DEVELOPING MACROMEDIA FLASH FOR TEACHING SPEAKING MATERIALS FOR STUDENTS OF BUSINESS MANAGEMENT PROGRAM AT VOCATIONAL SCHOOL.
ABSTRACT
Trisna, Ayu. 2121121012. Developing Macromedia Flash for Teaching Speaking
Materials for Students of Business Management Program at Vocational School.
A Thesis. Faculty of Languages and Arts, State University of Medan. 2017.
The aim of this study is to develop macromedia flash as a learning media for teaching
speaking materials for students of business management program at vocational
school. Research and Development is used as the research method. Research
Procedures are modified into four steps, they are: evaluation and needs analysis,
media design, validation and revision, and final production. The product has been
validated by experts (material and media). The media expert is an English lecturer of
English literature Department, State University of Medan. The instrument for
collecting data is by using questionnaire. The data are analyzed by descriptive
technique. The result is the advisability to use macromedia flash with the total
assessment by experts is 91 which is categorized good and eligible to be used for
teaching speaking for students of business management program at vocational school.
Keywords: Macromedia Flash, Teaching Speaking Materials.
i
ACKNOWLEDGEMENT
In the name of Allah SWT, the Entirely Merciful, the Especially Merciful.
All praise be to Allah, the Almighty, for the strength, health and His favor which
have been given so that the writer could finally finished the Thesis entitled
“Developing of Macromedia Flash for Teaching Speaking Materials for Students
of Business Management Program at Vocational School.”
This Thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan. In this occasion, the writer would like to acknowledge
her profound gratitude for all generous guidance and assistance which have been
given to her by many people in the process of completing this Thesis. Therefore,
the writer expresses her gratitude and special thanks to:
• Prof. Syawal Gultom, M.Pd., the rector of State University of Medan.
• Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts,
State University of Medan.
• Prof. Dr.Hj.Sumarsih, M.Pd., the Head of English Department.
• Dra. Meisuri, M.A., the Secretary of English Department.
• Nora Ronita Dewi, S.Pd.,S.S.,M.Hum., the Head of English Education
Study Program.
• Dr. I Wayan Dirgeyasa, M.Hum., her First Thesis Advisor and
Academic consultant.
• Isli Iriani Indiah Br. Pane, S.Pd., M.Hum., her Second Thesis Advisor.
• Dr. Siti Aisah Ginting, M.Pd and Drs. Lidiman S.M.Sinaga,
M.Hum., her Reviewers.
• Prof. Dr. Amrin Saragih, MA., her Media Expert.
• Ali Hamsar Harahap, S.S., her Material Expert.
ii
Table of Contents
Pages
Abstract ..............................................................................................................i
Acknowledgement .............................................................................................ii
Table of Contents ..............................................................................................iv
List of Tables .....................................................................................................vi
List of Figures ....................................................................................................vii
List of Appendix ................................................................................................ix
Chapter I. INTRODUCTION ..........................................................................1
A. The Background of the Study .................................................1
B. Research Problem ...................................................................3
C. Objective of the study .............................................................4
D. Scope of the study ...................................................................4
E. Significant of the study ...........................................................4
Chapter II. REVIEW OF LITERATURE ......................................................5
A. Theoretical Framework ...........................................................5
1. Media .......................................................................................5
a. Definition of Media ...............................................................5
b. Functions of Media ...............................................................6
c. Kinds of Media ......................................................................9
2. Macromedia Flash ...................................................................10
a. Definition of Macromedia Flash ...........................................10
b. Macromedia flash development ............................................11
iv
c. Kinds of macromedia flash....................................................13
d. The strengths of using macromedia flash .............................13
e. The weaknesses of using macromedia flash..........................15
3. Speaking ..................................................................................16
4. Teaching Speaking ..................................................................17
5. Macromedia flash media for teaching speaking ......................18
6. Asking for and Giving Directions ............................................... 18
B. Relevant Study ........................................................................19
C. Conceptual Framework ...........................................................22
Chapter III. THE RESEARCH METHOD
A. Research Design......................................................................24
