The Implementation of Multimedia Learning on Elementary Students' Achievement in English Alphabet at SD Negeri 062 Mompang Jae

Abstract

This study investigates the implementation of multimedia learning in teaching the English alphabet to fifth-grade students at SD Negeri 062 Mompang Jae, a semi-urban elementary school with limited technological infrastructure. Grounded in Mayer's Cognitive Theory of Multimedia Learning, which holds that people learn more effectively from words and pictures presented together than from words alone, this qualitative descriptive study aimed to describe how multimedia tools were implemented in classroom instruction and how they influenced students' achievement. Data were collected through classroom observation, interviews with the teacher and students, documentation, and questionnaires, then analyzed using Miles and Huberman's interactive model of data reduction, data display, and conclusion drawing. The findings show that multimedia learning was implemented through three stages, namely introduction, practice, and reinforcement, using alphabet videos, images, audio pronunciation, and songs. Students demonstrated improved recognition, pronunciation, and spelling of English letters, along with increased motivation and classroom engagement, although some students still lacked confidence in individual speaking. The study implies that multimedia learning can be implemented effectively even in resource-limited schools, provided teachers receive adequate training and schools provide basic supporting facilities.