DESIGNING SUPPLEMENTARY INTERACTIVE SPEAKING MULTIMEDIA USING VIDEO FOR THE TENTH GRADE STUDENTS
OF SMA PANGUDI LUHUR SEDAYU
A THESIS
Presented as Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
HERONIMUS DITA PRAMUDYANTORO
Student Number: 061214058
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
DESIGNING SUPPLEMENTARY INTERACTIVE SPEAKING MULTIMEDIA USING VIDEO FOR THE TENTH GRADE STUDENTS
OF SMA PANGUDI LUHUR SEDAYU
A THESIS
Presented as Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
HERONIMUS DITA PRAMUDYANTORO
Student Number: 061214058
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
O Lord, Open
my lips and
my mouth will
declare your
praise
Psalms 51:15
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of other people, except those cited in the quotations and references, as a
scientific paper should.
Yogyakarta, 17 May 2011
The writer,
Heronimus Dita Pramudyantoro
ABSTRACT
Pramudyantoro, Heronimus Dita. 2011. Designing Supplementary Interactive Speaking Multimedia Using Video for the Tenth Grade Students of SMA Pangudi
Luhur Sedayu. Yogyakarta: English Language Education Study Program,
Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Video is a useful medium in language learning in improving students’ skill especially for speaking skill. The use of video is identically with multimedia teaching learning activities because of its requirement which needs a projector to facilitate learning. But the advantages of using video are so many. The using of video supports the students’ enthusiasm because the students can see the visual and hear the audio from the video. By using video to learn speaking, the students identify the native speaker and the vocabulary used. The students will be easy to memorize the materials through video.
This study was aimed to help English teacher in senior high school to provide and arrange interesting teaching learning activities which focus on the speaking skill. The essence of this study was to improve speaking skill. The problem to solve in this study is “What is the design of supplementary interactive speaking multimedia for the tenth grade students of SMA Pangudi Luhur Sedayu?”
This study was done by conducting the steps of Kemp’s instructional design model which was put under the umbrella of R&D cycle by Borg and Gall. This study used the relevant theories related to the use of video for learning, speaking skill, Communicative Language Teaching (CLT), and Learning with multimedia, to design the supplementary interactive speaking multimedia for the tenth grade students of SMA Pangudi Luhur Sedayu.
This study had found the answer to the formulated problem above. The design of supplementary interactive speaking multimedia for the tenth grade students of SMA Pangudi Luhur Sedayu is interactive speaking multimedia which includes the learners’ characteristic and needs, the formulation of goals, general purposes, and topics, subject content, teaching learning activities, design feedback, design improvement, and the final version.
ABSTRAK
Pramudyantoro, Heronimus Dita. 2011. Designing Supplementary Interactive Speaking Multimedia Using Video for the Tenth Grade Students of SMA Pangudi
Luhur Sedayu. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan
Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Video merupakan media pembelajaran bahasa yang sangat berguna dalam peningkatan kemampuan siswa terlebih dalam kemampuan berbicara bahasa inggris. Penggunaan video mendukung siswa belajar karena menarik untuk dilihat dan didengarkan. Dengan melihat langsung video, para siswa dapat mengidentifikasi native speaker serta perbendaharaan kata yang digunakan. Dengan melihat, maka murid akan mudah untuk mengingat tentang topik yang sudah diajarkan melalui video.
Studi ini bertujuan untuk membantu guru bahasa inggris di sekolah menengah atas (SMA) dengan menyediakan kegiatan belajar mengajar dengan focus pada kemampuan berbicara secara menarik. Dalam studi ini, permasalahan yang harus diselesaikan adalah “Seperti apakah desain interactive speaking
multimedia untuk siswa kelas sepuluh di SMA Pangudi Luhur Sedayu?
Studi ini diselesaikan dengan menerapkan langkah – langkah prosedur dari model pembelajaran Kemp yang dimasukkan kedalam langkah – langkah metode penelitian dan pengembangan pendidikan (R&D) Borg and Gall. Studi ini juga menggunakan teori yang berkaitan dengan penggunaan video, speaking skill, Communicative Language Teaching (CLT), dan multimedia untuk menyusun kegiatan pembelajaran berbicara yang berbentuk interactive speaking multimedia untuk siswa kelas sepuluh di SMA Pangudi Luhur Sedayu.
Studi ini telah menemukan jawaban atas permasalahan yang telah dirumuskan di atas. Desain kegiatan pembelajaran berbicara yang berbentuk interactive multimedia untuk siswa kelas sepuluh di SMA Pangudi Luhur Sedayu adalah desain kegiatan pembelajaran yang mencakup adanya karakteristik dan kebutuhan siswa, standar kompetensi, kompetensi dasar, dan topik, isi subjek, aktivitas pembelajaran, revisi desain, pengembangan desain, dan hasil akhir desain.
Desain yang berbentuk interactive speaking multimedia terdiri dari empat unit. Kegiatan pembelajaran yang diajarkan di tiap unit terdiri dari tiga bagian. Bagian Lead in Activity berfungsi untuk mengingat kembali ilmu atau materi. Bagian Language Focus berfungsi untuk menyediakan informasi yang akurat tentang berbagai macam ekspresi. Bagian Communicative Task berfungsi untuk memfasilitasi murid berbicara. Kegiatan pembelajaran setiap unit memiliki prosedur yang sama. Kegiatan Lead in Activity berisi kegiatan membaca bacaan, pengucapan kata, dan melihat video. Kegiatan Language Focus berisi kegiatan pengucapan ekspresi, melihat video, dan praktek bicara sederhana. Dan kegiatan
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Heronimus Dita Pramudyantoro Nomor Mahasiswa : 061214058
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“DESIGNING SUPPLEMENTARY INTERACTIVE SPEAKING MULTIMEDIA USING VIDEO FOR THE TENTH GRADE STUDENTS
OF SMA PANGUDI LUHUR SEDAYU”
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 17 Mei 2011
Yang menyatakan
ACKNOWLEGDEMENTS
I would like to thank Jesus Christ who has granted the abundant grace. I am grateful that I am allowed to finish this thesis. The power of God is real. His bless and his love is very real in assisting me so far.
I would also wanted to express my regard to my parents Yusup Suranto dan Fransika Romana Marsiati for the endless love to finance my study, the knowledge that I did not get in school and for the protection that I got so far.