B. Data Source .............................................................................24
C. Research Procedures ...............................................................25
Chapter IV. RESEARCH RESULT AND DISCUSSION .............................31
A. Research Results .....................................................................31
B. Discussion of Research Result................................................48
Chapter V. CONCLUSION AND SUGGESTION ........................................50
A. Conclusion ..............................................................................50
B. Suggestion...............................................................................51
REFERENCES ..................................................................................................52
APPENDIX ........................................................................................................54
v
List of Tables
Page
Table 3.1. Table of the Relevance C ategorization Criteria from
Questionnaire and Documentation ...........................................................27
Table 3.2. Parameter of Validating Macromedia Flash .............................................30
Table 4.1. Result of Validation ..................................................................................46
vi
List of Figures
Page
Figure 2.1 Edgar Dale’s Experience cone ..................................................................12
Figure 3.1. Research Procedure .................................................................................26
Figure 4.1. Images of the draft design of the opening view .......................................34
Figure 4.2.Images of the draft design of the introduction view .................................35
Figure 4.3.Images of the draft design of the main menu ...........................................35
Figure 4.4.Images of the draft design of The Standard Competence Menu ..............36
Figure 4.5.Images of the draft design of Materials Asking Direction .......................37
Figure 4.6.Images of the draft design of Materials Giving Direction ........................37
Figure 4.7.Images of the draft design of Evaluation Menu........................................38
Figure 4.8.Implementation of the opening view ........................................................39
Figure 4.9.Implementation of the introduction view .................................................40
Figure 4.10.Implementation of the main menu ..........................................................41
Figure 4.11.Implementation of standard competence ................................................42
Figure 4.12.Implementation of Materials Asking Direction ......................................42
Figure 4.13.Implementation of Materials Giving Direction ......................................43
Figure 4.14.Implementation of Materials Giving Direction ......................................43
Figure 4.15. Implementation of Evaluation Menu .....................................................44
vii
Figure 4.16. Implementation of Exercise 1 ................................................................45
Figure 4.17.Implementation of Exercise 2 .................................................................46
Figure 4.18.Implementation of Materials Giving Direction (before revision)...........47
Figure 4.19.Implementation of Materials Giving Direction (after revision) .............47
Figure 4.20.Implementation of Exercise 2 (before revision) .....................................48
Figure 4.21.Implementation of Exercise 2 (after revision) ........................................48
viii
1
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Rapid technological developments affect the learning process and the
material learning in the process of teaching and learning activities. Realizing how
important English and technology has become, teacher can use technology as a
media in teaching English subject to improve speaking ability and also to face the
competition of receiving access from outside. But in SMK 2 YP Panca Jaya Galang,
textbook is the only one media which is used by the teachers. Ahour (2014) defined
that Textbook is crucial in English learning process which consists of activities
related to four skills, grammatical and lexical information, and various language
functions. Because of this, teachers only focus in the using of textbook than the
other media in teaching learning process.
In English curriculum, there are four skills should be achieved in learning
process namely listening, speaking, reading, and writing. Speaking is one of four
skills that must be mastered.
In mastering the speaking skills, English becomes one of the subjects included
in the curriculum, but the process of learning English still cannot achieve the
expected results. This is proven by the many students who still have not been able
to communicate in English. This statement is supported by the data taken from the
experience of Training Program period (PPLT) in SMK 2 YP Panca Jaya Galang in
2015. It is found that the students still get difficulties in producing utterances, the
1
2
difficulty in constructing the sentences because of the lacks of vocabularies,
especially in asking for and giving directions.
Meanwhile, English as a foreign language has become the major International
language which is used by most of people who lived along in the advanced
technology. Beside that we also need to be able to use technology as one aspect of
visible in learning by developing technology as a learning media.
Slameto (2003) stated that there are three factors affecting the learning
outcomes; teaching method, media, and students’ motivation. Because the teachers
only use textbook as the media, students have low motivation and interest in
learning English, so they feel bored and their vocabulary is still poor. Their
examination result is also poor. It can be seen from the data which is taken from
SMK 2 YP Panca Jaya Galang. The score average is 65, where the score should be
more than the standard of completeness criteria (KKM), which are 75. For example
in learning asking for and giving directions topics, they did not reach the KKM.
According to Arsyad (2011) teaching media is communication tools to
convey the message or information in order to further streamline the learning
process. There are many kinds of media can be used likes multimedia learning but
it is no more be used by the teacher. Teacher should be creative and try some
alternative ways. Macromedia flash is one of the applications in computer which is
interactive as a media. Teacher can develop this media especially in teaching
speaking in order the students are more active to participate in the classroom and
they can communicate in English.
3
The fundamental principle behind multimedia learning is best described by
Richard Mayer (2005), one of the leading researchers in this area: “People learn
better from words and pictures than from words alone.”
Based on the above condition, teacher who has more responsibility towards
her students must take a solution to increase the result of the study. One of the
efforts is should be more creative in choosing media in order students more enjoy
with their study and will bring the effectiveness of learning English. Then build
their interest and confidence in using English, especially in asking for and giving
directions topic.
According to Firmansah (2013) Macromedia Flash is one of multimedia
learning that used to present a material by using words and pictures computerized.
There are two goals of macromedia flash as multimedia learning, namely to
remember and to understand.
Based on the description above, Media is one of the important factors
affecting in teaching learning process especially speaking. Therefore, the study of
developing of macromedia flash in teaching speaking materials for students of
business management program at vocational school should be carried on. It is
considered can help the English teachers to teach effectively and learners to be more
interested and motivated in learning English.
B.
Research problem
The research problem of this research is formulated as: “how is the
macromedia flash developed for teaching speaking materials for students of
business management program at vocational school?”
4
C.
Objective of the study
The objective of this study is to develop macromedia flash for teaching
speaking materials for students of business management program at vocational
school.
D.
Scope of the study
This study deals with the development of macromedia flash for teaching
speaking materials for students of business management program at vocational
school. It is focused on asking for and giving direction material for the tenth grade
students at SMK BM Sinar Husni Medan.
E.
Significant of the study
Findings of this study are expected to be relevant and useful theoretically and
practically. Theoretically, the findings of the study are expected to be useful for
teaching speaking materials in asking for giving direction and can be reference for
further studies.
Practically, the findings of this study will be useful for:
1. To the students – this study provides the macromedia flash which can be
used to increase the student’s motivation and interest in learning English.
Their vocabulary also increases. So, they can speak English especially in
asking for and giving direction.
2. To the teachers – this study provides the macromedia flash which can be
used as learning media in teaching speaking.
3. To the other researcher – this study can be used as the reference to further
related study.
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses about conclusion and suggestion on the basic of the
result of research and discussion presented in the previous chapter.
A. Conclusion
Based on the research result, it concluded that:
1. Developing macromedia flash for teaching speaking materials for
students of business management follows Research and Development
(R & D) model by Gall, Borg and Gall’s (2003) which consist of a set
of steps to develop new educational product. Then, the steps of
macromedia flash development are modified in to four steps, they are:
1) evaluation and need analysis; 2) media design; 3) validation and
revision; 4) final production.
2. The product of developing macromedia flash for teaching speaking
with English material about asking for and giving direction for
students of business management has validated by expert validation
(material and media). For the total assessment by material expert is 89
(Good), and the total assessment by the media expert is 93 (Good).
With the result that macromedia flash is good and eligible to use for
teaching speaking for students of business management program at
vocational school.
50
51
B. Suggestion
From the conclusion above, there are some suggestions that are
proposed that probably can help for English teachers and further
researchers:
1. Location of research. The location of research should have good
facility such as computer laboratory; it would help the researcher in
finishing the research. Then, in the computer has to have
macromedia flash, it has function to make sure that the program is
running well. In addition, this macromedia flash as a speaking
learning media has validated by expert validation, English teacher is
hoped used the media into teaching learning process.
