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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This research has three main objectives namely finding out the target needs and the learning needs of the grade X students of SMA N 2 Yogyakarta in learning
reading and writing through interactive learning multimedia, and developing appropriate interactive learning multimedia for reading and writing materials. This
chapter describes the conclusions drawn from the findings and the discussions of the research and presents suggestions proposed to other materials developers and
the teachers of senior high school.
A. Conclusions
1. The Results of the Needs Analysis
Based on the research findings, the needs analysis is divided into two aspects which are target needs and learning needs. Those aspects are
described below:
a. The Target Needs
Based on the result of the needs analysis, the target needs are listed below:
1 More than a half of the students 62.50 agree that the main
goal of learning English is to help them master English. 2
A half of the students 50 are in the beginner level. They can understand simple sentences and expressions which appear in
the daily life.
3 More than a half of the students 65.63 have difficulty in
understanding vocabulary based on the context for reading. For writing, a half of the students 53.13 have difficulty on
linking the idea with the context. 4
More than a half of the students 65.63 state that it is better if the interactive multimedia is adapted based on their needs of
learning.
b. The Learning Needs
Based on the result of the needs analysis, the target needs are listed below:
1 Input
In terms of reading input, a half of the students 50 prefer to have texts with a list of vocabulary. Regarding to the input
length, a half of the students 50 want to have input texts with 250-300 words in length. As the type of font, more than a half of
the students 62.50 prefer Times New Roman with 12 pt of size to be used in the interactive multimedia. In terms of the
importance of picture availability, more than a half of the students 65.63 state that the presence of pictures is very important in
the interactive multimedia. In terms of the importance of animation availability, almost a half of the students 43.75
state that it is sometimes important to have animation.
2 Design
In terms of the layout design, a half of the students 59.37 state that the layout in the interactive multimedia can motivate
them to learn English. More than a half of the students 65.63 agree that the presence of backsound is sometimes important. In
terms of navigation buttons, one-third of the students 37.50 state that they should be completed with sound when they are
clicked. As the background color, nearly a half of the students 46.88 prefer to have blue.
3 Procedures
In terms of the reading procedures, one-third of the students 31.25 prefer to answer questions based on the text. As the
writing procedures, one-third of the students 34.37 prefer to fill in the blank spaces. To meet their needs, the activities in the
interactive multimedia are designed for answering questions based on texts and filling in the blank spaces.
4 Teacher’s Role
Based on the results of the needs analysis, more than a half of the students 62.50 state that they expect the teacher can
give example in doing tasks in the interactive multimedia. 5
Setting Based on the results of the analysis, almost a half of the
students 43.75 prefer to do the tasks in the interactive
multimedia individually. To meet their needs, the activities in the interactive multimedia mostly are designed for individually and
some activities are designed for in pairs.
2. The Characteristics of Appropriate Interactive Multimedia
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