Lesson 1
Presentation Practice
Production
Lesson 2
Presentation Practice
Production
Lesson 3
Presentation Practice
Production
Lesson 4
Presentation Practice
Production
Lesson 5
Presentation Practice
Production
Figure 4.1 The Template of the Units
3. Development
The third step was development. There were some processes involved, comprising generating content, developing the media and conducting formative
revisions.
a. Developing the Video Animation-based Material
As stated in the first chapter, the materials were designed to introduce and to familiarize the students with daily English expressions, specifically to enrich
students’ English oracy. Tomlinson 1998 mentions that the materials should be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
relevant to the students’ interest and needs. In line with that, the reseacher view language as meaning-based where language in the classroom should be relevant
and meaningful to the students in the class Graves, 2000. Thus, the designed materials provide authentic materials which involve students in using the language
in a way that replicates its use in the ‘real-world’ outside the classroom.
Three units of materials were developed in this design. Then, in a certain section of the unit, video animation is utilized. Each unit contains five lessons
which have relation with the topic. The first unit presents materials about how to greet someone both formal and informal, and how to introduce oneself and
others. In the second unit, the topic was about parts of the body. The language which is used in this topic comprises giving information and giving instruction.
The last unit is about food and drink. Here the students are taught asking for and giving things, asking for and giving permission and asking for and giving help.
Furthermore, in each unit, there are various activities and exercises, comprising listen and repeat, listen and match, listen and speak, listen and
respo nd, listen and guess, listen and check √, fill in the blanks, let’s draw and
describe, find the words, find and color, and l et’s play. Most of the activities are
focused on the listening and speaking skills. In the first section, listen and repeat is
designed to build the students’ knowledge. This activity involves the students to listen to the video and repeat it together. It also
aims to stimulate students’ listening and pronunciation skill.
The second section is listen and match section, find and color, listen and check √, find the words, fill in the blanks and listen and respond. Those activities
are utilized to check whether the students have understood new items of language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Moreover, the teacher still guides the students in doing such activities in this part. After that, to foster students to produce their own language and to encourage them
how to cooperate, the students would do such activities, including act out the dialogue,
let’s play, let’s do, and let’s survey. Since the students are interested in games, most of the activities in the production are games. Games are considered
making learning more fun. In the designed materials, most of the games invites the students to do such actions. By using simple gestures or doing by actions, it is
expected the learning process can engage students and improve their understanding. The games references which the researcher used are from Lewis
and Bedson’s book 1999 entitled Games for Children. In the video animation, there are three parts to be presented, including
opening, main material and closing. In the opening, there is a title about what it is in the video, for example fill in the blanks, listen and match, and act out the
dialogue. The opening section can be seen in the figure below.
Figure 4.2 Opening Section in Video Animation
After the opening section, the video shows such scenes which contain the materials that need to be learned. Approximately, each video takes only a few
minutes. Next, to know whether the video ends, there is a closing section. As can be seen in the following figure 4.2, it is
signed by saying ‘thank you’ at the end of the video.
Figure 4.3 Closing Section in Video Animation
The researcher also 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. Hence, from this PowerPoint, the users simply click a link that has been associated with the desired materials. For example,
below is one of the slides in PowerPoint which has been designed.
Figure 4.4 Materials Presented in PowerPoint Presentation
b. Expert Validation
After developing the product, a formative evaluation was conducted. Morrison, Ross, Kalman, Kemp 2011, p. 274 state that “formative evaluation
is the quality control of the development process”. The materials thus would be verified by the expert to know how well the designed materials. This step is called
as expert validation. To validate the designed materials, the researcher distributed close and open-ended questionnaires for experienced lecturers and English
teachers. The experts’ opinions, feedback and suggestions are really helpful to
identify, to eliminate, and to modify existing materials. In other words, formative evaluation result was used as a basis for developing the existing materials.
There were two English lecturers and two English teachers in this study. They were selected concerning their experience and expertise. They are English
Lecturers in English Language Study Program, Sanata Dharma University. The first participant has been teaching English for more than 23 years. Right now she
teaches English for Young Learners subject for graduate students. Meanwhile, the second participant has been teaching for about 15 years. Foundation in English
Education and Program and Material Development are two subjects he taught. Both the lectures are experts in designing the materials. They have designed many