2. Another researcher. The media consist of one material; asking for
and giving direction. For other researcher can be adding another
English material or another material subject with developing
macromedia flash.
c
53
REFERENCES
Arikunto, S.,2009. Manajemen Penelitian. PT Rineka Cipta: Jakarta.
Arsyad, A.2011. Media Pembelajaran. Rajawali Pers: Jakarta.
Dewi, G.P.F.2012. Pengembangan Game Edukasi Pengenalan Nama Hewan
dalam Bahasa Inggris sebagai Media Pembelajaran Siswa SD berbasis
Macromedia Flash. Skripsi. Yogyakarta: Fakultas Teknik Universitas Negeri
Yogyakarta.
Dirgeyasa, Wayan I and Khairil Ansari. (2015). The Study of Needs Analysis of
Tourism Topics and English Linguistic Features through Local-based Needs
at the Golden Triangle Tourism Destination in North Sumatera Province
Indonesia. Asian EFL Journal/ Professional Teaching Articles/ August
2015, Issue 86. Medan: Faculty of Languages and Arts, Universitas Negeri
Medan.
Dwi, B., 2008. Pengembangan Pembelajaran Dengan Menggunakan Multimedia
Interaktif Untuk Pembelajaran Yang Berkualitas. thesis. Dapat diakses pada
http://luarsekolah.blogspot.com (accessed on 19 februari 2016).
Erawati, Fitri.2016. Developing English Speaking Materials for Students of
Culinary Stdy Program at Vocational School through Task-Based Learning.
thesis. Medan: Postgraduate School State University of Medan.
Firmansah.2013. Improving The Speaking Ability by Using Macromedia Flash.
Jurnal Pendidikan, 1(13).
Harmer Jeremy. 2007. How to Teach English 2nd Ed ition. England: Longman.
Indriyani.2015. Developing Accounting Learning Media Using Macromedia
Flash to Improve Students’ Interest in Adjustment Journal Material for
Grade X Accounting Students at SMK Negeri 1 Yogyakarta Academic Year
of 2014/2015. thesis. Yoyakarta: Faculty of Economics Yogyakarta State
University.
Julian,Hari.2013. Using Macromedia Flash 8 To Help English Teacher To Build
Media Toward Teaching Reading. Journal of English Language Teaching,
I(2), Serie E.
Mayer, R.E. 2005. Introduction to multimedia learning. New York: Cambridge
University Press.
52
53
Mayer, R.E. 2009. Multimedia Principle 2nd Edition. New York: Cambridge
University Press.
Mulyatiningsih, Endang.2013. Metode Penelitian Terapan Bidang Pendidikan,
Alfabeta: Bandung.
Munir. 2013. Multimedia: Konsep & Aplikasi dalam Pendidikan, Alfabeta:
Bandung.
Riaz, R.M, and Halimah Z., 2011, The effect of varied animation in multimedia
learning: is the extra effort worthy?, International Journal of Digital
Information and Wireless Communications (IJDIWC), Malaysia.
Rusman. 2013. Belajar dan Pembelajaran Berbasis Komputer : Mengembangkan
Profesionalisme Guru abad 21, Alfabeta: Bandung.
Slameto,(2003),Belajar dan Faktor-fakror Yang Mempengaruhinya, Rineka
Cipta: Jakarta.
Sudirman, Muhammad.2015. Developing Reading Materials for Higher
Education of Informatics and Computer Management Potensi Utama
Medan. thesis. Medan: Postgraduate School State University of Medan.
Sugiyono.2014. Cara Mudah Menyusun: Skripsi, Tesis, dan Disertasi, Alfabeta:
Bandung.
Susilaningsih.2016. Developing English Reading Mateials through AuthenticityCentered Approach (ACA) for Vocational Students of Computer Network
Engineering in SM 1 Tapanuli Tengah. thesis. Medan: Postgraduate
School State University of Medan.
