Discussion RESEARCH FINDINGS AND DISCUSSION

2. Learning Needs

The students’ preferences related to the model of English input text are dialogue or monologue, text with some pictures and text followed by questions. Almost a half of the total number of the subject desired the texts that consist of 100-150 words. Reading a text followed by answering some questions related to the text and completing sentences or paragraphs with words provided are the students’ preference in learning the vocabulary. The students desired to learn the sentence structure by using explicit approach through some activities, such as completing sentence with available words and arranging jumbled words into a meaningful sentence. The students wanted to do the tasks individually and in pairs. Furthermore, the teaching reading techniques that are preferred by the students are when the teacher uses media e.g. laptop, computer and so on to explain material, gives some tasks and engages the students in a discussion. Related to the teachers’ role, the students stated that the teacher should go around the class to monitor students’ reading activity and give example of how to do the task. They were also fully aware that, during the teaching and learning of reading, they should be engaged in the activities actively by doing the instruction. The interactive learning multimedia and the textbooks were their most preferred media to learn reading. Related to the content and design of the interactive learning multimedia, the students wanted to include some pictures and quizzes inside it. Blue and red were the colour they chose to be applied in the multimedia. According to them, the navigation buttons of the multimedia should be easy to find and the symbols should represent the function of each function.

3. The Appropriate Interactive Learning Multimedia for Teaching

Descriptive Text Reading The appropriate interactive learning multimedia for teaching descriptive text reading to Grade VII students of SMPN 6 Yogyakarta had the following design. a. The Introduction It contains two Course Overviews that function to let the users know about what they will learn in the Unit. The course overview includes the title of the unit, a picture illustrated the title, a brief introduction paragraph described the content of the unit, the basic competences and the indicators. b. The Main Part Each unit of the developed interactive learning multimedia consists of seven section. They are Let’s Read, Study Page, Summary, Culture Corner, Fun Page, Reflection, and Vocabulary List. The further explanations about each section are described below. 1 Let’s Read The focus of this section is reading comprehension. There are five tasks in this section which contain warming up activity, passages and quizzes. 2 Study Page This section focuses on language features of the passages. This section contains two tasks presenting the organization of the text generic structure, notes about grammatical rules in the passage and quizzes. 3 Summary It sums up the main material of the unit. 4 Culture Corner It is an additional section which functions to enrich students’ knowledge about culture related to the topic of the unit 5 Fun Page It is another additional section which presents some fun materials related to topic being discussed in the unit. It can be song, game, etc. 6 Reflection It asks students to reflect their feeling and achievement after learning the unit. 7 Vocabulary List It contains vocabularies including their phonetic transcriptions, parts of speech and the equivalence in Indonesian. c. Final Test It contains some exercises to assess students’ achievement after learning all of the materials in the interactive multimedia. It comprises six tasks which are divided into three types of quiz, i.e. multiple choices, matching and short answer quiz.

B. SUGGESTIONS

Based on the conclusions of the research, some suggestions are proposed to students, English teachers and other researchers. a. To the students Students should be more aware that the availability of interactive learning multimedia can help them to learn in a fun way. Hence, they need to optimize the use of the multimedia especially for the autonomous learning. b. To the English teachers Nowadays, most of schools have been facilitated with the multimedia facilities such as language and computer laboratory. The teachers are expected to optimize the utilizations of those facilities by applying the use of Information and Communication Technology ICT to vary the activities in the classroom and attract the students’ attention during the teaching and learning process. One of the way to apply the ICT in the classroom is by using the interactive learning multimedia effectively to promote autonomous learning. c. To other researchers In terms of the content, other researcher may use the authentic materials that surely will give some benefits to the user of the interactive multimedia. They also need to be consistent about the indicator that the students’ need to achieve, since the indicator will affect the kind of the tasks. In other words, the kind of the tasks should be matched with the indicator. In terms of the interactivity, the developer should give more immediate feedback. This is crucial since it will help the users to be aware of their mistakes in doing the tasks. Related to the additional contents such as picture, animations and sounds, the developer should make sure that the contents are in a good quality and do not distract the users’ focus on the main material.