DEVELOPING INTERACTIVE MULTIMEDIA BY CANVA

APPLICATION FOR VOCABULARY LEARNING

A THESIS

By:

GALUH NANDITA

2020406404007

ENGLISH EDUCATION STUDY PROGRAM TEACHER TRAINING

AND EDUCATION FACULTY UNIVERSITY OF MUHAMMADIYAH

PRINGSEWU LAMPUNG

2024
 DEVELOPING INTERACTIVE MULTIMEDIA BY CANVA

APPLICATION FOR VOCABULARY SKILL

A THESIS

“Submitted as Mandatory Requirement for the Bachelor’s Degree in the

English Education study Program”

By:

Galuh Nandita

2020406404007

ENGLISH EDUCATION STUDY PROGRAM TEACHER TRAINING

AND EDUCATION FACULTY UNIVERSITY OF MUHAMMADIYAH

PRINGSEWU LAMPUNG

2024

ii
 DEVELOPING INTERACTIVE LEARNING MULTIMEDIA BY CANVA

APPLICATION FOR VOCABULARY SKILL

By:

Galuh Nandita
202040640400
7

ABSTRACT

This research explores the development and implementation of interactive

learning multimedia using the Canva application to enhance vocabulary skills
among seventh-grade students at SMPN 3 Pringsewu.

Employing the ADDIE model (Analysis, Design, Development, Implementation,

Evaluation), the multimedia content incorporates images, sound, and interactive
quizzes designed to make learning more enjoyable and effective.

Data were collected through interviews, questionnaires to identify students’ needs

and difficulties in learning vocabulary. The results of the material expert jugment
is 91% on the appropriate of content and 92% on the appropriate of presentation.
And 100% from the media expert's judgment. The results of the teacher's response
were 85% and the results of the student's response were 84%. based on the results
of these assessments it can be concluded that the Interactive multimedia by Canva
Application is feasible to use for vocabulary learning.

Keywords: ADDIE model, Canva, Interactive learning, multimedia, Vocabulary

learning.

iii
 APPROVAL

DEVELOPING INTERACTIVE MULTIMEDIA BY CANVA

APPLICATION FOR VOCABULARY SKILL

A THESIS

By:

Galuh Nandita

20204064007

APPROVED BY:

Advisor Committee

Advisor Co Advisor

Dr. Siswoyo, M.Pd. Kurniati, M.Pd.

NIDN. 0209090701 NIDN. 0205038501

The Head of the English Education Study Program

Kurniati, M.Pd.
NIDN. 0205038501

iv
 ADMISSION

1. Board of Examiner

First Examiner : Dr. Siswoyo, M.Pd. (..........................)

Second Examiner : Kurniati, M.Pd. (..........................)

Third Examiner : Fatma Yuniarti, M.Pd. (..........................)

2. The Dean of Teacher and Education Faculty

Nurfaizal, M.Pd.
NIDN. 0216108601

Graduate at : 02, July 2024

v
 DECLARATION OF ORIGINALITY

Undersigned below:

Name : GALUH NANDITA

Student ID : 2020406404007

Study Program : English Education

Faculty : Faculty of Teacher and Education

Hereby declare that the thesis I have written is entirely my own original work,

in terms of likes, assesments, and formulations. It has been completed without

unauthorized assistance from others, excpet for guidance provided by my

advisory team.

The written work I have created does not contain any previously published work

or opinion of others, except where clearly cried and referenced within my

manuscript, including the author’s name and listed in references.

Pringsewu, 2024
Declared by,

GALUH NANDITA
SRN. 2020406404007

vi
 DECLARATION OF PUBLICATION

As an academic member of the Faculty of Teacher Training and Education

at Muhammadiyah University of Pringsewu Lampung, I, the undersigned:
Name : GALUH NANDITA
Student ID : 2020406404007
Study Program : English Education
Type of Work : Thesis
Title : Developing Interactive Multimedia by
Canva Application for Vocabulary Skill

For the advancement of knowledge in the field of education, I agree to

grant to Muhammadiyah University of Pringsewu Lampung, without
seeking financial compensation.

With this statement, Muhammadiyah University of Pringsewu Lampung is

entitled to store, transfer to other formats, manage in databases, maintain,
and publish my thesis, while always acknowledging my name as the
author/creator and rightful owner of the work.

I hereby make this statement truthfully.

Pringsewu, 2024
Declared by:

GALUH NANDITA
SRN. 2020406404007

vii
 DEDICATION

This thesis wholeheartedly dedicated to:

1. Allah Subhanahu Wa Ta’ala the greatest and merciful who always gives me

guidance in everything.

2. A profound gratitued is direct to My first love, Mr. Suyadi and My heaven,

Mrs. Kuswati. They never felt the warmth of the lecture bench, but it is

your love and sacrifice that has paved the way for me and My beloved

brother to study until this point. May God always bestow His blessings and

grace upon you, and give you endless happiness and health.

3. The one and only My beloved brother, Wahyu Gustian, S.E., sincerely I

would like to express My gratitued for your inspiration and support all this

time. Hopefully this work can be a form of appreciation for all your

guidance and motivation.

4. To my dear cousins and nieces, who bring joy, love, new experiences and

positive changes to my life.

5. For my beloved friends Syifa Arinjani, Shifa Aliffia, Dhea Armanda,

Agvani Putri and Agvina Putri. Thank you for being with me sincerely.

Thank you for the positive affirmation for all my strengths and victories as

well as the acceptance and advice for my shortcomings without leaving me.

viii
 MOTTO

“God have perfect timing, never early, never late. It takes a little patience and it

takes a lot of faith, but it’s worth the wait”

(Galuh Nandita)

ix
 CURICULUM VITAE

The name of the reseracher’s is Galuh Nandita. She was born in May, 05

2002 in Pringsewu. She is the last child of two children of Mr. Suyadi and

Mrs.

Kuswati.

The reseracher began her study at:

1. Elementary School of SD N 1 Pringsewu Utara 2014.

2. Junior High School of SMP N 3 Pringsewu 2017.

3. Senior High School of SMA N 2 Pringsewu 2020.

4. University of Muhammadiyah Pringsewu and took English

Education (Started in 2020).

x
 AKNOWLEDGEMENT

In the name Allah, the beenficent, and te Merciful. Praise and gratitude be to

Allah for giving the strength and guidence for the writer, so that this thesis can

be finished accordingly. Peace and blessing be upon Prophet Muhammad SAW,

His family, His relatives, and all His followers.

During the writing this thesis, the researcher ralizes that she received musch

assistance, suggestion and advice form the number person. Then, the researcher

would like to thank Allah SWT for the Blessing given to researcher so that the

writing of this thesis has been finished without meaningful problem.

Additonally, the researcher is grateful to the following for their supports and

helps.

1. Ns. Arena Lestari, M. Kep., Sp.Kep.J., Ph.D., the Rector of University of

Muhammadiyah Pringsewu Lampung for her advice during her study at the

university.

2. Nurfaizal, M.Pd., The Dean of Teacher Training and Education Faculty of

the University of Muhammadiyah Pringsewu Lampung.

3. Kurniati, M.Pd., and Rahmatika Kayyis, M.Pd., as the Head and

Secretary of English Education Department of Teacher Training and

Education Faculty.

4. Dr. Siswoyo, M.Pd., and Kurniati, M.Pd., as the first and second advisors,

thank you so much for the guidance, advice and convenience provided to

the researcher in completing this thesis, May Allah bless you.

xi
5. Thank you so much to all the lectures of English Education Department,

all of the staffs in Teacher Training and Education Faculty, University

of Muhammadiyah Pringsewu for their guidance, support and help during

the researcher as the student in University of Muhammadiyah Pringsewu.

6. And thanks to all friends from the English Department who have

accompanied the researcher during her education in this lecture.

7. Mr. Agus Dwinanto, S.Pd., Head of SMP N 3 Pringsewu and all staff.

8. Thank you to Mrs. Triyanti Viandani, M.Pd., and all Students of class

7.1 SMPN 3 Pringsewu for their willingness and ease to accept and help

researchers complete this research.

I acknowledge the thesis’s imperfecttion and welcome constructive feedback to

improve future work. May Allah SWT reward everyone involved for their

assistance. May this thesis benefit education, especially the English study

program.

Pringsewu, 2024

The Researcher,

GALUH NANDITA
SRN. 2020406404007

xii
 lTABLE OF CONTENT

Contents
COVER
............................................................................................................
i
ABSTRACT....................................................................................iii
APPROVAL....................................................................................iv
ADMISSION....................................................................................v
DECLARATION OF ORIGINALITY........................................vi
DECLARATION THEIS PUBLICATION................................vii
DEDICATION..............................................................................viii
MOTTO..........................................................................................ix
CURICULUM VITAE....................................................................x
AKNOWLEDGEMENT................................................................xi
TABLE OF CONTENTS............................................................xiii
TABLE OF PICTURES..............................................................xvi
TABLE OF TABLE....................................................................xvii
TABLE OF APPENDIX............................................................xviii
CHAPTER 1....................................................................................1
INTRODUCTION...........................................................................1
Background of Problem................................................................1
Identification of the Problem.........................................................3
Limitation of the Problem.............................................................4
Formulation of the Problem..........................................................4
Objective of the Research.............................................................4
Significance of the Research.........................................................5
Scope of the Research...................................................................5
CHAPTER II...................................................................................7
REVIEW OF LITERATURE........................................................7
Previous Study...............................................................................7

xiii
 Literature Review........................................................................10
Vocabulary..................................................................................10
Interactive Multimedia................................................................15
Canva Application.......................................................................15
Material Development.................................................................16
Concept of Teaching-Learning Vocabulary................................17
Conceptual Framework...............................................................18
CHAPTER III................................................................................20
METHODOLOGY........................................................................20
Research Design..........................................................................20
Research Setting.........................................................................20
Reserach Subject.........................................................................20
Research Time.............................................................................21
Research Procedure.....................................................................21
Data Collection Technique..........................................................25
Qualitative...................................................................................26
Quantitative.................................................................................27
Data Analysis Techniques...........................................................29
CHAPTER IV................................................................................32
RESEARCH FINDING AND DISCUSSION.............................32
Research Findings.......................................................................32
The Results of the Need Analysis...............................................32
Teacher Interview Result............................................................32
Field Note Result.........................................................................33
Designing Media.........................................................................36
Development...............................................................................37
Implementation............................................................................44
Implementation of the Product....................................................50
Evaluation....................................................................................54
CHAPTER V.................................................................................56
CONCLUSIONS AND SUGGESTIONS....................................56
Conclusions.................................................................................56
Suggestions..................................................................................57

xiv
REFERENCE................................................................................58
APPENDIX.....................................................................................60

xv
 TABLE OF FIGURE

Figure 3.1 Delivering the Material..........................................................45

Figure 3.2 Students Trial the Product.....................................................46

xvi
 TABLE OF TABLE

Table 3.1 The Organizer Need Analysis Questionnaire.........................27

Table 3.2 The Organization of Expert Judgement Questionnaire...........28

Table 3.3 The Organization of Descriptive Analysis..............................31

Table 4.1 Interview Field Note Analysis................................................33

Table 4.1 Field Note Distributing Questionnaire....................................36

Table 4.2 Appropriate of Content...........................................................39

Table 4.3 Appropriate of Presentation....................................................41

Table 4.4 Appropriate of Design.............................................................42

Table 4.5 Appropriate of Graphic...........................................................43

Table 4.6 The Result of Teacher Response............................................49

Table 4.7 The Result of Students Response Try Out..............................50

Table 4.8 The Results Students Response Implementation....................53

xvii
 TABLE OF APPENDICES

Appendix 1 ATP and Teaching Modul...................................................61

Appendix 2 Field Note............................................................................67

Appendix 3 The Result of Need Analysis...............................................69

Appendix 4 Interview Transcript............................................................73

Appendix 5 The Result of Expert Judgement.........................................93

Appendix 6 The Result of Teacher Response.........................................99

Appendix 7 The Result of Students Response........................................100

Appendix 8 Interactive Multimedia by Canva Design............................103

Appendix 10 Documentation..................................................................100

Consultation Form...................................................................................115

xviii
 CHAPTER 1

INTRODUCTION

A. Background of Problem

In the learning process there are several kinds of skills that must be mastered

by student, namely: listening, speaking, reading, writing and vocabulary skills.

And to master all skills in English, including listening, speaking, reading and

writing they must have a good command of English vocabulary.

Vocabulary is the collection of words that a person knows and use in a given

language. It includes an individuals understanding of words, their definitions,

and suitable use in speech. Vocabulary mastery is the basic foundation in

teaching English without mastering adequate vocabulary, students cannot

understand reading, writing or speech and cannot express their own ideas

(Lessard-Clouston, 2013).

However, based on an interview it is said that students have difficulty in

understanding and interpreting a vocabulary in English, students have

obstacles in composing words and conveying ideas clearly, as well as

limitations in identifying and using special terms in English. Based on the

results of the interviews, it also stated that the process of teaching English in

class uses the teacher method and the teaching media only uses textbooks as a

learning resource. The teacher said that students liked learning with media and

learning
1
outside the classroom but were hampered by a lack of media and difficulties in

coordinating students when learning activities outside the classroom so that

teaching using the teacher method was the only one that was currently

effective, but with this teaching method students became passive and less

motivated in learning English. Teacher also express their opinions when

teaching using interactive media. Teacher believe that learning activities in

class will be more enjoyable, students will be more active in the material being

taught and of course students' motivation in learning English will increase.