Trisna, Ayu. 2121121012. Developing Macromedia Flash for Teaching Speaking
Materials for Students of Business Management Program at Vocational School.
A Thesis. Faculty of Languages and Arts, State University of Medan. 2017.
The aim of this study is to develop macromedia flash as a learning media for teaching
speaking materials for students of business management program at vocational
school. Research and Development is used as the research method. Research
Procedures are modified into four steps, they are: evaluation and needs analysis,
media design, validation and revision, and final production. The product has been
validated by experts (material and media). The media expert is an English lecturer of
English literature Department, State University of Medan. The instrument for
collecting data is by using questionnaire. The data are analyzed by descriptive
technique. The result is the advisability to use macromedia flash with the total
assessment by experts is 91 which is categorized good and eligible to be used for
teaching speaking for students of business management program at vocational school.
Keywords: Macromedia Flash, Teaching Speaking Materials.
i
ACKNOWLEDGEMENT
In the name of Allah SWT, the Entirely Merciful, the Especially Merciful.
All praise be to Allah, the Almighty, for the strength, health and His favor which
have been given so that the writer could finally finished the Thesis entitled
“Developing of Macromedia Flash for Teaching Speaking Materials for Students
of Business Management Program at Vocational School.”
This Thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan. In this occasion, the writer would like to acknowledge
her profound gratitude for all generous guidance and assistance which have been
given to her by many people in the process of completing this Thesis. Therefore,
the writer expresses her gratitude and special thanks to:
• Prof. Syawal Gultom, M.Pd., the rector of State University of Medan.
• Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts,
State University of Medan.
• Prof. Dr.Hj.Sumarsih, M.Pd., the Head of English Department.
• Dra. Meisuri, M.A., the Secretary of English Department.
• Nora Ronita Dewi, S.Pd.,S.S.,M.Hum., the Head of English Education
Study Program.
• Dr. I Wayan Dirgeyasa, M.Hum., her First Thesis Advisor and
Academic consultant.
• Isli Iriani Indiah Br. Pane, S.Pd., M.Hum., her Second Thesis Advisor.
• Dr. Siti Aisah Ginting, M.Pd and Drs. Lidiman S.M.Sinaga,
M.Hum., her Reviewers.
• Prof. Dr. Amrin Saragih, MA., her Media Expert.
• Ali Hamsar Harahap, S.S., her Material Expert.
ii
Table of Contents
Pages
Abstract ..............................................................................................................i
Acknowledgement .............................................................................................ii
Table of Contents ..............................................................................................iv
List of Tables .....................................................................................................vi
List of Figures ....................................................................................................vii
List of Appendix ................................................................................................ix
Chapter I. INTRODUCTION ..........................................................................1
A. The Background of the Study .................................................1
B. Research Problem ...................................................................3
C. Objective of the study .............................................................4
D. Scope of the study ...................................................................4
E. Significant of the study ...........................................................4
Chapter II. REVIEW OF LITERATURE ......................................................5
A. Theoretical Framework ...........................................................5
1. Media .......................................................................................5
a. Definition of Media ...............................................................5
b. Functions of Media ...............................................................6
c. Kinds of Media ......................................................................9
2. Macromedia Flash ...................................................................10
a. Definition of Macromedia Flash ...........................................10
b. Macromedia flash development ............................................11
iv
c. Kinds of macromedia flash....................................................13
d. The strengths of using macromedia flash .............................13
e. The weaknesses of using macromedia flash..........................15
3. Speaking ..................................................................................16
4. Teaching Speaking ..................................................................17
5. Macromedia flash media for teaching speaking ......................18
6. Asking for and Giving Directions ............................................... 18
B. Relevant Study ........................................................................19
C. Conceptual Framework ...........................................................22
Chapter III. THE RESEARCH METHOD
A. Research Design......................................................................24
B. Data Source .............................................................................24
C. Research Procedures ...............................................................25
Chapter IV. RESEARCH RESULT AND DISCUSSION .............................31
A. Research Results .....................................................................31
