DESIGNING INTERACTIVE LEARNING MEDIA FOR
WRITING SKILL BY USING MACROMEDIA FLASH 8
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
MAYSARAH PULUNGAN
Registration Number: 2123321046
:
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Pulungan, Maysarah. 2123321046. Designing Interactive Learning Media for Writing Skill by Using Macromedia Flash 8. A Thesis. Faculty of Languages and Arts, State University of Medan. 2016.
The aim of this study are: 1) to design interactive learning media for writing skill by using Macromedia Flash 8, and 2) to investigate the eligibility product of interactive for writing skill by using Macromedia Flash 8. Research and development is used as the research method. This research took place at MAN 2 Model Medan. The product has validated by expert validations (material and media). The instrument for collecting data by using questionnaires with Likert scale 1-4. The data was analyzed based on expert validation to revise the product. The result shows that: 1) the material in interactive learning media for writing skill with the average 3.9 (Very eligible, no need revision), and 2) the interactive learning media is eligible, no need revision with average 3.2. Therefore, the product of interactive learning media is appropriate to use as interactive learning media in teaching learning English process.
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ACKNOWLEDGEMENT
Beyond words, the writer would like to thank Allah SWT and the Prophet
Muhammad SAW for countless blessing, knowledge, and opportunity so that the
writer can finish the academic year. This thesis is aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan of the English Department,
Faculty of Language and Arts, State University of Medan (UNIMED).
In complementing this thesis, the writer realized that she faced some
problems and she had received the academic guidance, and a lot of assistance and
moral support from people. Therefore, the writer expresses her gratitude and
special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Art,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Study Program, and her Second Thesis Advisor.
Dr. Rahmad Husein, M.Ed., her First Thesis Advisor.
Ariatna, S.S., M.A., her Academic Consultant
Prof. Amrin Saragih, M.A., Ph.D. and Immanuel Prasetya Gintings, S.S., M.Hum., her Reviewers.
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a. The Characteristics of Learning Media ... 7
b. The Functions and Benefits of Learning Media ... 8
c. The Types of Learning Media ... 10
v
a. The Types of Computer Based Learning Media ... 12
b. The Advantages of Computer Based Media in Learning ... 13
c. The Disadvantages of Computer Based Media in Learning ... 14
3. Macromedia Flash ... 15
a. The Terms in the Program Flash Pro 8 ... 16
b. The Advantages of Macromedia Flash ... 17
c. The Disadvantages of Macromedia Flash ... 18
4. Writing ... 18
a. The Types of Genre Writing ... 19
b. Narrative Genre ... 22
1) The Text Elements and Rhetorical Structure of Narrative ... 23
2) The Example of Narrative ... 23
B.Related Studies ... 25
C.Conceptual Framework ... 26
CHAPTER III: RESEARCH METHODOLOGY ... 29
A.The Research Design ... 29
B.The Process of Designing ... 30
C.The Location and Time of Research ... 32
D.The Subject of Research ... 32
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F. The Validation of Instruments ... 33
G.The Techniques of Data Analysis ... 34
CHAPTER IV: FINDINGS AND DISCUSSION ... 36
A.Findings ... 36
1. The Process of Designing Interactive Learning Media ... 36
2. The Product of Designing Interactive Learning Media ... 37
3. The Process of Using Interactive Learning Media ... 46
4. The Data of Analysis ... 47
a. The Result of Material Expert Analysis ... 47
b. The Result of Media Expert Analysis ... 49
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CHAPTER V: CONCLUSION AND SUGGESTION ... 52
A.Conclusion ... 52
B.Suggestion ... 53
viii
LIST OF TABLE
Page
Table 2.1: The groups of media ... 11
Table 2.2: The terms in the program Flash Pro 8 ... 16
Table 3.1: The validation criteria of questionnaire ... 35
Table 4.1: The data of material expert validation ... 47
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LIST OF FIGURE
Page
Figure 2.1: Front page Macromedia Flash Professional 8 ... 16
Figure 4.1: The introduction view ... 38
Figure 4.2: The main menu ... 39
Figure 4.3: The SK & KD button ... 40
Figure 4.4: The first layer in material button ... 40
Figure 4.5: The second layer in material button ... 41
Figure 4.6: The third layer in material button ... 41
Figure 4.7: The exercise 1 button ... 47
Figure 4.8: The exercise 2 button ... 47
Figure 4.9: The exercise 3 button ... 42
Figure 4.10: The vocabulary button ... 44
Figure 4.11: The home button ... 44
Figure 4.12: The exit button ... 45
Figure 4.13: The voice-speaker button ... 45
Figure 4.14: The silent-speaker button ... 46
Figure 4.15: The next button ... 46
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LIST OF SCHEME
