2013, learning action verbs with animation Lin, 2009 and applying animation to teach reading comprehension Ouda, 2012. Those studies were experimental
research. The researchers found that the video animation was effective to teach vocabulary for young learners, to illustrate unfamiliar words, to acquire new
words and to enhance students’ ability in reading comprehension. They also said that since video animation can stimulate more than one sense, it was considered to
be able make the learning more effective. It was also attractive because it provides the pictures, colors, sounds and movements. Meanwhile, in the graduate program
of English Language Studies, Sanata Dharma University, the researcher has not found yet any research related to the use of video animation as teaching learning
materials. However, there were many studies on how to integrate technology as teaching learning materials. One of them is Sutanti’s study. She designed the
learning model using HotPotatoes application and EclipseCrossword software. The use of computer-assisted listening model in her study showed that the
lea rning model can enhance students’ listening skills, solve students’ problems in
listening and encourage the use of socio-affective and metacognitive strategies. Go Animate online software is used to design the materials. Go Animate is
online software platform which allows teachers and students to create video animation in the classroom. However, since this study deals with multimedia-
based materials, only the teacher uses this platform to design materials. Further, in Go Animate, the teacher can choose the characters and backgrounds. Then, she
can give voices, movements and even expressions to the characters. It is an effective learning tool as students see something that is visually attractive which
makes them more focused on a task. Most importantly, video animation-based PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
materials also provide the students reading the speech bubbles while listening. Moreover, the teacher also can control the content since she creates their own
materials.
B. Problem Limitation
This study focuses on designing English materials specifically the English oracy for fifth grade students of SD Negeri Purwomartani Kalasan. The materials
were presented in video animations which use Go Animate online software. Because of the time constraints, this study only designs three units of materials.
C. Research Questions
There are two research questions which are discussed in this study. The questions are formulated as follows:
1. What do suitable video animation-based materials for oracy in Elementary
School look like? 2.
Which CALL pedagogical aspects are dominant in the video animation- based materials learning model?
D. Research Objectives
Considering the problems that have been formulated above, there are two main objectives in this study. The first objective is to present the video animation-
based materials design. It aims to improve the students’ English oracy. Then,
because of the time constraints, it consists of three units of materials for the first semester of fifth grade students of Elementary school. Therefore, the researcher
designed video animations, a teacher’s manual, a students’ book, and a
PowerPoint presentation . Teacher’s manual was designed aiming to make clear
instructions. It contains procedures on how to employ the video animation-based materials, such as how to start, where the teacher needs to emphasize or to stop,
what activity she need to utilize on a certain topic, and so on. Meanwhile, the PowerPoint presentation presents a brief explanation about the topic which the
users would learn. It is also to save the time since the users can press the link button directly to play the video without finding it in another file. Additionally, in
developing the video animation-based materials, the researcher employed ADDIE model Branch, 2009 as the instructional design which is combined with
Kemp’s model Morrison, Ross, Kalman, Kemp, 2011.
The video animation-based materials can be used as a teaching tool and as a learning tool. Firstly, the teacher employs the materials as teaching tool. It
means that the materials would be delivered in the classroom by the teacher. To do such activities in the materials, the students need to follow the
teacher’s instructions. Secondly, the materials become a learning tool when the students use
them independently. They can learn the materials at home by using a computer or a laptop or any gagdet which supports the program.
The second objective is to find out which pedagogical aspects of CALL by Egbert Hanson-smith 2007 that dominant in the video animation-based
materials. The researcher distributed a questionnaire to gather information about the participants’ opinion and suggestions after using the video animation-based
materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
E. Research Benefits
The research benefits of this study cover the theoretical benefits and practical benefits. Theoretically, using video animation is one of a feasible way to
integrate computers into a foreign language classroom. Since this kind of multimedia tool provides students with learning via multi-sensory channels, it is
expected that language learning process can be more meaningful and encouraging for students. It is also expected to contribute to the development of English
Education in Indonesia, especially for elementary school students. Practically, this study is expected to enrich learning tools to study English
oracy for fifth grade students of elementary school. It would also provide useful and modern learning media.
9
CHAPTER 2 LITERATURE REVIEW
In order to answer the previously set research questions, this chapter discusses some theories which are related to the study. It consists two major
points of discussion: theoretical review and theoretical framework. The theoretical review contains brief accounts of the related theories. It also includes a review of
some literature and previous related studies conducted by some ESLEFL experts and practitioners. Meanwhile, the second section elaborates the framework
synthesized from the discussed theories.
A. THEORETICAL REVIEW 1. Oracy
The te rm ‘oracy’ is firstly discussed by Wilkinson 1970 who is a director
of the oracy research. He states that listening and speaking are the skills of oracy. Meanwhile, writing and reading are the skills of literacy. The model of oracy and
literacy can bee seen in the table below. Listening and speaking skills are fundamental since most of communication happen through them.
production reception
speaking listening
writing reading
Figure 2.1 The Model of Oracy and Literacy Wilkinson, 1970
ORACY LITERACY
Oracy is sometimes referred to as oral language. Oral language helps to form the foundation of literacy and serves as the srongest indicator of students’
ability to express themselves in written form Williams Roberts, 2011. In other words, oracy is as a key in developing students’ reading and writing skills.
In relation to young learners, this study was focused on oracy skills. According to Cameron 2000, oral language in the young learner classroom acts
as the prime source since the students are widely introduced and understood new language orally and aurally. In the same vein, Pinter 2006 states that listening
and speaking skills are the main skills to teach first to the students because they often cannot read and write at all yet or not with much confidence. Moreover, the
students will learn a lot if they involved together in the act of listening and speaking while negotiating meaning. Thus, the opportunities to listening practice
and a lot of listening input will promote to speaking. Wilkinson 1970 states that oracy and literacy cannot be separated.
Therefore, in the materials, the researcher also provided a number of tasks and activities which integrated with literacy. In every lesson, the students would be
taught on how to read the words, phrases, sentences, and even dialogue and how to answer the tasks in written. However, most of the activities in the materials are
more emphasized on the listening and speaking. The terms ‘listening and
speaking’ are discussed in the following section.
a. Listening Skills
The term listening refers to a process in acquiring language by understanding what people said. Listeners try to understand by participating in
and responding to what they think the others has said. Rost 1990 stated that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