B. Discussion of Research Result................................................48
Chapter V. CONCLUSION AND SUGGESTION ........................................50
A. Conclusion ..............................................................................50
B. Suggestion...............................................................................51
REFERENCES ..................................................................................................52
APPENDIX ........................................................................................................54
v
List of Tables
Page
Table 3.1. Table of the Relevance C ategorization Criteria from
Questionnaire and Documentation ...........................................................27
Table 3.2. Parameter of Validating Macromedia Flash .............................................30
Table 4.1. Result of Validation ..................................................................................46
vi
List of Figures
Page
Figure 2.1 Edgar Dale’s Experience cone ..................................................................12
Figure 3.1. Research Procedure .................................................................................26
Figure 4.1. Images of the draft design of the opening view .......................................34
Figure 4.2.Images of the draft design of the introduction view .................................35
Figure 4.3.Images of the draft design of the main menu ...........................................35
Figure 4.4.Images of the draft design of The Standard Competence Menu ..............36
Figure 4.5.Images of the draft design of Materials Asking Direction .......................37
Figure 4.6.Images of the draft design of Materials Giving Direction ........................37
Figure 4.7.Images of the draft design of Evaluation Menu........................................38
Figure 4.8.Implementation of the opening view ........................................................39
Figure 4.9.Implementation of the introduction view .................................................40
Figure 4.10.Implementation of the main menu ..........................................................41
Figure 4.11.Implementation of standard competence ................................................42
Figure 4.12.Implementation of Materials Asking Direction ......................................42
Figure 4.13.Implementation of Materials Giving Direction ......................................43
Figure 4.14.Implementation of Materials Giving Direction ......................................43
Figure 4.15. Implementation of Evaluation Menu .....................................................44
vii
Figure 4.16. Implementation of Exercise 1 ................................................................45
Figure 4.17.Implementation of Exercise 2 .................................................................46
Figure 4.18.Implementation of Materials Giving Direction (before revision)...........47
Figure 4.19.Implementation of Materials Giving Direction (after revision) .............47
Figure 4.20.Implementation of Exercise 2 (before revision) .....................................48
Figure 4.21.Implementation of Exercise 2 (after revision) ........................................48
viii
1
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Rapid technological developments affect the learning process and the
material learning in the process of teaching and learning activities. Realizing how
important English and technology has become, teacher can use technology as a
media in teaching English subject to improve speaking ability and also to face the
competition of receiving access from outside. But in SMK 2 YP Panca Jaya Galang,
textbook is the only one media which is used by the teachers. Ahour (2014) defined
that Textbook is crucial in English learning process which consists of activities
related to four skills, grammatical and lexical information, and various language
functions. Because of this, teachers only focus in the using of textbook than the
other media in teaching learning process.
In English curriculum, there are four skills should be achieved in learning
process namely listening, speaking, reading, and writing. Speaking is one of four
skills that must be mastered.
In mastering the speaking skills, English becomes one of the subjects included
in the curriculum, but the process of learning English still cannot achieve the
expected results. This is proven by the many students who still have not been able
to communicate in English. This statement is supported by the data taken from the
experience of Training Program period (PPLT) in SMK 2 YP Panca Jaya Galang in
2015. It is found that the students still get difficulties in producing utterances, the
1
2
difficulty in constructing the sentences because of the lacks of vocabularies,
especially in asking for and giving directions.
Meanwhile, English as a foreign language has become the major International
language which is used by most of people who lived along in the advanced
technology. Beside that we also need to be able to use technology as one aspect of
visible in learning by developing technology as a learning media.
Slameto (2003) stated that there are three factors affecting the learning
outcomes; teaching method, media, and students’ motivation. Because the teachers
only use textbook as the media, students have low motivation and interest in
learning English, so they feel bored and their vocabulary is still poor. Their
examination result is also poor. It can be seen from the data which is taken from
SMK 2 YP Panca Jaya Galang. The score average is 65, where the score should be
more than the standard of completeness criteria (KKM), which are 75. For example
in learning asking for and giving directions topics, they did not reach the KKM.
