The Nature of Video Animation

newspaper, and so on. Graves 2000 has the same idea with him, that materials are textbooks, text, pictures, worksheets, and videos. It means that anything which presents or informs about the language being learned is called material. In developing a material, a designer needs to plan what shehe has to do. The planning process in developing a material is defined as materials development. According to Graves 2000, materials development is the planning process by which a teacher creates a material to achieve the goals and objectives of the course. In the same vein, Tomlinson 1998 states that materials development refers to anything which is created and organized by teachers, writers or learners to facilitate the learning of a language. It can be confirmed that the materials development is the process of creating andor adapting materials for language learning. Meanwhile, Graves 2000 mentions processes of the course development, involving defining the context, articulating beliefs, conceptualizing content, formulating goals and objectives, assessing needs, organizing the course, developing materials, and designing an assessment plan. The framework of course development processess can be seen in the following figure. Figure 2.6 A Framework of Course Development Processes Graves, 2000, p.3 When beginning to design materials, an investigation on context is important. The context here means a specific group in a specific setting for a specific of time Graves, 2000. In other words, context aspects include people, time, setting, teaching resources, and nature of course and institution. The purpose of defining the context is guiding a designer to make decisions about where to start and what to focus. If the designer knows about the people such as, how many, age, gender, cultures, and experience, heshe is able to decide content, activities, goals, and objcetives. Knowing what teaching resources or support services will help the designer on how much and what kind of material should be prepared. It is also to decide on what is appropriate to students. Then, the nature of course and institution is considered to know the purposetype of course, mandatory or not, required test or not, and so on. The next is articulating beliefs. I t is all about teacher’s view on learners and learning, language, social context, and teaching. Firstly, learners learn in different style, motivation, and skills. A view of how learners learn and the roles that make the learners able to learn is fundamental. There are some views related to learning and learners, including learning is a deductive or inductive process; learning occurs in community or individually; learning is the acquisition of knowledge and skills; or is the development of metacognitive and critical thinking skills. As an example, a designer views learning as a process of problem solving and discovery by the learners. It means that learning is an inductive process where learners construct knowledge. This belief will affect the designer on how heshe organizes the learning materials. Instead of providing learners with a lot of explanation, the designer would present them with examples, let them construct PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI