be articulate and perceptive. Hence, in collecting the data from interview, the researcher needed to be careful. The question type of interview that was used was
open ended questions. This type of interview allows the participants to create their own responses. The interview was conducted to the English teacher to collect
deeper information about the students. The interview data contained students’
characteristics, students’ needs, teaching media, the problems in teaching listening and speaking, and teaching activity.
After collecting the data, the researcher analyzed the data. First, in analyzing the need analysis questionnaire, the responses for each question were
calculated into percentage and put in a table. The table is like in the following.
Table 3.2 How the Needs Analysis Data are Presented
No. Question
Response Total
Percentage
2. Design
In this phase, content sequencing, instructional strategies, and designing the message were discussed. Firstly, in designing materials, organizing the content
is important for logical learning. It may start to provide example first, then the task. After that, the researcher created the materials with the simple until the
complex concepts. Secondly, the researcher decided an appropriate instructional strategy to make the instruction meaningful so that the learning objectives can be
achieved. Thirdly, the next step was planing the instructional message to introduce the content. This was conducted to engage the students and signal the important
points. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Additionally, the researcher also designed the blueprints of questionnaires which explain how the goals might be achieved. After that, the blueprints were
developed into some instruments to gather useful information for the development of product. Furthermore, the template of the units and the units of materials were
designed. Here, the researcher employed PPP method which is primarily teacher oriented Harmer, 2001. It is considered as a suitable method for young learners
since the students cannot make their own decision. In other words, clear directions and such steps to learn the language effectively are needed.
3. Development
After designing the instructional materials, the researcher identified the resources and developed three units of materials. The materials includes
PowerPoint presentation, students’ book, and teacher’s manual. The PowerPoint
presentation facilitates the users in using the video animation-based materials, so they do not need to open other files to open each video. Meanwhile, the
students’ book presents the materials that could be used by the students themselves.
Additionnaly, the reseacher designed a teacher’s manual which contains
procedures on how to use video aniamtion-based material. The formative evaluation also took place in this phase. The designed
materials were verified by some experts. This step is called as expert validation. The experts were English teachers and English lecturers. To validate the product,
the researcher distributed close-ended and open-ended questionnaires for experienced lecturers and English teachers. It was distributed on April 4
th
, 2016. The experts’ opinions and suggestions were also really helpful to develop the
materials. Then the researcher modified the existing materials and added new PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
materials as what the experts said about what worked and what did not work. The further description of the expert’s background can be seen in the table below.
Table 3.3 The Description of the Experts Participants
Educational Background
Teaching Experience in year
S1 S2
S3 1-5
6-10 10
English Lecturers 2
2 English Teachers
2 2
The expert validation questionnaire blueprint can be seen in the following table.
Table 3.4 Expert Validation Questionnaire Blueprint No.
Concepts Categories
Indicators Item
1.
The learning materials
The characteristics
of the material design
The topics are related with the syllabus.
1 The designed materials are
suitable with the students’ needs.
2
The designed materials are arranged systematically.
3 The learning outcomes are
clearly stated. 4
2. A
set of
principles in
Listening Krashen
in Nation
Newton, 2009 Meaningful
The input is meaningful and relevant content.
5 Interesting
The input is attractive in motivating students to view.
6 New Items
The input presents a simple new language and ideas.
7 Understanding
The designed
materials enable
students to
understand more about the topic.
8
Stress-free The input can make the
students enjoy the learning process.
9
3. Micro skills of
oral communication
Produce chunks of
language different
The designed
materials provide enough chunks of
language. 10
Brown, 2001
lengths Pronunciation
The designed
materials provide clear pronunciation.
11 Monitor
learners’ oral production
The designed
materials encourage students to use
self-corrections to improve the clarity of production.
12
Use grammatical
word classes
nouns, verbs, adjectives, etc
The designed
materials teach grammar implicitly.
14
Accomplish appropriate
communicative functions
The designed
materials encourage the students to
produce language according to the situations.
15
Use facial
features, body language
and other nonverbal
cues The designed materials help
the students using facial expression
and body
language to
convey meaning.
13
4. Pedagogical
aspects for
learning media
Egbert Hanson-Smith,
2007 Interaction
The designed
materials offer
opportunities to
students to interact and negotiate meaning.
19
Authentic Audience
The designed
materials encourage the students to
interact with their friends and their teacher.
16
Authentic Tasks
The designed
materials provide authentic tasks.
23 Exposure and
Production The
designed materials
encourage the students to produce varied and creative
language. 18
Feedback The
designed materials
promote students
to evaluate their own work
and to give feedback to the other students of the class.
20
Intentional Cognition
The designed
materials support students in learning
a language with different ways of learning.
17
Atmosphere The
designed materials
establish an ideal classroom atmosphere.
21 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Autonomy The
designed materials
provoke the
learner autonomy.
22
5. Experts’ opinion General
opinion The general opinion about
the designed materials. 1 B
The strength
and the
weaknesses of the
materials design
- Mention the positive
things of the designed materials.
