As shown on the Table 3.14, the mean of the questionnaire related to the media is 3.85. According to the Quantitative Data Conversion proposed by
Suharto 2006, the mean value falls into “Very Good” category since it is in the interval 3.25 x 4. The result indicates that the reading materials of the
interactive multimedia is appropriate for Grade VIII students.
b. The Revisions
1 Materials
Based on the result of the expert judgment questionnaire related to the materials aspect, it shows that the overall unit is good. However, the expert found
some lacks of the materials as described below.
Table 19: The Revisions of the Materials Parts of the Unit
Point to Revise Revisions
“A Pomerian”
was categorized
as an
“adjective” while the word “same” was not.
The adjective category of “A Pomerian” is removed and be
placed at the word “same”.
2 Media
Based on the result of the expert judgment questionnaire related to the media aspect, it shows that the overall unit is good. However, there are some
activities of the media that needs to be improved so that it does helps the students to optimally learn reading through interactive multimedia. The comments and or
suggestions from the expert are elaborated below.
Table 20: The Revisions of the Media CommentsSuggestions
Actions
In matching section, wrong choices cannot be placed in the spaces provided. The
students are forced to pick the correct choice all the time.
The wrong choices can be placed in
the spaces
provided and
therefore, it allows students to evaluate their work.
In multiple choice practice, wrong answers are directly followed with the correct ones.
The students are not allowed to have several attempts.
The correct answers do not show if the students choose the wrong ones
and therefore, it allows students to try harder to get the right answers.
B. Discussion
To me et the students’ needs and to develop reading materials appropriate for
Grade VIII students of Junior High School, a needs analysis was conducted. The needs analysis was conducted by distributing questionnaires to the students. The
questionnaires cover Target needs and Learning needs. In terms of target needs, the students admitted that they find it easier to learn reading by rearrange or
complete sentences to make a good text. That reading activity helps the students’ difficulty in vocabulary, grammar and how the texts are structured. They also
wanted to have texts related to the daily life and answer comprehension questions. Regarding the learning needs, the students expected to have materials that involve
audios and illustrations to motivate them in learning reading. Over half of the students chose to do the tasks in small groups. Further, the use of media such as
computer were considered as an effective way in learning process. However, the teacher seldom used the computer or language laboratories to support the teaching
