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
that the listening exercises in the class were inadequate for them to be able to understand the language. Meanwhile, for speaking exercises, there were 36.67
of students who agreed and 36.67 who answered undecided. It indicates that the students need more exercises to enhance their listening and speaking skills. So,
the data suggests adding more practice on listening and speaking. The next data reveal that there were several problems that students found
in learning listening. The clarity of pre-recorded texts and the length of sentences or texts were considered problematic. It can be seen from the table that there were
40 of the students chose it, whereas the length of sentences or texts was selected by 40 of the students. In addition, vocabulary limitation 36.67, and fast
speech 30 of the students were also problematic. After that the resources of the materials were mostly taken from the textbook. The other resources i.e. video and
song were not optimally utilized. As known that, to aid understanding of a concept, the teacher needs to employ various resources Cameron, 2001.
Simultaneously, a limited exposure became a significant issue in learning listening and speaking. The students considered that a very limited exposure used
in class make them hard to understand and comprehend the meaning from a word or a sentence. Concerning to the results, the learning materials would be designed
to accommodate those problems.
Table 4.6 The Students’ Needs in Listening and Speaking Skills
No Question
Response Total
Percentage
6. Pronunciation is needed
to be learned and to be practiced to support the
speaking ability. a. Strongly agree
b. Agree c. Undecided
d. Disagree e. Strongly disagree
26 4
43.3 50
3.3 3.3
10. I need to improve my
a. Listening to English 20
66.67 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ability in … expression
b. Knowing the components of spoken
language such as words, phrases, intonation and
pronunciation c. Responding to
questions or receiving cues from the teacher
d. summarizing information
e. Communicating with friends using English
14
12
13 12
46.67
40
43.3 40
19. I use communicative
function for communicating, such as
‘Can you help me?’ for asking a help, ‘May I
help you?’ for offering some help, ‘Thank you’
for responding to a compliment, and other
communicative functions.
a. Never b. Rarely
c. Sometimes d. Often
e. Always 8
15 2
2 3
26.67 50
6.6 6.6
10
The table above 4.6 reveals about the students’ needs toward listening and speaking skills. The first result shows that the students need to learn and to
practice pronunciation in supporting the speaking ability. Most of the students agreed and strongly agreed with that statement. The clarity in pronouncing words
and phrases is able to influence the articulation process of speaking Goh Burns, 2012. Through articulation, learners are able to indicate meaning and
convey their message. The second section of the questionnaire was about the ability that students need to be developed. Firstly, the ability to listen to English
expression was selected by 66.67 of the students. Secondly, knowing the components of spoken language such as words, phrases, intonation and
pronunciation were responded by 46.67 of the students. Thirdly, the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
need to develop their skill in summarizing the information from the speaker. This skill is one of the functions of speaking skill, talk as transaction. Richards 2008
says that talk as transaction focuses on message and makes oneself understood clearly and accurately so that the speaker or listener can transfer or receive the
information. The last two skills are responding to questions or receiving cues from the teacher 40 and communicating with friends using English 40.
Furthermore, communicative functions for communicating in the class are also needed to learn. When learners communicate, they have to know how to
express and interpret the message for the situations that they encounter Goh Burns, 2012. In other words, learners are expected to develop the ability to make
appropriate language choices when using language. From the table above, most of the students rarely use communicative functions for communicating 50 and
even 26.67 of the students never employ it. In addition, based on what the researcher found in the field, indeed the teacher uses the Indonesian language
during the teaching learning process. The teacher merely uses the English when she opens the class, greets the students, and closes the class session. She clarifies
that the students’ are quite difficult to understand what she said. So that, she just uses the Indonesian language to make the teaching learning process more easily.
This reality makes the students difficult to enhance their speaking skill. Cameron 2001 emphasizes that
“a teacher needs to use as much of the target language as possible, the more language the students hear, the more they will learn”. Hence,
from the very beginning, the teacher has to use English in class, at least a simple one. From this reason, those skills need to be included in the design.
c. Teacher’s Interview
The fifth grade English teacher was interviewed to support the data and to gain deeper information
about students’ needs. It was conducted on March 7, 2016.
The interview data contain students’ characteristics, students’ needs, teaching media, the problems in teaching listening and speaking, and teaching
activity. In the interview, the teacher explains about several difficulties that she
found in teaching listening and speaking. There were two difficulties that she encountered. It includes talkative
students and students’ pronunciation skill. Learning listening and speaking so far is already effective. However, there
are still obstacles encountered. In listening, there are some students speaking in the class and busy with their own business, thus it makes
destruction on another students’ concentration. In speaking itself, the
obstacle that I encountered is related to the students’ pronunciation skill.
They are still difficult to pronounce words correctly appendix 8. Based on the interview above, the classroom management skill is needed to make
the right learning atmosphere. Brewster, Ellis, Girard 2004 state that the teacher needs to keep her eye on talkative students. It means that their behavior is
being monitored. Then, t o get students’ attention, the teacher also needs to
establish a signal, such as saying freeze, knocking on the desk, or using a musical instrument.
