu ada positif ruang, kayak enggak boleh, buka-luz belum gini apa gitu. Kalau yang parents, restriction atau control itu bagaimana? Kan keletup yang lain, yang tidak ada itu. Oh, jadi orang-orang tuanya beberapa ada yang mau nyesek. So, how many students have the parents control?
17:43
S… Speaker 1 (SEMHAS MRS MARIA)
Oke, and then what activity they can do through the digital textbook?
18:22
S… Speaker 1 (SEMHAS MRS MARIA)
bisa kemudian diikuti videonya itu yang menjadi salah satu hal yang strong dan experience barang-barang yang challenge-nya apa lagi tadi? you said question like this? adaptation strategy oh iya, oh adaptation strategy tadi ya jadi challenge-nya tadi kayak terus control kemudian students cheating kemudian satu lagi, apa lagi challenge-nya tadi? masih bergantar ya, apa lagi?
19:02
S… Speaker 1 (SEMHAS MRS MARIA)
yang kedua yang students cheating to watch another yuk kamu bagi apakah ini? manage your job time oh iya time kalau itu strateginya? memisahkan kegiatan diri jadi yang pertemuan pertama cuma menjelaskan diri kemudian yang selanjutnya membuatkan youtube membagi kebetulan pembagian gak sekali selesai dua-duanya sama? strategi yang dipakai?
19:41
S… Speaker 1 (SEMHAS MRS MARIA)
Terima kasih.
20:01
S… Speaker 1 (SEMHAS MRS MARIA)
Okay, can you give me the conclusion about the teacher experience in multimedia beings, English, textual? The teacher interpret multimedia adaptively. Adaptively, what do you mean by adapt? Because if there are so many challenges, the teacher can use the adaptation strategy that they...
20:39
S… Speaker 1 (SEMHAS MRS MARIA)
Selain faktor internal, ada juga yang faktor eksternal dari yang orang tua lagi. Jadi walaupun... Kalau faktor teknis, ada tidak? Ada, tapi enggak begitu signifikan. Langsung ada strategi rekesenjangan. Mereka semalu menggunakan teknologi di setiap... Not always. In second grade, when they learn about simple past tense, the teacher only...
21:18
S… Speaker 1 (SEMHAS MRS MARIA)
disini urus siswa untuk mencari verb 1 dan verb 2 dulu di kamus dan dimana disitu juga ada siswa yang lupa membawa kamus disitu siswa disuruh melihat penyakitannya
25:00
S… Speaker 1 (SEMHAS MRS MARIA)
Ini sudah cukup lengkap ya Mbak Sentinur Alima Oke Sepertinya Sepertinya mana? Sepertinya nanti formatnya agak sedikit masuk ya Ini kualitatif, best good tip ya Oke sudah benar Kemudian data divalidasi menggunakan triangulation ya Di sini teknikal, managerial, dan student related
26:33
S… Speaker 1 (SEMHAS MRS MARIA)
Terima kasih. Terima kasih.

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