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Data were analyzed using an interactive model of reduction, display, and conclusion. Findings show current media emphasize audio, remain less interactive, and focus mainly on receptive skills, while learners require technology-based media that strengthens interaction and combines face-to-face and online learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/learners-needs-of-interactive-multimedia-based-on-hybrid-learning-for-tisol-program-619-632/202381/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/learners-needs-of-interactive-multimedia-based-on-hybrid-learning-for-tisol-program-619-632/202381.png","ImageObject",300,407,{"name":42,"@type":43},"Pentious","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-18","2026-09-04",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main purpose regarding hybrid learning and TISOL?","Question",{"text":63,"@type":64},"To identify TISOL learners’ needs for appropriate media so that language skills can be improved using interactive multimedia based on hybrid learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and data collection process were used?",{"text":68,"@type":64},"The study used a qualitative method, with interviews as the data collection technique.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study report about existing TISOL learning media?",{"text":72,"@type":64},"Current media are dominated by audio learning, are less interactive, and largely support practice of receptive language skills.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},202381,1788545860,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Available online [at www.jlls.org](at www.jlls.org)  \nJOURNAL OF LANGUAGE AND LINGUISTIC STUDIES  \nISSN: 1305-578X  \nJournal of Language and Linguistic Studies, 18(1), 619-632; 2022  \nLearner’s needs of interactive multimedia based on hybrid learning for TISOL  \nprogram  \nRukayah a 1 , Andayani b , Ahmad Syawaludin c   \na,b,c Universitas Sebelas Maret, Surakarta, Indonesia  \nAPA Citation:  \nRukayah., Andayani., & Syawaludin, A. (2022) . Learner’s needs of interactive multimedia based on hybrid learning for TISOL program. Journal of Language and Linguistic Studies, 18(1), 619-632. Doi: 10.52462/jlls.207  \nSubmission Date:04/09/2021  \nAcceptance Date:09/12/2021  \nAbstract  \nThe utilization of technology through the use of interactive multimedia based on Hybrid Learning is regarded asan effective learning strategy for Teaching Indonesian to Speakers of Other Languages (TISOL) . The study aims to identify the learner’s needs of TISOL for appropriate media to increase language skills. This study applied a qualitative-method. Subjects study consisted of TISOL teachers, TISOL coordinators, and learners in universities serving the TISOL Program in Universitas Sebelas Maret. The data was collected by interviews. Data analysis used an interactive model consisting of data reduction, data display, and conclusion. The study indicate that media used in TISOL are currently dominated by audio learning styles, less interactive, and only practice receptive language skills. TISOL learners need technology-based learning media that can enhance interaction and can take advantage of the principle of combining the power of face-to-face learning and online learning (hybrid learning) . Recommendation for instructors to develop interactive multimedia based on hybrid learning for TISOL students in improving Indonesian language skills.  \nKeywords: Hybrid learning; Indonesian language; interactive multimedia; learner’s need; teaching Indonesian to speakers of other languages (TISOL)  \n1. Introduction  \nLanguage is essential for communication activities, both in national and international spheres. Indonesian Language cannot be longer considered as an exclusive language of Indonesians but as the official language of the international forum; the 32nd ASEAN Inter-Parliamentary Assembly (AIPA) meeting held in Phnom Penh, Cambodia on 2014. The reputation of the Indonesian Language among second language learners is notable and evidence of this remark can be observed in many countries choose to include Indonesian as the language studied in education (Arumdyahsari et al., 2016; Saddhono, 2015) . Indonesian language has opportunity to an international language seen from the increasing interest of other countries.  \nThe Center for Language Strategy and Diplomacy Development (PPSDK), the Ministry of Education and Culture, continues to send Indonesian language teachers for Foreign Speakers (BIPA) abroad. In 2017, PPSDK sent 200 teaching assignments in 79 BIPA organizing institutions in 22 countries to serve 21,940 students. In 2018 it increased by carrying out 226 teaching assignments in 87  \n1 Corresponding author.  \nE-mail address: [rukayah@staff.uns.ac.id](rukayah@staff.uns.ac.id)  \n© 2022 Cognizance Research Associates-Published by JLLS.  \nBIPA organizing institutions in 22 countries to serve 18,171 students (Kemendikbud, 2019) . This data shows that the high interest shown by foreigners to learn Indonesian must be considered, both in terms of teachers, teaching materials, and media. Teaching materials and media for the TISOL program need to be provided so that foreigners who will learn Indonesian are well served (Andayani & Suyitno, 2014) . These materials should incorporate the use of a computer as a mediator to conduct the teaching and learning process when working with TISOL learners. This concept is a support for TISOL learners in accessing and utilizing the media to improve their language skills.  \nComputer-mediated learning supports the transfer of teaching ","cbCaiak4Sa1MOmt4","https://ap.wps.com/l/cbCaiak4Sa1MOmt4","pdf",300381,14,"English","# Introduction\n## Background of Indonesian for international learners\n## Hybrid learning and computer-mediated learning\n## Learner role in TISOL and need for multimedia","[{\"question\":\"What is the study’s main purpose regarding hybrid learning and TISOL?\",\"answer\":\"To identify TISOL learners’ needs for appropriate media so that language skills can be improved using interactive multimedia based on hybrid learning.\"},{\"question\":\"What research method and data collection process were used?\",\"answer\":\"The study used a qualitative method, with interviews as the data collection technique.\"},{\"question\":\"What does the study report about existing TISOL learning media?\",\"answer\":\"Current media are dominated by audio learning, are less interactive, and largely support practice of receptive language skills.\"}]","Learner’s needs of interactive multimedia based on hybrid learning for TISOL program - 619-632 | PDF",35]