Next, the second problem was about students’ pronunciation skill. As discussed above, the clarity in pronouncing words and phrases is able to influence
the articulation process of speaking Goh Burns, 2012. Through articulation, learners are able to indicate meaning and convey their message. At the very
beginning, the correct pronunciation is needed to emphasize to the young learners. The teacher may start to correct the students’ pronunciation while they make a
mistake in pronouncing words. In addition, besides talkative students and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students’ pronunciation skill, vocabulary mastery is quite prominent role in building up skills and knowledge Cameron, 2001. The teacher stated that the
students’ vocabulary mastery was quite low. Therefore, vocabulary building must be concerned by the researcher in designing the materials.
The next information was about students’ characteristics. In English class, the teacher said that most of the students were active and enthusiastic in the
teaching learning process. When the students did not know about the language, they will raise their hand to ask and even some of them will move forward to ask
about the difficulties they encountered. Since the students are categorized young learners, one of their
characteristics is having short span of attention Cameron, 2001. The researcher thus interviewed the teacher about the activities that she uses for teaching learning
listening and speaking. The teacher describes that most of the students are interested in games. The teacher has used jigsaw, throw-ball, and guessing word.
Games are not merely fun and motivating, but also offer practice for improving pronunciation, vocabulary, grammar and the four language skills Brewster, Ellis,
Girard, 2004. Further, games create a comfortable atmosphere to students. Brewster, Ellis, Girard 2004, p. 172 add
that “games provide an important link between home and school which helps to make students feel more secure and
confident ”. From the foregoing discussion, it can be concluded that the design
would be provided with several games. In teaching English, the teacher uses flashcard, realia, ball, laptop, and
LCD projector. Most of the students are very interested in learning when the teacher uses realia. By using realia, the students can see, touch, and feel such
objects directly. It makes the learning memorable for them. However, there are some obstacles in using real objects, including the size and the high-priced real
objects. As an example, if the teacher wants to teach kinds of foods, such as sandwich and hamburger, instead of using realia, flashcards would be more
realistic regarding to this topic. Thus, the topic also needs to be selected when the teacher wants to use real objects in class.
Lastly, to know the teacher’s opinion about how if the video animation- based material is used as learning media in teaching listening and speaking. She
describes that the video animation would be interesting to the students, since it provides characters, sound, and movements at the same time. The teacher assumes
that the video animation will make the concentration of the students quite longer. I agree and support for animated videos. Since the video provides
interesting characters, sound, and movements , it would enhanced students’
listening and speaking skills. It also will grab stu dents’ attention, since it
attractive and motivated. I assumed that concentration of the students could be longer appendix 8.
In conclusion, the researcher inferred that the result of the needs analysis interview can be applied in the design.
2. Design
In this step, the researcher conducted several preparations in designing the video animation-based materials, including selecting the topics from the syllabus,
stating the objectives, sequencing the subject content and instructional strategies. All of them were mostly taken from the syllabus provided by the English teacher
combined with the needs analysis result. In the following table, the researcher states the language focus, activities, and objectives.
Table 4.7 The Language Focus, Activities, and Objectives Unit
Language Focus Activities
Objectives
1. Greetings
- Listen and repeat
- Listen and match
- Fill in the blanks
- Act out the
dialogue -
Find and color -
Let’s play At the end of the
lesson, the students are able to respond
and express to some everyday
English expression about:
- greetings
and introducing
oneself and other -
Giving instruction
- Asking for and
giving help -
Asking for and giving permission
- Asking for and
giving things -
Pronounce the
vocabulary correctly
2. Introducing oneself and
others
3. Giving instruction
- Listen and repeat
- Find the words
- Fill in the blanks
- Let’s draw and
describe -
Listen and respond
- Listen and check
√ -
Look and match -
Let’s do -
Let’s play 4.
Asking for and giving help
5. Asking for and giving
permission -
Listen and repeat -
Listen, number and match
- Listen and
respond -
Listen and guess -
Act out the dialogue
- Playing games
with teacher Role play
6. Asking for and giving
things
In this study, the researcher designed video animations, a teacher’s
manual, a students’ book, and a PowerPoint presentation. The 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 the material, what activity they 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 also was made to save the time since the users can press the link button directly to play
the video without finding it in another file. Furthermore, as can be seen in the table 4.7, there were six language focus would be designed. There were six
language focus selected to be included in the video animation-based materials. The language focus covered the materials for semester 1. They are 1 Greeting,
2 Introduction Oneself and Others, 3 Giving Instructions, 4 Asking for and Giving Help, 5 Asking for and Giving Permission, and 6 Asking for and
Giving Things. Meanwhile, the topics which were chosen are personal information, parts of the body, and food and drink.
After deciding the language focus, activities and learning objectives, the researcher went to the content sequencing step. According to Morrison, Ross,
Kalman, Kemp 2011, p. 136, “sequencing is the efficient ordering of content in such a way as to help learner achieve the objectives. Firstly, in designing the
materials, the researcher started to provide examples first, then the task. Second, the researcher then introduced about familiar before introduces about the
unknown Morrison, Ross, Kalman, Kemp, 2011. It aims to activate the students’ background knowledge. Third, the researcher creates the materials from
easy to more complex. Regarding the content sequencing, instructional strategies are needed to
introduce the content strategically. Branch 2009, p. 86 states that “instructional
strategy is defined as the organization and sequence of lear ning activity”. He adds
that for effective learning, the instructional strategy should have a beginning, middle, and an end. Therefore, in the beginning, there is vocabulary activating. It
