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The Final Draft of the Interactive Learning Multimedia
The final draft of the appropriate interactive learning multimedia was developed based on the feedback obtained from the expert. The following
explanations describe the final draft of the interactive learning multimedia, but it only covers some slides that need to be revised whereas the full screenshot of the
final draft can be seen in the appendices.
a. Adding Table of Content Slide
In the first draft, when students choose Tasks buttons in menu bar they will see a slide containing three units of learning materials. Once they click on
one of the units they will enter to the learning objectives of that unit. After listening to the learning objectives they will directly start learning the first task.
Figure 80: Menu Materials Figure 81: Learning Objectives
Figure 82: Unit 1 Task 1 1
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In the final draft, when students choose Tasks buttons in menu bar they will see a slide containing three units of learning materials. Once they click on
one of the units they will have a table of content slide that presents a list of tasks in that unit. This slide also gives them a brief description about the tasks so they
can choose which task they want to learn. The flow is presented below.
Figure 83: Menu Materials Figure 84: Table of Content Slide
Figure 85: Unit 1 Task 1 final draft b.
Labeling Navigation Buttons
In the first draft, navigation buttons were not labeled but after the revision the navigation buttons are labeled in order to help students to use them. The
screenshots are presented on the next page.
final draft final draft
final draft 1
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Figure 87: Navigation Buttons
c. Attaching Source of Pictures and Video to the Screen
In general, interactive learning multimedia developed in this research uses some pictures from pdf version of the textbook When English Rings the
Bell. Meanwhile, in the development researcher took some additional pictures and video outside the book. An example of the revision is as follows.
Figure 88: Unit 1 Task 1 1
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d. Revising Instruction
Some grammatical mistakes were found during the expert judgment. Figures 90 and 91 show a revision related to the task instruction.
Figure 90: Unit 1 Task 11 Figure 91: Unit 1 Task 11
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B. Discussion
As a product-based research, this research aimed to develop an appropriate product, interactive multimedia that can help students to learn
English. The result of this research is an appropriate interactive learning multimedia of listening and speaking for When English Rings the Bell for grade
VII students. This research took place at SMP N 15 Yogyakarta and the population sample was 36 students from class VII A. In order to develop an
appropriate product for them researcher conducted a needs analysis to examine students needs and their preference concerning multimedia content and design.
A needs analysis was conducted on September 26, 2013 by distributing questionnaires to students. A needs analysis questionnaire is commonly
developed to investigate students target and learning needs, but in this research students target needs was revealed by analyzing the textbook When English
Rings the Bell. The target needs cover three basic competences of the first three units of the textbook. The statements in the need analysis questionnaire mainly
asked about students learning needs, it covers some key elements such as input presentation, multimedia design, learning procedure, teacher’s role and setting.
Research findings show that in terms of input presentation students want to have richer materials compared to the adapted textbook. Animation that
presents dialogue is the most chosen type of input. In term of input length,
