g. Guidance in Preparing Speaking Activities
Richards 2008:40 presents eight questions as guidance in preparing speaking activities for classroom or for textbooks. The questions are:
1. What will be the focus of the activity – talk as interaction, transaction, or performance?
2. How will the activity be modeled? 3. What stages will the activity be divided into?
4. What language support will be needed? 5. What resources will be needed?
6. What learning arrangements will be needed? 7. What level of performance is expected?
8. How and when will feedback be given?
Researcher used the eight questions above as guidance in developing speaking activities for interactive multimedia in this study.
3. Interactive Learning Multimedia
a. The Definition of Interactive Learning Multimedia
Before we find out definition of interactive learning multimedia it is necessary to know the nature of media itself. According to Wright 1998 in
Mishra and Sharma 2005:3 for some time, media have been used with more traditional delivery methods like lectures and tutorials to support essential
teaching objectives, such as: Clarifying and illustration complex subjects, adapting to individual learning styles, improving retention and aiding recall,
and reaching nonverbal learners.
Reddi 2003 in Mishra and Sharma 2005: vii proposes that: “… multimedia can be defined as an integration of media
elements audio, video, graphics, text, animation, etc. into one synergetic and symbiotic whole that results in more benefits for
the end user than any one of the media elements can provide individually”.
According to Philips 1997 in Mishra and Sharma 2005: vii, the term ‘interactive multimedia’ is:
“a catch-all phrase to describe the new wave of computer software that primarily deals with the provision of information. The
‘multimedia’ component is characterized by the presence of text, pictures, sound, animation and video; some or all of which are
organized into some coherent program. The ‘interactive’ component refers to the process of empowering the user to control
the environment usually by a computer”.
From the definitions above, it can be summarized that interactive learning multimedia is a learning medium that presents audio, video,
graphics, text, and animation in form of computer software that can be controlled by the learners themselves.
b. The Advantages of Interactive Learning Multimedia
Developing learning materials into interactive multimedia gives many benefits for students and teachers to improve the effectiveness of teaching
and learning process. Khoo 1999 presents ten benefits of using interactive learning multimedia, they are:
1 Reduced learning time 2 Reduced cost
3 Instructional consistency and fairness 4 Increased retention
5 Mastery of learning 6 Increased motivation
7 More interactive Learning 8 Increased safety
9 Privacyaccommodates individual learning styles 10 Flexibility
The benefits of using interactive multimedia in learning are also revealed by Cairncross and Mannion 2001: 158.
1 Multiple media: interactive learning multimedia can present multiple media. It can accommodate different kinds of students learning style.
2 Delivery control: users can decide which sections they wish to visit. They can travel through an application, concentrating on materials they are
unfamiliar with or are particularly interested in and skipping over material they already know.
3 Access routes: there are a number of navigation strategies available. One example is a hierarchical-based menu system where learners can either
work through the sections in order but use hyperlinks to explore areas of interest or go straight to a given page when revising.
4 Individual preference: Learners can differ in the way in which they prefer to process information.
5 Interactivity: The key here is to design learning activities which cognitively engage the learner, that is causes them to think about the
material that is presented, what it means, its relevance, how it can be applied and in what contexts.
c. Principles of Interactive Learning Multimedia
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