7 User control There has to be some degrees of user controls which are to provide
students with the option to leave or choose certain parts of the program. On-screen options should exist for them to visit other areas of the program.
d. Advantages of Using Interactive Learning Multimedia
The researcher planned to develop interactive media by considering that interactive multimedia has many advantages in the English teaching and learning.
The advantages, according to the Guide to Teaching and Learning Practices arranged by Florida State University, are that the interactive media able to:
- Gain attention. A picture on the screen, a question on the board, or music playing as student
s enter the room all serve to get the student’s attention. - Recall prerequisites. Teachers may use the media to help students recall what
they learned in the last class, so that new material can be attached to and built upon it.
- Present objectives to the learners. Handing out the day’s learning objectives to
the students will be fruitful to both teachers and students since they will understand what they should do to attain the objectives.
- Present new content. Not only can media help make new content more memorable, but also media can help to deliver new content a text, movie or
video.
7. Multimedia for Teaching Reading
In these recent years, the development of information technology leads to the integration of multimedia into teaching of English in order to create an
interesting learning atmosphere. The use of multimedia in teaching of reading is expected to help the students attaining the competence. Besides, it is also expected
that the use of multimedia in the teaching of reading can change students’ attitude toward the English learning and teaching process and improve their reading skill
and interest in reading. Multimedia in teaching and learning process is commonly associated
with Computer-Assisted Language Learning CALL. CALL has come to encompass
issues of
materials design,
technologies, pedagogical
theories, and modes of the instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing
computer-based materials, video and other materials Beatty, 2003: 7-8. Warshchauver 1996: 3-20 says
“What makes multimedia even more powerful is that it also entails hypermedia. It means that the multimedia resources are
all liked together and that learners can navigate their own path
simply by pointing and clicking a mouse.” Hypermedia provides a number of advantages for language learning.
First of all, a more authentic learning environment is created, since listening is combined with seeing, just like in the real world. Secondly, skills are easily
integrated, since the variety of media make it natural to combine reading, writing, speaking, and listening in a single activity. Third, students have a great control
over their learning, since they can not only go on their own pace but even on their
own individual path, going forward and backwards to different parts of the program, honing particular aspects and skipping other aspects altogether. Finally,
a major advantage of hypermedia is that it facilitates a principle focus on the content, without sacrificing a secondary focus on language form or learning
strategies. For example, while the main lesson is in the foreground, students can have access to a variety of background links which will allow them rapid access to
grammatical explanations or exercises, vocabulary glosses, pronunciation information, or questions or prompts which encourage them to adopt an
appropriate learning strategy.
8. Developing an Interactive Multimedia Program
a. General Features of Interactive Learning Media
According to Alessi and Trollip 2001: 48, the interactive multimedia should have five general features. They are introduction to the program, learner
control, presentation of the information, providing help, and ending of the program.
b. Models of Developing Interactive Multimedia Program.
The researcher uses a model of developing material which consists of six-steps proposed by Jolly and Bolitho in Tomlinson 1998: 98. The steps are:
- Identification of the need for materials The identification will be done by the teacher or material developer in order
to find the needs to fulfil or a problem to solve by the creation of materials.