Apart from conducting interviews with teacher, researcher also distributed

questionnaires to students. Based on distributing questionnaires, researcher

can make conclusions about students' difficulties in learning English. This is

the result of a questionnaire that has been filled out by students.

Questionnaires were distributed to grade 7th students at SMP N 3 Pringsewu.

There were 32 respondents who answered this questionnaire. The

questionnaire was created based on analysis with 3 points, namely needs, lack

and want.

Students answered that they had difficulty understanding and knowing new

vocabulary due to limited media and the learning method used by teacher was

conventional learning methods.

Futhermore, students want learning media that is more interesting and can be

used anywhere and anytime to learn. The students answered that students are

more interested in interactive learning media that has audio, pictures, colors

because it is more fun. Students want media that students can play with their

2
 gadgets. Third, students answered that students need a more interactive way of

learning than before. Students need media that can foster their interest in

mastering English vocabulary.

Based on the results of the needs analysis, the reseracher has thoughts on

creating a vocabulary learning media packaged in interactive multimedia.

Interactive multimedia can help in the learning process. Interactive multimedia

can make students more interested and active in learning English vocabulary.

Interactive multimedia created by the researcher was created and can be

operated throught by the canva application which contains images, sounds,

and colors.

Based on the background of the existing problems, researcher are interested in

conducting research on interactive learning multimedia through canva

application that can be operated by students at school or at home. Therefore,

the researcher conducted a study entitled “Developing Interactive Learning

Multimedia by Canva Application to Improve Students Vocabulary

Skills”.

B. Identification of the Problem

Based on the background of the study, the researcher found several problems

as follows:

1. Students have struggle with understanding and interpreting English

Vocabulary.

3
 2. The teacher’s teaching method and media in teaching English are still not

atractive.

C. Limitation of the Problem

The limitation of this research is focused on developing interactive learning

media by canva application to help students understand vocabulary in a

material.

D. Formulation of the Problem

The formulation of the problem based on the limitation of the problem

stated above is:

1. How to develop interactive learning multimedia by canva application in

learning vocabulary?

2. How is the feasibilty of Interactive Multimedia by Canva for vocabulary

skill in the 7th grade students of SMPN 3 Pringsewu?

E. Objective of the Research

Based on formulation of the problem, the objectives of this study is:

1. To develop interactive learning multimedia by canva application as a

media in learning vocabulary

2. To determine the feasibility of an Interactive Multimedia by Canva for

vocabulary skill in the 7th grade students of SMPN 3 Pringsewu.

4
F. Significance of the Research

The uses of the research are as follow:

1. For the Students :

The results of this study are expected to be a source of learning for

students, so that students can be helped in the process of learning English,

especially in vocabulary skill.

2. For Teachers

The results of this study are expected to be used by teachers as interactive

learning media in teaching and learning activities, especially in vocabualry

skill.

3. For Researcher

This research is means for researcher to apply the knowledge gained

during lectures, as well as add knowledge and insight is a provision to

become an educator.

4. For other researcher

The benefit of this research for other researchers is that it can be a

reference, source of information and reference material for further reserach

related to this research, so that it can be developed further on other

material.

G. Scope of the Research

1. Subject of the research

The subject of this research was the students at 7th grade at the SMP N 3

Pringsewu in academic 2023/2024.

5
2. Object of the research

Object of the research is student’s vocabulary

3. Place of the research

The research was conducted at SMP N 3 Pringsewu

4. Time of research

The research was conducted at the second semester in academic year of

2023/2024.

6
 CHAPTER II

REVIEW OF

LITERATURE

A. Previous Study

Teaching and learning vocabulary is very crucial in the English language

teaching and learning. Vocabulary is the basic component of langauage which

learners have to master. Therefore, there are a lot of studies related to the

development of interactive multimedia, and the vocabulary teaching and

learning.

The first research was conducted by Ken Dite Asmarani (2016). This research

entitled “Developing Interactive Vocabulary Learning Multimedia For the

seventh Grade Students of SMP N 15 Yogyakarta” the purpose of the study is

to develop an interactive vocabulary learning multimedia program for seventh

grade students in SMP N 15 Yogyakarta. This study is a research and

development study. The research procedures for this study were adapted from

model proposed by Lee and Owens (2004). It consists of several steps:

analysis, design, development, evaluation and implementation. The designed

interactive multimedia content is suitable for use based on the results of expert

reviews and product testing. In this study, researcher developed game based

interactive multimedia with the theme of I Love My Town.

The similarity between the previous research and this research is that both

studies are the same as developing learning product to improve students’

7
vocabulary skills, another similarity is that the research subject are grade 7th

students. Then, the difference between the previous research above and this

research is that this research is only based on games in product development,

while this research in product development includes material display,

evaluation, audio to pronoun the vocabulary and games.

The second previous study conducted by Herry Derajad Wijaya and Yudo

Devianto (2019). This research entitled “Application of Multimedia in Basic

English Vocabulary Learning with the ADDIE Method” this research uses the

ADDIE method in making multimedia-based application. 80% of the 26

respondents agreed that multimedia is able to attract students attention. The

use of interactive multimedia based on google drive will make it easier for

students to get material from the subjects taught by their teachers the use of

interactive multimedia based on google drive will make it easier for students to

get material from the subjects taught by their teachers.

The similarity in this study is the development method used is ADDIE, both of

these studies have the same discussion about problems in students vocabulary

learning. Then, there are differences between these two study namely, the

tools or media used are different, in the previous study using Google Drive as

an interactive multimedia and in this study researchers used Canva media.

Moreover, in the previous study there were 26 respondents while in this study

there were 32 respondents, which means that it has the potential to provide a

broader perspective.

8
The last previous study, conducted by Vita Dwi Susanti (2021). This research

entitled “Development of Interactive Multimedia to Teach Vocabulary for the

Seventh Year Students of MTS Irsyadul Athfal Jatirembe Gresik ” this research

aimed to develop an interactive multimedia to increase students’ motivation in

learning vocabulary. This development model uses 4D model.. The subject of

this researsh is seventh grade students of junior highschool. This media was

made with adobe flash professional Cs 5 software combined with audio and

text and the materials were about daily activity.

The similarity of this research is that the research subjects are 7th grade

students. Then, the difference is that this previous research uses the 4D

development model while this research uses the ADDIE development model,

and the use of adobe flash professional Cs 5 software as a development media

is the difference between the two studies.

Based on the similarities and differences between this research and the three

previous studies, it can be concluded that this research has similarities to

develop interactive learning mutlimedia to improve students’ vocabulary skills

with differences in the type of media used to develop multimedia interactive

products and the use of development model. So, in this study, researcher

decided to develop interactive learning multimedia based on canva application

for 7th grade students of SMP N 3 Pringsewu. In the design of this canva

based intearctive multimedia there are audio, images and features that can be

played

9
 by students. The design of this canva based interactive learning multimedia

also includes material explanations, exercise, and interactive quizzes. Because

the researcher believes that this will foster interest and enthuasiasm in learning

English, the researcher decided to develop interactive learning multimedia by

canva application as a media tool for learning English vocabulary.

B. Literature Review

1. Vocabulary

a. Definition of Vocabulary

The word vocabulary means all the words that a person knows or uses, and

all the words in a particular language (Asmarani, 2016). Vocabulary is a

key element in language and deep understanding of language. Along with

developments in technology and education, understanding of vocabulary

development in language learning contexts continues to grow. Vocabulary

is something that is vital in language. There are many levels of vocabulary,

from common terms to words that are highly specialised or technical in a

given sector. Gaining more vocabulary can improve a students’ ability to

write and communicate in a language. A learners will find it easier to

express their ideas, create compositions, and engage in many other

langugae-related activities if they have a large vocabulary (Ahmad, 2014).

Developing one’s vocabulary is a crucial part of improving one’s linguistic

abilities. Students’ with a large vocabulary are better able to communicate

concepts and comprehend texts written in the target language.

10
Vocabulary is defined as “the entire stock of words belonging to a branch

of knowledge or known by an individual”. In a border understanding

“vocabulary is not only confined to the meaning of words but also includes

how vocabulary in a language is structured: how people use and store

words and how they learn words and the relationship. The foundation of

language undestanding and communication is a vocabulary, which enables

people to engage, communicate, and comprehend information in a range of

situations. Increasing one’s vocabulary is frequently seen as a crucial

component of language and communication skills development.

a. Kinds of Vocabulary

Vocabulary has many types. Many expert have different views on the

types of vocabulary. There are two types of vocabulary, they are

productive and receptive vocabulary Madya (1980; 13-14) in Nurul Anisha

(2021). The collection of words that one can actively utilise in writing or

speaking is known as productive vocabulary. It includes words that a

person can produce and use fluently, while receptive vocabulary consists

of words that can be understood when heard or read. The greater an

individual’s productive vocabulary, the more equipped they are to

communicate succesfully in daily circumstances.

b. Role of Vocabulary

In language and communication, vocabulary is crucial. It makes it possible

for people to communicate concepts, share knowledge, and interpret

written or spoken language. A large vocabulary helps with critical

thinking,

11
supports good writing, and enhances communication abilities. Futhermore,

vocabulary is crucial for academic performance since it facilitates

interaction and the understanding of difficult concepts. Overall, a strong

vocabulary is key element in the development of language skills and

cognitive abilities.

c. Vocabulary Mastery

The ability to comprehend, retain, and use words in a language effectively

is reffered to as vocabulary mastery. It involves pronouncing words

coreectly, understanding their meanings, and being able to use them when

speaking or writing. A good vcabulary can enhance language expressions

and help people communicate more effectively. Having a large vocabulary

helps with understanding, communication, and language proficiency in

general. Frequent exposure to a variety of texts, conversations in

improving vocabulary acquisition. The mastery of vocabulary also link

strongly with four skills in English, they are listening, speaking, reading,

and writing (Afdal Yuliansyah, 2016).

d. Vocabulary Learning

Ken Dite Asmarani (2015) described that to learn vocabulary is to

remember vocabulary. She also mentioned, they key to learning new

language is to be able to retain it for extended periods of time, apply it, and

grow accustomed to it. Additionally, the following factors need to be taken

into account in order to succesfully learn vocabulary:

1) Reiteration

12
 Practicing the content while it is stil fresh in “working memory” is one

of the best strategies to acquire new vocabulary. Furthermore, when

students come across the new term repeatedly throughout time,

repittition will function at it’s finest. For instance, a new world will be

far more likely to stick in your memory when it appears in a text at

least seven times at evenly spaced intervals.

2) Retrieval

This is an additional form of repetition that helps students remember

aword repeatedly. One way to practise recovery is to use the new term

in students are compelled to employ the phrase in written statements

and are execute a task on it. The world will therefore have a greater

probability of being remembered.

3) Spacing

In this context, spacing refers to taking a break or a length of time to

study a particular group of topics. For instance, when students are

going to acquire a new vocabulary set, it is preferable to study the first

two or three words, then take a test to ensure certain that students have

correctly retained it in their memory. Students are able to pick up some

more after it, return, test it, and so forth.

4) Pacing

This entails giving students the freedom to complete their own

“memory work”, allowing students to take their time during the

learning process will allow them to learn at their own peace, their own

practice exercise,

13
 including categorising or going over their vocabulary alone and in

silence. It is such a greet exercise since students can different rates of

data processing and learning style.

5) Personal Organizing

Personalised assesments of new vocabulary are the most beneficial

ones that students may make. Students who silently practice new

words will not be able to recall as well as those who read aloud a

phrase incorporating those terms. Even so, it is still recomended to

read them aloud and attempt to construct sentences with the new

vocabulary.

6) Imagining

Assisting students in acquiring new vocabulary can also be achieved

by having them visualise the term in their minds. According to a test,

words that are easily visualised are more likely to stick in memory than

ones that don’t conjure up images right away.

7) Motivation

When students are motivated they are more likely to dedicate more

time to learning new words, which will eventually be stored in their

long- term memory. Regretfully, not all students prossess this level of

drive. However, that doesn’t mean that less motivated students can’t

pick up new vocabulary. It is the responbility of teachers to provide an

environment that fosters learning for students.

14
2. Interactive Multimedia

Interactive multimedia is a form of media that allows users to participate

and interact with its content. It involves combining elements such ass text,

images, sound, video, and animation to create a richer and more

experience. Interactive multimedia allows users to select, control, and

contribute to the direction of the narrative or experience, thus enhancing

engagement and learning skills. Interactive multimedia is a multimedia

display that is designed to display the function of informing the message

and have interactivity to user (Zainuddin1, 2019).

Interactive multimedia can be used to create more realistic learning

environments, cater to the needs of students with different learning styles,

and produce engaging displays like animations to pique students’s

attention and motivate them (E. Kus Eddy Sartono, 2022).

3. Canva Application

Canva is an application that can be utilized to create learning media.

Canva media is a greet for English language learners since it enhances

writing skills, creativity, critical thinking, and learning motivation. This

canva application allows users including eduactors and students, to create

engaging and interactive learning materials without requiring complex

design skills. With a variety of graphic elements, icons, colors, images that

can be interested, creating learning multimedia through canva application

can help increase the visual appeal of learning materials.

