Abstract
This article, a part of dissertation entitled Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents the results of a study conducted to find the model of Basic English Grammar teaching material based on interactive multimedia needed by the students. This empirical research employed both quantitative and qualitative analyses. Seventy eight students of English Department of Universitas Negeri Padang were involved. The students were required to articulate their need on a design of Basic English Grammar teaching material based on interactive multimedia. The data were collected through an open questionnaire. The first result is that Basic English Grammar teaching material based on interactive multimedia is very needed (with the score 3.1 out of 4). Second, the result indicates the organization of Basic English Grammar teaching material based on interactive multimedia. The organization consists of six parts. They are Time to watch/sing/read, Time to chat, Time to Focus, Time for fun practice, Time for tube, and Time for action. Third, the students have different learning style. Fourty two students (53.84%) have visual learning style. Twenty two students (28.21%) have audio learning style. The rest, fourteen students (17.95%) have kinestetic learning style. Four, the finding shows the students have their favorite movies, colors, and music. The students like comedy/humor, drama, horror, dokumentary, and action movies; they love pop, jazz, rock, country, and rap music; they adore blue, green, black, pink, and red color. Another important research finding is almost all students (91%) have their own laptop. Those findings will be considerations in designing the Basic English Grammar teaching material based on interactive multimedia. Further research to see the effectiveness of the model of Basic English Grammar teaching material based on interactive multimedia needs to be done.
Highlights
Disruptive innovation, predicted by Cristensen in the 90s, has come true (Christensen, 2011; Ninio, 2019; Vanmassenhove, Du, & Way, 2017; Widyasari, 2018) and comes up the theory of disruptive innovation on education
Student Needs Analysis on Teaching Material based on Interactive Multimedia The following was the result of students’ need presented in numerical form and reinforced with description of suggestions
It explored the level of the students' needs on the importance of teaching materials, learning approaches, the importance of interactive multimedia, and the organization or composition of teaching materials
Summary
Disruptive innovation, predicted by Cristensen in the 90s, has come true (Christensen, 2011; Ninio, 2019; Vanmassenhove, Du, & Way, 2017; Widyasari, 2018) and comes up the theory of disruptive innovation on education. As the name implies disruptive innovation is unruly for conventional lecturers reluctant to use technology in education. In this era, a lecturer has at least five roles. A lecturer has at least five roles These include serving as an educator, demonstrator, motivator, facilitator, and evaluator/assessor, and sometimes a designer. A lecturer must not rely the teaching material on the books only or in printed form but rather must design other techniques utilizing technology. It is time for Grammar lecturers to rise up and keep pace with technological advancement (Arjulayana, 2018; Van Trijp, 2017)
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