I would also thank and appreciate to my thesis advisor, G. Punto Aji, S.Pd., M.Hum for the guidance, advice, suggestion, motivation and encouragement that I get to finish this thesis as soon as possible. I would also thank to Christina Laksmita Anandari, S.Pd., M.Ed., Lucianus Suharjanto, SJ., S.S., B.S.T., M.A., and Yohanes Bambang Suharya S.Pd. sincerely for their help to evaluate my designed materials and give feedback, criticisms, and advices. The tenth grade students of SMA Pangudi Luhur also deserved to have my gratitude for the participation to share the information related to their English teaching learning activities.
I would thank to all PBI secretariat staff, BAA staff, Dekanat staff, and USD library staff who had facilitated the administration and providing information
My appreciation goes to my best friend Yuki Mijayati who gave assist, support and becoming great friend in having discussion work together. My thankfulness also goes to my friend Lugas Prastowo for his help to arrange, inspire, and tutor the application patiently and support to finish the thesis as soon as possible. My thankfulness goes to my very amazing classmates who shared great experiences Alex Irfan, Mupet, Oda Arinda, Yoga, Sari, Susan, Nesya, Guntur, Tata, and all 2006 PBI students who could not be mentioned one by one, I hope we always keep our friendship.
My gratitude goes to all PBI lecturers for their dedication to give the best for all the students and improve the quality of PBI study program.
Last but not least, my deepest appreciation goes to my only love, Pricilia Nesty Eka Putri for being my best motivator, inspirator, and sponsor in finishing my thesis. Moreover, I would thank her for her insistence, patience, sincerity, and love during finishing of this thesis.
TABLE OF CONTENTS
Page
TITLE PAGE ……….…….... i
APPROVAL PAGES ………..……… ii
DEDICATION PAGE ………..………... iv
STATEMENT OF WORK’S ORIGINALITY …………..……… v
ABSTRACT ………... vi
ABSTRAK ……….. vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ……….. viii
ACKNOWLEDGEMENTS ………. ix
TABLE OF CONTENTS ………. x
LIST OF TABLES ………... xiii
LIST OF FIGURES ………. xiv
LIST OF APPENDICES ……….……… xv
CHAPTER I. INTRODUCTION ……….. 1
A. Background of the Study ……… 1
B. Problem Formulation ……….... 5
C. Objectives of the Study ………...….... 5
D. Problem Limitation ……… 5
E. Benefits of the Study ……….. 6
F. Definition of Terms ……… 6
1. Interactive Multimedia ……….. 7
2. Video ……… 7
3. Supplementary material ……….. 7
4. Design ……….. 7
5. The tenth grade students of Senior High School ………… 8
CHAPTER II. REVIEW OF RELATED LITERATURE ……….. 9
A. Theoretical Description ………. 9
1. Instructional Design Model ..……….. 9
2. Educational Research and development ……….. 14
3. Learning with Multimedia ……… 16
4. Video ……… 19
5. Speaking Skill ………... 23
6. Communicative Language Teaching ……… 27
B. Theoretical Framework ……….. 31
1. Identifying Learners’ Characteristic and Needs ………….. 32
2. Formulating Goals, Topics and General Purposes ………… 33
3. Formulating Learning Objectives ……… 33
4. Choosing Subject Content ………... 33
5. Teaching Learning Activities ………... 34
6. Support Services ……….. 34
7. Evaluating Designed Materials ………. 35
8. Changing to Improve ………... 35
CHAPTER III. RESEARCH METHODOLOGY ……… 36
A. Research Method ……… 36
1. Research and Information Gathering ………... 37
2. Planning ……… 37
3. Developing Preliminary Form of Product ……… 38
4. Preliminary Field Testing ………. 38
5. Main Product Revision ………. 38
B. Research Participant ………... 40
C. Research Instruments ………... 41
D. Data Gathering Technique ……….. 42
E. Data Analysis Technique ……….... 44
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ……….. 47
A. The Learners’ Characteristic and Needs ………. 48
B. The Formulation of Goals, General Purposes, and Topics ……. 54
C. The Formulation of Learning Objectives ……… 58
D. Subject Content ……….. 60
E. Teaching Learning Activities ……….. 62
F. Design Feedback ……… 69
G. Design Improvement ………... 74
H. Final Version of the Designed Materials ………. 75
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ……… 77
A. Conclusions ………. 77
B. Suggestions ……… 79
REFERENCES ……….. 80
LIST OF TABLES
Tables Page
3.1 The Expected Data ………... 43
4.1 Learners’ Characteristic ……….. 50
4.2 The Competence Standard, Basic Competence, and Topics …. …. 56 4.3 The Indicators of Each Topic ………. 59
4.4 Subject Content ………. 61
4.5 Learners’ Interests ………. 62
4.6 Learners’ Experiences in English Classroom ………... 65
4.7 Major Activities Applied in the Design ………. 68
4.8 Description of Preliminary Field Testing ………... 69
4.9 Degree of Agreement on the Designed Materials ………... 70
4.10 The Result of the Preliminary Field Testing ………... 71
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model ………... 13
3.1 The Researcher’s Theoretical Framework ……….……. 39
4.1 Students’ Learning Experience Using Video ………... 51
LIST OF APPENDICES
A. Appendix 1: Surat Permohonan Ijin Penelitian ………... 84
B. Appendix 2: General Description of the Designed Interactive Multimedia ………. 86
C. Appendix 3: 1. Questionnaires of the Research and Information Collecting ….. 91
2. The Research and Information Collecting Questionnaires Results ……….... 94
3. Questionnaire of the Preliminary Field Testing (Evaluation) …. 97 4. The Results of Preliminary Field Testing (Evaluation) ……….. 100
D. Appendix 4: Syllabus ……… 103
E. Appendix 5: Lesson Plans ……….... 111
F. Appendix 6: Designed Interactive Multimedia……….. 120
CHAPTER I
INTRODUCTION
This chapter elaborates background of the study, problem formulation,
objectives of the study, benefits of the study, research area limitation, and
definition of terms.
