h. Instructional Design of Interactive Multimedia
Berger Kam in Taylor 2004 define instructional design as a systematic development of instructional description using learning and
instructional theory to ensure the standard of instruction. It is the process of analysis of learning needs and goals and the development of
a delivery system to meet the needs. It contains development of instructional materials and activities, tryout, and evaluation of all
instructions and students activities. There are many procedures which is used to develop an interactive multimedia, one of them is procedure
that is proposed by Taylor 2004. The procedure known as ADDIE Model can be shown in the following figure:
Figure 2.2. Instructional Design Proposed by Taylor 2004
1. Analysis
In this step, the problem is identified by conducting needs analysis in order to know what the learner should know in the
setting.
2. Design
In this step, the information from the needs analysis are used as the guideline to develop and manage the materials of the learning
multimedia. Designing course grid and flowchart are taken place in this step.
3. Development
In this step, the materials and the media which will be used are chose. Then, the appropriate materials are developed into an
interactive learning multimedia using a special software packages complete with audio visual media.
4. Implementation
In this step, the interactive learning multimedia developed is tried out to the learners in order to know whether it is effective and
efficient for the learners. 5.
Evaluation In this step, the interactive learning multimedia is evaluated
for its efficiency, effectiveness, value, and worth. After the interactive learning multimedia has been evaluated then it should be
revised, the revised draft is called the final product.
i. Theories of Learning
1. Behaviorism Theory
Mishra Sharma 2005: 117-118 state that behaviorism is the result of a stimulus-response process. Learning is seen to be a
passive way where the subject tries to adapt to the environment. Taylor 2004 adds
that behaviorists view the teachers’ role as one of changing behavior by setting up the situations while learning is
reinforced by the need responses being shown. 2.
Constructivism Theory Mishra Sharma 2005: 118 state that contructivism is really
different from behaviorism theory. It is based on the hyphotheses that subject constructs their personal knowledge through interaction
with the environment. In the constructivist learning model, the subject attempts to examine questions, formulates hyphoteses, finds
ways to verify the hyphoteses, communicates with the environment, redirects the results of experiences, and reconstructs intellectual
structures, mind forms to integrate them with new data. 3.
Cognitivism Theory Taylor 2004 state that cognitivists believe that learning
occurs when the learners process the information. In 1920’s, Jean Piaget began a research program that played a big part of cognitive
theories’ development. He developed his theory by watching and observing children. His theory used the an idea that when children
learn then they will build and develop cognitive structures like mind maps or linked concepts in their response to experiences in their
environment.
Jerome Bruner in Taylor 2004 also had an influence in the educational
thinking in the late 1950’s and early 1960’s. He is associated with the term ‘discovery learning’. He states that there
are three components in learning, they are: 1 acquisition of new information; 2 transformation of information; and 3 evaluation.
Cognitivism is suited to asking of scenarios. The participants are asked a set of questions following a scenario. The roles of the
questioner to guide the participants to the next questions and facilitate them to learn and reflect are very important. New
information is acquired, transformed, and evaluated by the participants through the scenarios.
4. Communicative Language Teaching
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