The Process of Materials Development
developed based on the students need and level of proficiency. The designed multimedia is limited to help the students of Physics Education Department in
learning vocabulary to read their academic textbooks. The researcher takes a book from Fisika Zat Padat subject to be used as authentic material.
In reference with that, each unit of interactive learning multimedia for vocabulary learning materials has the following components. The first is
introduction. The introduction consisted of an overview and indicators of the unit. The second is main part. The main part consisted of the tasks cycle which
consisted of explanation of the target words, non-linguistic representation, target words’ activities matching, matching the words with its pronunciation, choosing
the correct part of speech, find the correct words that represent certain part of speech, matching definition, and matching meaning, games crossword puzzle,
and completing sentences. The last is the summary. It was provided at the end of every unit to give students brief explanation about what they already learned.
In designing interactive learning multimedia, seven basic principles should be considered. The first is multimedia principle. Students learn better from
combination of words and graphics than from words alone. Split-attention is the second principle in which students learn better when the corresponding words and
graphics are placed closely to one another than separately. Next is modality principle; students learn better from graphics and narration than graphics and
printed text. The fourth principle is redundancy; students learn better when the same information is not presented in more than one format. The fifth is
segmenting, pre-training, and modality principles; students learn better when a
multimedia message is presented in learned-paced segments rather than as a continuous unit, students know the names and characteristics of the main
concepts, and the words are spoken rather than written. The sixth is coherence, signaling, spatial contiguity, temporal contiguity, and redundancy principles;
students learn better when extraneous material is excluded rather than included, when cues are added that highlight the organization of the essential material,
when corresponding words and pictures are presented near rather than far from each other on the screen or page or in time, and people learn better from graphics
and narration than from graphics, narration, and on-screen text. The last principle is personalization, voice, and image. Students learn better when the words of a
multimedia presentation are spoken in a standard-accented human voice and it is not necessary to put the speaker’s image on screen.