Designing English Learning Media for Starter Learners at Elementary

Schools based on Interactive Multimedia

T. Sy. Eiva Fatdha#, Dewi Sari Wahyuni*
#
Computer Engineering, STMIK Amik Riau, Pekanbaru, 28293, Indonesia
E-mail: syarifaheiva@stmik-amik-riau.ac.id, dewisariwahyuni@stmik-amik-riau.ac.id

Abstract— Millennial generation is naturally connected with digital learning. Therefore, the usage of technology in enhancing
learning is crucial in order to achieve better learning outcome. The problem was some Elementary schools in Pekanbaru still insisted
in employing manual learning style. Instead of using digital tools, they worked on manual books as teachers complained that the main
issue was children short attention span, that no matter how interesting the presentation, the pupils were not into them more than
allocated time for them to be interested in. Moreover, the existing digital materials were not sufficient enough, irrelevant with the
curriculums and even teachers, themselves, especially the digital immigrant generations faced difficulties in composing and adjusting
those digital materials due to their lack of skills in dealing with technology. This happened to almost all subjects taught at schools.
Based on this case, the researchers tried to design an integrated learning media, focusing only on English language learning as
English was one of considered difficult subjects. Designing a digital application for this subject which is in line with curriculums and
targeted learning outcomes, as well as it combined animation, audio and video and text are expected to help teachers in working out
with pupils’ lack attention span, and its handy features eases them to operate the digital media, that it is not necessary for the
teachers to attend a special class in comprehending the way to make use the said media.

