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ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

13 
 

IMPLEMENTATION OF PREZI MEDIA TO IMPROVE 

UNDERSTANDING OF STUDENTS IN ENGLISH LEARNING 

 

       Eka Resty Novieta Sari
(1)

,  Rizal Ula Ananta Fauzi
(2)

 

        ekaresty@unipma.ac.id
(1)

 , rizalmanajemen@gmail.com
(2) 

 Informatics Engineering Department, Faculty of Engineering 

                                       PGRI University of Madiun
(1)

 

                                 Management Department, Business Economic Faculty 

                                       PGRI University of Madiun
(2)

 

 
                

Abstract 

This study aims to apply the learning model by using Prezi to improve understanding of English 

courses. This research was conducted at the PGRI University of Madiun in the Academic Year 

of 2017/2018. The research subjects were students of Primary School Teacher Education. This 

study uses a classroom action research design. It was used to solve learning problems in the 

classroom that seeks to study and reflect in depth some aspects of learning. This research was 

divided into two cycles that are adjusted to the time allocation and topic chosen. Based on the 

findings of the study, it can be concluded that the implementation of Prezi media can improve 

understanding of English class 2B material, Primary School Teacher Education Study Program. 

This increase was shown by the achievement of the average understanding of the concept of the 

first cycle of 73 with 69% completeness and in the second cycle of 83 with 94% completeness. 

So it can be concluded that there has been an increase of 25%. This shows that the application 

of the learning model using this Prezi media can improve students' understanding. 

 

Keywords: English learning, Prezi learning model, Prezi media 

 
       Abstrak 

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran dengan menggunakan 

prezi untuk meningkatkan pemahaman kursus bahasa Inggris. Penelitian ini dilakukan di 

Universitas PGRI Madiun pada Tahun Akademik 2017/2018. Subjek penelitian adalah siswa 

Pendidikan Guru Sekolah Dasar. Penelitian ini menggunakan desain penelitian tindakan kelas 

(Penelitian Tindakan Kelas) dengan dua siklus yang disesuaikan dengan alokasi waktu dan topik 

yang dipilih. Kesimpulan dalam penelitian ini adalah bahwa penerapan media prezi dapat 

meningkatkan pemahaman materi kelas 2B bahasa Inggris, Program Studi Pendidikan Guru 

Sekolah Dasar. Peningkatan ini ditunjukkan dengan pencapaian pemahaman rata-rata konsep 

siklus pertama 73 dengan ketuntasan 69% dan pada siklus kedua 83 dengan ketuntasan 94%. 

Maka dapat disimpulkan bahwa terjadi peningkatan sebesar 25%. Hal ini menunjukkan bahwa 

penerapan model pembelajaran menggunakan media prezi ini dapat meningkatkan pemahaman 

siswa. 

 

Kata kunci: Pembelajaran Bahasa Inggris, Model Pembelajaran Prezi, Media Prezi  

 

 

 

 

 

 

 

 

 

mailto:ekaresty@unipma.ac.id(1)
mailto:rizalmanajemen@gmail.com(2)


Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

14 
 

A. INTRODUCTION 

 

 Teaching and learning of English is one of the important factors in improving 

the ability of human resources in Indonesia. In the globalization era it is now very 

important to master English because a lot of science and technology are presented in 

English. However, not all students master English. As a result many students still have 

difficulty absorbing knowledge and technology from the west. 

 In general, students have a poor understanding of English courses. Students 

assume that English courses are difficult. Many factors make them do not understand 

English. As a result, many of them received poor grades. For this reason, interesting 

learning is needed so that they are more interested in participating in English learning. 

To help clarify the delivery of material, it is necessary to have the right learning media 

so that students are more motivated. 

 Learning media can stimulate students to be more effective. Learning media 

will facilitate students to receive or remember the material that has been delivered. 

Another benefit is to facilitate the lecturer in delivering the material, because it can be 

directed directly to students. Therefore, the use of learning media can stimulate students 

to learn. The accuracy in choosing learning media that will be used in the teaching and 

learning process is very influential on the effectiveness of achieving the learning 

objectives to be achieved. 