A. Background of the Study
As we know today English has been very familiar and important because
of its status which is an international language. Almost all of the countries need it
as an instrument to make relationship to each other. English is no longer a strange
subject for students because English is supposed to be introduced to students since
they were kids. The Indonesian government realizes it so that it is taught as a
compulsory subject in school from the elementary level.
There are four basic skills to be taught based on competency (speaking,
listening, reading, and writing) which also include three elements namely
grammar, vocabulary, and pronunciation.
Students who are in the tenth grade of Senior High School had
experienced many ways of English learning since they have learned English at
least 3 years in Junior High School. They are at the time when English should be
familiar for them. In that age, although they are tenth graders, they still have
certain obstacles and various problems concerning English learning.
In the researcher’s interview with the tenth grade students in the SMA
school, however, only emphasizes on the grammar, reading and vocabulary.
Moreover, it is difficult for the teacher to ask students to speak English because of
the limited time in classroom. Conducting an English activity for the tenth grade
students of SMA Pangudi Luhur Sedayu is rather difficult because the teacher has
some difficulties in encouraging the students to speak in class. Most of students
are afraid of speaking English. The tendency is that students find boredom in
conducting speaking activities because they have the tendency to focus on a
certain textbook (textbook oriented). Usually the teacher only follows the
direction from the textbook without paying attention to the certain factors
influencing students’ motivation. Another finding is that actually the students
were very eager to speak the target language but they felt ashamed of making
mistakes. Sometimes they did not have any idea what to say even though they
have already learnt English since they were in elementary school. The students
admit that they still have problems such as the limitation of mastering vocabulary,
the motivation to learn English, and grammar understanding.
In Indonesia, Videos develop listening and speaking skill since they
encourage students to understand the meaning. English videos have various
elements facilitating students to learn English. Those are vocabulary mastery,
understanding word in context, and receiving messages. According to Rice
(1993) “video in the classroom has a purpose beyond entertainment: it is a tool to
help your students learn English”.
Knowing the classroom problems and the obstacles that students meet, the
speaking materials using video in the form of interactive multimedia which focus
on the problems mentioned previously. The interactive multimedia is chosen since
the researcher plan to design interesting English activities and fortunately SMA
Pangudi Luhur Sedayu has sophisticated multimedia lab supported by internet
connection. The researcher will develop interesting materials as the requirement
of the students’ needs. The researcher suggests video as an alternative to help
students to express themselves in speaking and develop the students’ interest in
English. The purpose is to create certain speaking activity which is full of
enjoyment in the classroom. By using video in the interactive multimedia, the
students are expected to learn English enthusiastically and have great motivation.
The researcher hopes that after getting student’s motivation, English will be an
enjoyable subject in classroom.
Thus by using video in conducting speaking activities, students are helped
to speak and enjoy it. This study is also an effort to provide useful activities where
the students are directed to focus on meanings rather than on the grammar rules. It
does not mean that students do not focus on the grammar but they emphasize on
the conversation they make based of the content of the video. The research is
conducted in order to trigger students to speak fluently and confidently.
The creative materials should be created to refresh the students’ learning
habits. The researcher chooses speaking skill as the skill to improve because the
classroom activity only emphasizes on grammar, reading comprehension and
vocabulary. It results that there are no opportunities to do speaking activities.
so that it makes the students bored. Then a certain approach is needed to enhance
students’ motivation to learn English that is using video. The researcher offers the
materials as supplementary materials because it will become an alternative for
teacher to apply the materials beside the textbook. Not all materials will be used
during whole semester because of its nature which is supplementary. Here, the
researcher provides suitable topics based on the syllabus used for tenth grade.
B. Problem Formulation
In this study, the researcher would like to find out the answer of the
question “What is the design of supplementary interactive speaking multimedia
using video for the tenth grade students of SMA Pangudi Luhur Sedayu?”
C. Objectives of the Study
The objectives of the study are:
1. To design supplementary interactive speaking multimedia using video for the
tenth grade students of SMA Pangudi Luhur Sedayu.
2. To validate supplementary interactive speaking multimedia using video for the
tenth grade students of SMA Pangudi Luhur Sedayu.
D. Research area limitation
The research is limited on the field of English Language Teaching. Then,
the research focuses on material development which lies on speaking skill for the
limited to designing English instructional speaking material using video. The
consideration is that the students in this grade are already familiar and sufficient
with English and know many vocabularies since they have been learning English
for more or less 5 years. Furthermore, the design focused on the speaking ability
that improves students’ speaking skill.
E. Benefits of the Research
The writer hopes that this research can give benefits to:
1. The English Teacher of Senior High School.
Hopefully, this research will benefit Senior High School teacher in providing
appropriate material for tenth grade students in teaching speaking.
2. The students of Senior High School.
By applying this research students are expected to be more motivated in
learning English especially speaking skill. Further, the motivation is not only
for speaking skill but also other skills.
3. The other writers or researchers.
After reading this research, other writers will have consideration to do the
same research to the different levels.
F. Definitions of Terms
There are several terms which need to clarify to avoid misinterpretation or
1. Interactive Multimedia
As it is cited in ATSF White Paper Interactive Multimedia (2002),
interactive multimedia is the integration of digital media including combinations
of electronic text, graphics, moving images, and sound, into a structured digital
computerized environment that allows people to interact with the data for
appropriate purposes.
In the context of this study, interactive multimedia is media using
computer which provides interaction between the media and the user in a form of
flash player by presenting content such as text, graphics, animation, video, and
audio.
2. Video
According to Longman Dictionary of Contemporary English, video means
“pictures and sound that gives facts and information about something” (2001:
525).
In the context of this study, video is a media displaying audiovisual in
classroom to facilitate students in learning English especially speaking skill.
3. Supplementary material
As it is cited in Journal Publishing Tag Library (2003), supplementary
material is described as "Additional data files that contain information directly
supportive of the document, for example, an audio clip, movie, database,
spreadsheet, applet, or other external file. Supplementary material is material
added to the work for enhancement purposes, such as a quiz, an instructional
In the context of this study, supplementary material is a set of material
consisting of content which is used to guide student to learn something. It is
usually followed by a clear instruction to assist students’ activities. The materials
are the addition or alternative way for teacher or educator to use the appropriate
one in the classroom activity.