15
4. Material Development

a. Definition of Material Development

Material devlopment is the process of creating instructional materials

for use in training or education. The creation of resources that

effectively aid in the training or learning process is the ultimate

objective. (Purnamasari, 2015) material development refers to a

process of producing and using the materials for language learning

including materials evaluation adaptation, design, production,

exploitation and research. (Leow & Neo, 2014) in (E. Kus Eddy

Sartono, 2022) stated that being able to combine text, images, audio,

music, animated images or videos in a mutually supportive unit in

order to achieve learning objectives.

b. The Process of Material Development

Dick and Carey (1996) in Purnamasari (2015) propose systematic

interactional design. This design allows the materials developers to

link instructional strategy with the designed learning outcome. The

model consists of ten steps. Below is the description of each step of

Dick and Carey model:

1) Defining the goals for the instructional program or product.

2) Analyze the instructional goal.

3) Analyze learners and contexts – context in which the skills will be

learned and the context in which the skills will be used

4) Write performance objective – specific behavior skills to be learned.

16
 5) Develop assesment instruments based on the objectives.

6) Develop instructional strategy.

7) Develop and select instruction.

8) Design and conduct formative evaluation.

9) Revirse instruction.

10) Designing and conducting summative evaluation.

5. Concept of Teaching-Learning Vocabulary

a. Teaching Vocabulary in Junior High School

In the junior high school vocabulary learning in English teaching is an

important component. Teaching English vocabulary in junior high

school can be done with interesting and diverse approaches. Teachers

can use activities such as word games, shared reading, using interactive

media, and discussions to enrich students understanding of vocabulary

in everyday context. intergrating vocabulary into other subjects can

also help students apply and remember new words more effectively.

b. Learning of Vocabulary

According to Mofareh (2015: 21) learning vocabulary is a crucial

component of learning a foreign langugae as, in both literature and

classroom settings, the definitions of new terms are frequently stressed.

Vocabulary learning involves the process of understanding,

remembering, and using words in a spesific context. It can involve

17
 reading, writing, listening, and speaking to improve understanding and

use of vocabulary in a particular language. Effective methods include

reading regularly, noting down new words, and practicing using them

in everyday conversation.

c. Problem in Learning Vocabulary

Learning vocabulary in language learning is a challenge for foreign

English speakers. According to Salam & Nurnisa (2021) in (Amrina

Rosyada AS, 2023) it has been found that there are four key factors

that contribute to the difficulties in acquiring vocabulary:

pronounciation, spelling, word length, and meaning. These problems in

learning English vocabulary also include a dearth of capitaving

learning materials, lack of hands-on practice, and the struggle to retain

newly acquired words. Solutions can involve using more engaging

materials, active practice in real-life situations, and regular repetition to

reinforce vocabulary recall.

C. Conceptual Framework

Several crucial factors will play a signifcant role in determining vocabulary

mastery of the English language. The mastery of vocabulary and language

structure are all important aspects to consider. Given the significance of these

abilities, it is crucial to develop profiency in listening, speaking, reading, and

writing. The significance of vocabulary in language cannot be underestimated,

as it is widely regarded as on eof the most crucial elements. Mastering the

18
vocabulary of the English language is no simple task and requires special

attention. Taking into account the limited amount of time available for

learning, the size of the vocabulary, and the overall lack of motivation.

Developing can be an effective approach in overcoming these challenges. A

multimedia tool for interactive vocabulary learning. The utilization of

interactive multimedia for vocabulary learning can greatly assist teachers in

their presentation methods.

In vocabulary teaching, the teacher should to present the new vocabulary with

some interesting learning activities, so that student’s interest in learning

vocabulary can increase. One way to create interesting teaching activities. In

learning activities, you can apply a students centers compared to a teacher

centers, where students will play a more active role in learning activities. In

addition, one of the learning activities that involve students and can help them

to enrich vocabulary is the use of interactive learning, especially the making

of interactive learning multimedia by canva application.

Interactive learning multimedia by canva are not only interesting, but there are

many reasons for the teacher may use interactive learning in the classroom.

Interactive learning multimedia can help students in achieving vocabulary

learning targets. With this media students can feel relax, active, and fun in

learning vocabulary.

19
 CHAPTER III

METHODOLOGY

A. Research Design

In this study, researcher used the Research and Development (R and D).

Researchers want to create new products related to research objectives. This

research aims to develop an English learning model that suits the needs of

junior high students. Research and Development involves conducting research

and collecting data using both qualitative and quantitative approaches.

Research and Development is the process used in developing a learning

product. The results of research and development are not only to develop new

products in learning but also to discover new knowledge in development

materials. In this research, there are five steps in developing vocabulary

materials adopted from the ADDIE model and become the researcher’s guide

in developing the interactive learning multimedia by canva application.

ADDIE steps is followings: analysis, design, development, implementation,

and evaluation.

B. Research Setting

1. Research Setting

This research was conducted at SMP N 3 Pringsewu. Facilities at this

school include a canteen, health center, laboratory, library, and

schoolyard.

2. Reserach Subject

The subjects of this study were the 7th grade sudents at SMP N 3
20
Pringsewu. Research subject are limited to only one class. Researcher

conducted

21
 research in class 7.1 grade which consisted of 32 students. The reason the

researcher choose this class as a research subject was because most of the

students have many difficulties regarding learning English vocabulary,

besides that students also still lack learning media, especially learning

media for vocabulary skills.

3. Research Time

This research was conducted at SMP N 3 Pringsewu. Observation,

interviews, and distribution of needs analysis questionnaires to students

were conducted at second semester in academic year of 2023/2024.

4. Research Procedure

The procedure of this study to the suggested system approach model

ADDIE. There are five steps in ADDIE model, namely:

1. Analysis

The need analysis in this research are based on the results of the need

analysis conducted by researcher at SMPN 3 Pringsewu. This

information collection is in the form of needs observation, interview,

documentation, and need analysis questionnaire with students class

7.1. The researcher found that the students still face many difficult in

vocabulary skill. Students find it difficult to know new vocabulary,

students do not know how to pronounce and write English vocabulary

correctly. Based on the prelimenary of the research, the researcher

concluded that the difficulties faced by the teacher during teaching

English were that the teacher lacked a learning media to teach. Then,

22
the

23
 difficulties faced by students are that students find it difficult to

understand the material explained by the teacher due to lack of

learning media used and also monotonous, so students feel bored and

not interesting in learning.

2. Design

In this step, the researcher makes product design to be developed.

Product that generated in the form of Interactive Multimedia.

Developed media design by the researcher carried out in several

stages, namely:

a. Conducting interview with English teacher, namely Mrs. Triyanti

Viandani, M.Pd. and taking a questionnaire data on students need

analysis questionnaire in class 7.1 of SMPN 3 Pringsewu to

analyze needs so that students can determine what product will be

developed, so that learning objectives can be achieved.

b. Determine the type of media development that is appropriate for

the English material with the theme “Describing People” for the

class

7.1 of the second semester at SMNPN 3 Pringsewu.

c. Making media according to the material that has been determined.

The first step in planning for amking media is to determine the

concept by making a protoype. Then design the display for the

Interactive Multmedia by Canva application. The design of

learning media will combine, color variations, picture, audio, and

24
selction of

25
 fonts (letters) that are tailored to the needs which then the final

product produced is in the digital media.

3. Development

Product design that have been compiled, developed based on the

following stages:

a. Researcher combines the materials that have been collected in

accordance with the manufacture of the media.

b. Make product validity questionnaire for media expert and material

expert, questionnaire teacher and students reponses. The expert’s

product validity questionnaire consists of aspects of design and

graphic. The material validity questionnaire consists of aspects of

content and presentation. The teacher’s response questionnaire

consists of several aspect of alearning, curriculum, content,

interaction, and feedback.

c. The validation of the Interactive Multimedia design carried out by

media and material experts.

Material expert validation is required before testing the product on

students. The Interactive Multimedia will be validated by a

material expert, Mr. Solah, M.Pd as a English teacher at SMPN 3

Pringsewu. Media expert. The Interactive Multimedia will be

validated by a media expert, Mr. Antonius Aan Patria, S.T. as

founder and teacher computer and design of LPK Sewu Comp

Pringsewu.

26
4. Implementation

This implementation aims to see the feasibility of the product

developed. Product development can be directly tested, after being

validated by the validator.

1) Try Out

At this stage, the reseracher carried out the try out of Interactive

Multmedia, the researcher conducted a trial in the class 7.3 at

SMPN

3 Pringsewu, which consisted of 10 students. The trial was

conducted to determin how much influence the use of media and

students’ impression of using the media. After that, the

questionnaire sheet will be distributed to students to determine the

feasibility of the media based on user responses while using the

media.

2) Try Out the real class

At this stage, the researcher had to try the media on the original

class that the reseracher did in class 7.1 at SMPN 3 Pringsewu

which consists of 32 students. After students try the product, the

researcher providing the desired product according to the data need

analysis, and the researcher must provide conclusions.

5. Evaluation

Evaluation is carried out as a stage to determine the assessment of the

27
media products developed. This stage is carried out at each stage in

28
 developing the product. Evaluation is carried out on the assessment of

material experts and media experts, teacher assessments and responses

regarding the media developed, and student assessments and responses

regarding the media that has been applied to them. This assessment

was carried out with the aim of knowing the feasibility of media

products as vocabulary learning media. Students responded that

interactive media made it easier for them to learn English vocabulary

and interactive multimedia increased their interest and ability in

learning vocabulary.

C. Data Collection Technique

The research data is in the form of qualitative and quantitative data.

Qualitative data is obtained by providing a description of the situation during

the application of the product in the learning process, while quantitative data is

taken from student scores when using the product. The researcher used some

data collection techniques as follows:

1. QualitativeThe goal of qualitative research is to gain a thorough

understanding of social process or human behaviour. (Ugwu, 2023) stated

that qualitative research typically includes data in form of words instead of

numbers. For the purpose of explaining, comprehending, or interpreting

the context and significance of a phenomenon, this approach gathers non-

numerical data from sources. Creswell (2009) in April Liya (2021) defines

qualitative research as a means of examining and understanding the

significance that individuals or groups ascribe to a social or human

29
situation.

30
From some of the statements above, it can be concluded that qualitative

data is obtained by providing an overview of the sittuation during the

application of the product in the teaching and learning process. The

researcher used some data collection techniques as follows:

a. Interview

Interview are non-test data collection by conducting conversations

asking and answering respondents. Interviews were conducted with 7th

grade students and teacher. Interviews with students and teacher aim to

understand students English comprehension problem from two

different perspectives. From students, researcher can asses students

level of understanding and use of vocabulary, while from teacher,

researcher can gain insight into the teaching method used and the

extent to which students apply them. In this way, researcher can

identify the causes of comprehension problems and design more

effective learning strategies.

b. Observation

The researcher observes the learning process. The researcher conducts

classroom observation when learning activities are carried out and

observes the school environment. The purpose of this observation is to

analyze student’s English learning problems. Observations are carried

out to help researcher identify student’s level of vcabulary mastery, the

to find out how effective teaching method are in improving student’s

vocabulary understanding and to find out how the school environment

can affect students English learning development.

31
2. Quantitative

Qualitative data is data that can be measured and calculated numerically.

The researcher used some data collection techniques as follows:

a. Questionnaire

In order to get the data needed for data analysis at the outset of the

study, the researcher used questionnaires as part of the data collection

methodology. In this study, the data were collected through

questionnaires.

1) The needs analysis questionnaires

Data on the target and learning needs in English were gathered

using the needs analysis questionannaires. The students were asked

to select one or more answers from a list of possibilities in order to

respond to a series of questions about their needs and abilities in

relation to English language learning. To find out the target needs

and learning needs of seventh grade students at SMP N 3

Pringsewu, a needs analysis questionnaire was provided.

Table 3.1 The Organization Need Analysis Questionnaire

Target Needs

No Aspect Purpose of the question

1. Necessities To find out the sdtuents in terms of target situation

2. Lack To find out the gap between students existing

knowledge and the required knowledge level

32
3. Want To find out the stuents wants related to the material

2) Expert Judgement

The questionnaire was the expert judgement. It was proposed to

materials expert to know their opinion and suggestion about the

develop material.

Table 3.2 The Organization of Expert Judgement

Questionnaire

NO Component of Evaluation Aspects

1 Content Completeness

Depth

Accuracy

Language features

Life skills development

2 Presentation Systematic

Balance between the Units

Autonomous

Self-Evaluation

3 Language The appropriateness at

Develpment level of Students

Language Accuracy

The unity of Ideas

4 Graphic Typography

33
3. Data Analysis Techniques

Is the data study will be two data analyzed, namely qualitative and

quantitative analysis data:

1. Qualitative Analysis

Data can be collected in various ways, such as observation and interview.

To present the data is that is easy to understand, the following steps are the

data analysis used in this research is analysis interactive model of Miles

and Huberman in Sugiyono (2008: 237), who divides the steps in data

analysis activities with several parts, namely data collection, data

reduction, data presentation (data display) and drawing conclusions

a. Data collection

The first model of data anlysis, data collection was carried out using

interviews and observations based on the problem to sharpen the

development objectives.

First, the researcher conducted interviews with teacher and students

about the teaching and learning activities in the classroom. Then, the

researcher also made observations, the aspects that were observed were

about the learning situation in the classroom. The data will be selected,

displayed, and concluded in the next step of analysis.

b. Data Reduction

The researcher wrote up the interview data transcription in order to

determine which aspects are crucial. The, the researcher began to read,

analyze, began to select and focus the main information from

transcript.