 Learning media is very varied along with the rapid development of science 

and technology. One of them is the use of Prezi is an interactive and internet-based 

learning media that has a slide with the Zooming User Interface (ZUI) view. This 

learning media is a new breakthrough in learning, where the Prezi media can be used as 

a tool to explore and share ideas on virtual canvas. This Zooming User Interface (ZUI) 

display allows users to Prezi to zoom in and out on their presentation media. In addition 

the Prezi is used to make presentations in linear form or in the form of mind maps. In 

this Prezi media, text, images, videos, and other presentation media are placed on the 

presentation canvas and can be grouped into the frame provided. 

 From the description above, it is important to conduct research that focuses on 

the use of innovative learning media so that students' understanding of English learning 

increases. In this study Prezi media was used to improve understanding of English 

learning. 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

15 
 

 Learning is a process of creating conducive conditions for interaction between 

teaching and learning between teachers, students, and other learning components to 

achieve certain goals. (Rusman, et al, 2012: 15-16). 

 Gagne and Briggs (in Arsyad, 2011: 4) define learning media implicitly, 

namely a tool that is physically used to convey the content of teaching material, which 

consists of books, tape recorders, cassettes, video cameras, video recorders, films, slides 

(picture frames), photos, pictures, graphics, television, and computers. In other words, 

the media is a component of learning resources or physical vehicles that contain 

instructional material in the student environment that can stimulate students to learn. 

 Tarr (in Embi, 2011: 129) argues that Prezi media has the advantage that (1) 

has more factors than other slides, (2) it does not need to move from one slide to 

another. Enough with one large canvas that can be inserted with images, ideas, data, and 

so on. So for presentations with Prezi you don't need lots of slides, just 1 slide, (3) it's 

easy to combine images, sounds and videos in one view, (4) it's very easy to use. 

 The learning model with Prezi media is a new innovation in the world of 

information technology-based education. Prezi media can display an idea or idea in an 

interrelated view in a slide show with another slide. In this case, the Prezi media can 

focus on the desired slides so that it can facilitate understanding the contents of each 

slide. The presence of zoom out and zoom in features can make students become more 

interested in following English learning and students are easier to capture material so 

that student achievement is better. 

 

B. RESEARCH METHOD 

 This research was conducted at the PGRI University of Madiun in the 

Academic Year of 2017/2018. The research subjects were students of Primary School 

Teacher Education. Research time starts from preparation to preparation of classroom 

action research reports starting from May 2018. 

 This study uses a classroom action research design that is used to solve 

learning problems in the classroom. In general, this study aims to improve the 

understanding of students of the Primary School Teacher Education study program on 

English language courses using Prezi media.   

 According to Kemmis and Mc Taggart in (Fitrianti, 2016: 22-23) there are 

four components in a cycle including: (1) planning, (2) action, (3) observation, and (4) 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

16 
 

reflection. After a cycle has been implemented and reflected, then it is followed by re-

planning carried out in a separate cycle. 

 Data collection techniques in this study are tests and non-tests. Data collection 

techniques are how to obtain the data needed. According to Sugiyono (2012: 193) "Data 

collection techniques are the most strategic step in research because the aim of the 

research is to obtain data." This study uses a test with written techniques in the form of 

evaluation sheets done after learning English using Prezi which aims to measure 

understanding students are held at each meeting in each cycle. Non-test techniques are 

observation. Data from observations and researcher notes were analyzed descriptively to 

determine the quality of the teaching and learning process. To find out the improvement 

of learning outcomes is done by comparing the scores of students with previous tests. 

Student understanding data is analyzed on cognitive aspects. Data analysis for cognitive 

aspects was done by descriptive statistical analysis and gain score. The level of mastery 

of the material is analyzed by gain score by determining the gain score normalized. 

