required p.6. According to Ellis 2008 metacognitive guidance enables students to “think consciously about how they learn and how successfully they are learning
p.971. The seventh principle is learners work in an atmosphere with an ideal
stressanxiety level. Sometimes, in the learning process, learners can get bored and stressful. They also become anxious especially for learners who have low
confidence in achieving target language. Experiencing an ideal level of anxiety in the langua
ge learning environment is essential to support students‟ comfort, confidence and motivation before they are engaged and willing to express their
ideas Egbert, Chao and Hanson-Smith, 1999. Therefore, learners need to have positive atmosphere in order to encourage them to learn better.
The last principle is learner autonomy which can be defined as “people‟s ability to take charge of their own learning” Holec 19791981 as cited in Smith
2008:395. Thein 1994 as cited in Egbert, Chao and Hanson-Smith 1999:6 a learner-
centered classroom as a classroom situation that “develop learners” confidence and skills to learn autonomously and to design and coordinate tasks in
a variety of contexts. Learners have “freedom” in deciding their own learning
goals. However, the jobs of creating the boundaries in terms of modelling, mediation, and scaffolding of learning are still in the hands of the teacher as the
facilitator.
6. Interactive PowerPoint Application for Language Learning IPALL
Interactive PowerPoint for Language Learning IPALL is one of the media that is used in language learning activities. It is created by Dr. B.B.
Dwijatmoko, M.A. from Sanata Dharma University Yogyakarta. IPALL is hoped
to make students‟ learning process become more interesting. According to
Dwijatmoko 2015, in print in his book entitled Interactive PowerPoint Application for Language Learning or IPALL,
IPALL is a set of PowerPoint templates which are developed for teachers as media to write objective tests or
exercises for their students. The objective tests or exercises consist of five kinds: Interactive PowerPoint for Multiple Choice Exercises, Interactive PowerPoint for
Completion Exercises, Interactive PowerPoint for Matching Exercises, Interactive PowerPoint for Cloze Test Exercises and Interactive PowerPoint for True False
Exercises. Teachers can use IPALL as one of teaching media. In developing the exercises or tests, teachers only need to supply the material. The templates are
provided and have been designed so well. Therefore, the teachers do not need to do any programming or technical things. Meanwhile, students can go through the
tests, get feedbacks from what they are doing, and get the score Dwijatmoko, 2015, in print.
Actually, teachers have been familiar with the use of PowerPoint before. Some of them use PowerPoint in teaching activities. They use it to present their
teaching material. However, Interactive PowerPoint for Language Learning IPALL can not
only be used in teaching activities but also students‟ learning activities.
The difference between an interactive PowerPoint presentation and a standard one is that the first succession of slides depends on the user‟s actions. For
example, if a mistake is made, a corresponding message will appear, and the learner will be offered one more attempt to give the correct answer. If the
answer is correct, the program will proceed to the next task. It is very simple interactivity without sophisticated analysis of the learners actions or
strategies. However, the idea of an interactive EFL presentation is to make learning more interesting, diverse and natural Klimentyev, 2006
The multimedia aspects of presentation software engage students in ways traditional print seems to be unable to. Taylor 1980 as cited in Reeves, 2003:5
proposes the classic model of computers in education as “tutor, tool and tutee.” In
the tutor role, the computer is considered to act as a surrogate teacher. As a tool, the computer is used by learners to do things what would be too difficult, slow or
complex to do without it. And when computer is a tutee, the learners enhances his or her own knowledge by programming it to do something uniques. According to
Firek 2003: 99 the blending of text, sounds, images, and motion contribute to an overall effect that seems to engage learners. Then, Bruner Tally as cited in
Firek 2003 p.99 points out that when students in language classes participant in multimedia projects, they practice and develop complex thinking skills,
communication and presentation skills, work management and interpersonal skills, and production skills.
a. PowerPoint
While the use of PowerPoint and multimedia in the classroom has significantly increased globally in recent years Connor and Wong, 2004; Bartsch
and Cobern, 2003, few studies have systematically investigated its impact on student learning. According to Firek 2003: 101
PowerPoint offers eye-catching ways to present information. The user can make text appear and disappear at the click of mouse. The user can have
photos fade in and fade out. The users can even add sound, music and video to enhance the meaning of their presentation and to engage image-
savvy students.
PowerPoint presentations incorporate graphics, animation, and color imagery. Human information processing theories focus on how the human
memory system gathers, transforms, compacts, elaborates, encodes, retrieves, and
uses information. Sensory registers, short-term memory, and long-term memory are the three major storage structures of the human brain. The sensory system
registers stimuli and holds them for a brief period until they are recognized or lost. Short term memory, with its limited capacity, receives information from sensory
registers. It holds information longer than the sensory registers through a rehearsal process, recycling the information again and again. Long-term memory is a
permanent store of human knowledge, and receives information from both sensory registers and the short-term memory system Moore et al., 1996. In
designing interactive PowerPoint, images should complement words. The images have to appeal the audience and should not distract from the overall message.
Then, images should stay on the page. After that, the choice of color should be used purposefully Taylor 1980 as cited in Reeves, 2003 p.5
The evidence that PowerPoint presentations influence learning is largely discussed. Bryant and Hunton 2000 state that the degree of improved learning is
a function of a complex set of interactions among learner and medium attributes. Mason and Hlynka 1998 state that PowerPoint helps structure the content and
processing of a lesson or lecture. Aiding note-taking and thus facilitating study is another purported advantage of using PowerPoint Cook, 1998. Parks 1999
reports that students liked the lecture outline and graphs on the screen, and that the PowerPoint presentation had a positive influence on students. Harrison 1999
argues that PowerPoint enhances instruction and motivates students to learn. The use of PowerPoint has become more ubiquitous. PowerPoint itself can
enhance student learning, such as including a variety of media, links to further
information etc. According to Savoy et al 2009 A result of a study states that “students pay more attention to the slides than to the Professor”
b. Interactive
Interactivity is a term which may imply different things to different people, most agr
ee that „interactivity‟ refers an action on the part of a user. In other words, the learner or the participant will be expected to do something, such
as click an icon or make a decision. Therefore, developing a thorough understanding of audience becomes critical for writers who wish to add
interactivity to their work Firek, 2003 p.59. All learning is interactive means that learners interact with content to process, tasks to accomplish, and problem to
solve. Reeves Hedberg, 2003 p.5. According to Iverson 2005 interactivity in E-learning does the following: 1 allow participants to define and construct
knowledge. This means that students must take part in constructing the knowledge; 2 creates a learning community meaning that students have to make a
network with their friends and teachers; 3 provides feedback. It means that students have to get enough feedback during the learning process; 4 stimulates
and motivates learners and 5 promotes social experiences rather than independent ones.
Interaction is the most important thing of any learning success. Moore 1989 as cited in Adulibdeh 2011 categorises interactions as student-student,
student-instructor, student-content, and student-interface. According to Iverson 2005, learner-interface interaction covers learning competency and quality of
interface. Then, learner-content interaction should be filled with engaging and motivating content, embed learning activities in a theme, create overaching