4. Instructional Design
"Instructional design means using a systematic process to understand a
human performance problem, figuring out what to do about it and then doing
something about it" (McArdle, 1991). "Instructional design is also the science of
creating detailed specifications for the development, evaluation and maintenance
of situations which facilitate the learning" (Richey, 1986). While Briggs (1977)
stated that "Instructional design is the entire process of analysis of learning needs
goals and the development of a delivery system to meet the needs".
In this study, design is planning of developing learning material in the area
of English language teaching. It is essentially a rational, logical, sequential
process intended to solve classroom problems.
5. The tenth grade students of Senior High School
The tenth grade students of Senior High School are those who are in the
first year of SMA. SMA stands for “Sekolah Menengah Atas”. Students reach this
level after graduating from Elementary school and Junior High School which is
called nine years basic education. In this research, they are the first grade students
6. Speaking Skill
• Speaking
According to Longman Dictionary of Contemporary English, speak means
“say something or particular language that expresses ideas or opinion” (2001:
1742).
• Skill
According to Longman Dictionary of Contemporary English, skill means
“an ability to do something well” (2001: 525).
In this study, speaking skill is one part of the four skills; reading, listening,
writing, and speaking. Speaking skill here means the ability to speak English
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains a discussion on related literature. This chapter is
divided into two parts, namely theoretical description and theoretical framework.
In the theoretical description the researcher presents some theories related to this
study. A theoretical description is important because it provides some theories
which can be used as the basis to conduct study.
The theoretical framework discusses the relation among the theories stated
before as the basis of designing a set of instructional material using video for tenth
grade student of SMA Pangudi Luhur Sedayu.
A. Theoretical description
In this part there will be explanation in several theories which support this
study. All of them will be described in greater length in order to provide a
complete base of this study. The explanation will be divided as follows so that the
explanation will be well organized.
1. Instructional design model
There are a lot of Instructional design models to be employed when
developing material. In this study the writer refers to instructional design model
offered by Kemp. He offers a model of instructional design which is called
of procedure for solving them, and then evaluates the result (Kemp, 1977:7). It
will be adopted and modified to design the material to enhance speaking skill
using video for tenth grade student of SMA Pangudi Luhur Sedayu.
Kemp’s model can be used in all education level from elementary school
up to college. Another benefit of this model is that it can be implemented in the
instructional unit for a single subject.
According to Kemp, when the designers plan to design courses, they must
be able to answer three questions, which are considered the essential elements of
instructional technology (Kemp, 1977:8). Those questions are:
1. What must be learned?
2. What procedures and resources will work best for the learners?
3. How we evaluate the learning result?
There are eight elements in designing the program development in Kemp’s
model (1977:8-9). The eight elements are independent but they can be rearranged
depending on the need.
a. Considering goals, topics, and general purposes for teaching each topic.
First, instructional design planning should be started with the recognition
of the broad goals of the school system or institution. After establishing the goals,
the major topics should be listed within the content area. Finally, the precise
general purposes should be stated to derive objectives that will serve as specific
b. Identifying the important characteristic of the learners
The designer should recognize and respect the students as individual
learners and assist them in pursuing learning at their own pace, on their own
schedule, and their own learning experiences and materials. To serve that, the
designer should obtain information about the learners’ capabilities, needs, and
interests. Then the designer should decide the most appropriate information for
the design.
The designer must know the students’ characteristics. The first is academic
factor. It consists of the number of students and academic background,
grade-point average and level of intelligence, study habits and learners’ motivation for
studying the subject, expectations of the course, vocational and cultural
aspirations. The second is social factor. It consists of age and maturity, attention
span, special talent, physical and emotional handicaps, relation among students,
socioeconomic situation. Finally, designers must create appropriate learning
conditions and learning style.
c. Specifying the learning objectives
Since learning requires active effort by the learners, all objectives must be
stated in terms of activities that will best promote learning. Objectives of learning
can be grouped into three major categories. First is cognitive domain. It includes
objectives concerning knowledge, or information. The second is psychomotor
domain. It treats the skills requiring use and coordination of skeletal muscles and
affective domain. It involves objectives concerning attitudes appreciations, values,
and all emotions.
d. Listing the subject content that supports each objective
Subject content in the content of instructional design comprises the
selection and organizing of the specific knowledge, skills, and attitudinal factors
of any topic. Then task analysis should be made to make sure all elements of a
procedure are considered in the planning and will therefore be treated properly
during instruction.
e. Developing pre-assessment
There are two kinds of pre-assessment that should be conducted. They are
prerequisite testing and pre-testing. Prerequisite testing is conducted to obtain the
information about the learners’ background knowledge toward the topic.
Meanwhile, pre-testing is conducted to find out how far the students achieve the
objectives.
f. Selecting teaching-learning activities and resources
The designer should use the appropriate teaching methods and techniques
in order that the objectives will be achieved in time. This selection must be based
on consideration to determine the most efficient and effective methods along with
the best way to provide the learning experience.
g. Specifying support services
The designer should prepare any support services which are likely to help
in designing materials including funds, facilities, equipment, and personnel whose
h. Evaluating the students’ learning
The last step is evaluating the learners’ knowledge whether the learning
objectives had been achieved or not. As mentioned in the third part, specifying the
objectives involving three domains such as: cognitive, psychomotor and affective
domain. The evaluation that is planned should indicate the objectives from each
domain. Furthermore the designer will do some revision and re-evaluation to any
stages which need improvement.
Kemps explain that developing an instructional system is a flexible
process. There is interdependence among the eight elements; decisions relating to
one may affect others. Each step of development has a direct relation with an
activity called revision. The designers are free to start whichever element to start
with and then move back and forth to the other steps (Kemp, 1977:9).
Figure 1. Kemp’s Instructional Design Model (Kemp, 1977:9)
Goals, topics,
general purposes
Pre -assessment
Learning Objectives Supporting
Services
Learners’ characteristics
Subject Content Learning
activities, resources Evaluation
2. Educational Research and Development
Educational research and development (R&D) is a process used to develop
and validate educational products. The step of this process are usually referred to
as the R&D cycle, which consist of studying research finding pertinent to the
product to be developed, developing the product based on the findings, field
testing, and revising it to correct the deficiencies found in the field-testing stage
(Borg and Gall, 1983: 772). The goal of educational research is to develop
products, discover new knowledge, and answer specific questions about practical
problems. The contribution of educational R&D is becoming a way to bridge the
gap between research and practice. It takes the findings generated by basic and
applied research and uses them to build tested products that are ready for
operational use in the school or institutions (Borg and Gall, 1983: 773). There are
10 major steps in the R &D cycle:
1. Research and information collecting
It includes review of literature, classroom observation, and preparation.