 According to Hake 1999 (in Yuliati, 2005: 92) the normalized gain score (9) is 

a good method for analyzing the results of the pre-test and post-test. Gain score is a 

good indicator to show the level of effectiveness of learning that is carried out in terms 

of the pre-test and post-test scores. According to Hake, the gain score normalized can be 

determined by the formula: 

< 𝑔 >=
(< 𝑆𝑓 > − < 𝑆𝑖 >)

(100−< 𝑆𝑖 >)
 

(Hake in Yuliati, 2005: 92) 

Information : 

<g>: gain score normalized 

S_f : post-test mean score 

S_i  : average pre-test score 

 

Gain score category: 

g-high       : with (<g>)> 0.7 

g-medium: with 0.7 ≥ (<g>) ≥ 0.3 

g-low        : with (<g>) <0.3 

 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

17 
 

C. FINDINGS AND DISCUSSIONS 

Findings 

Pre-Action Findings 

1. Understanding of English language material for students of Elementary School 

Teacher Education study programs is still lacking. This is reflected in the results of 

Midterm test, only a few who scored above 60, and others still under 60. 

2. Students are less active both in the learning process and in working on the given 

questions. They did not dare to ask questions. Students are less concentrated in 

participating in learning. At the beginning of learning students seemed to concentrate 

on learning. But that didn't last long. Many students don't pay attention, there are 

those who play cell phones while learning takes place. 

3. Lecturers still use power point media when learning. The learning method applied by 

the lecturer is lecture. 

Data Cycle I Exposure 

 Based on the results of the observation, the data obtained from the 

observations of the lecturers' actions were obtained from the learning implementation 

sheet. The success of the lecturers' actions in learning in cycle I is 75%. The results of 

the evaluation of understanding by applying the prezi media on learning cycle I can be 

seen in table 1. below: 

 

Table 1. Data Frequency of Value of Postes Understanding Cycle I 

No. Interval Frekuensi (fi) Mid Score (xi) fi.xi Percentage (%) 

1. 60-65 5 62,5 313 16 

2. 66-71 4 68,5 274 13 

3. 72-77 15 74,5 1118 47 

4. 78-83 3 80,5 242 9 

5. 84-89 4 86,5 346 13 

6. 90-95 1 93,5 94 3 

Total 32 466 2385 100 

Average Class      = 73 

Completeness     = 69% 

Top Value             = 90 

Lowest Value       = 62 

 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

18 
 

 A summary of data on the pre-test results of understanding the concept of 

students in cycle I can be seen in table 2. below: 

Table 2. Percentage of Learning Completeness  

of Students in the Pre-test of Cycle I 

Study Completeness Students All Student Percentage 

Complete Study 6 32 19% 

Not Complete Learning 26 32 81% 

  

The following is a summary of post-test understanding data in cycle I can be seen in the 

table below: 

Table 3. Percentage of Student Completeness  

in Post-Test Cycle I 

Study Completeness Students All Student Percentage 

Complete Study 23 32 72% 

Not Complete Learning 9 32 28% 

 Students concept comprehension tests were carried out at the beginning and 

end of cycle I. Based on these data, a percentage of students' understanding of the 

concept of grade 2B in the first cycle can be compiled in table 4. below: 

Table 4. Achievement of students' understanding in cycle I 

 Average Pretest Average Post-test Gain Score 

66 75 0,26 

 

Cycle II Data Exposure 

 Observation activities were carried out by observers. Recapitulation of the 

results of observations of lecturers' actions was 76.59%. The results of evaluation of 

understanding of future tense material by applying prezi media on learning cycle II can 

be seen in table 6. below : 

Table 6. Data Frequency of Cycle II Postes Understanding Value 

No. Interval Frekuensi (fi) Central Value (xi) fi.xi Percentage(%) 

1. 68-72 2 70,0 140 6 

2. 73-77 5 75 375 16 

3. 78-82 9 80 720 28 

4. 83-87 5 85 425 16 

5. 88-92 9 90 810 28 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

19 
 

6. 93-97 2 95 190 6 

Total 32 495 2660 100 

Average Class      = 73 

Completeness     = 69% 

Top Value             = 90 

Lowest Value       = 62 

 

The description of the data obtained from the second cycle of the application of 

the learning model using prezi media is as follows.  

