Tomlinson 1998 mentions that “multimedia materials are materials which utilize a number of different media, such as print, graphics, videos, and sounds. From the
definitions above, it can be concluded that multimedia is the combination of the text, pictures, sounds, movements, and video in one presentation format,
especially in a computer. It can be denied that educational materials are supposed to have an
adequate technology to create optimal language classroom. The following discussion would talk about number of advantages in using multimedia in the
language teaching. Firstly, it sti mulates students’ understanding in learning the
target language since it uses more senses at the same time. Egbert Hanson- Smith 2007 states that learning to voices in a visual context can create stronger
memory links than voices alone can”. Secondly, it provides opportunities for exposure and production. By using multimedia, the students also will find
different ways of learning. For the teachers, the multimedia is used to support the teaching learning process. They do not need to explain more about the materials
since the multimedia materials have provided a complete package. Furthermore, Pinter 2006 emphasizes that most of students will be able
to work out the meaning from the context, gestures, and the visual aids. Multimedia provides all of them. Through video, the students can watch the
pictures, gestures from characters or people, and the use of language in context. Richards Renandya 2002 state that multimedia materials help the students to
understand the verbal language to which they are exposed. Besides, multimedia materials are enjoyable and appealing so that they can create a positive
atmosphere for the classroom activites. Eventually, the students are encouraged to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
participate in communication. Therefore, this study employs video animation as multimedia.
5. Video Animations
In this part, two points were elaborated including the nature of video animations and Go Animate video animations features.
a. The Nature of Video Animation
According to Lin 2009, animation is a moving image created from drawings, models that are photographed or created by a computer. The
components of video animations are text, sound, characters, and movements. The characters typically refer to cartoons. However, animations here are limited in
their ability to show changes or scenarios with movement. As a tool for creativity, teachers can create materials based on the
objectives of the study and students’ needs. They can vary the character, situation, template, voice, and add backsound. Video animations are good supplementary
learning materials for students particularly for young learners who still have limited concepts of things. Mayer in
O’Day 2009 presents evidence that “student learns more effectively when printed words or terms are placed adjacent to
corresponding pictures ”. Further, the language learning value is also enhanced
when words are spoken at the same time in a video animation. Likewise, Harmer 2001 mentions that most of students show an increased level of interest when
they have a chance to see language in use as well as hear it. It also creates an attractive enjoyable learning environment. It can be concluded that video
animations promote students’ understanding in learning language since they can see who is speaking, where the speakers are and what they are doing.
b. Go Animate Video Animation Features
This study employed Go Animate video animation as a tool in designing materials. As stated in the background of this study, Go Animate is a school-safe
platform which allows teachers and students to created animated video in the classroom. In Go Animate, the teacher can choose the characters and backgrounds.
Then, they can give the characters with voices, movements and even expressions. To use Go Animate, teacher needs to log in first. After that, screen will
appear home slide. As we can see on the figure below, in the home slide, it shows main things, such as your account, manage, explore, and download video.
Figure 2.2 Home Display of Go Animate
Since this study deals in making video animation, the explanation will be much more discussed about how to make a video, how to download it, and how to use it
in the classroom. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 2.3 Themes in Go Animate
Firstly, teacher can choose an appropriate theme to design a material. For examples, business friendly theme, cartoon classics, or comedy world. It can be
seen from figure above. When the theme has been chosen, teacher can start making video animation using their creativity.
Figure 2.4 Display of video making process
