The suggestions that were offered from the experts were the setting of the size and color of the font, the material presentation and the animation. The experts
suggested that the color of the title must be changed from red into another softer color, and the standard of the font size and color must be set. The experts also
suggested that the material in the Presentation Section must be presented in straight to the points since it was different from conventional reading form.
Lastly, some animations needed to be inserted in the slides to make the users were attracted to the Interactive PowerPoint Application.
6. Main Field Testing Product Revision
After the designed learning model was developed through the feedback from the experts of English material and educational technology, it was the time to
implement the designed learning model to the users. The users in this study were students of SMP Pangudi Luhur 1 Yogyakarta class 7G. There are 34 students in
class 7G consisting of 17 female students and 17 male students. The designed learning model was implemented three times in November
2014. The researcher utilized the computer laboratory each Saturday. There are 40 computers in the laboratory. It means each student could occupy one computer for
themselves. The teaching learning process was described in the lesson plan see appendix 2.
After the implementation of designed learning model was finished, the post- implementation questioner was distributed to the students. There were 2 students
who were absent in the class on the day the researcher distributed the
questionnaire. Therefore, the data that were analyzed in this study was only 32 questionnaires.
Since the questionnaire was based on Likert scale, the interpretation of the converted score is similar to the interpretation of the Expert Validation
questionnaire. The analyzed data can be interpreted as the following explanation. With the total maximum point 5, the designed learning model was considered as
very good and no revision needed if the response rate of 70 percent out of the total maximum point was considered as very high. Therefore, the range score was 3.50
– 5.00. The designed learning model was considered as good and needs to be explored more if the response rate of 60 percent out of the total maximum point
was considered as high. Thus, the range point was 3.00 – 3.49. The designed learning model is considered as poor and needs to modify if the response rate of
50 percent out of the maximum point was considered as adequate. Then, the range score was 2.50 – 2.99. The designed learning model was considered as very poor
and need a replacement the response rate below 50 percent out of the maximum point. The range score was 0.00 – 2.49. The detailed result of the user’s opinion
questionnaire is elaborated in the following table.