Table 7. Percentage of Student Completeness in the Pre-test of Cycle II  

Study Completeness ∑Students ∑All Student Percentage 

Complete Study 22 32 69 

Not Complete Learning 10 32 31 

 

 Summary of student post-test results in the second cycle can be seen in table 8. 

below: 

Table 8. Summary of Cycle II Student Post-test Results Data 

Study Completeness ∑Students ∑All Student Percentage 

Complete Study 30 32 94 

Not Complete Learning 2 32 6 

 

 Student understanding tests are carried out at the beginning and end of cycle 

II. Based on the data, the percentage of students' understanding of achievement in cycle 

II can be compiled in the table below. 

Table 9. Achievement of Student Understanding in Cycle II 

Average of Pre-test Average Post-test Gain Score 

54 83 0,62 

  

 Based on table 9. above it can be seen that the calculation of the gain score in 

cycle II is 0.62. The gain score shows that learning with media prezi has a very good 

success rate because it is included in the g-medium level. 

 Learning activities in cycle II are carried out based on the findings in cycle I. 

From the findings, improvements are made so that the learning activities in cycle II run 

better than cycle I. 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

20 
 

 The development of student learning comprehension from the initial 

conditions to the second cycle can be seen in the following table 10. below: 

Table 10. Development of Student Learning Understanding 

Action 
Total 

Student Complete Percentage (%) 

Pre Action 6 19 

Cycle 1 22 69 

Cycle II 30 94 

 

Discussions 

 Based on data analysis conducted, in the first cycle showed an average test 

score of 75 with completeness of 72%. In this first cycle, some students have not been 

able to achieve classical completeness. The factors that led to the achievement of 

classical completeness in the first cycle was due to (1) there were still few students who 

dared to ask questions, (2) there were still some students who played mobile phones 

during the learning process, (3) there were several students who were crowded 

especially those who sat behind, (4) during the delivery of the material, there were still 

students who did not pay attention, (5) there were some students who were not actively 

discussing the practice questions, (6) the ability of students to present the answers was 

low. 

 In the second cycle the average score of understanding increased to 83 with a 

classical completeness of 94%. This shows that the application of learning media using 

this prezi media can improve students' understanding. The increasing understanding of 

students in the second cycle was due to the increase in student activity. This increase 

was marked by (1) the discussion went well, (2) students no longer played cell phones 

during the learning process, (3) students took the lecturers' explanations well. 

 The level of effectiveness of learning in this study was calculated using the 

gain score. Gain score increased from cycle 1 by 0.26 to 0.62 in cycle II. This shows 

that learning using media prezi can improve students' understanding of the material. 

 

 

 

 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

21 
 

D. CONCLUSIONS 

 Based on the findings of the study, it can be concluded that the application of 

prezi media can improve understanding of English language material in class 2B, the 

Primary School Teacher Education Study Program. This increase was shown by the 

achievement of the average understanding of the concept of the first cycle of 75 with a 

completeness of 72% and in the second cycle of 83 with 94% completeness. 

b. Suggestion 

 The results of this study have not fulfilled the actual objectives so it is 

necessary to include discussion of research findings based on research findings and 

existing theories. In addition, research needs to be done by developing media prezi with 

all teaching material in 1 semester, in order to produce a better understanding. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Al-Lisan. Journal Bahasa & Pengajarannya 

ISSN 2442-8965 & E ISSN 2442-8973  

Volume 4 Nomor 1- Februari 2019 

http://journal.iaingorontalo.ac.id/index.php/al 

22 
 

REFERENCES 

 

Arsyad, Azhar. 2011.  Media Pembelajaran.  PT Raja Grafindo Persada: Jakarta  

Embi, Muhammad. 2011. Aplikasi Web 2.0 dalam Pengajaran dan Pembelajaran. 

Selangor: Universiti Kebangsaan Selangor.  

 

Fitrianti. 2016. Sukses Profesi Guru dengan Penelitian Tindakan Kelas. 

Deepublish: Yogyakarta. 

 

Rusman, dkk. 2012. Pembelajaran Berbasis Teknologi Informasi dan Komunikasi: 

Mengembangkan Profesionalitas Guru. PT. Raja Grafindo Persada: Jakarta. 

 

Sugiyono. 2012. Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta: Bandung. 

 

 


