THE IMPLEMENTATION OF COGNITIVE AND EMOTIONAL-BASED INTERACTIVE VIDEO TO IMPROVE LISTENING SKILL AT SENIOR HIGH SCHOOL 1 BLITAR
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Abstract
This study aims to examine the instructional procedures and the effectiveness of cognitively and emotionally based interactive video in improving Arabic listening skills of tenth-grade students at senior high school 1 Blitar. This research employed a mixed-method approach with a quasi-experimental non-equivalent control group design. The research subjects consisted of two classes: an experimental class taught using cognitively and emotionally based interactive video and a control class taught using conventional instructional methods. Data were collected through listening tests (pretest and posttest), questionnaires, and documentation. Quantitative data were analyzed using normality testing, homogeneity testing, an independent samples t-test, and N-Gain analysis, while qualitative data were analyzed descriptively. The results indicate that listening instruction using cognitively and emotionally based interactive video was implemented systematically and successfully enhanced students’ cognitive and emotional engagement. Furthermore, there was a significant difference between the listening achievement of students in the experimental and control classes, with the experimental class showing a higher improvement in listening skills. Therefore, cognitively and emotionally based interactive video is proven to be an effective instructional medium for improving Arabic listening skills at the senior high school level.
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