THE EFFECT OF USING A MULTIMODAL APPROACH ON STUDENTS’ LISTENING SKILLS AT MTS NEGERI 1 MARTAPURA OKU TIMUR SOUTH SUMATERA

FAUZIATUN NISA, 1880510240001 and DWI ASTUTI WAHYU N., 197602222009012003 and IDA ISNAWATI, 197808162006042002 (2026) THE EFFECT OF USING A MULTIMODAL APPROACH ON STUDENTS’ LISTENING SKILLS AT MTS NEGERI 1 MARTAPURA OKU TIMUR SOUTH SUMATERA. [ Thesis ]

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Abstract

Listening is considered one of the most challenging skills for junior high school students in learning English as a Foreign Language (EFL). Many students still experience difficulties in understanding spoken English due to limited exposure to authentic listening materials and the use of conventional audio-only teaching methods. In addition, although YouTube has frequently been used in English language learning, studies focusing on the use of the English Easy Practice YouTube Channel through a multimodal approach at the junior high school level are still limited. Therefore, this study is necessary to investigate the effectiveness of using multimodal learning media in improving students’ listening skills. The research problem in this study was: “Is there a significant difference in listening skills between students taught using the multimodal approach and those taught using conventional audio-only methods?” The objective of this study was to determine whether there was a significant difference in listening skills between students taught using the multimodal approach and those taught using conventional listening instruction. The target of this research was the eighth-grade students of MTs Negeri 1 Martapura OKU Timur in the academic year 2025/2026. This study employed a quantitative approach with a quasi-experimental research design. The population of this study consisted of eighth-grade students at MTs Negeri 1 Martapura OKU Timur in the academic year 2025/2026. The sample was divided into an experimental class and a control class. The experimental class was taught using the English Easy Practice YouTube Channel through a multimodal approach, while the control class was taught using conventional audio-only instruction. The research instrument used in this study was a multiple-choice listening test administered as a pre-test and post-test. The collected data were analyzed using ANCOVA to determine whether there was a significant difference between the two groups. The findings of the study revealed that there was a significant difference in students’ listening skills between the experimental class and the control class. Based on the ANCOVA analysis, the significance value of the treatment variable was lower than 0.05, indicating that the multimodal approach had a significant effect on students’ listening skills. Students taught through the multimodal approach demonstrated better listening achievement compared to those taught using conventional listening instruction. The integration of audio and visual elements through YouTube videos helped students comprehend spoken English more effectively and increased their engagement during the learning process. In conclusion, the use of the English Easy Practice YouTube Channel through a multimodal approach positively affected students’ listening skills. Therefore, multimodal learning media can be considered an effective instructional strategy for teaching listening in EFL classrooms, particularly at the junior high school level.

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