F. Significances of the Research
The results of this study are hoped to give some practical and theoretical significances for these following parties:
1 Practical Significances
a. English Teachers
The English teachers of SMPN 6 Yogyakarta can use the findings of this study to solve the problem in the classroom. In other words, they can implement
the use of this interactive multimedia to deliver descriptive text materials in a more interesting way. Furthermore, the findings of this study can also be used as a
means to motivate the teachers to vary their learning materials and media so that the students will not get bored easily with the teaching and learning process.
b. Students
The researcher expects that this study will help the students comprehend English descriptive text more easily and motivate them to love reading.
c. Other Researchers
The collaborator and other researchers can make the findings of this study one of the references about developing learning materials for the reading
skill that they can improve it using many other references.
2 Theoretical Significance
Theoretically, this study provides beneficial and referential contributions in giving general knowledge of developing interactive multimedia for teaching
descriptive text reading to Grade VII students.
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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
The objective of this study is to develop an interactive multimedia for teaching descriptive text reading to Grade VII students of the junior high school.
In this chapter, the theories of reading including the way to teach and assess the reading skill, the material development, the interactive multimedia, the relevant
studies, and the conceptual framework will be explained.
A. Literature Review
1. Reading
a. The Nature of Reading
Reading is considered as one of the English skills which has some significant roles in the teaching and learning process. According to Maxom 2009:
139, reading is one of the four skills which need to be learned besides listening, speaking, and writing. Reading also has a considerable role in the language
teaching to strengthen the skills which are acquired by the students in listening, speaking, and writing. Richards and Schmidt 2002: 442 say that reading is
perceiving a written text in order to understand its contents. This can be done silently silent reading. The understanding of the contents is called reading
comprehension. They also add that reading is saying a written text aloud oral reading. This can be done with or without an understanding of the contents.
In a more complex definition, Johnson 1983: 17 defines reading as “a complex behaviour which involves conscious and unconscious use of various
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