Table 4.11 The Result of Main Field Testing Questionnaire No
Statement Mean
Criteria
1. I have more motivation in learning English by using
Interactive PowerPoint Application 4.19
Very Good
2. Learning English is more interesting by using
Interactive PowerPoint Application 4.38
Very Good
3. I enjoy learning English by using Interactive
PowerPoint Application 4.19
Very Good
4. I feel more confident in learning reading
4.13 Very
Good
5. By using Interactive PowerPoint Application I am
responsible for my own learning 3.91
Very Good
6. By using Interactive PowerPoint Application I learn
how to be an independent learners 4.13
Very Good
7. The feedback in Interactive PowerPoint Application
helps the students to develop the reading skill. 4.34
Very Good
8. I am able to apply what I have learn to the real-life
activities 3.84
Very Good
9. The material presented in the Interactive PowerPoint
reflect the real-life activities 4.00
Very Good
10. The Interactive PowerPoint provides activities that similar to students’ real life.
4.00 Very
Good 11. The material in the Interactive PowerPoint
Application is suitable with the learning material at school
3.94 Very
Good
12. Interactive PowerPoint Application is able to develop my reading skill
4.28 Very
Good 13. Interactive PowerPoint Application gives me
opportunity to practice my reading skill 4.25
Very Good
14. Interactive PowerPoint Application provides reading strategies to learn reading skill
4.22 Very
Good 15. Interactive PowerPoint Application encourages the
students to do problem solving in reading skill 4.03
Very Good
16. In the Check Your Understanding Section I do discussion with my peer.
4.25 Very
Good 17. I am able to practice the reading skill and other
English skills
using Interactive
PowerPoint Application
4.13 Very
Good
18. The Exercise PowerPoint Application helps me to develop my reading skill
4.16 Very
Good 19. I open the annotation in the reading text to
understand the meaning of the vocabulary 4.15
Very Good
20. I will repeat the material until I understand them clearly
4.11 Very
Good 21. The Instruction slide helps me much in operating the
Interactive PowerPoint Application 3.93
Very Good
22. I can monitor how far I understood about the material by attempting the exercises in the Interactive
PowerPoint Application 4.11
Very Good
23. I open the Presentation Section before attempting the Exercises PowerPoint
4.33 Very
Good 24. I learn more about the use of technology for
language teaching by using Interactive PowerPoint Application
3.78 Very
Good
25. The Interactive PowerPoint Application is easy to navigateuse.
3.96 Very
Good 26. The material in the Interactive PowerPoint
Application is easy to read 3.93
Very Good
27. The instruction in the Interactive PowerPoint Application is clear
3.82 Very
Good 28. The learning model has consistency. Layout, font
color and size, and capitalization are consistent. 4.26
Very Good
29. Interactive PowerPoint Application can be used inside and outside class
4.22 Very
Good 30. I want to learn English using Interactive PowerPoint
Application again 4.22
Very Good
The questionnaire contains of several indicators that reflects the students’ needs and background, the characteristics of well-designed software, and the
pedagogical aspects. Those pedagogical aspects can also be used to answer the second minor research question which covers the pedagogical aspects developing
in the designed learning model. The indicators that contain the students’ need and background were
elaborated in questions 11 – 13. The material in the Interactive PowerPoint Application is suitable with the learning material at school 3.94. This means that
the material needed to be modified. The researcher, then, interviewed some students that can represent the participants’ explanation. Based on the interview
result, some students stated that almost all material is suitable with the topic they are learning at school. However, they could not explain which part of the material
in the Interactive PowerPoint Application that was not suitable with the topic they were learning at school. The students agreed that Interactive PowerPoint
Application is able to develop their reading skills 4.28. It means that the designed learning model is successful to help the user to develop their reading
skill. It is because Interactive PowerPoint Application gives the users opportunity to practice their reading skill 4.25. The Exercise section has a good impact for
the users to practice their reading skill. The next indicators that contain in the questionnaire are the characteristics of
well-designed software. These indicators can be found at the back of the questionnaire, they were in number 25 – 29. The Interactive PowerPoint
Application is easy to navigateuse 3.96. The component contained in the Interactive PowerPoint Application is action button that helps the user easily to
navigate the Interactive PowerPoint Application. Besides, another characteristic of well-designed software is that the material
in the Interactive PowerPoint Application is easy to read 3.96. The researcher has chosen the reading texts that were suitable for the students in grade 7. Each
reading text was applied in one slide in order to make the user easily to read the text. In addition, to help the reader in understanding several difficult words, the
reading text was annotated to another slide that provides the meaning of the words. Therefore, through the annotation, the reading text can easily to read.
The instruction in the Interactive PowerPoint Application is clear 3.82. Instruction is really important since it influences the success of teaching learning
activities. If the instruction is not clear, the activities cannot be successful. In the
Interactive PowerPoint, the instructions were written in one slide, in the beginning of the PowerPoint. The user can read them all as long as possible to understand
well. The learning model has consistency 4.26. The consistency in this study dealt
with the use of layout, font color and size, and capitalization that were consistent. The last Question related to well-designed software is the flexibility. Interactive
PowerPoint Application can be used inside and outside class 4.22. It means that the users agreed that Interactive PowerPoint Application can be accessed
everywhere. The next indicators that contained in the questionnaire were the pedagogical
aspects. Those pedagogical aspects were based on Egbert 1999. The first pedagogical aspect was learners have opportunities to interact and negotiate
meaning. This pedagogical aspect appeared in the question number 23. I open the Presentation Section before attempting the Exercises PowerPoint 4.15. In this
case, the user has made an interaction with the learning media and the learning material at the same time. The interaction with the learning material was the
attempt to negotiate the meaning of each topic they were learning. Second pedagogical aspect was the interaction with the authentic audiences
using the target language. The pedagogical aspect was included in the question number 16 stating “In the Check Your Understanding Section I do discussion with
my peer.” with the result score 4.25. All the material from the Presentation Section was applied in the Check Your Understanding Section. There were some
reading activities included in this section such as true false or multiple choices.
The users were instructed to do the reading activities and discuss with their peers using the target language. Based on the result score, it can be concluded that
Interactive PowerPoint Application contained of second pedagogical aspect, i.e. interact the target language with the authentic audience.
The third pedagogical aspect was involving the learners in the authentic task. It means that the designed learning model can involve the learners in the authentic
task. This pedagogical aspect was included in the question number 10. The Interactive PowerPoint Application provides activities that similar to students’
real life. The converted score in this question was 4.00. It means that most of the users agreed that the activities in the Interactive PowerPoint Application contains
of activities that similar to students’ real life. Therefore, it can be concluded that the Interactive PowerPoint Application allowed the users to be involved in the
authentic task. The fourth pedagogical aspect was producing varied and creative language.
This pedagogical aspect appeared in the question number 17. The user was able to practice the reading skill and other English skills using Interactive PowerPoint
Application 4.13.Although the focus of designing the learning model was to develop students’ reading skill; it does not mean that the other language skills
were not concerned. The designed learning model can also support other language skills such as speaking, writing, grammar and vocabulary. For instances, on the
post-activities, the students were instructed to write a short text dealing with the topic they were learning in MyText Interactive PowerPoint. Therefore, it can be
said that Interactive PowerPoint Application covered the fourth pedagogical
aspect. Through the designed learning model, the students can produce varied and creative language.
