speaker will check their own messages by clarifying or confirming of each other’s
messages. Furthermore, in order to create varied and creative language, the students require multiple forms of input and a variety of ways to articulate the
language. In line with this issue, the designed materials have provided various activities, exercises, and tasks which expose students to comprehensible input and
encourage them to produce comprehensible output.
The fifth is time and feedback. In using technology in the classroom, the
teacher is supposed to give adequate time and feedback to students since they have individual differences in ability, motivation, and other factors which
influence on how much time each student need to complete a task successfully Egbert Hanson-Smith, 2007. As the data shows, the designed materials have
promoted the students to evaluate their own work and to give feedback to the other students of the class. The mean score obtained is 4.15. When the designed
materials were implemented, the teacher only gave clear instructions about what to learn and how to learn. After they finished the task given, there was a class
discussion related to the task in case they would give their opinions about it. To create the discussion run smoothly, the teacher helped the students to form
questions and answers. This activity furthermore led the students to be active in the class. It was also used to know what problems the students had. At the end of
the meeting, it was expected that the students were able to evaluate their own work and to give feedback to other students of the class.
Intentional Cognition is the next principle of CALL that needs to be
considered. According to Soo cited in Egbert Hanson-Smith 2007, l earners’
differences need to be taken into account in optimatizing the language learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Every student learns differently so that the teacher needs to find such ways to address students’ preferences. In line with this, the researcher attempted to design
materials which used video animation as a multimedia for language learning. Soo
cited in Egbert Hanson-Smith 2007 states that multimedia provides many
learning styles since it presents in auditory, visual, and kinesthetic media. From this reason, the statement in the questionnaire was provided to know whether the
students have found different ways in learning English using video animation- based materials. As the result, the mean score is 4.26 which means that the
designed materials have encouraged students to learn the language in new ways. It was also supported by students’ statement “I can understand the materials since I
can see the interesting images while learning ” see appendix 15, Q1-R13.
Next, an ideal atmosphere becomes one of the principles of CALL. This
aspect obtains the highest score from the other aspects 4.53. Krashen in Goh Burns, 2012 states that one of the principles for teaching beginners is stress-free.
In the same vein, according to Goh Burns 2012, p. 44,
“learner’s anxiety is a main problem in second language learning
”. They also add that the students’ willingness to communicate in target language is influenced by anxiety. From this
regard, creating an ideal atmosphere is important. For the teachers who are working with young children, they suppose to be patient and try to not give
penalties when the students make mistakes. Based on the result of the questionnaire, the students said that they enjoy learning through video animation-
based materials since they can see attractive and colorful pictures, can listen what the speaker says, and can learn with technology. Furthermore, the designed
materials also provided many games which are believed to be able to give PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
opportunities for the students to practice the target language in a relaxed and enjoyable way.
The last principle is learner autonomy. The mean of the item related to
learner autonomy is 3.95. The students state that they are able to re-watch the video animation as they needed 3.6 and to learn independently 4.3. However,
since the students are categorized young learners, the teacher needs to give clear explanations of what is to be learned. In addition, the teacher is also supposed to
build guidelines which can help students learn autonomously and can meet their needs.
From the explanation above, it can be inferred that the designed materials have met the principles of CALL. The materials enable the students to work in an
atmosphere with an ideal stressanxiety level 4.53 in a scale of 1- 5, to interact in the target language with an authentic audience 4.35, to attend mindfully to the
learning process 4.26, to have adequate time and feedback 4.15, to learn autonomously 3.95, to get involved in authentic tasks 3.9, to interact and
negotiate meaning 3.83, and to produce varied and creative language 3.8. As can be seen, the highest score was found in pedagogical aspects number 7 about
an atmosphere. It indicates that the students enjoy using video animation-based materials. Conversely, pedagogical aspect number 4 about exposure and
production was got the lowest score 3.8. Although the students have been given the inputs, they still difficult to produce their own language variatively. Hence, the
teacher needs to encourage and to motivate them to produce varied and creative language using the input provided. By considering those principles, the optimal
language learning through CALL can be reached. It also used to ensure that employing CALL in language classrooms may facilitate learning
114
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
This chapter covers the conclusions, implications, and suggestions. In the conclusion section, the researcher elaborated the summary of the research. The
implications are presented concerning the teaching and learning using video animation-based materials. Meanwhile, in the suggestions section, the researcher
presented suggestions for English teachers and the future researchers in the similar field.
A. Conclusions
This study mainly aims to design video animation-based materials for fifth grade Elementary school students’ English oracy. It was also intended to discover
which CALL pedagogical aspects are dominant in the video animation-based materials. Since the research goals had been achieved, therefore, this section is
presented to sum up which has been discussed in the previous chapter. Firstly, in designing the materials, the researcher used ADDIE model
combined with Kemp’s model as the instructional design. The first phase is needs
analysis or information collecting. It was intended to specify the materials which would be designed. Information was obtained by analyzing the syllabus,
distributing the questionnaires to students and interviewing the English teacher. In collecting the information, the researcher concerned on such data related to
instructional problems, instructional objectives, teaching media, material concept, students’ needs and characteristics. After that, the researcher conducted several
preparations in designing the video animation-based materials, including selecting the topics from the syllabus, stating the objectives, sequencing the subject content
and instructional strategies. All of them were mostly taken from the syllabus provided by the English teacher combined with the needs analysis result. The next
step was development which consists of generating content and developing the media Formative revisions was also conducted in this step. Two English lecturers
and two English teachers evaluated the materials. Their suggestions, opinions, and comments about the designed materials were used to revise and to enhance them.
