related to the characteristics of the instructional setting and the setting in which the skills will
eventually be used. 4.
Writing Performance
Objectives This stage will identify the skills to be learned,
the conditions under which the skills must be performed, and the criteria for successful
performance.
5. Developing
Assessment Instruments
This instrument is to assess and measure the learners’ ability to perform the objectives.
6. Developing an Instructional
Strategy The information from the preceding steps will
begin to identify the strategy that will be used in the instruction. The strategy will include
sections on pre-sectional activities, presentation of information, practice and feedback, testing
and follow through activities.
7. Developing and selecting
materials The determined strategy in previous steps will
be used to produce the instruction. The decision to develop originals materials will depend upon
the type of learning to be taught, the availability of existing relevant materials, and
developmental resources available.
8. Designing and Conducting
the Formative Evaluation The draft of the materials will be evaluated in
order to have it improved. The three types of formative evaluation are referred to a one-to-one
evaluation, small group evaluation, and field evaluation. Each type of evaluation provides the
designer with a different type of information that can be used to improve the instruction.
9. Revising Materials
The final step and the first step in a repeat cycle is revising the materials. Data from the
formative evaluation are summarized and interpreted to identify difficulties experienced by
learners in achieving the objectives.
10. Conducting Summative
Evaluation The main purpose of this stage is to find out the
effectiveness of holistic instruction. However, it is not the part of the design process but it occurs
after the instruction has been evaluated formatively and revised to meet the standards of
the developer.
From the explanation of the materials development above, a need analysis must be the starting point for a materials development of instructional
program. The next steps are about how the needs create a framework for developing materials. The following figure shows how the steps above are carried
into practice.
Identifying Instructional
Conducting an Instructional
Analysis Analysing
Learners and Contexts
Writing Performance Objectives
Developing Assessment Instruments
Developing and Selecting
Instruction
Designing and Conducting
the Formative Evaluation
Developing Instructional Strategy
Revising Instruction
Conducting Summative
Evaluation
Figure 2.2. Dick and Carey Instructional Design 1996
e. Materials Evaluation
To know whether the materials meet the learners need and suitable for the learners, an evaluation is needed. Materials evaluation refers to a procedure
which involves value measurement of a set of learning materials Tomlinson, 2003: 15. Richards and Lockhart in Tomlinson 1998: 222 add that evaluation
provides an appraisal of the value of specific teaching activities for particular
groups of learners and perhaps serves as support to teachers to adopt a reflective approach to their own teaching. One way to encourage the systematic evaluation
of materials after use may be to engage in micro evaluation by focusing on particular tasks. Ellis in Tomlinson 1998: 229 suggests five steps for conducting
a task evaluation as follows:
STEP 1
STEP 2 STEP 3
STEP 4 STEP 5
Figure 2.3. Five Steps of a Task Evaluation by Ellis in Tomlinson 1998: 229
B. Conceptual Framework
Interactive media is a combination of multiple media elements such as text, graphic, sound, animation, and video which allow the user to interact with it.
Interactive media is used to help teaching and learning process by presenting materials, task and activities in it so that it can be used in the classroom as
supplementary or outside of the classroom. The interactive multimedia is Description of the task:
1. Contents input, procedures, language
activity, outcome 2. Objective s
Conclusion and recommendation
Planning the evaluation
Collecting information
Analysis of the information collected
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