2. Planning
The most important aspect of planning is the statement of the specific
objectives to be achieved by the product. Planning is necessary to anticipate
needed materials, professional help, and field-test sites. Planning includes
3. Develop preliminary form of product
This part includes preparation, handbook, and evaluation. An important
principle in this part is to structure the product so as to permit obtaining as much
feedback as possible from the field test.
4. Preliminary field testing
It includes the using of instruments such as interview, observation and
questionnaire to collect data. It is conducted in from 1 to 3 schools, using 6 to 12
subjects. The purpose of this step is to obtain an qualitative evaluation of the new
educational product.
5. Main product revision
It includes revision of the product as suggested by the preliminary field-test
result.
6. Main field testing
The purpose of this step is to determine whether the educational product under
development meets its performance objectives. It includes conduction in schools
and collecting data in pre-course and post-course performance.
7. Operational product revision
It includes revision of the product as suggested by the preliminary field-test
results.
8. Operational field testing
The purpose of this step is to determine whether an educational product is
complete and tested in every respect. It includes the conduction in schools and
analyzing the data collected.
9. Final product revision
It includes revision of the product as suggested by operational field-test result.
10.Dissemination and Implementation
Dissemination is a process of helping potential users become aware of R&D
products. It is necessary to demonstrate that the R&D product is implemented
according to the developers’ specification. While implementation is the process of
helping the adopter of an R&D product to use it in the way intended by the
developers. Those two include the report on product at professional meetings and
journals.
3. Learning with Multimedia
Multimedia presents the prospect that the various advantages of the
individual. Media can be brought together in a single instructional environment
and strategically used to facilitate learning (Kozma, 1991: 205).
Brown, Lewis and Harclerod (1973) in Kozma’s journal (1991) states that
the term multimedia has been around for several decades. Until recently, the term
has meant the use of several media devices, sometimes in a coordinated fashion,
such as synchronized slides and audiotape, perhaps supplemented by video.
However, advances in technology have combined these media so that information
previously delivered by several devices is now seamlessly integrated into one. The
symbols systems, presenting text, then in another window presenting visuals. It
also processes information it receives, collaborating with the learner to make
subsequent selections and decisions.
Kozma (1991:205) explains that the real world can be connected the
mental models with interactive video. Interactive video integrates computer and
video technologies in a way that allows both video and computer-generated
information to be displayed together. In some implementations this information is
displayed on the same screen and can be overlaid. So for example, the video could
present a view of a boulder rolling down a hill in one window on the screen. The
computer could generate force vectors and overlay them on the moving object. In
another window, a graph could be generated that plotted velocity or acceleration
over time. Alternatively, the student may be given a workspace within which she
or he could compute acceleration or velocity.
Integrated multimedia environments bring together the symbolic and
processing capabilities of various media described above to help learners connect
their knowledge to other domains. Interactive videodisc environments hold the
potential for helping learners build and analyze mental models of problem
situations, particularly social situations. Hypermedia environments are designed to
help the reader build links among texts and other symbolic expressions and
construct meaning based on these relationships. While plausible rationales have
been given for the expected effectiveness of such environments, these must be
instructional designers will find these to be powerful development environments
and they have important implications for practice (Kozma, 1991: 206).
For example, these environments may dramatically change the nature of
the media decisions made by instructional designers. Until now, the selection of
media has been a macro-level decision. That is, the decision should video be used
or is audiotape sufficient?--has been based on various instructional considerations
in balance and it applies to the entire instructional presentation and to all learners.
The desirability of presenting visual information for one component of the task
would have to be balanced against the increased cost for the entire presentation
(Kozma, 1991: 208).
The structure of these traditional, macro-level decisions has affected the
conduct of media research. The important question for media researchers has
been: What is the overall impact of one medium versus another across learners,
and is this impact going to be sufficient enough to justify the additional
production and delivery costs that might be involved? This is the meta-question
that has driven research on media for the past thirty years and has resulted in little
understanding of learning with media (Kozma, 1991: 211).
On the other hand, media decisions for integrated multimedia
environments will be micro-level decisions. With these environments it is possible
to reconfigure a presentation on the fly in response to the needs of a particular
learner. The moment to moment selection of appropriate media can respond to
specific learner needs and task demands. While audio-linguistic or even text
visual information can easily be presented to a particular learner, for a particular
segment, at a particular moment, and for a particular purpose (Kozma, 1991: 212).
4. Video
According to Rice (1993) video in the classroom has a purpose beyond
entertainment: It is a tool to help students learn English. Students must be actively
engaged in their own learning process, not passively sitting back row. Rice
proposed the benefits of the video to teach. They are:
1. Bring native speaker into the classroom, relieving reader, the teacher, of the
necessary of providing the only model for pronunciation, intonation, and register.
2. Motivate students to learn by utilizing interesting story lines and character
interaction which makes them eager to understand what people are saying.
3. Increase oral comprehension: student can understand much more from
watching a video (in which body language accompanies speech) than from merely
listening to an audio tape.
4. Stimulate students’ interaction and communication with other classmates by
having them discuss the video itself or ways in which it relates to their lives and
experiences.
5. Promote cross-cultural awareness by enabling students to observe similarities
and differences between the lives of the characters in a program and those of their
own families and friends.
6. Are adaptable to use with students at any English-language proficiency level,
material that seems above their level if the accompanying activities are at their
level.
Rice (1993: 7) said that the most important goal of teaching with video is
to improve listening and speaking comprehension, not memory. Therefore it is
important for students to know exactly what they will have to do before students
view video. In this case, teacher’s role remains vital: to introduce the program and
set the pace, to assist the students as they watch video and work on its
corresponding viewing activities. Rice (1993:26) proposed five techniques of
using video in classroom:
1. Freeze Frame
Freeze frame is a simple, basic technique that the teacher use dozens of
times in the course of a lesson. To use it, just press the Pause or Still button on the
video recorder so that the picture “freezes” on the screen. All of the activities
with pictures in the classroom are still valid: describing the people or the scene,
introducing new vocabulary, making inferences about the characters’ habits,
livelihoods, or economic status from their clothing or physical characteristic.