-
Mention the weaknesses of
the designed
materials. 2 B
3B
The needs of improvement
Describe the suggestion for the improvement of the
designed materials. 4 B
In analyzing the expert validation questionnaire, there were several steps. The questionnaire was designed in Likert scale form which has five point scales:
strongly agree, disagree, undecided, agree, and strongly agree. Thus, the score of the questionnaire were calculated using descriptive statistics to the source of
variance. The source of variance here means the number of cases and mean. Then, the results were interpreted based on the criteria. However, to get the mean
criteria, firstly, ideal mean Mi and ideal standard deviation SDi were calculated. The ideal mean Mi and the ideal standard deviation SDi were
obtained by the following formula. Mi ideal mean
= ½ Maximum score + minimum score = ½ 5+1
= 3 SDi ideal standard deviation
= 16 Maximum score – minimum score
= 16 5-1 = 0.67
After calculating the ideal mean and ideal standard deviation, the researcher then calculated the mean criteria using the formula proposed by
Sudijono 2009, p. 175. They are presented in the following figure. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 3.2 The Mean Criteria Formulation Sudijono, 2009, p. 175
The detailed information on how to get the range scores is elaborated in the table below.
Table 3.5 Quantitative Data Conversion
The table above shows that if the mean score is above 4.6 which is considered as very good, it means that the design does not need any revision.
Then, if the mean is in the range 3.4 – 4, it means the the revision is optional.
After that, the design is fair but still needs to be modified in some parts if the range of mean score is in the range 2.7
– 3.3. Next, if the score is in the range 2 – 2.6, it is considered poor and recommended to revise the design in some parts.
The last, if the mean score is under 1.9, it means that the design is considered as very poor. Thus, it definitely needs to have a total revision.
After that, the results then were recapitulated in a table. The table contains the questions or statements, the answers of the participants, the mean scores, and
the converted scores. The table below represents how the quantitative data from the expert validation questionnaire are presented.
Table 3.6 How the Quantitative Data from the Expert and User Validation are Presented
No. Statements
Converted Score x
Total ∑x
Mean M
Total
Next, the qualitative data from the open-ended questions were analyzed using the steps proposed by Best Kahn 2006. They mention three steps in
analyzing qualitative data, including organizing the data, describing the various pertinent aspects, and interpreting the data. In the first step, the data were
organized by grouping the answers together and coding them. After that, the second step is analyzing the pertinent aspects of the study including the setting,
the purpose of any activities examined, the viewpoints of participants, and the effects of any activities on the participants Best Kahn, 2006, p. 270. When
the data have been described, the next phase was the interpretation of the data. Best Kahn 2006 state that interpretation includes explaining the findings,
answering “why” questions, , and putting patterns into a systematic framework. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Implementation
In this phase, the target users utilized the product. The implementation was conducted to the fifth grade students of SD Negeri Purwomartani Kalasan. The
implementation aimed to revise and improve the designed materials. In this phase, the designed materials were implemented to the students for four meetings.
It was implemented on April- May 2016. The video animation-based materials were used as a teaching tool and a learning tool. The first was as a teaching tool.
Here, the teacher gave pieces of materials that would be studied to the students. She then used a laptop, a speaker dan an LCD projector to start the lesson. To play
the video, the teacher opened the PowerPoint presentation which presents the links to the video. Meanwhile, the students watched the video and did such
activities related to the topic. The second was as a learning tool. It means that the students employed the
designed materials by themselves. They studied the materials with their own computer. Meanwhile, the teacher only gave instructions on what they should do
and became a facilitator. At the end of the meeting, the researcher administered a questionnaire for the users. It was conducted to evaluate the designed materials
after being implemented.
5. Evaluation
The last phase was evaluation. After the designed materials were implemented, a questionnaire was distributed to the target users. User validation
questionnaire was used to figure out the improvement in the learning process and to obtain feedback
about students’ feelings, opinions, and suggestions on the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designed materials. This stage was employed to answer the second research questions; Which pedagogical aspects of CALL are dominant in the video
animation-based materials?. The questionnaire for users consists of 25 closed- ended questions and 3 open-ended questions.
The questionnaire was distributed to the fifth grade students of SD Negeri Purwomartani, Kalasan. It was distributed on Monday, may 16
th
, 2016. Below is the table of the user validation questionnaire blueprint.
Table 3.7 User Validation Questionnaire Blueprint No.
Concepts Categories
Indicators Item
1. The listening
material of the design
Krashen
in Nation
Newton, 2009 Meaningful
The input is meaningful communication.
1 Interesting
The input is attractive in motivating students to learn
the language. 2
New Items The input presents simple
new language items and ideas.
3, 24
Understanding The
designed materials
enable students
to understand more about the
topic. 4
Stress-free The input can make the
students enjoy the learning process.
5
2. The speaking
material of the design
Produce chunks of
language different lengths
The students are able to say several chunks of language,
such as ‘Good morning’, ‘May I go to the toilet,
please?’ and ‘Rubber, please’.
6
Pronunciation -
The video animation- based material helps the
students to pronounce words correctly.
-
In video animation, the audio can be heard
clearly
.