Keywords— English Learning Media, Interactive Multimedia

composing and adjusting those digital materials due to their

I. INTRODUCTION
Elementary school students who were born as millennial,
digital native have been inseparable with digital devices.
They know how to deal with those gadgets better than adults
as digital immigrants. It is their nature to absorb any
information shared digitally. As this technology has been in
touch with them at the very beginning, the usage of
technology in enhancing learning should be the taken into an
account. Its essentiality is required to earn targeted output.
In Pekanbaru, most of Elementary school still did not
show the urge of using technology as media in learning for
basically two reasons; the inadequate facility provided by
school and the capability of digital immigrant teachers in
operating these technology devices. Consequently, the
manual learning style was employed for avoiding further
problems. Children short attention span is often one of
excuses used by teachers in avoiding to integrate digital
technology that no matter how interesting the presentation,
the pupils were not into them more than allocated time for
them to be interested in. Moreover, the existing digital
materials were not sufficient enough, irrelevant with the
curriculums and even teachers, themselves, especially the
digital immigrant generations faced difficulties in
lack of skills in dealing with technology.
From the above explanation, the writers saw the urgency
of providing learning media, especially English language
which copes with students’ need and assists teachers as well
in delivering the materials.
The writers decided that the subject should be English
because the need for communicating in written or spoken
English can no longer be avoided. English also functions as
tool for accessing information as well as for building
interpersonal relationship in this global era. In order to learn,
language learners will always deal with vocabulary at the
very beginning. This vocabulary mastery is foundation of
any languages; in this case, English, which should be
acquired for it is internationally recognized and used
worldwide.
As the most crucial thing that a learner should be able to
understand, this activity in acquiring vocabulary should be
taken into an account by starter to advanced learners.
Reaching targeted competency in English language is
undoubtedly supported by a wide range of vocabulary that
learners have. Consulting dictionaries is one of solution that
can be done. There are many dictionaries available in the
market; manually or digitally provided. Many words are
covered by them completed with explanation and pictures.
However, those different kinds of dictionaries are
considered too much for elementary school students, as
starter learners. Their objectives are limited and to find
media which covers these specific learners is what the
writers were trying to discover. It should be interesting, eye-
catching and has clear sound for pronunciation and adjusted
with the targeted learners’ capacity to avoid overwhelmed.
II. THE MATERIALS AND METHOD
The usage of multimedia in assisting learning has widely
spread and, especially in English language subject, this
connection can be seen by various kinds of English learning
materials presented in combination of text and audio,
pictures and text or audio, pictures and text and video.
A. Multimedia
Tay Vaughan (2004) is in the opinion that multimedia is
a combination of text, art, audio, pictures, animation and
video displayed by means of computer or digitally
manipulated and interactively controlled. There are three
kinds of multimedia:
1. Interactive multimedia
User can control what and when the elements of
multimedia which were sent or displayed.
2. Hyperactive Multimedia
This kind of multimedia has a structure of related
elements with user direction. It can be concluded that this
multimedia has many links which connect the existing
elements.
3. Linear Multimedia
The user is only audience and enjoys the presented
product from the beginning to the end.
As media for learning, the designed application will be
part of interactive multimedia for it is the most appropriate
choice for teaching and learning process.
According to Munir (2012:1), the definition of
multimedia can differ for it depends on one’s point of view.
In general, multimedia connects more than one media to
present information. For example, musical video is one of
multimedia because it uses audio and video. It is dissimilar
with musical recording which only uses audio and therefore,
it is called mono-media. The concept of multimedia can be
defined as combination of various media; text, pictures,
video and animation in a program on computer basis which
enable to facilitate interactive communication, as described
in the following Figure 1:
Figure 1. Multimedia Concepts
The inception of multimedia utilized in education is a
part of development computer-based learning. In 1990,
interactive media-based computer started to be employed.
Educators, then, considered what implications emerged from
this new media if it was applied in teaching and learning
process.
In a relatively short period of time, the emersion of
related multimedia and communication technology has
broken through almost every aspects of community life. In
addition, Munir (2012) said that, initially, interactive
multimedia was considered as a choice of technology in
education context for social, economy and pedagogy reasons
which have became necessary in education. Many education
institutions invest their time, efforts and money on this usage
of technology.
On the other hand, Suyanto (2012) stated that multimedia
as presentation media is dissimilar with that as learning
media. Presentation media does not require the user to be
actively interacting in it, despite the cover interactivity.
Learning media involved user in activities which are
mentally demanding in learning. From this perspective,
specific mental access which is necessary in learning media
can be generated through systematic manipulation of
instructional events. It is expressly stated the important roles
of an instructional design in educational multimedia. Hence,
educationa multimedia is interactive multimedia package
where it contains instructional steps designed to involved
active users in teaching and learning process.
B. Multimedia and Education
A lot of efforts have been done to integrate Multimedia
in language teaching and learning process. Schools or other
formal or informal institutions involved in education
compete for purchasing the latest technology devices such as