Freeze Frame is also useful for pronunciation and grammar practice (Rice, 1993:
26).
2. Silent Viewing
In silent viewing, students make judgment about person’s age, physical
appearance, economic status, and mood. If teacher observes small details, as in
video close-ups, he can find out additional information: whether a person is
readily available for class discussion if teacher uses the silent viewing technique.
To use this technique, turn the volume control to its lowest setting so that the
soundtrack is inaudible. Watching a scene with the sound off gives students two
major benefits: 1) time in which to absorb the content of sequence without the
anxiety of having to understand the language, and 2) a chance to fit the language
that they will hear when sound is added to the visual context. Silent Viewing is
excellent for stimulating speaking and writing. Students want to communicate
their interpretations of the people and actions they have seen on the screen (Rice
1993: 27).
3. Sound Only
While Silent Viewing involves getting information through eyes, Sound
only involves listening for aural clues to the action. These include sound effects
such as ambulance sirens and car horns, animal sounds, door slamming, a baby
crying, and a telephone ringing. To use this technique, turn the brightness control
down until the television screen goes dark. What is left is students listen to the
sounds and conversations and make predictions about what is happening. They
can also try to describe the characters from listening to their voices: is a person
tall or short? Old, middle aged, r a teenager? Well-or poorly-educated? The major
advantage of this method over audio tape is that students can positively confirm
their guesses by viewing the accompanying video section. Sound Only is also a
good technique to use when teacher wants students to pay close attention to a
small piece of dialogue while avoiding the distraction of the action on the screen
4. Jigsaw Viewing
This technique is based on the idea that student partners will each know a
different, incomplete version of the same story. In order to recreate the original,
they will need to share their information. While creating print or audio tape
materials to use with this technique is an arduous task, video, with its separate
visual and sound tracks, is easily adaptable. The classic mode for Jigsaw Viewing
requires sending half of the class out of the room for q few minutes. The
remaining half watches the video with the sound off. The students then switch
places and the second group listens with the picture off. If teacher has second
room available, he can make an audio tape copy of the soundtrack for the
listeners. Teacher will want to create viewing and listening task sheets for the
students to complete individually. Then they will come back together to share
their information (Rice, 1993: 29).
5. Normal Viewing
Watching a video with both the sound and the picture on does not seem to
fit the label of “video technique”. It qualifies as one in an educational sense:
teacher is choosing to show the video in this fashion in order to give students the
visual and verbal information they need to complete a task. Because the
combination of both the visual and audio tracks supplies an overwhelming amount
of information, it is the best to show only very short segments to class-one to two
minutes of tape is about all that students can retain in short-term memory. Teacher
wants to create very structures tasks for class if Normal Viewing is used as an
students, teacher can create activities that focus on ordering of events, checking
off things that they see listening for paraphrases, and gathering impressions that
can lead into writing assignments (Rice, 1993: 30).
5. Speaking Skill
a. The nature of speaking
According to Luoma (2004:9), speaking skill is an important part of the
curriculum in language teaching, and this makes them an important object as well.
When people hear someone speaking, they pay attention to the speaker’s sounds
like almost automatically. On the basis of what they hear, they make some
tentative and possibly subconscious judgment about the speaker’s personality,
attitudes, home region, and native/non native speaker status. As speakers,
consciously or unconsciously, people use their speech to create an image of
themselves to others. By using speed and pausing, and variations in pitch, volume
and intonation, they also create a texture for their talk that supports and enhances
what they are saying. The sound of people’s speech is meaningful, and that is why
this is important for assessing speaking.
Speaking skill deals with grammar. Luoma states that planned speech,
where speakers have prepared and possibly rehearsed their presentation in
advance, or they express well thought-out points and opinions, which they may
have voiced many times before. Unplanned speech, in contrast, is spoken on the
spur of the moment, often in reaction to other speakers. It is particularly, in
although even in planned speech, idea units are usually shorter than in writing,
because the speakers know that their talk has to be understood by listeners
(Luoma 2004: 12).
Many spoken idea units are clauses. But the way that idea units are
structured is often slightly different from standard written clauses. Two structures
that clearly belong to spoken-like language use are topicalisation and tails.
Topicalisation gives special informational emphasis to the initial element of a
clause in informal speech. It breaks the standard word order of written language.
Tails, in turn, are noun phrase that come at the end of a clause. In a way they are
the mirror image of topicalisation, in that they repeat a pronoun that has been used
earlier in the clause. By using tails speaker can emphasize the comment they make
at the beginning of the clause, and still make it clear what they are talking about,
as in It’s very nice (Luoma 2004: 15).
Speech has a purpose. One way in which speech events differ from each
other is the purpose for which the people are talking to each other. With this
approach to analyzing talk, there are two extremes namely chatting or
listener-related talk and information listener-related talk. They stress that this is not a clear-cut
dichotomy but rather a dimension along which sections of talk will be situated.
Both types of talk can occur in one and the same speech event. Chatting is to
make and maintain social contact, to oil the social wheels, and thus chatting forms
a large part of anyone’s social life. While information-related talk refers to speech
aimed at transferring information on a particular topic. For instance, policemen
Another feature that influences speaker’s choice of words in interaction is
speaker’s roles and role relationship. Together with the social and contextual
feature of the speaking situation, they can particularly be seen in the way that
politeness appears in the talk. Politeness is usually the reason why people do not
communicate ‘maximally efficiency’, as they would if they followed Grice’s
(1975) four conversational maxims:
1. Quantity: give sufficient information but not too much;
2. Quality: say only what you know to be true;
3. Relation: be relevant;
4. Manner: be brief, clear and orderly.
b. Assessing speaking
It is an obligatory to assess speaking skill. Luoma (2004: 170) states that
speaking is special because of its interactive nature which often tested in live
interaction. Some variability in the rating process involves human raters. Then
Luoma suggests those procedures to ensure the reliability and validity of the
scores.
