designer suppose to consider several questions, such as for whom the material is developed, then what the objectives are, how the subject content or skill are best
learned, and how the designer determines the extent to which learning is achieved Morrison, Ross, Kalman, Kemp, 2011. It can be concluded that there are four
fundamental components in this model, comprising learners, objectives, methods or strategies, and evaluation.
8. Review of Related Studies
To provide more insights about video animation, some related studies are presented here. There are several studies which put video animation as the main
subject. The first research entitled The Effect of Using Animation in Teaching English Vocabulary for 3
rd
Graders in Gaza Governmental School written by Awad, 2013. He examined the effectiveness of using animation in teaching
vocabulary. There were two groups in his study, namely experimental and control group. The result indicated that animation is suitable to teach vocabulary for
young learners. Since video animation can stimulate more than one sense, it is considered that it will make the learning more effective. It is attractive because it
provides the picture, color, sound and movement. The second study comes from Lin 2009. In her research, she provides
brief overview about learning action verbs with animation. Her study investigated whether dynamic animation annotations facilitate the learning of motion verbs.
Three eight-grade classes were chosen and were divided into three groups, namely a dynamic animation group, a static graphics group and a text-only group. Static
here means graphics, pictures, and photos, meanwhile dynamic means animation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and video. A pretest and two posttests were used in collecting the data. The study then showed that dynamic animation beneficial to illustrate unfamiliar words and
acquire new words. Tahriri, et al., 2015 talk about the use of CALL for teaching oracy. Their
study examined the impact of Digital Storytelling DST on EFL learners’ oracy skill and their motivation in using it. There were thirty participants of EFL
learners. They were selected based on their performance on an Oxford Placement Test OPT. Those participants were divided into two groups, namely control and
experimental group. In this study, the researchers used pre-test and post-test to know the impact of DST
on EFL learners’ oracy skill. Next, to assess learners’ motivation prior and after the experiment, the researchers used a motivation
questionnaire. After that, in analyzing the data, they used Analysis of Covariance ANCOVA and Multivariate Analysis of Covariance MANCOVA. The results
showed that DST instruction had a positive impact on learners’ oracy skills and
their motivation. Another study was conducted by Ouda 2012 in Gaza governmental
school. The setting was the same with the first related studies. However, this study focused on the effect of applying animation
on sixth graders’ attitudes and comprehension of short story, whereas the first study focused on the effect of
using animation in teaching vocabulary. In Ouda’s study, the participants were
divided into two groups, the experimental group which learned through animation and control group which learned in a traditional method. To collect the data, Ouda
conducted pretest and posttest on reading comprehension. In addition, to verify the experimental group attitudes towards animation, the pre and post
questionnaires were distributed. Results showed that animation has a significant effect in enhancing the students’ ability in the reading comprehension. The
attitudes of students towards animations were positive. It motivates the students to participate and interact in the classroom. It also made the classroom environment
fun and full of enjoyment. 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 entitled Computer-assisted Listening Model to Enhance Mechanical
Engineering S tudents’ Listening Skills written by Sutanti 2015. In her study, she
designed a learning model for listening skills. She created the main tasks using HotPotatoes application and the additional tasks using EclipseCrossword
software. The model presented four activities such as Let’s get ready, Let’s Listen,
Let’s Dig Out and Let’s Review which consist of totally 5 tasks. The research showed that
the learning model enables the students to solve students’ problems in listening since the students can replay the audio as needed. They can also
understand the functional expressions and the complex sentences. Further, from the second language acquisition SLA point of view, the learning model shows
that the use of CALL in teaching listening can encourage the use of socio- affective and metacognitive strategies.
All the reviewed studies above enrich the researcher’s point of view about technology and video animation in language learning. However, the previous
studies only discussed the effect of video animation in language learning. Unlike PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
those studies, this study focuses on designing video animation-based materials for English oracy.
B. THEORETICAL FRAMEWORK
This section synthesizes the theories as noted previously. It focuses on the conceptual framework related to the study. The concepts include listening skills,
speaking skills and CALL pedagogical aspects. The framework of this study can be seen in the following figure.
Figure 2.9 the Conceptual Framework of Developing Instructional Materials Design
In this study, the concept of listening is a process in acquiring, constructing, and transferring the language. Meanwhile, speaking is an interactive
process of constructing meaning which includes producing, receiving and processing information. Both listening and speaking are interrelated in
accomplishing communication. In other words, when students cannot understand what is said, certainly they are unable to reply. Therefore, to build speaking
ability, they should get much input through listening. Further, to develop both skills, video animation was used since it provides sounds, pictures and gestures at
the same time. It also provides interesting pictures which can attract students’ attentions.
In addition, when the teacher designs the materials using CALL, they need to consider eigth conditions to support optimal classroom language learning. This
is the answer to the second research question. So that, in designing the video animation-based materials, they need to cover these eight conditions, including
the materials enabling the students to interact and negotiate meaning, to interact in the target language with an authentic audience, to get involved in authentic tasks,
to produce varied and creative language, to have adequate time and feedback, to attend mindfully to the learning process, to work in an atmosphere with an ideal
stressanxiety level and to learn autonomously. ADDIE model and
Kemp’s model are employed in designing the instructional materials. First, the researcher conducts need analysis regarding to
the students’ needs, students’ characteristics, and instructional goals. The second is design. In this step, the researcher designs the material, organizes the content,
and plans instructional message. After that, to know whether the material is well- designed, the researcher conducts formative evaluation in the development step.
The participants here are English lecturers and English teachers. Their opinions, comments, and suggestions are taken as a consideration to develop the materials.
Then, the designed materials are implemented to the users. At the end of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