computers or any other digital tools and internet access as
well. The teachers, the digital immigrant are trained how to
use these devices to cope with their digital native students’
needs. Since this integration is a means to be used, the
teachers are introduced to different methods, advised on
using a number of approaches and pedagogically provided
with, so that they can use and control the usage of the said
devices wisely.
In spite of the things mentioned above, it should be re-
emphasized that this technology should be appropriately
used that it can, indeed, be of considerable assistance to the
teaching and learning process itself. The appropriate usage
of technology can be much of benefit for it has been easier
to find plenty of online materials that are ready-to-use in the
classroom. Using the digital media is surely be an effective
assistance in acquiring more skills.
Unfortunately, this technology has not yet spreaded
evenly. Some parts of Indonesian regions, over and above,
some parts of the world have not been touched by this
technology. Albeit some has been, it is so limited that the
teachers and/or educators should work hard in making use
the low technology available in their classroom effectively
so that the aims of the teaching and learning process can be
achieved or the teachers do not even use them at all
considering the benefits that the students will get. Why
bother using these devices when the their usage that is
supposed to lead the students to the main artery, direct them
to be out of the railway. Furthermore, when the objective is
possible to be reached by means of simple devices, there is
no need for the teachers on imposing high technology
devices.
Students needs to learn on the domain concept and
connection on former and latter information, therefore,
designing teaching materials acts as one of crucial aspect for
facilitating this need. Teacher attending the class cannot be
automatically be replaced by the digital materials
themselves. The existence of materials is intended as a
supplementary for enhancing learners.
Current instructional methods, in this case, assisted by
interactive multimedia, support learning process, focusing
on specific information adjusted to curriculum. (Attapatu:
2017). However, students have to detect connection on the
information. This integration of materials in interactive
multimedia increases the effectiveness of learning input and
output. However, the manual construction of concept maps
from teaching materials places an additional workload on the
academics involved.
Ina Blau (2017) stated that learning of new content
mostly occurs through watching videos and transferring
information from teachers to students utilizing technological
tools. The urgency of technology and digital devices in
assisting and developing learning both in and out class is no
longer can be hold.
C. Multimedia and English
English is the language that should be mastered in this
recent technology development and globalization era. The
development of technology is one of the reasons why pupils
or students as learners have to acquire English. Being
capable of spoken and written English is crucial.
According to Dicky (2009), learning English is not easy,
especially when the technique used is not appropriate.
However, this need on English mastery had been facilitated
by learning English since Elementary School.
For pupils at this level, English is still span-new and at
their age, learning new things is fun and absorbing new
things is relatively easy for their amazing and instant
absorbance capability. That is why teachers as facilitators
should deliver the material in appropriate and fun ways so
that the maximum learning outcome can be achieved. In this
case, the writers proposed using media as per their age.
In their learning, starters of every language learners,
specifically English, has to acquire sufficient words to be
able to produce the language. Lack of vocabulary puts them
into difficult situation for the language is incomprehensible.
Many of English language learners faced this situation and it
were the monolinguals who suffered the most.
Using multimedia in learning English has contributed to
higher teaching and learning quality. However, teacher
should consider that multimedia is only an additional or a
way to make teaching more interesting. Multimedia will
never replaced teacher role in learning English.
By making taking the advantages of multimedia and
reducing its negative impact to learn, hopefully, Elementary
students who are guided by their teacher, will be able to
increase their level of vocabulary into a wider scope that
learning in a higher level is going to be much more easier
than having lack vocabulary as starters.
D. Research Method
This research is aimed to develop multimedia interactive
as per framework described below:
Observation
Data Analysis
System Design
Creating Application
Evaluation
Documentation
Figure 2. Research Framework
Based on the above framework, the steps are described as
follows:
1. Observation
Conducting observation and collecting data on the
problem under study.
2. Data Analysis
Analyzing data obtained from observation by combining
the survey report and user policy into a structures
specification by modeling.
3. System Design
Comprehending information system as per the obtained
data and implementing the user’s desired model
4. Creating Application
Creating application and presenting result designs into
completed application based on designed system.
5. Evaluation
Trial and error process is necessary to ensure that
interactive multimedia application for learning English
is correctly designed as per stipulated characteristics and
no error contains therein. ng terkandung didalamnya.
6. Documentation
Documenting system created in a journal/article.
E. Analysis and Design
This analysis and design are intended to describe created
system and its implementation to the user.
1. Analysis of Required System
This analysis describes required systems focusing on
property of the perpetrator owned by system, software,
hardware, brain ware and others that should be fulfilled in
the implementation of designed system.
2. Analysis of Required Software
It is necessary to provide at least two software; software
for processing 3Dimension, Macromedia Director and
software for processing learning media, 3dmax, and it can
be developed by using these following software:
Computer
Sistem Operasi Windows8.1Prox64
SketchUp
Makromedia Director
AdobePhotoshop CS 3
Adobe After effect
Figure 3. Required Software
3. Analysis of Required Hardware
