bottom, there were confirm button and navigation button. The confirm button was clicked after the option was selected. This button was aimed to show the feedback
of the selected option. After the user has finished with the slide, the navigation button was clicked. The right arrow was to move forward and the left arrow was
to move backward. At the end of the slide show, there was certificate slide.
Figure 4.24 Certificate Exercises
Figure 4.26 is the example of certificate slide. What to do in this slide was similar to the certificate slide at the true false slide. The user must click the
certificate button once he or she arrived at this slide to see their own score.
c. Interactive PowerPoint Application for Mytext IPA-MT
IPA-MT was the learning model that was designed for post activity. The user was instructed to write the similar text related to the topic. The difference was the
text must be related to the user’s life. IPA-MT contained of two three slides only. Beside the home slide, there were instruction slide and mytext slide. The
description of home slide was similar to the other home slide in IPA-TF and IPA-
MC. Therefore, it was skipped and the following was the description of the instruction in IPA-MT.
Figure 4.25 Instructions Slide of IPA-MT
Since the activity in this program was totally different from the previous one, the instruction must be read well by the user. The activity in this program was for
the follow up activity after the user following the pre-activity and main activities. Figure 4.24 describes the instructions that must be followed by the user. The
instructions in this slide dealt with the things to operate the designed learning program. There was no certificate slide and no score in this program. Therefore,
the things that should be done at the end of the show were quite different.
Figure 4.26 Interactive PowerPoint Application for Mytext IPA-MT
Figure 4.25 appeared after the navigation button at the instruction slide was clicked. In this slide, the user just needed to read the short instruction at the top of
the slide once more and started to write at the white blank. The instruction on the top of the blank was the material instruction that must be followed by the
students. After the user finished writing the text, the diskette icon was clicked to save the writing. The other option can be done by clicking the printer icon to print
the text. The right arrow at the bottom led the user to end the show. Based on the characteristics of Interaction PowerPoint Application IPA, it
can be considered that the IPA was suitable for some reading comprehension activities such as true-false using IPA-TF, multiple choices using IPA-MC, close
text using IPA-CT, scrambled sentence using IPA-SS, and matching using IPA- M.
In IPA-TF, there were two kinds on response button such as True button and False button. Through these buttons, the users could do the true-false exercise.
Moreover, the users could get the answer key at at the end of the show. Therefore,
they could compare their answer with the correct answers. In IPA-MC, the four alternatives included in the application were hyperlinked to its feedback. The user
could know the correct answer soon. IPA-CT was compatible for close text activity since the application was also completed with feedback. When the user
type the word in the blank, the feedback soon appeared after the user typed the answer was typed in the dialog box. IPA-SS was also compatible for scrambled
sentence exercise. The concept of the application was ordering words into a correct sentence. Feedback would appear after the user clicked submit button.
IPA-M was well-suited for matching exercise since in this application, the user match words or phrases from two parties each other.
The entire designed learning model such as Presentation Section, Check Your Understanding Section, and Exercise Section applied the rich media including
slide background, font, text and bullet points, tittles and headings, color, images, engagement, movement, music, video. Berk 2011 claimed that rich media in
PowerPoint could grab students’ attention, improve learning, and increase retention or transfer information. However, just employing rich media was not
enough to achieve those goals. Other PowerPoint components, thus, were implemented including Kiosk mode, macros, and saving as PowerPoint.
Kiosk mode and macros were responsible for creating the reading activities
such as true false, multiple choices and other reading activities in Exercise Section. They were also responsible for supporting the interactivity such as
responses, score, countdown timer, key answers and etc. in each slide of IPA designed by Dwijatmoko 2015 that were acceptable for Junior High School
students to learn reading. Besides, saving as PowerPoint was responsible for controlling the students’ interaction with the learning model in order to follow the
instruction in order way.
C. Pedagogical Aspects of Designed Learning Model