“Interactive PowerPoint Application provides enough time and feedback” 4.34. This statement was included in the questionnaire statement 7. The
feedback in Interactive PowerPoint Application helps the students to develop the reading skill. They could understand which one the correct answer was. In
addition, Interactive PowerPoint Application can be set using timer whenever it is needed. In this case, the timer was not set in the learning model for it can limit
students’ ability in developing their reading ability. Timer can build stressful atmosphere in the class, thus it influenced the students’ learning process. On the
other hand, feedback was always attached in each question in the Exercise Section. The feedback was designed interactively and it was attached in each
question in the multiple choices type, for instance. There were two kinds of feedback that were designed including wrong answer feedback and correct answer
feedback. Each answer was hyperlinked to the dialog balloon containing of compliment expression for the correct answer and sympathy expression for the
incorrect answer. Whenever the user clicked the incorrect answer, the dialog balloon automatically appeared. According to the students, this feedback is
helpful for them in determining the correct answer by repeating the exercise. It can be concluded that pedagogical number five supported the designed learning
model. Beside feedback, mindfully learning process also becomes the aspect that can
determine the success of learning. This aspect was the sixth pedagogical aspect
appeared in the question number 19. Through the designed learning model, it was expected that the students can build mindfully learning process. It means when the
students found difficulties in the learning process, the can obtain their own solution. However, the result score showed 4.16 for the statement “I open the
annotation in the reading text to understand the meaning of the vocabulary”. It means that part of the designed learning model needed to be replaced, in this case
the annotation. The researcher thus did an interview to find out the deep understanding dealing with this case. The result stated the students did not use the
annotation as their aid to comprehend the reading text because the difficulty level of the reading text was low. It means, they can comprehend the reading text well
without using annotation. The researcher concluded that the level of difficulty for each reading text needed to be increased.
The seventh pedagogical aspect was the designed learning model can promote ideal atmosphere for the students. This pedagogical aspect appeared in the
question number 21 stating that the Instruction slide helped the user much in operating the Interactive PowerPoint Application 3.93. All the instructions
dealing with doing operating the Interactive PowerPoint Application were described in one slide in the beginning slide of the PowerPoint Application. This
slide had a good influence for the success of the learning using Interactive PowerPoint.
The last pedagogical aspect was the designed learning model promoted learner autonomy. This pedagogical aspect appeared in the question number 6
stating that by using Interactive PowerPoint Application the user learnt how to be
an independent learner 4.13. The result score told that the designed learning model promoted autonomy for the users. The researcher confirmed it through the
interview that the students can use the Interactive PowerPoint Application independently at home as their learning media. Therefore, it can be concluded that
the Interactive PowerPoint Application conformed the last pedagogical aspect. The second part of the questionnaire was the open ended questions asking
about the students’ opinion in general about the Interactive PowerPoint. There were five questions that needed to be answered and elaborated consisting of the
students’ opinion on the designed learning model, the difficulties learning with designed learning model, the strengths and weaknesses of the designed learning
model, and the suggestion for the improvements of the designed learning model. Generally, the students’ opinion on learning reading with Interactive
PowerPoint Application was positive. Most of them enjoyed learning reading with the designed learning model. Therefore, they did not find any difficulties learning
with Interactive PowerPoint. The good points of the Interactive PowerPoint Application were the materials
were easier to be absorbed because they were presented clearly. Moreover, they did not need to rewrite the material in their notebook so that it can save time and
they can focus well in the topic they were learning. The weaknesses of the Interactive PowerPoint Application were they must
read the instructions well since they were written in one slide only. Some slides looked boring since it only contained of texts without any other animation. The
systems sometimes were error that caused the users to repeat them many times.
Lastly, the suggestions that were elaborated by the user mostly talking about the animation that needed to be added in the Interactive PowerPoint. They thought
that pictures and animation can make the slide more interesting so that they can be more motivated in learning English.
B. Presentation of Designed Learning Model
The designed learning model was divided into three main sections; Presentation Section, Check Your Understanding Section, and Exercise Section.
Those three sections were organized into one unit. The learning model that was adopted from Dwijatmoko 2015 was particularly on Exercise Section only. The
rest was designed by the researcher.
1. Presentation Section
Presentation Section was divided into two parts, including the materials dealing with the topic and the reading strategies material. There were 8 topics and
6 reading strategies that were included in Presentation Section. Each unit consists of the combination of one topic material and reading strategies. The content of
presentation section was described in the following explanation.
Figure 4.1 Presentation Section Home