34
 After that, the researcher summerizing, choosing the main things and

focusing on the important aspects. Thus, the reduced data will provide

clearer information.

c. Data presentation

In this step, the researcher begins to display and enter the data from

interviews and observations. Through this step, the data will be

organized and arranged, making it easier for reseracher to understand

what is going on and what to do. In addition, this will also make it

easier for reseracher to draw conclusions at the last step.

d. Drawing conclusions

The last step is to draw conclusions. After choosing the key

information and presenting the data, researcher draw conclusions. The

researcher in this study came to the conclusion that there was a

connection between the observations of the learning process and the

teacher-students interviews.

2. Quantitative Analysis

a. Data from Needs Analysis

Frequency and presentage analysis were used examine the data form

the needs analysis. The item that had the highest precentage was

regarded as accurately representing the sate of the students.

35
 P = Percentage of the item

f = Collected scores / observed frequency

n = Number of casess / expected

frequency

b. Expert Judgement

(Sugiyono, 2004: 142) in (Asmarani, 2016) the data analysis technique

use to analyse the data from the expert was descriptive statistic

technique. The descriptive statistic technique is the statistic which is

used to analyse the data by describing or explaining the collected data.

The data from expert judgement qustionnaires were measured by using

Likert scale. Likert scale can be expressed in the several type such as

3- point, 4-point, 5-point, 7-point. In this research, the 5-point scale of

Likert scale was applied.

Table 3.3 The Organization of Descriptive Analysis

Scales Interval Descriptive Category

1 4.2 < X<5 Very Good
2 3.4 < X<4.2 Good

3 2.6 < X<3.4 Fair

4 1.8 < X<2.6 Poor

5 1 < X<1.8 Very Poor

36
 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Findings

1. The Results of the Need Analysis

In the need analysis, researcher found and collected some data, such as

teacher interviews, field notes, documentation, and students need analysis

questionnaires. Here is the description of each point.

a. Teacher Interview Result

The researcher conducted an interview with the teacher on Desember

08, 2023. After researcher conducted interview with teacher, then

researcher made transcript to describe and analyize it. The researcher

analyzed the transcript in accordance with the procedure for analyzing

qualitative data describe by Milles Hubberman and Saldana (2014:14),

namely data reduction, data display, and drawing conclusions. Here are

the results or finding of the teacher interview anaysis:

1) From the results of interviews with teacher, that there are still

many students who have difficulty in understanding vocabulary.

The teacher said “If the problem of ability that really need to be

improved is vocabulary, because of this lack of vocabulary students

make it difficult to understand the reading presented by the teacher,

so basically their vocabulary skills are still very low”. This

statement can be seen in appendix 4 point 1.

37
 2) Teacher need a learning media other than books because during

English learning at school students have never used a media that

can help students understand and remember new vocabulary.

Based on the findings of the researcher in the interview conducted

with the teacher, the researcher found several points, teacher and

students both need a media can help teacher and students in

teaching and learning English.

b. Field Note Result

Researcher make field notes to support and strengthen teacher

interview data. The following is an anlysis or field note when

researcher conduct interview.

Table 4.1 Interview Field Note Analysis

Field Note : Teacher Interview on Friday on 08 December 2023

The researcher arrived at SMPN 3 PRINGSEWU with colleages at 10.15.

upon arrival, researcher went to the headmaster’s office. The researcher

asked for permission again from the headmaster to interview the English

teacher, Mrs Triyanti Viandani, M.Pd. After that, the reseacher came to

teacher’s office and met Mrs. Triyanti Viandani, M.Pd. the researcher

went to Mrs, Triyanti desk to explain the purpose and objectives and ask

for permission to interview regarding the English learning in the 7th

grade. After listening to the purpose and objectives of the researcher’s

visit, Mrs.

38
 Triyanti agreed to be interviewed regarding the English teaching she had

done in the 7th grade. The reseacher asked about English learning

activities and how media is used in learning. Mrs. Triyanti Viandani

identified that the difficulty of English vocabulary is still the main

problem that hinders students' ability to follow other learning themes.

Mrs. Triyanti Viandani also explained that the school only provides books

as learning media, so teachers realize that students also need a learning

media that can improve learning effectively and fun.

Based on the description above, the researcher asked several things

related to the media, students difficulties, and teacher’s hope, so that

the researcher understand the students learning media.

c. Need Analysis Questionnaire Result

Questionnaires were distributed to students of SMP N 3 Pringsewu on

January 24, 2024. The target needs cover a number of important

aspects, including need, lack, and want. The results are describe

bellow:

a) Necessities

There are ten aspects of needs analysis distributed by the researcher

to 32 sudents of class VII SMP N 3 Pringsewu as much as 82.% of

the average score given by students is 2-4 scores in the analysis

questionnaire which means it shows that students need a media in

learning English. They need media that displays images, sound,

and tecnology-based.
39
b) Lack

Lack refers to the gap between the learners’ existing profiency and

the learners’. From 32 respondents, the researcher found that the

general target profiency (Asmarani, 2016). In this aspect of lack

refers to student’s difficutly in remembering a new vocabulary,

student’s difficulty in pronouncing a vocabulary due to ignorance

of the pronunciation of word in Englishfrequency of students

getting lacking in English vocabulary was 80%.

c) Wants

Wants refer to the students view about their needs. Based on the

results of analysis questionnaire, 83% of students want interactive

learning multimedia that students can learn anytime and anywhere.

Students want media that is played using by students gadgets that

can display illustrative pictures related to the material and there is a

voice how to pronounce English vocabulary.

So, based on the need analysis that was conducted on SMP N 3

Pringsewu, it can be concluded from the need analysis

questionnaire that students necessities are 82%, students lack are

80%, and students learning want are 83%.

40
 d. Field Note Questionnare

Researcher make field note to supports and strengthen questionnaire

data. Here are the analysis results from field note when distributing the

need analysis questionnaire to students:

Table 4.1 Field Note Distributing Questionnaire

Field note : Distribute Students Need Analysis Questionnaire on

January 24 2024

On Wednesday, January 24, 2024 at 10.15 am the reseacher came to

the school to do a need analysis in class 7.1. the reseacher went to the

office to meet Mrs. Triyanti Viandani, M.Pd. and asked permission to

enter the class. The resarcher introduced hiimself to the researcher’s

intention to distribute the need analysis. After that, the researcher

immediately gave a questionnaire to students to fill out. Previously, the

researcher also explained how to fill out the questionnaire. Finally,

after all had finished filling out the questionnaire, the researcher

gathered them at the table.

2. Designing Media

In the designing media of interactive multimedia for learning vocabulary,

the researcher took several steps. The stages will be explained as follows:

a. Research and Collect Information

The first step taken by the researcher was to gather information at

SMPN 3 Pringsewu. This was done by distributing a need analysis

questionnaire to class VII.1 SMPN 3 Pringsewu, conducting

interviews
41
 with teacher and several students, and making obervations (observing

the English learning process). This step was carried out with the aim

that researcher get information about the lack, need, and want in

English learning.

b. Planning in Making Interactive Multimedia for Learning

Vocabulary

In this step, deterimine the basic competencies that will be employed

from existing material in accordance with the school’s English

curriculum and syllabus. The developed syllabus consist of the

identification of the syllabus, core competence and basic competence.

The analysis syllabus helps the researcher in creating the product for

Junior High School students.

After that, researcher began planning product development. Researcher

developed this product with the Canva application. Then, the

researcher choose English language material in the syllabus.

Researcher summarize material, create questions for evaluation and

create games. Last, the researcher made a prototype using the canva

application.

3. Development

a. Developing Media

The development of the interactive multimedia canva is according to

the framework or the prototype. Interactive multimedia canva is a

42
learning

43
 multimedia developed using the canva application. This multimedia

can be used on computer or handphone. This media is used to find out

English vocabulary about describing people, in this media there is

audio how to pronounce vocabulary in English and ther are

illustrations of each vocabulary to visualize these vocabulary. in this

media there is also an evaluation in accordance with the content of the

material. At the end of the section there is a game that can be played

individually or in groups, so this media can be flexibly played anytime,

anywhere, and individually or in groups. This multimedia can be

accessed by logging in using the website link, so students don’t need to

download the canva application first.

b. Validation

After the researcher draft of the materials was developed, the material

were evaluated by an expert judgment. The evaluation was conducted

by providing a questionnaire to the expert. The result of expert

judgement of media and material will be describe:

1) The Result of Material Expert Judgment

The interactive multimedia by canva developed was validated by on

the English teacher of SMPN 3 Pringsewu. the expert is Mr. Solah,

M.Pd. He became a validator because of his expertise in English

language materials for junior high school. By looking at his

experience and

44
expertise, his suggestions are considered valid. The following is an

explanation of the results of the material expert assesment.

a) Appropriate of Content

Table 4.2 Appropriate of Content

No Item Score Score %

Max
1. The media presented is in accordance 5 5 100
with the KD in 7th grade English
language learning
2. The media presented is in accordance 5 5 100
with the concept of 7th grade English
learning.
3. The use of learning media is in 5 5 100
accordance with Describing People
material in grade 7 junior high school
English learning
4. The material presented is able to 5 5 100
increase students' understanding of
Describing People material
5. Evaluation questions are in 4 5 80
accordance with Describing People
material
6. The provision of evaluation is 4 5 80
appropriate to increase student
learning motivation
7. The provision of evaluation is 4 5 80
appropriate to measure students'
learning abilities
Total 32 35 640
Mean 4.5 4 91

Based on table 4.2, it can be seen that the material expert assessor gave

a score of 5 at points 1 to 4. That means “Very Good”. That is, the

material in the media presented is very suitable for the flow of learning

stages, basic competencies and indicators. For points 5 to 7 the expert

gives a score of 4 which means “Good”. This is about the suitability of

45
providing evaluation on the material describing people in interactive

multimedia canva is able to measure and increase student motivation in

learning vocabulary. So the mean value of the suitability of the

material content is 4.5. This point is categorized as “Very Good”

because its position is in the interval 4.2 < X < 5Based on table 4.2, it

can be seen that the material expert assessor gave a score of 5 on points

1 to 4. That means “Very Good”. That is, the material in the media

presented is very suitable for the flow of learning stages, basic

competencies and indicators. For points 5 to 7 the expert gives a score

of 4 which means “Good”. This is about the suitability of providing

evaluation on the material describing people in interactive multimedia

canva is able to measure and increase student motivation in learning

vocabulary. So the mean value of the suitability of the material content

is 4.5. This point is categorized as “Very Good” because it is

positioned in the interval 4.2

< X < 5.

b) The Appropriate of Presentation

The Second Aspect to evaluate was the appropriateness of the

language. The table below shows the analysis of the language

appropriateness of the developed materials.

46
 Table 4.3 Appropriate of Presentation

No Item Sxore Score %

Max
1. Describing People material in 5 5 100
the media is presented
coherently
2. Materi Describing People dalam 5 5 100
media dapat mudah dipahami
oleh siswa
3. Bahasa yang digunakan pada materi 5 5 100
kosakata dapat mudah
dimengerti oleh siswa
4. The exercise presented encourage 4 5 80
students to study independently
5. The task presented are well 4 5 80
organized, assessed systematically,
from the easiest to the most
difficult tasks.
Total 23 25 460
Mean 4.6 5 92

Based on table 4.3, it can be seen that the expert gave a score of 5 on

points 1, 2, 3, and 5. That means “Very Good”. The material is

presented coherently, the material is easy for students to understand

and the use of language in vocabulary learning materials is easy for

students to understand. At points 4 and 5 the expert gave a score of 4

which means “Good”. Exercises or tasks on the interactive multimedia

canva are categorized systematically and can encourage students to

learn independently. So, the mean value of the suitability of language

content is 4.6 which means “Very Good” because it occupies the

interval position 4.2 < X < 5.

47
2) Media Expert Judgment

The interactive multimedia by canva has been validated by Mr.

Antonius Aan Patricia, S.T. He is the founder of Sewucomp computer

training institution. He is an expert in the field of media design,

animation and digital media, as well as a trainer in the field of network

and multimedia training. With his professional experience and

expertise, his assesment and suggestions can be considered valid.

The following is an explanation of the results of the material expert

assesment.

a) The Appropriate of Design

The first evaluate was the design of the interaktif

multimedia. The table below shows the analysis of material

aspect:

Table 4.4 Appropriate of Design

No Item Score Score %

Max
1. Clarify of the media title 5 5 100
2. Clarify of the media title in providing 5 5 100
a general overview
3. Accuracy of control sequence 5 5 100
4. Consistency of navigation 5 5 100
button placement
5. Ease of use buttons 5 5 100

6. Consistency of layout proportions 5 5 100

(text and image layout)
7. Menu display is easy to understand 5 5 100
8. Visualization fully supports the 5 5 100
main material
9. Navigation fully supports the main 5 5 100
material
Total 45 45 900

48
 Mean 5 5 100
Based on table 4.4, it can be seen in all points that the media expert

gave a score of 5. That means “Very Good.” Its about the design on the

interactive multimedia canva. This means that the presentation of the

multimedia display is in accordance with the material. The media is

also easy to use, the menu display and navigation buttons are clear and

easy to understand. So, the eman value of the content appropriateness

of design is 4. The point is categorized as “Very Good” due to its

position in the interval 4.2 < X < 5.

b) The Appropriate of Graphic

The second aspect to evaluate is the appropriateness of the graphic.

