28 language under teacher guidance and make plans for their reports of the task. This
cycle consists of three main elements, i.e. task, planning, and report. 3 Language focus
This phase consists of two components, i.e. analysis and practice components. Since the students are having specific features occurring naturally in
the language used during the task, cycle, they are ready to focus on the specific language forms that carry meaning.
6. Animated Movies
This study involves animated as the main materials. This part discusses the theories of animated movies and elements that will be related to it.
a. Definition of Animated Movie
The term “animated movie” is derived from the word animated and movie. According to Cambridge International Dictionary of English 2008, the word
“animated” describes films, drawings, puppets or models that are photographed and shown in a way that makes them move and appear to be alive. Meanwhile,
“movie” is a series of moving pictures, usually shown in a cinema or on television and often telling a story. Animated movie is also commonly called cartoon movie.
However, the term ‘animated movies’ is preferred because it describes the type of moving pictures created from the images that are shown in a way that makes them
move and appear to be alive specifically. There are various house productions of animated movies recently, for example: Pixar and Disney.
As one of the influential professional movie organization, The Academy
29 of Motion Picture Arts and Sciences 2010 specifically defined what animated
movie is. Animated movie is a motion picture with a running time of
greater than 40 minutes, in which movement and characters’ performances are created using a frame-by-frame technique.
Motion capture by itself is not an animation technique. In addition, a significant number of the major characters must be
animated, and animation must figure in no less than 75 percent of the picture’s running time.
b. The Benefits of Using Animated Movies
Animated movies can be effective tools to teach language. The aspects of movie bring innovations in language teaching. A prepared educator can use
movies to stimulate discussion, facilitate learning on particular topics, or reemphasizing material being presented through textbooks or classroom lectures.
Johnson’s 1956 experiences in using movies in the classroom lead to several results, i.e.: 1 increased ability to understand the spoken language, 2
improvement in pronunciation, 3 acquisition of vocabulary, 4 development of ability in self-expression through talking and writing, and 5 unconscious
assimilation of grammatical forms and sentence patterns in context. Taylor 2006 also added the reasons of video like animated movies in the
classroom. The first reason is because the resources of animated movies are plentiful and readily available. Second, most students have a pre-existing
relationship to movie material. Third, animated movies provide a context for learners through the visual information which accompanies the audio. The visual
information can be enabled to aid the students in understanding the story. Fourth, the uses of animated movies allow English teachers to creatively employ the
30 materials for there are many different options available for the use.
c. Elements of an Animated Movie