To assess speaking skill, Brown (2004:141) states that we need to know
and review type of spoken language and micro- and macroskills of speaking. The
microskills refer to producing the smaller chunks of language such as phonemes,
morphemes, words, collocations, and phrasal units. The macroskills imply the
and nonverbal communication. Brown cited five categories of oral production
assessment tasks.
1. Imitative
At one end of the continuum of types of speaking performance is the
ability to simply parrot back (imitate) a word or phrase or possibly a sentence.
While this is a purely phonetic level of oral production, a number of prosodic,
lexical, and grammatical properties of language may be included in the criterion
performance. The only role is in the short term storage of a prompt, just long
enough to allow the speaker to retain the short stretch of language that must be
imitated.
2. Intensive
A second type of speaking frequently employed in assessment contexts is
the production of short stretches of oral language designed to demonstrate
competence in a narrow band of grammatical, phrasal, lexical or phonological
relationships (such as prosodic elements-intonation, stress, rhythm, juncture) the
speaker must be aware of semantic properties in order to be able to respond, but
interaction with an interlocutor or test administrator is minimal at best. The
example is sentence and dialogue completion; limited picture-cued tasks,
including simple sequences.
3. Responsive
Responsive assessment includes interaction and test comprehension but at
the somewhat limited level of very short conversations, standard greetings, and
always a spoken prompt, which perhaps the only one or two follow-up questions
or retorts.
4. Interactive
The difference between responsive and interactive speaking is in the
length and complexity of the interaction, which sometimes includes multiple
exchanges and/or multiple participants. Interaction can take the two forms of
transactional language, which has the purpose of exchanging specific information
or interpersonal exchanges, have the purpose of maintaining social relationship. In
interpersonal exchanges, oral production tasks can become pragmatically complex
with the need to speak in a casual register and use colloquial language, ellipsis,
slang, humor, and others.
5. Extensive (monologue)
Extensive oral production tasks include speeches, oral presentations, and
storytelling, during which opportunity for oral interaction from listeners is either
highly limited or ruled out altogether. Language style is frequently more
deliberative and formal for extensive tasks, but we cannot rule out certain
informal monologue such as casually delivered speech.
6. Communicative Language Teaching
According to Richards and Rodgers (2001:159) the communicative
approach in language teaching starts from a theory of language as communication.
The goal of language teaching is to develop “communicative competence”.
Communicative Language Teaching as acquiring the linguistic means to perform
different kinds of function. Richards and Rodgers (2001: 60) describes seven
basic functions that language performs for children learning their first language:
1. The instrumental function: using language to get things.
2. The regulatory function: using language to control the behavior of others.
3. The interactional function: using language to create interactions with others.
4. The personal function: using language to express personal feelings and
meanings.
5. The heuristic function: using language to learn and to discover.
6. The imaginative function: using language to create a world of the imagination
7. The representational function: using language to communicate information.
At the level of language theory, CLT has a rich, if somewhat eclectic,
theoretical base. Some of the characteristics of this communicative view of
language are as follows (Richards and Rodgers, 2001:161):
1. Language is system for the expression of meaning.
2. The primary function of language is to allow interaction and communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse.
Richards and Rodgers (2001:161) proposes elements as the
communication principle, the first is activities that involve real communication
which language is used for carrying out meaningful tasks promote learning. The
third element is the meaningfulness principle, which defined as language that is
meaningful to the learners supports the learning process. Learning activities are
consequently selected according to how well they engage the learner in
meaningful and authentic language use (rather than merely mechanical practice of
language patterns).
a. Type of learning and teaching activities
The range of exercise types and activities compatible with a
communicative approach is unlimited, provided that such exercises enable
learners to attain the communicative objectives of the curriculum, engage learners
in communication, and require the use of such communicative processes as
information sharing, negotiation of meaning, and interaction. Classroom activities
are often designed to focus on completing tasks that are mediated through
language or involve negotiation of information and information sharing. (Richards
and Rodgers, 2001:165).
b. Learners’ roles
The emphasis in CLT on the processes of communication rather than
mastery of language forms leads to different roles for learners from those found in
more traditional second language classrooms. Breen and Candlin (qtd in R&R
2001) describe the learner’s role of CLT in the following terms:
with the role of join negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learners is that he should contribute as much as he gains, and thereby learn in an interdependent way. (1980:110)
The cooperative (rather than individualistic) approach to learning stressed
in CLT may likewise be unfamiliar to learners. CLT methodologists recommend
that learners learn to see that failed communication is a joint responsibility and not
the fault of speaker or listener. Similarly, successful communication is an
accomplishment jointly achieved and acknowledged (Richards and Rodgers,
2001:166).
c. Teachers’ roles
Several roles are assumed for teachers in CLT, the importance of
particular roles being determined by the view of CLT adopted. Breen and Candlin
(qtd in R&R 2001) describe the teacher roles of CLT in the following terms:
The teacher has two main roles: the first role is to facilitate the communication process between all participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher: first as an organizer of resources and as resource himself, second as a guide within the classroom procedures and activities. (1980:99)
d. Need analyst
The CLT teacher assumes a responsibility for determining and responding
to learner language needs. This may be done informally and personally through
one-to-one sessions with students, in which the teacher talks through such issues
as the students’ perception of his or her learning style, learning assets, and
instrument. Typically, such formal assessments contain items that attempt to
determine an individual’s motivation for studying the language. On the basis of
such needs assessments, the teachers are expected to plan group and individual
instruction that responds to the learners’ need (Richards and Rodgers, 2001: 167).
e. The role of instructional materials
A wide variety of materials have been used to support CLT. Practitioners
of CLT view materials as a way of influencing the quality of classroom interaction
and language use. Materials thus have the primary role of promoting
communicative language use. Richards and Rodgers (2001:168-169) consider
three kinds of materials currently used in CLT and label these text-based,
task-based, and realia.
B. Theoretical Framework
In the theoretical description, the researcher presents a model of
instructional design. The researcher applies the cycle of Educational Research and
Development (R&D). R&D has several steps to carry out to obtain the main goal
of the study. On the other hand, the procedures inside the theory of R&D are very
common. The researcher would need more guidance to make the product.