An adequate specification of hardware supports the
running of software. The minimum specifications of
hardware are as follows:
Computer
Processor Intel Core i3 1.70 GHz
RAM 2 GB DDR3
Harddisk 500GB
Mouse dan Keyboard
VGA Intel(R) NVIDIA GeForce 920M
Figure 4. Required Hardware
4. Analysis of required Brainware
This designed learning media is accessed by a user. In
general, the flow of application system as stated below:
1. Teacher runs the application
2. Teacher chooses the material
3. When it is chosen and clicked, automatically
objects will be displayed.
Despite the high specifications needed to create the
application, teacher as end user will not be bothered by
complicated ways of its operation. It is completely handy for
a person with a very limited knowledge and skills on
technology. And when the teacher has more competence on
IT, its usage in the web can also be optimized. More group
of students are possible to be engaged and, perhaps,
collaborative learning of students more than one class or
more than a school participates in learning by using this
learning media.
Combination of system, software and hardware in
creating media learning and operating by brainware is a
combination of ways of learning that its effectiveness has
been acknowledged recently.
Although there has been many of multimedia used as
media to learn English, this application is designed for
specific used of students at elementary schools in Pekanbaru
and Indonesia in general. It is possible to adjust the material
with curriculums used by the Schools or specific teachers.
The integration of various media integrated in this
interactive media is expected to attract students’ attention
and enhance their cognitive skills as well as their motivation.
F. Application Design
To ease the process of design, it is needed to design
hierarchy application diagram. The outline of application
structure built can be seen in Figure 3.
Figure 5. Interactive Multimedia Hierarchy Diagram
G. Performance Indicators
The achievement of this research is very important for it
is used as benchmark of performance indicators. Scope of
the research is employed as area under study so that
performance indicators are set as the followings:
1. Creating English learning media based on Interactive
Multimedia
2. Providing convenience to the learners as users to learn
every presented learning material.
3. Evaluating each and every material at this learning
media.
The outline of framework used for designed learning
multimedia application is described in Interactive
Multimedia Hierarchy Diagram and the followings are
functions for each frame:
1. Home shows the start screen at the time the application
is running.
2. Introduction is used as introductory display which
functions to share basic knowledge and interesting
information to the users of this learning application.
3. Material is the core view of designed application. It is
intended for starters and it consists of 5 sub-sections, for
introducing things, colors, functions and etcetera.
4. Exercises functions as frame to detect how far the
material is mastered by scoring system.
III. RESULTS AND DISCUSSION
A. Implementation
At this stage developing application was carried out based
on completed application design on hierarchy diagram and
design storyboard. Application was implemented by using
Software Macromedia Director and any other software
specified previously to support the design of application to
the maximum display.
1.Home Scene Display:
Figure 6. Home Scene Display
At this scene menu, there are four buttons that can be
clicked; Introduction, Material, Exercise and Exit. When
pointer mouse is directed to one of the buttons, information
will be shown up regarding targeted scene by clicking the
button. The information is placed on the right side of the
program. Exit button functions to exit the application.
2.Introduction Scene Display
Figure 7. Introduction Scene Display
At this Introduction Scene, there are three buttons that
can be selected; History, Video 1 and Video 2. History
button contained the importance of English language, and its
role at various aspects. Video 1 and Video 2 cover
supporting introduction of that history.
Activities contained in those three buttons are for
collaborative classroom activities. History is used to
motivate students to learn English and Videos are used to
deliver excitement that learning English is fun and easy if
one’s has been motivated to learn.
Materials can be changed as per needed for further
designed. In this context, they are merely vocabulary for
personalization based on places. For example, when it is
about School, things at school will be displayed and each
can also be clicked. At school, there are classrooms.
Clicking one of these classrooms will result in having shown
things in the classroom.
In further application design planning development, the
functions and further explanation of each object will be
available to be clicked, so that this application is possible to
be used for adult learners as well as individual learners.
3.Material Scene Display
Figure 8. Material Scene Display
4.Exercises Scene Display
Figure 9. Exercises Scene Display
At Exercise scene, there are five buttons; Chapter 1,
Chapter 2, Chapter 3, Chapter 4, Chapter 5. Each exercise is
adjusted with Material Scene.
The exercises are in the form of multiple choice and it is
planned to be developed to various type of exercises in the
future which will cover four of English language skills;
listening, speaking, reading and writing.
B. Implication
This designed learning media (application) is intended to
be possibly used at a very limited technology access, such as
by using desktop or laptop for small number of students. It
can also projected by using LCD Projector in a classroom
with large number of students.
Teacher with lack of IT knowledge and skills finds it
handy to be used as it is installed in their computer. There is
no need for specific IT skills in using this learning media
after the installation.

IV. CONCLUSIONS
Based on the analysis and discussion and description, it is
expected that this design on interactive multimedia as
learning media, specifically in English will enhance
learner’s interest in learning this language. This application
is also expected to deliver new innovation to interactive
learning by combining animation, video, audio, text and
pictures.
The learning multimedia designed by writers is only
operated on desktop and at some points; it is expected to be
developed in Android and Smart Module.

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