The table below shows the analysis of the graphics on interaktif

multimedia canva.

Table 4.5 Appropriate of Graphic

No Item Score Score %

Max
1. The color used on the background 5 5 100
page is comfortable to look at
2. Accuracy of the 5 5 100
background selection
3. Accuracy of color use 5 5 100
4. The accuarcy of choosing the type of 5 5 100
text and font used
5. The accuracy of t 5 5 100
he font size used
6. Consistency in the use of icons as 5 5 100
navigation buttons
7. The suitability of the animation 5 5 100
used in the material

49
 8. The suitability of the images used in 5 5 100
the material
9. Accuracy of sound/audio 5 5 100
presentation
10. Sound/audio quality 5 5 100
Total 50 50 1000
Mean 5 5 100

From table 4.1 it can be seen that the media expert judgment gave a

score of 4 on all items in each aspect of the assesment. It means “Very

Good”. That means that the appearance of the multimedia introduction

menu is clear and provides a clear overview of the general material.

Then, in the aspect of user control, that interactive multimedia by

canva can be used easily with the accuracy of the control sequence and

the concistency of the placement of navigation buttons makes it easy

for users to play the media. And media validators also assess aspect of

multimedia display regarding the use of fonts, colors, layout

proportions, the suitability of using animations and images in

visualizing material and the suitability in all aspects is 5. The value is

categorized as “ Very Good” because its position in the interval 4.2 <

X<5.

4. Implementation

This step is a continuation of the develpment step, namely all medi designs

that have been developed will be implemented. At this step there are two

trials, namely:

a. The Result of Product Trial

50
At this stage the researchers conducted a limited media trial with a

total of 10 respondents from class 7.3 SMPN 3 Pringsewu. This limited

trial was conducted to determine the feasibility of the media for real

and wider implementation. In addition, this trial is also useful for

analyzing obstacles that may be encountered and trying to reduce these

obstacles in the next stage. At this stage, the feasibility validity test is

carried out by calculating the results of the student response

questionnaire score regarding the feasibility of the media.

a) Observation Results

Data on teacher and students responses to Interactive Multmiedia

by Canva in learning were collected by observations. The

following observation data are present:

1) Interactive multimedia canva makes students more interested

and focused on listening to learning material explained by

researchers, it can be seen in the picture below:

Picture 4.1 Delivering the Material

2) Interactive multimedia canva encourages students to actively

participate in learning. it can be seen that students are eager to

51
 try to play learning media, this statement can be seen in the

picture below:

Picture 4.2 Students Trial the Product

3) Interactive multimedia canva helps stimulate students interest

in learning vocabulary

Based on the data processing in the observation above, it can be

concluded that there are several findings in learning using

interactive multimedia canva during the trial. This has various

benefits for students and teachers in the learning process. For

students, researcher found that interactive multimedia makes

students interested and enthusiastic about learning English

vocabulary. Then for teacher, this multimedia interactive can be

used effectively and practically as a fun learning media option in

learning English vocabulary.

52
b) Students Interview After Try Out

Researcher also conducted an interview with students who

conducted a limited trial regarding their responses to the interactive

multimedia canva that had been used. The following are the results

of the analysis:

1) Interactive multimedia is interesting and simple to learn. This

statement is supported by student testimony in appendix 4

point

2.e. The student said that “I like it, the media has pictures, so I

am more excited to learn it” “and the vocabulary material is

not confusing to learn”. Based on this explanation, it can be

concluded that interactive multimedia canva makes it easier for

students to learn English vocabulary and the media display is

just right according to what students want.

2) The media display is very interesting, colorful, pictorial and

there is sound. This statement is supported by student testimony

in appendix 4 point 2.b. Students said that “The media is really

interesting and not boring”. From the following statements, it

can be concluded that students like this interactive multimedia

canva in appearance and also the use of audio in helping them

know how to mention a vocabulary.

Based on students interview after try out analysis above, it can be

concluded that the material, appearance, use of audio and control of

multimedia use are good an in appropriate with students want.

53
c) Field Note of the Try Out

Researcher made field notes during the trial. This aims to find out a

detailed description when researcher conduct trials. The following are

the results of field notes and the results of the analysis:

1) Tryout the product held in May 14, 2024. This statement was

supported by the information of the students in appendix 2. The

field note explained on the first sentence “On May 14, 2024 at

08.15 the researcher came to the school to do a try out in class 7.3”.

So, researcher took the tryout of the product on May 14, 2024.

2) The teacher help the researcher organize students to form a several

groups that will play interactive multimedia canva. This statement

was supported by the information of the students in appendix 2.

The field note explained “Mrs. Triyanti helps researcher organize

students to form several groups.

3) After all the activity finished, the researcher was asking students to

fill out the questionnaire, interview several students, and give

teacher response questionnaire. This statement can. After the tryout

was finished, the researcher asked students to fill out a response

questionnaire, interviewed several students and give a response

questionnaire to Miss. Triyanti Viandani to be filled in based on the

product try out that had been done.

54
 Based on the explanation of the product field note trial above, it

can be concluded that the researchers conducted the trial on May

14, 2024. Then on that day the researcher also conducted interviews

and questionnaires to students, and asked the teacher to fill out a

response questionnaire.

d) The Result of Teacher Response Questionnaire

The researcher has given a teacher response questionnaire to one of the

English teacher at SMPN 3 Pringsewu. the aspect of the questionnaire

consist of learning, content, feedback, and handling.

Table 4.3 The Result of Teacher Response Questionnaire

Respond Nomor Item Soal / Skor Hasil Angket ∑ Ma %

en R x
Triyanti 1 2 3 4 5 6 7 8 9 1 1 1 1 1 60 70 85
Viandani, 0 1 2 3 4 %
S.Pd, 5 4 4 5 4 4 5 4 4 5 4 4 4 4
M.Pd

Based on the table above, it can be explained that the teacher’s

response of the Interactive Multimedia by Canva product for teaching

vocabulary obtained a percentage value of 85% with the very good

category. It means that, the result of the analysis obtained criteria A

(81 – 100%), the media has very good qualification for use in learning.

55
 e) The Result of Students Response Questionnaire

The researcher also distributed data to students in the form of students

questionnaire after try out. Here are the results of students response

questionnaires that have been processed by researcher in the form of

table:

Table 4.5 The Result of Students Response Questionnaire After

Try Out
No Aspects ∑R N Percentage
1 Operation/ Use of Media 607 720 84%
2 User Reaction
3 Supplementary Material
Based on the table data above, it can be seen that the results of the

students questionnaire obtained a percentage of 84% with criteria A

which means the qualifying media is very good for use in learning.

This means that in product implementation, aspects such as: operation/

use of media, user reaction, and supplementary material in the

Interactive Multimedia by Canva are accordance with the needs of

students and can also be used as teaching materials in English

vocabulary learning. It can be stated that the Interactive Multimedia by

Canva is suitable for use in teaching English vocabulary.

b. Implementation of the Product

After conducting a limited trial to students and getting a response

questionnaire assesment that the media is suitable for implementation.

Researcher conducted a large-scale trial to 32 students of class 7.1

56
SMPN 3 Pringsewu on May 15, 2024. In addition to implementing the

learning media, this stage is also used to determine the level of

students interest in the learning media that has been developed by

researcher by collecting data through students response questionnaire

and interviews regarding students response related to learning media.

The description of each point will be explained below:

a. Observation

Observation were made to obtain data regarding teacher students

responses when using interactive multimedia by canva in the

classroom. The implementation of interactive multimedia by canva

is carried out by entering the seventh grade class of SMPN 3

Pringsewu. the researcher carried out the implementation of the

product in English subject. Th researcher carried out the

implementation on 7.1 with 32 students of SMPN 3 Pringsewu. the

researcher strated implementing the implementation in the morning

it took for 2 hours of lessons or about 90 minutes.

In this meeting, the researcher opened the meeting by greeting

students and explaining the purpose of the meeting. Then the

researcher explained how to operate interactive multimedia by

Canva. All students focused on the researcher's explanation of the

features of the media. After that, the researcher made several

groups of students to operate the media. Then all students in

each group

57
 began to try to operate interactive multimedia as their learning

media. After all students finished operating the media, the

researcher asked students to fill in the response questionnaire and

conducted interviews with students.

Based on the facts and explanations, it is possible to conclude that

the Interactive Learning Multimedia by Canva can help students in

learning English vocabulary that is feasible for seventh-grade

students at SMPN 3 Pringsewu. This is shown based on the results

of expert judgement and the responses of students and teacher

when implementing the product. Interactive Learning Multimedia

also interesting and motivates students to learn English and helps

them in developing their vocabulary.

b. Students Interview After Implementation

The researcher conducted an interveiw with students regarding

their rersponses to Interactive Multimedia Canva that had been

operated. The researcher was doing an interview with five students.

Here are the results of the analysis:

a. The display on the interactive multimedia canva is very

attractive, the color contrast is good. This statement is

supported by student information in appendix 4 in poin 3.a “If

its a matter

58
 of pictures, there’s no need to ask, it’s really good, and the

color contrast is also good”.

b. Interactive multimedia canva is very fun because it is included

with unique images and sounds. This statement is supported by

student statements in appendix 4 in point 3.c student said that “I

am very interested, apart from the interesting colors there are

also unique sounds and images with solar system ornaments”.

c. Interactive multimedia is very helpful for student in learning

vocabulary. This statement is supported by students' statements

in point 3.d of student interview, student stated that “The media

is very helpful”.

c. The Result of Students Response After Implementation

The researcher also distributed data to students in the form of

students questionnaire after try out. Here are the results of students

response questionnaires that have been processed by researcher in

the form of table:

Table 4.6 The Result of Students Response

Questionnaire After Implementation
No Aspects ∑R N Percentage
1 Operation/ Use of Media 1.867 2.204 81%
2 User Reaction
3 Supplementary Material

59
5. Evaluation

At this step contains the results of the assesment of the product developed.

At the evaluation step in the ADDIE model there are two types of

evaluation, namely formative and summative evaluations. Formative

evaluation is a process that assesses the quality of a product being

produced based on the results, the product will be improved or revised. At

actuality, this formative evaluation was completed at earlier phase. The

results of the formative evaluation as follows:

a. Feasibilty of the Interactive Multimedia by Canva

The media expert jugment obtained a percentage of 100% for

Compability of graphic aspectc and 100% for Compability of design,

where the percentage result meets the criteria of “Very Valid”.

Meanwhile, the Material expert jugement obtained a percentage of

91% for Compability of content and 92% for Compability of

presentation, where the percentage result meets the criteria of “Very

Valid”.

b. The Teacher and Students Responses

After the product was deemed suitable for testing, the process of

testing student responses followed. Based on the interview from 18

students, the analysis of students assesments of that can be

summerized as follows: students responded that the Interactive

Multimedia by Canva application made it easier for them to learn

English vocabulary and the interactive multimedia increased students

60
interest and ability in learning

61
vocabulary. Based on the educator response rsults from

implementation at SMPN 3 Pringsewu, it can be concluded that the

Interactive Multimedia by Canva application is a media that can assist

students in remembering English vocabulary.

62
 CHAPTER V

CONCLUSIONS AND

SUGGESTIONS

A. Conclusions

The purpose of this research is to find out how the interactive multimedia is

develope, its feasibilty and advantages of using Interactive Multimedia Canva

in learning English vocabulary in clasas 7.1 at SMPN 3 Pringsewu. there are

five stages in this research namely analysis, designing, developing,

implementation, and evaluation. Researcher must analyze the results of the

need first before designing the product. Based on the results of the need

analysis, 82% for students’ needs, 80% for students’ lack, and 83% for

students’s want. Meanwhile, expert judgment from media expert and material

expert gave good score of 4 and 5. So, this media has very good qualifications

to be used in learning English vocabulary. besides, stduents and teacher also

gave a good response when conductung trials, so that the product was valid

reliable.

Interactive Multimedia Canva is learning media developed form Canva

Application. This media is an interactive learning media that can display

images and sounds. This media can be played together or individually using

gadget or computer. This mutlimedia contains English vocabulary

accompanied by pictures and sound how to pronounce the vocabulary. In this

media there is also an evaluation to measure students’ abilities and games that

63
can be played together or individually.

64
 Based on the results of the anlaysis that has been done, it van be concluded

that the devloped Interactive Multimedia Canva is in appropriate with the

students want and this media makes students interested and motivated to learn

English. Therefore, the Interactive Multimedia used in this research can help

students and teacher in teaching and learning vocabulary more active and fun.

B. Suggestions

Based on the results, the researcher believes that this study will be beneficial

to both the researcher and the teacher. The findings of this research are

intended to be useful to junior highschool English teacher and other material

developers.

There are several things that the researcher suggest, including:

1. As input for teacher, teacher should choose learning media that are

innovative adn adapted to the times for example such as interactive

multimedia canva , so that teacher provide can provide interesting learning

experiences so that students do not bored while studying.

2. For future researchers whose research is reated to this research,

prefererebly in conducting development research, the research objective

should not only be limited to finding the feasibility, but also looking for

the effectiveness so that the product being developed is more effective and

on target.

65
 REFERENCE

Afdal Yuliansyah, F. (2016). Teaching Voabulary to Junior High School Students

by Using Kick Me Technique. Journal of English Language Teaching, (42).

Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and

How to be Taught. International Journal of Teaching and Education,(21).