Page
Scheme 2.1: Stages of designing interactive learning media by using
Macromedia Flash ... 28
Scheme 3.1: Ten Phases of Research & Development (R&D) ... 29
xi
LIST OF APPENDIX
Appendix 1 The Observation Letters’ FBS
Appendix 2 The Draft Interview of English Teacher Appendix 3 The Material Expert Validation Sheet Appendix 4 The Media Expert Validation Sheet Appendix 5 The Observation Letters’ School Appendix 6 The Result of Interview
Appendix 7 The Syllabus
Appendix 8 The Flowchart of Designing Interactive Learning Media Appendix 9 The Storyboard of Designing Interactive Learning Media Appendix 10 The Research Letters’ FBS
Appendix 11 The Research Letters’ School Appendix 12 The Media Validation Letter
viii
LIST OF TABLE
Page
Table 2.1: The groups of media ... 11
Table 2.2: The terms in the program Flash Pro 8 ... 16
Table 3.1: The validation criteria of questionnaire ... 35
Table 4.1: The data of material expert validation ... 47
ix
LIST OF FIGURE
Page
Figure 2.1: Front page Macromedia Flash Professional 8 ... 16
Figure 4.1: The introduction view ... 38
Figure 4.2: The main menu ... 39
Figure 4.3: The SK & KD button ... 40
Figure 4.4: The first layer in material button ... 40
Figure 4.5: The second layer in material button ... 41
Figure 4.6: The third layer in material button ... 41
Figure 4.7: The exercise 1 button ... 42
Figure 4.8: The exercise 2 button ... 42
Figure 4.9: The exercise 3 button ... 43
Figure 4.10: The vocabulary button ... 44
Figure 4.11: The home button ... 44
Figure 4.12: The exit button ... 45
Figure 4.13: The voice-speaker button ... 45
Figure 4.14: The silent-speaker button ... 46
Figure 4.15: The next button ... 46
x
LIST OF SCHEME
Page
Scheme 2.1: Stages of designing interactive learning media by using
Macromedia Flash ... 28
Scheme 3.1: Ten Phases of Research & Development (R&D) ... 29
xi
LIST OF APPENDIX
Appendix 1 The Observation Letters’ FBS
Appendix 2 The Draft Interview of English Teacher Appendix 3 The Material Expert Validation Sheet Appendix 4 The Media Expert Validation Sheet
Appendix 5 The Observation Letters’ School
Appendix 6 The Result of Interview Appendix 7 The Syllabus
Appendix 8 The Flowchart of Designing Interactive Learning Media Appendix 9 The Storyboard of Designing Interactive Learning Media
Appendix 10 The Research Letters’ FBS
Appendix 11 The Research Letters’ School Appendix 12 The Media Validation Letter
1
CHAPTER I
INTRODUCTION
A. The Background of the study
Learning is a process interaction from sender to recipient of message
information to get knowledge, information, and comprehension of science.
Generally learning happened in formal place such as course and school. Learning
process occurs because communication between man and man such as teacher and
students, students and students, and or man and environment which include tools
or learning media. Media are an intermediary tool that is used by the teacher in the
learning process to deliver material to students. According to Gagne in Manurung
(2012: 10) media are a form of the various types of components in the student
environment that can stimulate students to learn. Therefore, media gives an ease
in activity of teaching learning process to get knowledge from the material that
taught.
In technology era, 21 century, learning constantly evolves; it can be seen
from the changes in conventional to modern or technology learning. In the
conventional learning, the teacher is the only source of learning in delivering the
materials while students are as receivers of information. The situation makes
students do not have the opportunity to present their views and has little
interaction in the learning process. This is in accordance with opinion of Surip and
Oky (2013:168) as follows:
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process that does not use the media in which students are not ready condition, will increase the chances of occurrence of verbalism”.
The above utterance reflects that the old way of learning is ineffective and
need change for the better learning. In modern era, teachers are required to use a
computer as an interactive learning media for making communicative learning
environment as a sign of the development of human resources. It is a challenge for
teachers to be able to integrate computer technology into the learning system, so
that learning can be more quality, meaningful, and fun (Rusman, 2013:1). It
means that interactive media are important to be applied to make teaching
learning process is more inovated by teachers, especially English teacher.
In teaching English especially in writing, a teacher is important for
choosing media in writing activities which have a chance of engaging to the
students for developing their ideas in writing. An engaging writing activity is one
that involves students not just intellectually but emotionally as well; it amuses
them, intrigues them, or makes them feel good (Harmer, 2004:62). Moreover, a
teacher can encourage students for writing by using interactive media.
