5. Feedback
Time and feedback were other aspects PA5 that were needed to support teaching learning activity. PA5 appeared in statement number 7 with the highest
result score 4.34. The students needed enough time to comprehend reading texts. Therefore, although the designed learning model could be modified with a timer,
it was not set in the learning model. Since timer would make the students felt stressed and it broke students’ focus. Feedback was also one aspect that was
important to support students’ learning. The feedback that was applied in the designed learning model was almost similar to the concept of Giving Answer
Strategy GAS that was promoted by Ferreira, Moore Mellish 2007. In GAS, the feedback was given by showing the desired correct answer and telling the
incorrect one directly. The feedback that was applied in the designed learning model was given
directly by telling the correct and incorrect one. This feedback was practical enough applied in the designed learning model. The students considered that the
feedback was helpful to learn reading skills 4.34. This statement was supported by students’ statement in the interview. “With the feedback from the exercise, we
can know the correct and incorrect answer. If the answer we chose is incorrect, we can repeat the exercise again
.” See Appendix 14, Q5, S-Ce. In IPA-MC, for example, one option was hyperlinked to one feedback.
Among four options, there was one correct-feedback was hyperlinked. The rest three were hyperlinked to incorrect-feedback. When the students chose the
incorrect answer, this could be a clue for the students to think more and found out the correct one. This process led the students to attend mindfully learning process.
6. Mindfully Learning Process
Attending mindfully learning process was the sixth pedagogical aspect PA6 that was found in statement 19 and 20. The result score for PA6 was 4.15. This
was the lowest one among all pedagogical aspects scores. To attend mindfully learning process, students have to find out the solutions when they face problems
in learning with designed learning model. This idea was seen in the students’ statement in the interview. “For example when I chose the incorrect answer, I
tried to read the text again once or twice until I understand .” see appendix 14,
Q6, S-Di. Some inputs were given to the students in the designed learning model such
as giving clear instructions, providing annotation and telling the learning goal to the students. The instructions in the designed learning media that were given to
the students were considered clear 3.82 by the students. The annotation was given to help the students understand the meaning of less frequent vocabulary in
the reading text. However, students used the annotation in the designed learning model 4.15. Students considered that the level difficulty of reading texts were
low so that they did not need annotation to help them comprehend the reading text. Learning goal was showed to the students in the slide material overview in
Presentation Section. By telling the learning goals to the students in a way, students were challenged to monitor their own learning. Students could monitor
how far they understood about the material by attempting the exercises in the
Interactive PowerPoint Application 4.11. They were guided to set their own learning process and this could awaken students’ motivation. When students’
motivation has been awaken, it indicated that students were working in an atmosphere with an ideal stress level.
7. Ideal Atmosphere
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