Amrina Rosyada AS, T. W. (2023). Investigating English Vocabulary Difficulties

and ITS Learning Strategies Lower Secondary School Students. JOLLT

(Journal of Languages and Language Teaching, (490).

Asmarni, K. D. (2016). Developing Interactive Vocabulary Learning Multimedia

for the Seventh Grade Students of SMP N 15 Yogyakarta.

journal.student.uny.ac.id, (5).

Lessard-Clouston, M. (2013). Theacing Vocabulary. ERIC, (46).

Nyoman, S. (2023). The Implementation of Canva as a Media for Learning

English at SMK Negeri 2 Singaraja. International Journal English

Eduaction and Linguistics, (84).

Purnamasari, Y. D. (2015). Developing English Learning Materials for Grade X

Students of Beauty Study Program. English Education Department Faculty

of Languages and Arts State University of Yogyakarta, (20).

66
Ratna Sari Dewi, U. K. (2017). Using Communicative Games in Improving

Students’ Speaking Skills. Education Resources Information Center

(9).

Riska, W. A. (2018). Developing English Vocabulary Learning Game. Jurnal

Cakrawala Pendidikan, (4).

Suastika, W. a. (2018). Developing English Vocabulary Learning Game. Jurnal

Cakrawala Pendidikan, (4).

Sujarwo, W. B. (2020). Interactive Learning Multimedia: Enhancing Vocabulary

Mastery For Junior High School Students. Jurnal Kependidikan, (15).

Zainuddin1, A. R. (2019). Developing the interactive multimedia in physics

learning. Journal of Physics: Conference Series (JPCS), (2).

67
APPENDICES

68
 Appendix 1

ATP and Teching Modul (Modul Ajar)

ALUR TUJUAN PEMBELAJARAN

BAHASA INGGRIS JENJANG SEKOLAH MENENGAH PERTAMA
(FASE D) KELAS 7
Elemen Kalimat CP TP
Menyimak – Siswa menggunakan Bahasa Siswa dapat mengungkapan secara
Berbicara Inggris untuk berinteraksi dan lisan ungkapan mendeskripsikan
saling bertukar ide, pengalaman, orang.
minat, pendapat dan pandangan Siswa mampu memahami
dengan guru, teman sebaya dan penggunaan to be dalam
orang dlaam berbagai macam menggambarkan orang dengan
konteks familiar yang formal dan menyebutkan kata-kata sifat
informal. Dengan pengulangan terkait orang dengan tepat dan
dan pergantian kosakta, pelajar benar
memahami ide utama dan detil
yang relevan dari diskusi atau
presentasi mengenai
Menulis – Memirsa Pada akhir fase D, siswa membaca Siswa menganalisa struktur teks
dan merespon teks familiar dan dan unsur kebahasaaan teks
tidak familiar yang mengandung deskriptif tentang penampilan fisik
struktur yang telah dipelajari dan dan karakter orang.
kosakata yang familiar secara
mandiri. Mereka mencari dan Memahami kata-kata yang sering
mengevaluasi ide utama dan digunakan sehari-hari dengan
informasi spesifik dalam berbagai bantuan gambar dan audio.
teks dengan bantuan gambar dan
audio. Mengapliksikan struktur teks
deskriptif dalam mendeskripsikan
fisik dan karakter orang

69
Menulis - Menyajikan Pada akhir fase D, siswa Siswa mampu menyusun teks
mengomunikasikan ide dan deskriptif lisan dan tulis, sangat
pengalaman mereka melalui pendek dan sederhana terkait
paragraf sederhana dan terstruktur, orang dengan memeperhatikan
menunjukkan perkembangan fungsi sosial, struktur teks dan
penggunaan kosakata spesifik dan unsur kebahasaan yang benar
struktur kalimat sederhana. Siswa mampu mengarang teks
Menggunakan contoh, mereka deskriptif lisan dan tulis dalam
membuat perencanaan, menulis, mendeskripsikan orang.
dan menyajikan teks sederhana
untuk menyusun deskripsi
mengenai orang.

70
 Teaching Module (Modul Ajar)

INFORMASI UMUM
A. IDENTITAS MODUL
Penyusun : Galuh Nandita
Instansi : SMPN 3 PRINGSEWU
Tahun : Tahun 2024
Jenjang Sekolah : SMP
Mata Pelajaran : Bahasa Inggris
Fase / Kelas : D/7
Semester : II (Genap)
Kegiatan : Penerapan Interactive Multimedia
Canva
Alokasi Waktu : 90 Menit
B. KOMPETENSI AWAL
 Peserta didik mampu mengidentifikasikan dan menggunakan kata sifat
deskriptif (Descriptive Adjectives) untuk mendeskripsikan orang
 Peserta didik mampu mengungkapkan penampilan seseorang dalam bahasa
Inggris
C. PROFIL PELAJAR PANCASILA
 Beriman dan bertakwa kepada Tuhan Yang Maha Esa
 Berkebinekaan global
 Bernalar kritis
D. SARANA DAN PRASARANA
 Sumber belajar : Buku cetak, Lembar Kerja Peserta Didik (LKPD)
 Media pendukung pembelajaran : Interactive Multimedia Canva (Media
pembelajaran berbasis teknologi)
E. TARGET PESERTA DIDIK
 Peserta didik mampu menguasai kosakata dan menggunakan kata sifat
deskriptif untuk mendeskripsikan orang
 Peserta didik mampu atau berani untuk mengucapkan kosakata dan membuat
kalimat deskriptif sederhana mengenai penampilan orang
F. JUMLAH PESERTA DIDIK

71
 32 Peserta Didik
G. MODEL PEMBELAJARAN
 Pembelajaran Tatap Muka
KOMPONEN INTI
A. TUJUAN KEGIATAN PEMBELAJARAN
 Capaian Pembelajaran :
Menulis – Memirsa
Pada akhir fase D, peserta didik mampu mengomunikasikan ide dan
pengalamannya secara lisan dengan struktur yang jelas dan runtut. Dengan
bantuan guru, mereka menghasikan teks deskriptif sederhana. Mereka
menulis kosakata dan teks deskriptif singkat yang berkaitan dengan
mendeskripsikan orang dalam bahasa Inggris menggunakan kata sifat
deskriptif yang tepat

Menyimak – Berbicara
Pada akhir fase D, peserta mendengarkan audio pengucapan kosakata
deskripsi orang. Peserta didik menggunakan bahasa Inggris untuk
mendeskripsikan seseorang.

 Tujuan Pembelajaran
Memahami kata-kata yang digunakan untuk mendeksripsikan orang dengan
bantuan gambar dan audio
Menulis kosakata yang berkaitan dengan mendeskripsikan orang
menggunakan bahasa Inggris
Mengucapkan kosakata dan kalimat sederhana mengenai deskripsi orang
menggunakan bahasa Inggris
B. PERTANYAAN PEMANTIK
 Pengajar menanyakan terjemahan bahasa Inggris dari kata sifat untuk
mendeskripsikan seseorang dan kata sifat untuk mendeskripsikan karakter
seseorang

72
 Apa bahasa Inggris dari tinggi?
(Tall) Apa Bahasa Inggris dari baik?
(Kind)
 Pengajar menanyakan bagaimana cara menyusun kalimat sederhana dengan
kata sifat untuk mendeskripsikan orang?
(subject + to be + adjective)
C. KEGIATAN PEMBELAJARAN
Kegiatan Pendahuluan
1. Siswa dan guru saling menyapa dalam bahasa Inggris, lalu
mempersiapkan diri untuk mengikuti pembelajaran.
2. Ketua kelas memimpin doa untuk memulia proses pembelajaran
3. Siswa menjawab pertanyaan dari guru mengenai perasaan dan kondisi
kesehatan mereka di hari itu.

Kegiatan Inti
1. Penulis meneragkan kepada siswa bahwa hari ini siswa akan belajar
deskriptif adjective menggunakan bahasa Inggris dengan media
Interactive Multimedia by Canva
2. Penulis menunjukan media Interactive Multimedia Canva yang akan
digunakan untuk menambah kosakata bahasa Inggris siswa
3. Penulis menjelaskan tujuan dan cara mengoperasikan Interactive
Multimedia Canva
4. Penulis menginstruksikan siswa untuk membuat beberapa kelompok
5. Penulis memberikan kesempatan siswa untuk memainkan Interactive
Multimedia Canva.
6. Setelah waktu yang diberikan selesai siswa diminta untuk mengerjakan
evaluasi yang ada pada media
7. Kemudian siswa diminta untuk memainkan game yang ada pada media
secara berkelompok
8. Pada permainan game ini kelompok siswa yang mendapatkan skor tinggi
namanya akan ada pada tingkatan pertama dalam game. Dan kelompok

73
 dengan skor tertinggi akan mendapatkan penghargaan atau hadiah dari
Penulis sebagai apresiasi

Kegiatan Penutup
1. Peneliti meminta beberapa siswa untuk menyebutkan kembali kata sifat
yang telah dipelajari hari ini, untuk mengetahui pemahaman siswa
mengenai materi yang diajarkan.
2. Siswa berbagi pengalaman atau kesulitan yang mereka hadapi selama
pembelajaran berlangsung
3. Peneliti menyampaikan apresiasi kepada siswa yang telah aktif
berpartisipasi dan menunjukan kemajuan belajar.
4. Peneliti mengakhiri pembelajaran dengan salam penutup dan ucapan
terimakasih atas partisipasi siswa.
D. REFLEKSI
Refleksi Guru :
Apakah tujuan pembelajaran telah tercapai?
Bagaimana respon siswa terhadap materi yang disampaikan?

Refleksi Siswa :
Siswa terlibat aktif dalam pembelajaran dengan menggunakan media
Interactive Multimedia Canva.
Siswa mampu mengucapkan kosakata dalam mendeskripsikan seseorang.

74
 Appendix 2
Field Note

Field Note (Asking Permission) on Desember 08, 2023

Researcher came to SMPN 3 Pringsewu on Desember 08, 2023 at 09.00. One
of the teacher there helped me to meet the headmaster. After the researcher met
with the headmaster, Mr. Agus Dwinanto, S.Pd. the researcher gave a research
permit. Then, the researcher asked permission to conduct research at the school.
Mr. Agus Dwinanto gave permission to the researcher and direct me to meet
Mrs.
Triyanti Viandani, M.Pd. as an English teacher at SMPN 3 Pringsewu.
Field Note (Interview English Teacher) on December 08, 2023
After talking with the principal. At 09.50 in the teacher’s room. The researcher
also asked about the curriculum and teaching tools used. Then, researcher asked
about learning problem and learning media. Mrs. Triyanti Viandani explained
that vocabulary problems in learning English are still quite difficult. And
regarding learning media in this school is very limited, teacher only use books
and sometimes use LCD projectors. So, the teacher hopes that researcher can
develop learning media that can help and facilitate them in learning English
vocabulary. The researcher asked about English learning.
Field Note (Give need analysis questionnaire to the students) on January
24, 2024
On Wednesday, January 24, 2024 at 10.15 the researcher conducted a need
analysis in class 7.1. The researcher introduced herself and explained the
procedure for filling out the questionnaire and distributing it. Student began to
fill out the questionnaire and then handed the questionnaire to the researcher.
Field note (TRY OUT) on Tuesday May 14, 2024
On May 14, 2024 at 08.00 the researcher came to the school. The researcher
went to the office to meet Mrs. Triyanti Viandani, M.Pd. The researcher and
Mrs. Triyanti Viandani, M.Pd came to class. Mrs. Triyanti helps researcher
organize students to form several groups that will play interactive multimedia
canva. After
the try out was finished, the researcher asked students to fill out a response
75
questionnaire to Mrs. Triyanti Viandani, M.Pd . to be filled in based on the
product try out that had been done.
Field note (Implementation) on Wednesay May 15, 2024
On May 15, 2024 at 10.15 the researcher came to the school. The researcher
went to the office to meet Mrs. Triyanti Viandani, M.Pd. The researcher and
Mrs. Triyanti Viandani, M.Pd came to class. Mrs. Triyanti helps researcher
organize students to form several groups that will play interactive multimedia
canva. Then the researcher started to implement the product. All students follow
the learning activities well. Students also take quizzes and play games together
on the media. After the implementation was finished, the researcher asked
students to fill out
the response questionnaire, and interviewed students

76
 Appendix 3
The Result of Need Analysis

No Responden Item Number Necessities Total Score Percenta

4 5 7 10 13 14 Max ge
1 Al Aziz 3 4 4 3 3 4 21 24 87
2 Aura 4 3 3 3 4 3 20 24 83
3 Azzalea 3 4 4 3 3 4 21 24 87
4 Bayza 3 3 3 3 3 3 18 24 75
5 Cantika 3 4 3 4 4 3 21 24 87
6 Dara 4 3 4 3 3 3 20 24 83
7 Devika 4 3 3 3 3 3 19 24 79
8 Dzakiyah 3 3 3 3 4 3 19 24 79
9 Dzaky 4 4 4 4 4 3 23 24 85
10 Falih 4 3 4 3 4 3 21 24 87
11 Filza 3 3 3 3 3 3 18 24 75
12 Hosea 3 3 4 3 3 4 20 24 83
13 Husnul 3 3 4 3 3 4 20 24 83
14 Icha 3 3 3 3 3 4 19 24 79
15 Kayla 4 4 4 3 4 4 23 24 95
16 Luthfia 4 4 3 3 4 4 22 24 91
17 Made 3 3 4 4 3 4 21 24 87
18 Miftah 4 4 3 3 3 4 21 24 87
19 M. Ibnu 4 3 4 4 4 3 22 24 91
20 M. Rafa 3 3 3 3 3 3 18 24 75
21 M. Syaiful 3 4 4 4 3 4 22 24 91
22 Nasywa 3 3 3 3 3 4 19 24 79
23 Novita 4 3 3 4 3 4 21 24 87
24 Novri 2 3 3 3 4 3 18 24 75
25 Nurhalizah 3 4 4 4 4 3 22 24 91