Interactive media are the integration of digital media including
combinations of electronic text, graphics, moving images, and sound, into a
structured digital computerised environment that allows people to interact with the
data for appropriate purposes (England and Andi, 2011:2). An interactive media
are operated by computer. According to Kitchakarn (2015) computer can support
and facilitate the roles of the teacher in order to enhance students’ skill to perform
well in reading, writing, listening, and speaking. In addition to computer, the other
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Macromedia flash is one of software which is able to create a learning
media in the form of audio and visual. Walisda, Asfah, and Haryanto (2015) states
Macromedia flash animation learning method is learning system using software
and hardware which serves simplify the process of data in the form of picture,
video, photography, graphic, and animation, in collaboration with sound, text, and
voice data interactively controlled by computer.
Based on the interview to English teacher grade ten of MAN 2 Model
Medan, there are some information that the most difficult material which is taught
to the students is writing. The students have difficulties in English writing. It is
indicated through the following indicators: 1) the students have low-confidence in
English writing and are lazy to create writing task; 2) they get difficulties in
connecting sentences; 3) they get difficulties in exploring idea for their writing; 4)
they lack of understanding of grammar and punctuation; and 5) they have little
vocabulary. In addition, the students are less like the material because they are not
interested in the material that will be presented.
Various media of teaching English writing have been applied by teacher
such as PowerPoint, Computer, Radio, Film, Material Views etc. Some of which
are considered effective in teaching writing. Some of them are considered
effective to appeal students in teaching English writing. However, the problems
above are assumed from less precisely the teacher in choosing teaching media.
The research presumes that media used in teaching learning process just
give one sense to the students such as only visual or auditory. Yunus in Arsyad
4
and better able to ensure understanding of people who only listen is not equal
level of understanding and duration to survive what they understood compared
with those who see, or see and heard. Learners can retain 5% what is heard, 10%
what is read, 20% of what is obtained in audio-visual presentations between and
the retention rates can be increased to 70% and above when encouraging the
learners to do hands-on practical work in learning process (Dale in Leow and Mai
(2014)). In addition, the media which used by the teacher has just for herself not
for students individually. It makes students less of motivation to restudy at home.
From the interview, the researcher also got the information, the teacher does not
know about interactive learning media Macromedia Flash yet and the teacher also
does not have interactive learning media Macromedia Flash yet. This is the
opportunity for the researcher to design an interactive learning media Macromedia
Flash-based for writing skill.
B. The Problem of the Study
In accordance with the background of the study, the problem of the study
is formulated as follows:
1. How are interactive learning media designed for writing skill by using
Macromedia Flash?
2. How is the eligibility product of interactive learning media for writing
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C. The Objective of the Study
In line with the problem, the objectives of the study are:
1. To design interactive learning media for writing skill by using
Macromedia Flash, and
2. To investigate the eligibility product of interactive learning media for
writing skill by using Macromedia Flash.
D. The Scope of the Study
The study is focused on developing interactive learning media for writing
skill by using Macromedia Flash in grade ten of MAN 2 Model Medan.
E. The Significance of the Study
The findings of this study are expected to be relevant and useful
theoretically and practically. Theoretically, the findings of the study are expected
to be useful for the readers to enrich and to broaden their knowledge in theories of
learning English and can be reference for further studies.
Practically, the findings of this study are expected to be useful for:
1. English teachers, to give new sight in teaching English by using
interactive learning media Macromedia Flash based, enhance quality of
teaching English, and new teaching aids in English.
2. English learners, as an English learning material individual and
increase the attractiveness of students in learning English.
3. The readers, this research is useful to increase their knowledge about
interactive learning media by using Macromedia Flash.
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BAB V
CONCLUSION AND SUGGESTION
This chapter discusses about conclusion and sugestion on the basis of the
research finding and discussion presented in the previous chapter.
A. Conclusion
Based on research findings, it is concluded that:
1. Designing interactive learning media for writing skill by using
Macromedia Flash 8 follows R & D phases of Sugiono (2013) which is
simplified into: (1) need analysis, (2) determine the material, (3) design of
product, (4) expert validation (media and material), (5) revision of product,
(6) test of product, (7) revision of product, and (8) production.
2. The product of designing interactive learning media for writing skill with
English material about narrative genre for grade ten of MAN 2 Model
Medan has validated by expert validation (material and media). For the
material the average is 3.9 with category very eligible, no need revision
and for the media the average is 3.2 with category eligible, no need
revision. With the result that the interactive learning media for writing
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B. Suggestion
From the conclusion above, there are some suggestions that are proposed
that probably can help for English teachers and further researchers:
1. Location of research. The location of research should have good facility
such as computer laboratory; it would help the researcher in finishing the
research. Then, in the computer has to have flash player, it has function to
make sure that the program is running well. In addition, this interactive
learning media has validated by expert validation, English teacher is hoped
use the media into teaching learning process.
2. Other researcher. This media consist of one material; Narrative genre and
one skill; writing skill. For other researcher can be adding another English
54
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