In figure 2.14 Evaluation can be applied in every stage of ASSURE model. It is not stop in one stage only, but rather it forms a systematic cycle that can be
flexibly followed.
6. Review of Related Studies
Berk 2011 conducted a research review dealing with PowerPoint. He tried to find out the effective practice in terms of 1 the basic features and uses of
PowerPoint with which educators are familiar, and 2 the use of “rich media,” including movement, music, still images, and videos. Berk found out that there
were top-10 practices reflecting the potential of PowerPoint. They are slide background, font, text and bullet points, tittles and headings, color, images,
engagement, movement, music, video. Berk explained that the first five are the basic and the last five are relevant to multimedia. The last five is considered as the
most important because there is a solid foundation of cognitive psychology, learning theory, and physiological research and experience with “rich media”. In
conclusion, Berk claims that rich media such as animations and media in PowerPoint positively influence every aspect of teaching. The most important
thing to concern about is the goal of designing the learning media whether it is 1 to grab and maintain attention, 2 to improve learning, andor 3 to increase
retention or transfer of information. On the other hand, AlKahtani 1999 on his research found the advantages of
using technology in the classroom to teach reading. He used three different software programs for teaching reading namely MacReader, Story Board, and
Reading Galaxy. The result shows that those software programs are beneficial for
supporting learner autonomy although the students’ achievements were not good enough. The students can learn reading independently through the designed
reading software. Besides, Sankey, Birch Gardiner 2010 found interesting findings in their
study about teaching reading with Interactive PowerPoint. They designed multimedia in teaching providing many opportunities to present multiple
representations of content text, video, audio, images, Interactive elements for university students. The result shows that the designed learning material is
beneficial to assist their comprehension, understanding and retention of content, and to be more interesting and enjoyable to use.
Another study that implemented eight pedagogical by Egbert and Hanson- Smith 1999 was Octapuri 2010. In her study, Octapuri 2010 employed
Moodle as the designed learning media to teach speaking for vocational school students. Among the eight pedagogical aspects, one of them did not clearly appear
in the designed learning model. Although the pedagogical aspects were similar to Octapuri’s study, this study employed Interactive PowerPoint as the learning
model to teach reading for Junior High School students. This study employed PowerPoint as the learning media for teaching reading.
Different from Berk’s 2011 study, the PowerPoint components that were applied in the application were not only the rich media such as slide background, font, text
and bullet points, tittles and headings, color, images, engagement, movement, music, video. Other PowerPoint components such as Kiosk mode, macros, and
saving as PowerPoint Show were also applied in the designed learning model to
control students learning with the learning model and to keep interactivity between the students and the learning model.
Although the educational technology that was designed to teach reading in this study was different from the software programs designed by Alkahtani
1999, the study goal was similar, i.e. achieving learner autonomy. Beside learner autonomy, other goals that were achieved were assisting reading comprehension
for the students and designing interesting and enjoyable learning model such as the study conducted by Sankey, Birch, Gardner 2010. However, the
researcher implemented this learning model to Junior High School students as the users.
B. Theoretical Framework
This section deliberates the framework to answer the research questions theoretically using thoughtful concept. The first question is dealing with the
learning model multimedia annotations which combine text and picture. To answer this question, the researcher uses CALL principles involving authenticity,
interactivity, and learning autonomy. In addition to design the learning model, the researcher utilizes hypermedia provided in PowerPoint features. Some difficult
vocabularies in reading text typed in the PowerPoint slide will be linked to the other slide containing of pictures and its textual explanation. This type of
explanation is called annotation. Through this annotation, it is expected to facilitate the users in conveying meaning in the process of reading
comprehension. Some PowerPoint features like action buttons are applied in this design in order to ease the users to jump from one slide to another. In addition, to
