related to the media were adapted from evaluation form by Alessi and Trolip. The organization of the questionnaire for expert judgment is shown below.
Table 4. The organization of the questionnaire for expert judgment No
Aspects of the Question
the Purpose of the Question
Item Number
References
Content 1.
Content to evaluate the first
draft of the interactive multimedia in terms of
its
materials appropriateness.
1-13 BNSP
2. Language
to evaluate the first draft of the interact
multimedia in terms of its
language appropriateness.
14 – 21
BNSP
3. Presentation
to evaluate the draft of the interact multimedia
in terms of presentation of the materials.
22-26 BNSP
Allesi Trolip
2001:606
Design Appropriateness 4.
Screen appearance
to evaluate the draft of the interact multimedia
in terms of its screen appearance
appropriateness. 27-34
Allesi Trolip
2001:607
5. Multimedia
elements to evaluate the draft of
the interact multimedia in terms of elements
appropriateness. 35-37
Allesi Trolip
2001:62- 68
6. Navigation
buttons to evaluate the draft of
the interact multimedia in terms of its buttons
appropriateness. 38-41
Allesi Trolip 53
- 54
7. Feedback
to evaluate the draft of the interact multimedia
in terms of its feedback appropriateness.
42-44 Allesi
Trolip 2001
F. Data Analysis Techniques
This research used two kinds of data, namely qualitative and quantitative. The qualitative data were collected from interviews, and the quantitative data
were collected from questionnaires. The data collected from interviews were in the form of interviews’ transcripts. Those data were analyzed by using some steps
namely data classification, data editing, and coding Tanzeh, 2009. Then, the conclusion can be drawn immediately from the interpretation of the analyzed data
Sudjana in Tanzeh 2009. The data from questionnaires were obtained by using scoring scale to find
out the effectiveness of the interactive multimedia. The students were asked to state their opinions by choosing option in response to the statements in the
questionnaires. The responses were categorized into four scales based on Likert ’s
scales, namely strongly agree, agree, disagree, and strongly disagree. The data obtained were analyzed to get a conclusion whether the
interactive multimedia was effective or not. The data from the questionnaires were quantitative data. So, the researcher needed to convert the data from quantitative
to qualitative. To convert the data, the first step was finding out the average score of each statement.
The average score of a statement could be found by summing up all scores of the statement then dividing them with the amount of students who responded to the
questionnaires. The following was the formula used.
After that, the researcher converted those average scores into qualitative data by using a score conversion. According to Suharto 2006: 52-53, the score
conversion can be made by using the score range. The score range could be found by dividing the difference between the highest score and the lowest score with the
highest score. The formula was as follow.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents the research findings and discussions of the research which was conducted on October 20
th
to November 15th, 2015. The findings related to the students’ needs, the course grid, the flowchart, the first draft of the
interactive multimedia, the expert judgment data, the revision, and the final draft are discussed.
A. Research Findings 1. The Description of the Needs
The needs analysis was conducted on October 20
th
to November 15th, 2015 at SMA N 1 Cangkringan. The researcher distributed needs analysis
questionnaires to the 32 students grade X C and D. The questionnaire was in the form of multiple choices questions and the highest percentage was considered as
students’ needs. The questionnaire covers the general description about the students’ target needs and students’ learning needs which deal with their
preferences about the interactive multimedia.
a. Target Needs
Hutchinson and Waters 1987: 54 state that target needs is what the learner needs to do in the target situation while target situation relates to situations
in which language is used. Target needs cover three aspects which were: necessities, lacks, and wants.
