teacher in teaching. The teacher can be a decision maker, a knowledge transmitter, a guide, a facilitator, a resource, and a provider of learning structures.
After articulating beliefs, a designer conceptualizes a content which is about making choices. It comprises on what the designer wants the learners to
learn and decide what to include and to drop. A kind of syllabus is the product of conceptualizing content. The next process is formulating goals and objectives.
Graves 2000, p. 75 defines goals as “the way of putting into words the main
purposes and intended outcomes of the course”, whereas “objectives are statements about how the goal
will be achieved”. In other words, to reach the goals, several objectives are used to help in achieving them. Context, beliefs,
conceptualization of content, and learners ’ needs influence a designer in
formulating goals and objectives . The information of the learners’ needs are
obtained from the assessment of the students. The learners’ needs cover the information about
learners’ characteristics, their level of language proficiency, their level of intercultural competence, their interests, their learning preferences,
their attitudes, and the information about what the learners need to learn and want to change. Those information help a teacher or a designer in developing materials.
Heshe can design materials which meet to the learners’ needs. In the end, the
goals of learning can be achieved. The cycle of course development comprises four stages Graves, 2000.
They are planning the course, teaching the course, modifying replanning the course and reteaching the course. The first is planning the course.
Conceptualization takes place here. It deals with making choices. In conceptualizing the content, as mentioned above, a designer thinks about what
heshe wants learners to learn and decides what to include and to drop. The result of conceptualization is a kind of syllabus which contains guidelines that the
teacher need to teach. It also can be as a map in teaching. The next stage is teaching. Here, the materials are ready to be implemented. After that, it comes to
the next stage, modifying or reconceptualizing the materials. Since the cycle of course development is continuous process and needed to be evaluated, the teacher
can do assessment to the products. It is about making decision on how well the designed materials are. After being revised and improved, the materials can be
used again to be taught to facilitate learners in learning. Since this study are conducted to develop materials, obviously it needs to
conduct such development. Tomlison 1998 states that “development is often a
continuing open-ended process of refinement and adaptation to different groups of learners”. It means that after the materials are designed, the designer needs to
know whether the materials work and if not, what parts need to be improved and rejected. In response with this, an evaluation should be employed. There are
several benefits in conducting an evaluation on the materials, such as validating the materials before publication and giving feedback on how well the materials
contribute to learning purposes and how much progress the learners are able to make Tomlinson, 1998. As discussed previously, Graves 2000 says that the
evaluation takes place during all of the four stages of the cycle of course development, which is called ongoing assessment and decision making. It is used
to know what parts of the materials would not work in the language classroom so the teacher can redesign or modify them.
7. Instructional Design Model
To design materials and promote meaningful and active learning, it is important to understand about instructional design model. When such material is
not well-designed, often the learners get confused to start. Instructional design models provide for a systematic approach of implementing the instructional
design process for a specific educational initiative Morrison, Ross, Kalman, Kemp, 2011. Instructional design models are also the guideline for an
instructional designer generating an instruction. Gustafson Branch 2002 said that instructional design aimed to offer the educational and training organization
design steps, management guidelines and teamwork collaboration options with designers, technicians and clients.
Gustafson in Gustafson and Branch 2002, p.12 has developed a taxonomy of models based on specific characteristics. The taxonomy describes
models as being classroom-oriented, product-oriented, and systems-oriented. Classroom-oriented models are usually used to individual classroom instruction.
The output of these models is small consisting only of modules or units of instruction used within the school year. Product-oriented models typically
products for implementation by users other than the developers. Systems-oriented models have an output of a course or curriculum. It typically assume that a large
amount of instruction, such as a complete course or complete curriculum. Classroom-oriented models assume an instructor, students, a classroom, and a
piece of instruction that needs to be improved. Product-oriented models focus on making production more efficient. Systems-oriented models aim to present a
complete instructional system for organizing learning needs. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The instructional design models that are employed in this study are ADDIE
and Kemp’s model. ADDIE is the basis for almost all instructional system design. ADDIE provides a useful set of criteria for determining whether a
model is inclusive of the ID process or only one or more of its elements Gustafson Branch, 2002. The five core elements of ADDIE are analyzing,
designing, developing, implementing, and evaluating. The stages can be seen in the following figure.
Figure 2.7 The Five Elements of the ADDIE Model
In the analysis phase, a designer identifies the learners and the context. It involves the collection of information on learners’ characteristics, prior
knowledge, skills and learning preferences. The information is collected through need assessment. It is a process to determine goal, identify problems and measure
needs. In other words, it is a process for determining what students’ needs and
what should be taught. An instructional design can then proceed to the selection of an environment that can support learning.
The second phase is design. It concerns with learning objectives, assessment instruments, planning instruction, and media selection. In designing
instruction, a designer applies instructional strategies and creates a prototype specification.
The development phase builds on both analyzing and designing phases. It starts from storyboarding, arranging the material and creating some exercises.
During this phase, designer develops the instruction, all media that will be used in the instruction, and any supporting documentation. This may include computer
and video animation software. The implementation phase refers to the actual delivery of the instruction.
The purpose of this phase is to create the effective and efficient delivery of instruction. At this point, Branch 2009 explains that the implemetation phase
deals with preparation of the teacher and students. Hence, the teacher needs to be prepared to facilitate the instruction strategies. Meanwhile, the students need to be
prepared to actively participate in the instruction. In order to make them participate actively, the teacher has to encourage the students in understanding the
materials and to master the objectives. The last is evaluation phase. The evaluation is conducted to evaluate its
impact and effectiveness whether the learners meet the objectives or not. Evaluation itself is divided into two, namely formative and summative. Formative
evaluation is as part of the process of program development in order to find out what is working well, and what is not, and what problems need to be addressed. It
focuses on ongoing development and improvement of the program. “Information
collected during formative evaluation is used to address problems that have been identified and to improve the delivery of the program
” Richards, 2001. Summative evaluation, in contrast is conducted to examine the effects or
outcomes. So it takes place after a design has been implemented. Data from the summative evaluation is often used to make a decision about the design as well as
for necessary improvements. The second ID model is
Kemp’s Model Morrison, Ross, Kalman, Kemp, 2011. Since this study is categorized as classroom-
oriented, Kemp’s ID model will be used. In this model, there are nine steps; 1 instructional problems,
2 learner characteristics, 3 task analysis, 4 instructional objectives, 5 content sequencing, 6 instructional strategies, 7 designing the message, 8 instructional
delivery, and 9 evaluation instruments. The following figure shows the nine steps of Kemp’s model.
Figure 2.8 Kemp’s ID Model Morrison, Ross, Kalman, Kemp, 2011
Since the nine steps are independent each other, Morrison, Ross and Kemps’ 2011 model develops on the idea of flexibility. It means that any of the
steps can be applied and revised at any time in the process. The designer thus can conduct from any point. Further, when design a material for classroom, the
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
