Syllabus Analysis Results of Designing the Video Animation-based Materials
computer and an LCD projector was considered low. Actually, the school has facilitated the teaching learning process with an LCD projector and speakers in
the classroom. Thus, it will become support service in designing various activities. Moreover, nowadays the CALL issues in language teaching are quite prominent.
Many researchers advocate the use of CALL materials to make teaching learning process both easier and more effective Donaldson Haggstrom, 2006. From
this reason, to develop students’ English oracy, the CALL materials were utilized.
The next item that the researcher wanted to investigate was about students’ preferences and interests.
Graves 2000 states that information about students’ preferences and interests can help the teacher to know how to set up certain kinds
of activities. Additionally, it also helps the teacher to identify students’
expectations in learning listening and speaking. This information can be seen in the following table.
Table 4.4 Students’ Preferences and Interests No
Question Response
Total Percentage
15. I am interested in topics
such as … a. Health
b. Sport c. School life
d. Food and drink
e. Others: … 11
18 14
17
4 36.67
60 46.67
56.67 13.3
16. I am interested in
learning listening and speaking through video
animation. a. Strongly agree
b. Agree c. Undecided
d. Disagree e. Strongly disagree
29 1
96.67 3.3
20. I prefer to work in
groups. a. Strongly agree
b. Agree c. Undecided
d. Disagree e. Strongly disagree
27 2
1 90
6.6 3.3
The statistics of the first item above shows that the students chose several topics they like. Based on the result of the questionnaire, there were three topics
they like. First, sport was chosen by 60 of the students. Second, food and drink was chosen by 56.67 of the students, whereas school life was chosen by 46.67
of the students. The topics which have a correlation with the syllabus would be selected.
To know students’ interest in learning listening and speaking through video animation, the researcher generated the next statement. The result shows
that 96.67 of the students were interested in using video animation as the learning media for listening and speaking. It proved that the need of the students
to use video animation in learning listening and speaking is sufficiently high. 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.
Meanwhile, the third statement above indicates that most of the students prefer to work in a group. It is therefore considered as a starting point to develop
materials and to create activities which can promote interaction among the students. Swain in Pinter 2006 mentions that a-group-work provides more
opportunity for practice and can increase a variety of activities. In contrast, Pinter emphasizes that,
Sometimes learners may mislead one another or come to solutions that are incorrect linguistically, thus teachers need to prepare their learners by
providing explicit training in how to use effective strategies for talking and working together.
Pinter, 2006, p. 20 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Therefore, the teacher still needs to take into account that assistance is needed to support the students and to avoid mislead.
The problem faced by the students in learning listening and speaking also became the concern of the needs analysis. The next questionnaire item thus was
about what difficulties the students experienced in listening and speaking.
Table 4. 5 Students’ Problems in Listening and Speaking Skills
No Question
Response Total
Percentage
1. The listening exercises
given in the class are not enough to
understand the information.
a. Strongly agree b. Agree
c. Undecided d. Disagree
e. Strongly disagree 2
16 6
6 6.6
53.3 20
20
2. The speaking exercises
given in class are not enough to speak and to
communicate in English.
a. Strongly agree b. Agree
c. Undecided d. Disagree
e. Strongly disagree 1
11 11
7 1
3.3 36.67
36.67 23.3
3. Some difficulties that I
found in learning listening are …
a. Clarity of pre- recorded texts
b. Fast speech c. The length of
sentences or texts d. Vocabulary limitation
e. Others: … 12
9 12
11 40
30 40
36.67 4.
When teacher teaches listening and speaking,
what sources does she use?
a. Textbook b. Videofilm
c. Short story d. Picture Dictionary
e. Songs 28
3 8
8 1
93.3 10
26.67 26.67
3.3 8.
A very limited exposure used in class make me
hard to understand and comprehend the
meaning from a word or a sentence.
a. Strongly agree b. Agree
c. Undecided d. Disagree
e. Strongly disagree 11
10 8
1 36.67
33.3 26.67
3.3
The point 1 and 2 illustrate that the listening and speaking exercises given in the class are inadequate. For listening exercises, 53.3 of the students agreed.
Only 20 of the students disagreed. Consequently, most of the students agreed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI