The Effectiveness of Interactive Multimedia-Based Learning Using Powtoon and Renderforest in Teaching Writing to Students with Different Learning Styles

Abstract

This study aimed to assess the effectiveness of Powtoon in teaching writing to visual students; to assess the effectiveness of Powtoon in teaching writing to auditory students; to assess the effectiveness of Renderforest in teaching writing to visual students; to assess the effectiveness of Renderforest in teaching writing to auditory students; to show the difference between the effectiveness of Powtoon and Renderforest in teaching writing to visual students; to show the difference between the effectiveness of Powtoon and Renderforest in teaching writing to auditory students; and to explain the relationship between interactive multimedia-based learning and students’ learning styles in teaching writing. This study used experimental research with 2x2 factorial designs. The population were the tenth-grade students at MAN 2 Model Medan with the samples were 74 students of experimental I and II that categorized into visual and auditory learning styles. The result indicated that (1) Powtoon was effective in teaching writing to visual students; (2) Powtoon was effective in teaching writing to auditory students; (3) Renderforest was effective in teaching writing to visual students; (4) Renderforest was effective in teaching writing to auditory students; (5) Powtoon and Renderforest were equally effective in teaching writing to visual students; (6) Powtoon and Renderforest were equally effective in teaching writing to auditory students; and (7) Interactive multimedia were effective in teaching writing to visual and auditory students. Keywords: Powtoon, Renderforest, Teaching Writing, Learning Styles