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
Ideal atmosphere was the seventh pedagogical aspect PA7 that was appeared in statement number 21 with the result score 3.93. The atmosphere can
be developed through implementing a learner-centered learning in which learners can control their own learning Egbert et. al. 1999. Marsh 2012 considered that
optimal language learning environment could be achieved through the utilizing blended learning. Blended learning was integrating other resources and tools to
support teaching learning activity. Those resources and tools could be recording devices, video players, newspaper, and language laboratories. Since the English
teacher never utilized language laboratory to support teaching learning activity, learning through computer in English class was considered as a new teaching
method for the students in SMP Pangudi Luhur 1 Yogyakarta. Therefore, the atmosphere that was built in the class was considered ideal for the students since it
could awaken their interest and motivation. It appeared in the question number 30, students wanted to learn English using Interactive PowerPoint Application again
4.22. Motivation guided the students to do learning process autonomously. This idea was supported by the students’ statement in the interview, “Learning with
Interactive PowerPoint is easier and more exciting because there is animation that makes it not boring
.” See Appendix 14, Q7, S-Ce. The students found
excitement and enjoyment when learning with interactive PowerPoint. The researcher assumed that interactive PowerPoint could
promote learning motivation to the students.
8. Learner Autonomy
Learner autonomy is supported. This was the last pedagogical aspect PA8 that was found in statement number 6. By using Interactive PowerPoint
Application IPA students learnt how to be independent learners 4.13. This statement was supported by students’ statement “I can lean independently without
teachers’ guidance when learning with interactive PowerPoint .” See appendix
14, Q11, S-Di. All the materials presented in the designed learning model were equipped with simple and clear instructions. The learning model was designed
with easy navigation that enables the students to work independently. The score was set in the exercises to help the students monitor their own progress in learning
reading. All of the eight pedagogical aspects by Egbert 1999 have been fulfilled in
the designed learning model. Among the eight pedagogical aspects, the most recognizable score was pedagogical aspect number 5 in which the feedback in
IPA was effective to help the students learn reading skills 3.91. It indicated that the feedback was contributing to the students learning process to develop their
reading skills. In contrast, the lowest score was found in pedagogical aspect number 6 about mindfully learning process 4.13. Although some inputs have
been given to the students, they tended to be dependent to their peers when they faced difficulties. Therefore, the designed learning model needed some
modification to guide the students to attend mindfully learning process through IPA.
Based on the mean scores analysis, the eight pedagogical aspects by Egbert Hanson-Smith 1999 were appeared in the designed learning model. Octapuri
2010 also implemented the eight pedagogical aspects in her designed learning model, i.e. moodle for teaching speaking. Among the eight pedagogical aspects,
one of them did not appear clearly in the designed learning model; i.e. learner autonomy. Alkahtani 1999 considered that the goal of integrating educational
technology with teaching learning activities was to help the students become independent learners. Therefore, teacher must consider what the educational
technology offers and also the students need. In addition, the teachers’ technological knowledge also influenced the success of designing learning model
for teaching English. In this study, the eight pedagogical aspects appeared strongly. It was
determined by the result of the mean score of the questionnaire. Based on the result of the mean score, it was concluded that this designed learning model was
considered as very good and do not need revision.
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CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions. First, the summary of the research is elaborated in the conclusion part. Second, the research provided
suggestions for the English teachers, the users of the designed learning model and the researchers in the similar field.
A. CONCLUSIONS
The focus of this study was to design the learning model for reading in Junior High School level. There were two research questions formulated in this study
consisting of major research question as the first research question and minor research question as the second research question.
To answer the first research question, the researcher applied the R D cycle by Borgh Gall 1983 combined with ASSURE model by Heinich et. al. 1982.
First, the researcher collected information for theoretical review such as the theory of reading, CALL and Interactive PowerPoint. All of them were available in
books and the internet. This step was included into Research Information Gathering
. Then the researcher started to set the goal and the topic material for the designed learning model from the syllabus. The syllabus was provided by the
school. This step was called as Planning. The researcher conducted observation in the class to find out the teaching learning condition in the class. Next, the need
analysis was conducted by delivering questionnaire to the students in grade 7 in SMP Pangudi Luhur 1 Yogyakarta and conducting interview with the English