After revisions, the designed materials were implemented for four times. Then, at the end of the last meeting, the students were given the questionnaire to obtain
their opinions, suggestions, and comments about the designed materials. Lastly, with their feedback, the designed materials were revised and developed.
In the video animation-based material, a Powerpoint presentation, a students’ book, and a teacher’s manual were designed. The first is PowerPoint
presentation. The researcher provided PowerPoint presentation to facilitate the users in using the video animation-based materials, so they do not need to open
other files to open each video. In other words, in this PowerPoint Presentation, the users simply click a link that has been associated with the desired material. The
second is students’ book. It presents materials that could be used by the students themselves. However, to use the designed materials, the students still need
guidance from the teacher since young learners cannot make their own decision. Additionally, the researcher also designed
teacher’s manual which contains some procedures on how to use the video aniamtion-based materials. An icon
is used as a sign when the video animation needs to be employed since the video animation was not utilized in all of the parts of the materials.
Secondly, to answer the second research question, a questionnaire was employed as the instrument. From the result, all of the eight pedagogical aspects
were dominant in the designed materials which mean that the designed materials were categorized as good materials. The materials enable the students to work in
an atmosphere with an ideal stressanxiety level 4.53 in a scale of 1- 5, to interact in the target language with an authentic audience 4.35, to attend
mindfully to the learning process 4.26, to have adequate time and feedback 4.15, to learn autonomously 3.95, to get involved in authentic tasks 3.9, to
interact and negotiate meaning 3.83, and to produce varied and creative language 3.8. As can be seen, the highest score was found in pedagogical
aspects number 7 about an atmosphere. It indicates that the students enjoy using video animation-based materials. Conversely, pedagogical aspect number 4 about
exposure and production was got the lowest score 3.8. Even though the students have been given the inputs, they still feel difficult to produce their own language
variatively. Hence, the teacher needs to encourage and to motivate them to produce varied and creative language using the input provided.
Furthermore, in addition to the positive comments, the designed materials also have several weaknesses. Firstly, the video animation has limited facial
expressions and gestures. Thus, the researcher was difficult to create such characters which can express the language. Secondly, the text-to-speech sounds
robotic. The way the speaker pronounces the words makes the students feel difficult to hear the words correctly. One of the ways, the researcher used speaker
talent to fill the voice. However, it also takes time since the researcher has to minimize the record through converter application. The maximum file size which
can be input into video animation is only 15 MB. Thirdly, the video animation was only evaluated by English lecturers who are experts on the materials. It
should also be evaluated by IT experts who are able to design a proper animated video to get sufficient validation.
B. Implications
Living in multimedia age makes teachers are supposed to create a kind of educational materials which intergrated with technology. Regarding to the design,
the video animation-based materials directly introduce the students to use technology in the classroom wall. A chance to use computer may promote
student- content’s interaction. By using the technology, specifically computer, the
students will find different ways of learning. It can be an additional way in teaching for the teachers. In short, multimedia materials are acknowledged to be a
helpful tool for teaching and learning the target language. However, in using them, teachers need to be careful in setting the time since teachers have to prepare
the teaching aids, such as a laptop, speakers and an LCD projector. Since the video animation-based materials were designed based on the
analysis of the students’ needs, they can be used as an alternative for teaching listening and speaking to the students. In addition to presenting various pictures,
the video animation-based materials also provide the students with the speech bubbles so they can read while watching the video. As mentioned in the previous
chapter, the materials also provide several games which can a create comfortable atmosphere to students.
C. Suggestions
Based on the conclusion, the researcher proposes some suggestions which are expected to be beneficial for the English teachers and other researchers. The
first is suggestions for the English teachers. To make the students autonomous in which they can learn at home on the designed materials, the students are supposed
to have a computer or a laptop or any gadget which can operate the video. However, what the researcher observed, some students still do not have any one of
them. Thus, it makes an obstacle to re-watch or learns the materials using video animation. The readiness of the students in using the video is also important. One
way to deal with the readiness is to implement the designed materials gradually. The teacher may use computer at school, but still, the students need to be
encouraged how to operate the aids first. At first, it may be time-consuming in implementing it, but the teacher should be optimistic remembering that now we
are in the digital era where technology provides everything. An encouragement and a positive motivation to the students are also important to support them
learning the language through technology. The second is suggestions for the future researchers. The researchers who
are interested in the similar field may conduct an experimental research. At this point, the teacher and students will use the application online in the classroom.
The students can make their own animation based on material they are learning, but still under
teacher’s guidance. This activity is expected to be able to encourage students to build their creativity and vary their learning strategies in learning
English. However, designing video animation using Go Animate online software is quite expensive in resear
cher’s opinion. It also needs fast network connection to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
