Name Title

: Nova Lingga Pitaloka (06122501046) : Developing Interactive Multimedia with Local-Content-Based Narrative Texts For the Eighth Grade Students In this globalization era, English has a place as a prestigious language as it is used as lingua franca by people all over the world. Similar to English, ICT has also been used worldwide in any aspects of life and fields including education. Interactive multimedia is a part of the ICT which is also widely used in education particularly in ELT. Nusir, Alsmadi, Al-Kabi, and Shardqah (2011, p.46) argues that multimedia can be helpful for learners during learning process as it can enhance and enable students to learn in a more effective way. In terms of teaching literature, Mukti and Hwa (2004, p.144) proposes that multimedia is suitable in presenting stories to children for it facilitates learning and enjoyment of stories. Nusir, Alsmadi, Al-Kabi, and Shardqah (2011, p.46) also suggests that more efforts are needed to create new programs using multimedia elements and multimedia authoring tools to fulfill a content rich learning software and courseware to provide to different students. However, there is few interactive multimedia made specifically for Indonesian students while interactive multimedia made by people from other countries might not exactly meet and fit what students really need. Talking about ELT, reading has always been one of the major concerns in many studies in ELT field. Sadeghi, Kasim, Tan, and Abdullah (2012, p. 119) states that until now, reading comprehension is one of the prominent parts in second/foreign language tests and examinations and it plays a basic role in the educational and professional life of many students as reading plays role as a great source of knowledge. Thus, the students have to possess good even higher reading literacy to compete with other countries all over the world. However, based on the results of PISA 2009, Indonesia was ranked in the 57th out of 65 countries in terms of reading literacy with mean score 402 (OECD, 2010). Indonesia, then, was ranked in the 60th out of 65 countries participating in PISA 2012 with mean score 396 while the OECD mean was 496 (OECD, 2013). It shows that the reading literacy in Indonesia is still poor compared to other countries. Thus, all English teachers have to do serious efforts to improve students reading literacy. Concerning this, students can be taught by using literature in order to improve their reading literacy and one type of texts which belongs to literature is narrative text. Ferradas (2009, p. 27) argues that literature is beneficial to be used in the classroom for some reasons: (1) it is motivating and thought-provoking; (2) it offers meaningful contexts for language learning; (3) it can help students to develop their procedural abilities to interpret discourse; (4) it offers cultural awareness; and (5) it stimulates imagination and critical and personal response. Thus, narrative text can be one of the suitable text type to offer these benefits for students particulary for facilitating cultural awareness. Unfortunately, in the textbook, there is few narrative texts which include stories from South Sumatera in it. Concerning about the problems described above, the writer is interested to develop an interactive multimedia with local-content-based narrative texts for the eighth grade students as narrative texts is one of the materials suggested by Curriculum 2013 for the eighth grade students. Besides, Curriculum 2013 suggests teachers to integrate ICT as a media used in the teaching and learning process of every subject (Ministry of Education and Culture, 2012, p. 24) including English. The writer is also interested in using fiction stories from South Sumatera as the reading materials of narrative texts. The method used in this study is development research proposed by Akker (1999) and it will use formative evaluation stages proposed by Tessmer (1993) to develop a valid, practical, and effective interactive multimedia with local-content-based narrative texts. In this study, there are four phases to develop the product which are experts judgement, oneto-one test, small group test, and field test. Prior to those four phases, in developing narrative texts, the writer will determine students reading level first by using standardized test (i.e.: Informal Reading Inventory). And then, all local-content-based narrative texts that has been gathered will be tested to determine their readability levels. The texts which its readibility level are matched to the students reading level will be included as the materials in the interactive multimedia. Then, the writer will construct reading comprehension test based on each narrative texts and the difficulty level of each items will be in line with students reading ability. After the prototype of the product is designed including the narrative texts and reading comprehension test, the product must be tested following four phases described above to produce a valid, reliable, and effective product. Sriwijaya University lecturers(i.e.: English, instruction, and ICT experts) will participate in expert judgment. One to one, small group and field test will be done in SMP Negeri 1 Sungai Lilin.

REFERENCES Akker, J. (1999). Principle and methods of development research. In J. Akker, R. Branch, K. Gustalfon, T. Nieveen N, & Plomp (Eds.), Design methodology and development reserach (pp. 1-14). London: Kluwer. Ferradas, C. (2009). Enjoying literature with teens and young adults in the English language class. In Britlit: Using literature in EFL classrooms (pp. 27-34). Retrieved from http://englishagenda.britishcouncil.org/sites/ec/files/books-britlit-using-literature-in-efl-classrooms.pdf Mukti, N. A., & Hwa, S. P. (2004). Designing interactive multimedia: Learning environment for moral values education. Educational Technology & Society, 7(4), 143-152. Nusir, S., Alsmadi, I., Al-Kabi, M. & Shardqah, F. (2011). Designing an interactive multimedia learning system for the children of primary schools in Jordan. IEEE Global Engineering Education Conference (EDUCON) April 2011, Amman, Jordan OECD. (2010). PISA 2009 results: What students know and can doStudent performance in reading, mathematics and science (Volume I). Retrieved from http://www.oecd.org/pisa/pisaproducts/48852548.pdf OECD. (2013). Pisa 2012 results: What students know and can do student performance in mathematics,reading and science (Volume I). Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf Sadeghi, N., Kasim, Z. M., Tan, B. H., & Abdullah, F. S. (2012). Learning styles, personality types and reading comprehension performance. English Language Teaching, 5(4), 116-123. Tessmer, M. (1993). Planning and conducting formative evaluation. Philadehelphia, London: Kogan Page.