Therefore, the researcher applies Kemp’s model as the theory of instructional
design and other theories which had been explained in the theoretical description
section, such as multimedia, video, speaking skill, and Communicative Language
Those theories are put under the umbrella of R&D and R&D becomes the
main framework for the study. Then, there are seven major steps of Kemp’s
adapted model as the specific step to develop the product.
In the materials, the researcher tries to create various speaking activities
using video suggested by Rice to change boredom into enjoyable classroom
activities. Furthermore, the researcher will design the materials using some
techniques of using video in classroom proposed by Rice such as freeze frame,
silent viewing, sound only, jigsaw viewing, and normal viewing.
The speaking activities built in the materials will be planned speech
because of the opportunities given to prepare the speech as stated by Luoma
where speakers have prepared and possibly rehearsed their presentation in
advance, or they express well thought-out points and opinions, which they may
have voiced many times before.
The steps done by the researcher were as follows:
1. Identifying learner characteristic and needs
In this step, the researcher applied Research and Information Gathering from
R&D model as the umbrella of identifying learner characteristic and needs from
Kemp’s model. In this step, the researcher collected any data from grade X
students of SMA Pangudi Luhur Sedayu and also the English teacher of SMA
Pangudi Luhur Sedayu. In this step, the researcher conducted gathering data. The
data was collected by interviewing the English teacher to know the activities of
speaking in class. Besides, the researcher also distributed questionnaires to the
learning English especially related to speaking skill. In order to find out some
sources as guideline to collect research findings and some other information
concerned with the planned design, the writer employed review of literature. It
can be from journal, SMA curriculum used, and some educational books.
2. Formulating goals, topics, and general purposes
In this step, the researcher applied planning from R&D model as the umbrella
of formulating goals, general purposes, and topics from Kemp’s model. After
gathering the data needed, the writer started to collect some sources which were
used in designing materials. In order to design a set of speaking materials using
video, then the researcher made a kind of frameworks. In this step, the writer
formulated the goals, topics and general purposes, and learning objectives in order
to plan the materials design. Curriculum review was used in this step.
3. Formulating learning objectives
In this step, the researcher applied planning from R&D model as the umbrella
of formulating learning objectives from Kemp’s model. In this step, the researcher
stated learning objectives representing activities that will best promote learning.
The researcher explained the students’ achievement that should be expected.
4. Choosing appropriate subject content
In this step, the researcher applied developing preliminary form of product
from R&D model as the umbrella of choosing appropriate subject content from
Kemp’s model. In this step, the researcher chose the appropriate subject content
5. Teaching Learning Activities
In this step, the researcher applied developing preliminary form of product
from R&D model as the umbrella of teaching learning activities from Kemp’s
model. Based on the students’ needs from the interview, and from the results of
questionnaires the writer attempted to design the appropriate teaching learning
activities for the students. It was very important to consider the students’ needs
because it determined the students’ point of view as the target of the research.
In this step, the theories used were freeze frame, normal viewing, summative
assessment such as imitative, intensive, and responsive, and type of teaching
activities from CLT.
6. Support Services
In this step, the researcher applied developing preliminary form of product
from R&D model as the umbrella of support services from Kemp’s model. The
researcher plans the support services required to implement to the design. Those
services include funds, facilities, equipment, and personnel. The researcher
applied facilities and equipment to the designed materials since the multimedia
learning was conducted to the activities.
In this step, the theory from multimedia was used. The support services
needed were adobe flash player application, and computers. This interactive
multimedia could be operated both students and the teacher or the teacher alone
7. Evaluating the designed material
In this step, the researcher applied preliminary field testing from R&D model
as the umbrella of evaluating the designed materials from Kemp’s model. This
step is conducted to get evaluation and suggestion about the products.
Questionnaire is constructed to get some evaluation and suggestion from the
respondents. The respondents of the evaluation and suggestion are two English
SMA Teacher and two PBI lecturers of Sanata Dharma University. The main
purpose of the step is to measure whether the design was appropriate and relevant.
8. Changing to improve
In this step, the researcher applied main product revision from R&D model as
the umbrella of changing to improve content from Kemp’s model. Based on the
questionnaire distributed, the writer revised the designed materials. The basis of
revising the designed materials was the result of the questionnaire from SMA
teacher and lectures of Sanata Dharma University. In this step, the researcher
conduct evaluation as it allowed the researcher to do revision before the final
CHAPTER III
METHODOLOGY
This chapter presents the methodology which is used to accomplish the
study. The methodology is used to answer the research problem as stated in
chapter I. This problem is discussed into six parts. They are research method,
research participants, research instruments, data gathering technique, data analysis
technique, and research procedure.
A. Research Method
The research method was conducted to answer the research question. The
question is “What is the design of supplementary interactive speaking multimedia
for the tenth grade students of SMA Pangudi Luhur Sedayu?”. In order to solve
the problems, the writer used Research and Development method (R &D).
According to Borg and Gall (1983: 771-772) in Educational Research: An
Introduction, educational research and development is a process to develop and
validate educational products which can be in forms of teaching materials,
teaching methods and method for organizing instruction. While the goal of R&D
is to develop research knowledge and integrate it into a product by combining
educational research and educational practice. The researcher modified R&D
steps as the requirement of the method. The researcher used R&D as the umbrella
or framework of the whole project, and then Kemp’s instructional models are
five steps of R&D were used in this research because this study was only
designing materials. The steps are Research and Information Collecting, Planning,
Develop Preliminary Form of Product, Preliminary Field Testing, and Main
Product Revision. Those five steps were considered enough to carry out the
research as well to answer the problem formulation.
1. Research and information gathering
In this step, the researcher applied the identification of learners’
characteristic and needs step from Kemp’s model under the research and
information gathering step from R&D. the researcher conducted needs analysis by
doing questioners to the students in order to gather data consisting of their
necessities, lack, and wants. The researcher also conducted interview with the
English teacher to gather data about the students’ characteristic and find out how
the classroom activities were. Based on this data the writer has consideration to
construct an appropriate material for the students.
2. Planning
In this step, the researcher applied the formulating goals, topics, and
general purposes, and formulating learning objectives steps from Kemp’s model
under the planning step from R&D. Within this step, the researcher tried to
formulate specific purposes which derived from the goals and the needs analysis.
After stating the learning objectives, the researcher made list of topic based on the
3. Developing preliminary form of product
In this step, the researcher applied c