According to Arsyad (2011) teaching media is communication tools to
convey the message or information in order to further streamline the learning
process. There are many kinds of media can be used likes multimedia learning but
it is no more be used by the teacher. Teacher should be creative and try some
alternative ways. Macromedia flash is one of the applications in computer which is
interactive as a media. Teacher can develop this media especially in teaching
speaking in order the students are more active to participate in the classroom and
they can communicate in English.
3
The fundamental principle behind multimedia learning is best described by
Richard Mayer (2005), one of the leading researchers in this area: “People learn
better from words and pictures than from words alone.”
Based on the above condition, teacher who has more responsibility towards
her students must take a solution to increase the result of the study. One of the
efforts is should be more creative in choosing media in order students more enjoy
with their study and will bring the effectiveness of learning English. Then build
their interest and confidence in using English, especially in asking for and giving
directions topic.
According to Firmansah (2013) Macromedia Flash is one of multimedia
learning that used to present a material by using words and pictures computerized.
There are two goals of macromedia flash as multimedia learning, namely to
remember and to understand.
Based on the description above, Media is one of the important factors
affecting in teaching learning process especially speaking. Therefore, the study of
developing of macromedia flash in teaching speaking materials for students of
business management program at vocational school should be carried on. It is
considered can help the English teachers to teach effectively and learners to be more
interested and motivated in learning English.
B.
Research problem
The research problem of this research is formulated as: “how is the
macromedia flash developed for teaching speaking materials for students of
business management program at vocational school?”
4
C.
Objective of the study
The objective of this study is to develop macromedia flash for teaching
speaking materials for students of business management program at vocational
school.
D.
Scope of the study
This study deals with the development of macromedia flash for teaching
speaking materials for students of business management program at vocational
school. It is focused on asking for and giving direction material for the tenth grade
students at SMK BM Sinar Husni Medan.
E.
Significant of the study
Findings of this study are expected to be relevant and useful theoretically and
practically. Theoretically, the findings of the study are expected to be useful for
teaching speaking materials in asking for giving direction and can be reference for
further studies.
Practically, the findings of this study will be useful for:
1. To the students – this study provides the macromedia flash which can be
used to increase the student’s motivation and interest in learning English.
Their vocabulary also increases. So, they can speak English especially in
asking for and giving direction.
2. To the teachers – this study provides the macromedia flash which can be
used as learning media in teaching speaking.
3. To the other researcher – this study can be used as the reference to further
related study.
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses about conclusion and suggestion on the basic of the
result of research and discussion presented in the previous chapter.
A. Conclusion
Based on the research result, it concluded that:
1. Developing macromedia flash for teaching speaking materials for
students of business management follows Research and Development
(R & D) model by Gall, Borg and Gall’s (2003) which consist of a set
of steps to develop new educational product. Then, the steps of
macromedia flash development are modified in to four steps, they are:
1) evaluation and need analysis; 2) media design; 3) validation and
revision; 4) final production.
2. The product of developing macromedia flash for teaching speaking
with English material about asking for and giving direction for
students of business management has validated by expert validation
(material and media). For the total assessment by material expert is 89
(Good), and the total assessment by the media expert is 93 (Good).
With the result that macromedia flash is good and eligible to use for
teaching speaking for students of business management program at
vocational school.
50
51
B. Suggestion
From the conclusion above, there are some suggestions that are
proposed that probably can help for English teachers and further
researchers:
1. Location of research. The location of research should have good
facility such as computer laboratory; it would help the researcher in
finishing the research. Then, in the computer has to have
macromedia flash, it has function to make sure that the program is
running well. In addition, this macromedia flash as a speaking
learning media has validated by expert validation, English teacher is
hoped used the media into teaching learning process.
2. Another researcher. The media consist of one material; asking for
and giving direction. For other researcher can be adding another
English material or another material subject with developing
macromedia flash.
c
53
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