77
26 Rafael 3 3 3 3 3 3 18 24 75
27 Raissa 3 3 3 3 3 3 18 24 75
28 Syakirah 3 4 4 4 4 3 22 24 91
29 Titania 4 3 3 3 4 3 20 24 83
30 Windra 3 4 4 3 4 3 21 24 87
31 Ya’afi 4 4 4 3 4 4 23 24 95
32 Zafran 4 3 4 3 3 3 20 24 83
Total Percentage 82%

No Responden Item of Lack Total Score Percentage

1 2 3 15 Max
1 Al Aziz 3 3 4 4 14 16 87
2 Aura 2 2 3 4 11 16 68
3 Azzalea 3 3 4 3 13 16 81
4 Bayza 2 2 2 3 9 16 56
5 Cantika 4 4 3 4 15 16 93
6 Dara 3 4 3 4 14 16 87
7 Devika 3 3 3 3 12 16 75
8 Dzakiyah 2 2 2 3 9 16 56
9 Dzaky 3 4 4 4 15 16 93
10 Falih 3 4 4 4 15 16 93
11 Filza 3 3 2 3 11 16 68
12 Hosea 4 4 4 3 15 16 93
13 Husnul 3 4 3 3 13 16 81
14 Icha 3 4 4 3 14 16 87
15 Kayla 3 4 4 3 14 16 87
16 Luthfia 3 4 3 3 13 16 81
17 Made 3 3 4 4 14 16 87
18 Miftah 4 4 3 3 14 16 87

78
19 M. Ibnu 3 3 4 4 14 16 87
20 M. Rafa 3 3 3 3 12 16 75
21 M. Syaiful 4 3 4 3 14 16 87
22 Nasywa 4 3 4 4 15 16 93
23 Novita 3 3 3 4 13 16 81
24 Novri 3 3 3 4 13 16 81
25 Nurhalizah 1 1 1 4 7 16 43
26 Rafael 3 3 3 3 12 16 75
27 Raissa 4 3 3 3 13 16 81
28 Syakirah 1 1 1 4 7 16 43
29 Titania 4 4 4 3 15 16 93
30 Windra 4 3 4 4 15 16 93
31 Ya’afi 3 4 3 3 13 16 81
32 Zafran 3 4 3 4 14 16 87
Total Percentage 80%

No Responden Item of Want Tota Score Percentag

6 8 9 11 12 l Max e
1 Al Aziz 4 3 4 3 4 18 20 90
2 Aura 4 4 4 3 3 18 20 90
3 Azzalea 4 4 4 4 4 20 20 100
4 Bayza 3 3 3 3 3 15 20 75
5 Cantika 3 4 4 3 4 18 20 90
6 Dara 3 4 4 3 4 18 20 90
7 Devika 3 3 3 3 3 15 20 75
8 Dzakiyah 3 3 4 3 3 16 20 80
9 Dzaky 4 4 4 4 3 19 20 95
10 Falih 3 4 3 3 3 16 20 80
11 Filza 4 4 3 3 4 18 20 90

79
12 Hosea 3 3 3 4 4 17 20 85
13 Husnul 4 3 3 4 3 17 20 85
14 Icha 4 4 4 3 3 18 20 90
15 Kayla 3 4 3 3 3 16 20 80
16 Luthfia 4 4 4 3 3 18 20 90
17 Made 4 4 3 4 4 19 20 95
18 Miftah 3 4 4 4 3 18 20 90
19 M. Ibnu 3 3 4 3 3 16 20 80
20 M. Rafa 3 4 3 3 3 16 20 80
21 M. Syaiful 4 4 3 4 3 18 20 90
22 Nasywa 4 4 3 4 3 18 20 90
23 Novita 3 4 3 3 4 17 20 85
24 Novri 3 3 4 3 3 16 20 80
25 Nurhalizah 4 4 4 3 2 17 20 85
26 Rafael 3 3 3 3 3 15 20 75
27 Raissa 4 4 4 3 3 18 20 90
28 Syakirah 4 4 4 3 3 18 20 90
29 Titania 4 3 4 4 3 18 20 90
30 Windra 2 3 3 4 3 15 20 75
31 Ya’afi 3 3 3 4 3 16 20 80
32 Zafran 3 3 3 3 4 16 20 80
Total Percentage 83%

80
 Appendix 4
Interview Transcript

1. Transcript Interview with English Teacher of SMPN 3 Pringsewu

Researcher Assalammualaikum Miss, mohon maaf mengganggu

waktunya sebentar.

Assalammualaikum Miss, I apologize for disturbing your time

for a moment.

Mrs. Triyanti Iya mba ada yang bisa saya bantu?

Yes, how can I help you?

Researcher Sebelumnya perkenalkan nama saya Galuh Nandita

mahasiswa pendidikan bahasa inggris UMPRI, maksud saya

disini menemui ibu untuk melakukan wawancara penelitian.

Sebelumnya maaf dengan Ibu siapa?

First, please introduce my name is Galuh Nandita, a student

of English Education UMPRI. Who are you sorry to be with?

Mrs. Triyanti Saya Triyanti Viandani dari SMPN 3 Pringsewu.

I am Triyanti Viandani from SMPN 3 Pringsewu.

Researcher Baik bu saya akan bertanya mengenai apa saja permasalahan

yang ada pada pembelajaran bahasa inggris disekolah ini

terkhusus di kelas 7.

Okay mom, I will ask about what are the problems that exist in

learning English at this school, especially in grade 7.

81
Mrs. Triyanti Kalau masalah kemampuan yang sangat perlu ditingkatkan

yaitu kosakata karena kekurangan pada vocabulary ini,

mereka jadi sulit untuk memahami bacaan yang disajikan

oleh guru. If the problem of ability that really needs to be

improved is vocabulary because of this lack of vocabulary,

they make it

difficult to understand the reading presented by the teacher.

Researcher Baik bu, kemudian pada saat kegiatan pembelajaran bahasa

inggris apakah siswa memberikan respon yang positif?

Well ma'am, then during English learning activities do

students give a positive response?

Mrs. Triyanti Dari kesuluruh siswa itu beragam, ada yang dapat menerima

dengan baik ada yang cuek dan bahkan ada yang sama sekali

tidak menerima.

From all students it varies, some can accept well, some are

ignorant and there are even those who do not accept at all.

Researcher Apakah perbedaan respon siswa yang beragam ini

dipengaruhi oleh minat belajar bahasa inggris siswa?

Are the differences in student responses influenced by students'

interest in learning English?

Mrs. Triyanti Iya, terlebih lagi siswa memiliki mindset pembelajaran

bahasa inggris menakutkan.

Yes, moreover students have a mindset that learning English

is scary.

82
Researcher Kalau dari pihak sekolah sendiri menyediakan media

pembelajaran bahasa inggris tidak Bu?

Does the school itself provide English learning media, ma'am?

Mrs. Triyanti Tidak, kalau ingin menggunakan media harus gurunya yang

menyediakan

No, if we want to use the media, the teacher must provide it

Researcher Apakah selama pembelajaran bahasa inggris siswa sudah

pernah menggunakan media belajar Bu?

Have students used learning media during English learning,

ma'am?

Mrs. Triyanti Kalau untuk media menggunakan buku karena memang

disediakan dari sekolah, namun jika ada media yang

dibutuhkan maka guru yang akan membuat sendiri, misalnya

media pamphlet atau penggunaan kartu belajar kosakata.

For media, we use books because they are provided by the

school, but if there is media needed then the teacher will

make it himself, for example pamphlet media or the use of

vocabulary learning cards.

Researcher Baik Bu, lalu bagaimana menurut Ibu dengan media belajar

yang dikembangkan berbasis teknologi digital?

Oke ma'am, then what do you think about the learning media

developed based on digital technology?

83
 Mrs. Triyanti Bisa sekali, namun memang jika penggunaan media berbasis

digital ini harus tetap dalam pendampingan.

Very well, but indeed if the use of this digital-based media must

remain in assistance.

Researcher Baik Bu, sepertinya sudah cukup. Saya mengucapkan

terimakasih sudah menyediakan waktu.

Okay ma’am I think enough, thankyou very very much for your

time

2. Trancript Interview Students After Try Out

a. Respondent 1

Researcher Assalammualaikum
Nadine Waalaikumsalam Kak
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Nadine Nama saya Nadine Chandra Adira
My name is Nadine Chandra Adira
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Nadine Suka kak
I like it
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?

84
 Nadine Sudah pas kak
Already fit Miss
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using media like that?
Nadine Sangat tertarik karena simpel untuk dipelajari
Very interested , because it is simple to learn
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Nadine Lumayan mudah
Pretty easy

b. Respondent 2
Researcher : Assalammualaikum
Adivia Waalaikumsalam Kak
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Adivia Nama saya Adivia Hana Wardani
My name is Adivia Hana Wardani
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Adivia Suka banget kak seru
Realy like it Miss, because it’s fun
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Adivia Sudah pas kak
Already fit Miss
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?

85
 Do you feel interested in learning using media like that?
Adivia Tertarik banget ngga ngebosenin
Realy interesting not boring
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Adivia Mudah kak ngga terlalu susah juga
Easy, not too difficult
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Adivia Tidak kak karena menurut saya medianya sudah bagus
No Miss, the media already good

c. Respondent 3
Researcher Assalammualaikum
Fatan Waalaikumsalam
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name
Fatan Nama saya Muhammad Fatan Rizky
My name is Muhammad Fatan Rizky
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Fatan Saya sangat suka
I realy like it
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Fatan Menurut saya sudah pas
I think it’s just right

86
 Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using media like that?
Fatan Iya, saya sangat tertarik
Yes, I very interested
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Fatan Sangat mudah untuk dipahami
Very easy to understand
Researcher Apakah ada masukan atau komentar untuk media kakak?
Fatan No, the media is good

d. Respondent 4
Researcher Assalammualaikum
Adinda W. T Waalaikumsalam
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Adinda W. T Nama aku Adinda Winata Tanjung
My name is Adinda Winata Tanjung
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Adinda W. T Suka banget kak, soalnya aku liat gambar – gambar gitu
I really like it, because I see pictures like that.
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Adinda W. T Sudah lumayan pas kok kak, soalnya kan pas itu hp nya
barengan jadi mungkin suaranya kurang terdengar
It's quite right, because when the cellphone is together so maybe
the sound is less audible.

87
 Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using media like that?
Adinda W. T Tertarik sih, soalnya pakai hp jadi gampang gitu
I'm interested, because using a cellphone is so easy.
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Adinda W. T Kalau menurut aku lumayan paham
I think I understand quite well
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Adinda W. T Itu buatan kakak ya? Itu bagus banget kak soalnya jadi
kadang- kadang suka mainin game belajarnya. Semangat terus
ya kak Did you make that? That's really good, sis, so
sometimes I like
to play the learning game. Keep up the good work, sis.

e. Respondent 5
Researcher Assalammualaikum
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Adinda Nama saya Adinda Julianty
My name is Adinda Julianty
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Adinda Suka ka, medianya bergambar gitu jadi lebih semangat buat
mempelajarinya
I like it, the media has pictures so I'm more excited to learn it
Researcher Menurut kamu untuk gambar, warna dan suara dalam medianya
sudah baik dan pas belum?

88
 Do you think the pictures, the colors and the sound in the media
are right yet?
Adinda InsyaAllah sudah kak, bagus banget
Insha'Allah it's already sis, really good.
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using media like that?
Adinda Tertarik kak, soalnya tidak buat bosan gitu
Interested Miss, because it doesn't make it boring
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Adinda W. T Iya, tidak membingungkan kosakatanya
Yes, the vocabulary is not confusing
Researcher Apakah ada masukan atau komentar untuk media kakak?
Yes, the vocabulary is not confusing
Adinda Tidak ada kak
No, I don’t Miss

3. Trancript Interview Students After Implementation

a. Respondent 1

Researcher Assalammualaikum
Hosea Waalaikumsalam
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Hosea Nama saya Hosea Adney F
My name is Hosea Adney F
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Hosea Suka si kak, soalnya keliatan seru banget
I like the media, because it looks really exciting

89
 Researcher Menurut kamu untuk gambar, warna dan suara dalam medianya
sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Hosea Kalau masalah gambar sih ngga usah ditanya kak bagus banget
sama warna juga kontras bagus deh pokoknya, untuk suara ngga
terlalu terdengar kak karena kondisi kelasnya yang berisik juga
: If its a matter of pictures, there’s no need to ask, it’s really good,
and the color contrast is also good. Anyway, for the sound it’s not
too audible because the class condition are noisy too
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti itu?
Do you feel interested in learning using media like that?
Hosea Kalau masalah tertarik sih tertarik banget ya
If it’s matter of being interested, I am really interested
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Hosea Mudah kak, soalnya pakai HP jadi enak tinggal dengerin
kosakatanya
Easy Miss, because the media uses a phone, so it’s good to just
listen to it
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Hosea Komentar? Ada, tentang buatan karya kakak itu, asli kakak kah
yang buat? Bagus banget semangat terus ya kak buat karya
medianya, biar semakin banyak yang tertarik.
Comment? Any, about your work, did you it originally? Very good,
keep up the spirit it Miss for the media work, so that more and
more people are interested

b. Respondent 2

90
Researcher Assalammualaikum
Syakirah Waalaikumsalam Kak
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Syakirah Halo kak, nama aku Syakirah Nurul Izzah
Halo Miss, My name is Syakirah Nurul Izzah
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Syakirah Suka banget kak! Soalnya bergambar gitu, buat jadi semanagat
untuk mempelajarinya
I realy like it Miss, because it’s illustrated, so it makes me excited
to learn it
Researcher Menurut kamu untuk gambar, warna dan suara dalam medianya
sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Syakirah Sudah pas kak, keren banget
Already appropriate Miss, really cool
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti itu?
Do you feel interested in learning using media like that?
Syakirah Tertarik pake banget, soalnya ngga ngebosenin
Really interested Miss, beacuse it’s not boring
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?
Syakirah Iyaa, ngga buat bingung kosakatanya
Yes easy, not confusing
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Syakirah Tidak kak
No Miss

91
c. Respondent 3

Researcher Assalammualaikum
Cantika Waalaikumsalam Kak
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Cantika Nama saya Cantika Nur Fadila bisa dipanggil Cantika
My name is Cantika Nur Fadila, you can call me Cantika
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Cantika Suka, karena medianya menarik dari gambar, warna yang
terang dan cerita serta teks dan gambar yang jelas.
I like, because the media is attractive from pictures, bright
colors and clear stories and texts.
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Cantika Sudah, warna yang meanarik dan mencolok serta suara yang
jelas dan enak didengar
Already, the colors are attractive and striking and the voice is
clear and pleasant to hear.
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using media like that?
Cantika Saya sangat tertarik, selain karena warna serta terapat suara dan
gambar yang unik dengan ornament tata surya
I'm very interested, apart from the colors and there are unique
sounds and images with solar system ornaments
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material eassy to understand?

92
 Cantika Ya! Sangat mudah dipahami karena memiliki suara serta gambar
yang jelas
Yes! Very easy to understand as it has clear sounds and images
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Cantika Sebaiknya ditambahkan tema lain seperti kebun binatang dan
ornamen – ornamen lainnya agar terlihat lebih menarik, tapi
sejauh ini sudah sangat bagus.
It would be good to add other themes such as zoos and other
ornaments to make it look more interesting, but so far so good.

d. Respondent 4

Researcher Assalammualaikum
Nurhalizah Waalaikumsalam Kak
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Nurhalizah Nama saya Nurhalizah bisa dipanggil Liza
My name is Nurhalizah can be called Liza
Researcher Tadi kan kita sudah mencoba media pembelajaran interaktif
multimedia, apakah kamu suka sama medianya?
Earlier we tried the learning media, did you like the media?
Nurhalizah Suka, karena gambarnya menarik dan suaranya jelas
I like it because the pictures are interesting and the sound is
clear
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Nurhalizah Sudah, semuanya sudah bagus
Already, everything is good

93
 Researcher Tadikan mengerjakan evaluasi juga, apakah kamu kesulitan
dalam mengerjakan evaluasi?
Also, did you have any difficulties in doing the evaluation?
Nurhalizah Tidak kak
No, I did not
Researcher Game nya menyenangkan tidak untuk belajar secara individu
ataupun bersama-sama?
Is the game fun to learn individually or together?
Nurhalizah Menyenangkan kak
It was fun Miss
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Nurhalizah Tidak ada, medianya sangat membantu
Nothing, the media is very helpful

e. Respondent 5

Researcher Assalammualaikum
Ibnu Waalaikumsalam
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Ibnu Halo kak, nama aku Muhammad Ibnu Ilham
Hallo, My name is muhammad Ibnu Ilham
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Ibnu Suka kak, soalnya ada gamenya juga
I like it, because there are games too
Researcher Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?
Ibnu Sudah pas kak

94
 Already right
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using the media?
Ibnu Tertarik, soalnya ngga buat kita bosan
Interested, because it doesn't make us bored
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material easy to understand?
Ibnu Mudah dipahami kak
Easy to understand Miss
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Ibnu Susah buat masuknya aja sih kak bingung soalnya
It's just hard to get in, I'm confused

f. Respondent 6

Researcher : Assalammualaikum
Novita : Waalaikumsalam
Researcher : Boleh perkenalkan namanya siapa?
Can you introduce your name?
Novita : Perkenalkan nama saya Novita Dewi
Introducing my name is Novita Dewi
Researcher : Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Novita : Suka, karena bagus dan menarik
Love it, because it's good and interesting
Researcher : Menurut kamu untuk gambar, warna dan suara dalam
medianya sudah baik dan pas belum?
Do you think the pictures, the colors and the sound in the media
are right yet?

95
 Novita : Sudah
Already right
Researcher : Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using the media?
Novita : Tertarik, karena seru
Interested, because it's fun
Researcher : Apakah materi kosakata mudah dipahami?
Is the vocabulary material easy to understand?
Novita : Iya
Yes
Researcher : Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Novita : Tidak ada
Nothing

g. Respondent 7

Researcher Assalammualaikum
Ya’afi Waalaikumsalam
Researcher Boleh perkenalkan namanya siapa?
Can you introduce your name?
Ya’afi Nama saya Ya’afi Narabyan kelas 7.1
My name is Ya’afi Narabyan from class 7.1
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Ya’afi Menurut saya media yang disiapkan kemarin saya suka
I think I like the learning media prepared
Researcher Menurut kamu untuk gambar, warna dan suara dalam medianya
sudah baik dan pas belum?

96
 Do you think the pictures, the colors and the sound in the media
are right yet?
Ya’afi Untuk warna, gambar dan sebagainya bagus
For color, picture and so on are good
Researcher Kamu merasa tertarik tidak belajar menggunakan media seperti
itu?
Do you feel interested in learning using the media?
Ya’afi Saya merasa tertarik menggunakan media itu
I feel interested in using the media
Researcher Apakah materi kosakata mudah dipahami?
Is the vocabulary material easy to understand?
Ya’afi Gampang dimengerti
Easy to understand
Researcher Apakah ada masukan atau komentar untuk media kakak?
Do you have any input or comment for the media?
Ya’afi Very Good

h. Respondent 8

Researcher Boleh perkenalkan namanya siapa?

Can you introduce your name?
Aura Namaku Aura Khoirina Jasinda
My name is Aura Khoirina Jasinda
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Aura Iya suka, karena enak dipelajari. Ada gambar dan suaranya
Yes, I like it because it's easy to learn. There are pictures and
sounds
Researcher Oke, jadi disetiap materinya ada gambarnya jadi memudahkan
untuk dipelajari ya?

97
 Okay, so every material has a picture so it makes it easier to
learn, right?
Aura Iya
Yes
Researcher Kalau untuk suara/ audio tadi kan ada untuk cara
pengucapannya, cukup membantu tidak untuk?
As for the sound/audio, there is a pronunciation, is that helpful?
Aura Iya kak
Yes
Researcher Kalau untuk kekurangan dari produknya ada tidak?
What are the disadvantages of the product?
Aura Tidak ada kak
No, I dont
Researcher Secara keseluruhan suka dengan medianya?
Overall like the media?
Aura Iya suka
Yes, I like

i. Respondent 9

Researcher Boleh perkenalkan namanya siapa?

Can you introduce your name?
Devika Devika Saputri
Devika Saputri
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
devika suka dengan medianya?
Earlier we tried the learning media, did you like the media?
Devika Suka banget, gambarnya menarik dan suaranya jelas
Love it, the pictures are interesting and the sound is clear
Researcher Baik, untuk medianya cukup membantu tidak untuk mengetahui
kosakata baru dan cara pengucapannya?

98
 Well, for the media, is it helpful to know the new vocabulary and
the pronunciation?
Devika Iya
Yes
Researcher Menurut Devika masih ada kekurangan atau tidak dari medianya
According to Devika, there are still shortcomings or not from
the media
Devika Tidak
No
Researcher Apakah ada masukan lain untuk medianya?
Do you have any other suggestions for the media?
Devika tidak
No, I dont
Researcher Tadikan mengerjakan evaluasi juga didalam medianya, apakah
tadi bisa mengerjakannya
Make the evaluation also in the media, whether you can do it?
Devika Bisa
Yes, I can
Researcher Apakah isi evaluasi sesuai dengan materinya?
Make the evaluation also in the media, whether you can do it?
Devika Iya sesuai
Yes, appropriate

j. Respondent 10

Researcher Baik Adek boleh perkenalkan namanya siapa?

Can you introduce your name?
Dzaki Dzaki Fadhila
Dzaki Fadhila
Researcher Tadi kan kita sudah mencoba media pembelajarannya, apakah
kamu suka dengan medianya?
Earlier we tried the learning media, did you like the media?

99
Dzaki Lumayan, karena asik ada gambarnya, ada suaranya jernih
Quite like, because it's cool that there are pictures, there is clear
sound
Researcher Baik, apakah ada masukan untuk medianya
Well, do you have any suggestion for the media?
Dzaki Sejauh ini belum ada
So far, not yet
Researcher Tadi kan melakukan evaluasi dan game juga, kamu mengalami
kesulitan tidak?
Did you do the evaluation and game too, did you have any
difficulties?
Dzaki Lumayan sukit di evaluasi
Yes, quite difficult in evaluation
Researcher Baik, kemudian untuk isi soal dan materi sesuai tidak?
Okay, then for the content of the questions and the material is
appropriate?
Dzaki Iya sama
Yes, appropriate
Researcher Baik, terimakasih ya.
Okey thanyou

100
 Appendix 5

The result of Expert Judgment

1. Expert Judgment Media

101
102
103
2. Expert Judgment Material

104
105
106
 Appendix 6

The Result of Teacher Response Questionnaire

107
108
 Appendix 7

The Result of Students Response Questionnaire

No Respond Nomor Item Soal / Skor Hasil Angket

en 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1

0 1 2 3 4 5 6 7 8

1 Aziz 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3

2 Aura 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 Azzalea 4 3 3 4 4 3 4 4 4 4 3 3 4 4 3 4 4 3

4 Bayza 3 3 2 2 3 4 3 3 3 3 3 3 3 3 3 2 3 3

5 Cantika 3 4 3 3 4 3 3 3 4 4 4 4 4 4 4 3 3 3

6 Dara 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

7 Devika 3 3 3 3 3 4 4 4 4 3 4 3 4 4 4 4 3 3

8 Dzakiy 3 3 2 3 3 3 3 3 3 3 3 4 3 3 3 4 4 3

9 Dzaki 3 3 4 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3

10 Falih 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

11 Filza 4 3 3 2 2 3 3 3 3 3 3 3 3 3 3 2 3 3

12 Hosea 3 3 4 3 3 3 3 4 4 3 3 4 4 4 4 4 3 3

13 Husnul 3 4 3 3 3 3 3 4 4 3 4 4 3 4 3 4 4 3

14 Icha 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2

15 Kayla 4 4 3 3 3 3 3 3 3 4 4 4 4 4 4 3 4 4

16 Luthfia 3 4 3 3 3 3 3 4 3 4 4 4 3 4 4 3 3 3

17 Made 3 3 3 3 3 3 3 4 4 3 3 3 4 4 3 3 4 3

109
18 Miftah 3 3 3 3 3 3 3 4 3 3 3 3 4 3 3 3 3 3

19 Ibnu 3 3 3 4 3 3 3 4 4 4 3 3 4 4 4 4 3 3

20 M.Rafa 3 3 3 4 4 3 3 4 3 3 3 3 4 3 4 3 4 4

21 Syaiful 3 3 3 3 3 3 3 4 4 3 3 3 4 4 3 4 4 3

22 Nasywa 3 4 3 4 4 3 4 3 3 4 3 3 3 4 4 4 3 4

23 Novita 3 4 3 3 4 3 3 3 4 3 4 3 4 4 4 3 3 3

24 Novri 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 4 3 3

25 Lizah 3 3 3 3 3 4 4 4 4 3 4 3 4 4 4 3 3 3

26 Rafa 3 3 3 3 3 3 3 4 4 3 3 3 4 4 3 3 4 3

27 Raissa 3 3 3 3 3 3 3 4 3 3 3 3 4 3 3 4 3 3

28 Syakira 3 3 3 3 3 4 4 3 3 3 3 4 3 3 3 3 4 4

29 Titania 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3

30 Windra 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3

31 Ya’afi 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3

32 Zafran 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3

Total Score 1.872

Score Maximal 2.304
Percentage 81.25 %
Category Very Good

110
 Appendix 8

Interactive Multimedia by Canva Design

111
112
113
114
115
116
Scan the barcode to open the Interactive Multimedia

117
 Appendix 9
Documentations

1. Did Interview with English Teacher

2. Distributing Need Analysis Questionnaire

118
3. Did Media Validation

4. Try out of the Product

119
5. Implementation of the Product

6. Students fill out the Students’ Response Questionnaire

120
7. Student Interview After Try Out

8. Student Interview After Implementation

121
 Appendix 10

Letter Permission

122
Consultation Form

123
124
125