7, 25
Monitor learners’ oral production
The students are able to use self-corrections to improve
the clarity of the production. 8
Use grammatical word
classes nouns,
verbs, adjectives, etc
The students
can use
grammatical word classes to produce the language.
9
Accomplish appropriate
communicative functions
The students are able to produce
the language
according to the situations. 10
Use facial
features, body
language and
other nonverbal cues
By viewing
the video
animation, the students can use such facial expressions
and body languages to convey meaning.
11
3. Pedagogical
aspects for
learning media Egbert
Hanson-Smith, 2007
Interaction The students can involve in
the activity actively. 23
Authentic Audience
The designed
materials encourage the students to
interact with their friends and their teacher.
12, 22
Authentic Task -
The materials presented in
video animation-
based materials
are suitable
with the
students’ needs.
-
The materials present the same thing as the
students have
encountered in the real- life conversation.
13, 20
Exposure and
Production The
designed materials
encourage me to produce varied
and creative
language. 15
Feedback The
designed materials
promote students to evaluate their own work and to give
feedback to
the other
students of the class. 19, 21
Intentional Cognition
By using video animation- based materials, the students
found different ways in learning English.
14
Atmosphere The students enjoy the
learning process using video animation-based material.
17
Learner Autonomy
- The students are able to
re-watch the
video animation as I need.
16, 18 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-
Video animation-based material motivates the
students to
learn independently.
4. Users opinion
after using
video animation-
based material open-ended
questions General opinion
The general opinion about the designed material.
1 B The difficulty in using video
animation-based material. 2 B
The needs
of improvement
Describe the suggestion for the improvement of the
designed material. 3 B
From the user validation questionnaire, the steps of data analysis were the same with the expert validation questionnaire. Since the questionnaire was based
on Likert scale, the interpretation of the converted score is similar to the interpretation of the expert validation. Meanwhile, the open-ended questions were
analyzed in some steps including organizing the data, describing the various pertinent aspects, and interpreting the data.
6. Product Revision
The final step was product revision. Here, after administering the questionnaire, the data of the s
tudents’ opinions, feelings and suggestions after using the designed materials were obtained. This was carried out to revise and
develop the designed materials into final products. Graves 2000 states that the evaluation is important to know what they need to work on, how well the
materials is meeting the students’ needs, and what need to be improved. For the betterment of the designed materials, any parts that need to be
improved were revised. Finally, the final product, i.e. video animation was expected to meet the teacher’s and the students’ needs. Additionally, it is also
expected to help students in enhancing their listening and speaking skills. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
CHAPTER 4 RESULTS AND DISCUSSION
This chapter presents the results and discussion of what has been planned in chapter III. This chapter is divided into two sections. The first section is the
results of designing the video animation-based materials. The second is the pedagogical aspects of designed materials.
A. Results of Designing the Video Animation-based Materials
In the results of designing the materials, the researcher used the steps of Kemp’s model which were combined with ADDIE model.
1. Needs
This phase deals with information collecting. It was intended to specify in developing the materials which would be designed. Information was taken by
analyzing the syllabus, distributing the questionnaires to students and interviewing the English teacher. In collecting the information, the researcher concerns on such
data related to instructional problems, instructional objectives, teaching media, material concept, students’ needs and characteristics.
a. Syllabus Analysis
The school applied School- Based Curriculum. Initially, the syllabus was used as the main source to develop the learning materials. The researcher then
determined what the instructional objectives by looking at the syllabus. Instructional objectives were stated in the competency standards and the basic
competences. It can be seen in the table below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.1 The Competency Standards and the Basic Competences of Listening and Speaking Skills Grade V at Elementary School
Competency Standards Basic Competences
1. Listening
Understanding very simple instructions with actions in the
school context 1.
Responding to very simple instructions with actions appropriately in the
context of classroom and school. 2.
Responding to very simple instructions verbally.
2. Speaking Expressing very simple
instructions and information in the school contexts
1. Carrying out a conversation to
accompany actions
appropriately involving speech acts of giving an
example of doing something and giving instructions.
2. Carrying out a conversation to askgive
servicesthings appropriately involving speech acts of asking for help, giving
help, asking for things, and giving things.
3. Carrying out a conversation to askgive
information appropriately involving speech acts of introducing oneself and
others, inviting, asking for permission, giving
permission, agreeing,
disagreeing, and forbidding. 4.
Expressing politeness by using expressions, such as “Do you mind…”
and “Shall we”…”
After analyzing the syllabus, the topics of the materials for grade V for semester 1 are greetings and introducing oneself and others, giving instruction,
asking for and giving help, asking for and giving permission, and asking for and giving things. At this point, the selection of the materials which were designed
were adjusted to those topics. In addition, in designing the materials, the main goal of listening and speaking skill are that the students are able to listen and to
respond the language and then to express the language based on the school context.
b. Students’ Questionnaire
To find out the students’ needs and to identify students’ problem in
learning listening and speaking, the researcher distributed a need analysis questionnaire to the 30 fifth grade students of SD Negeri Purwomartani Kalasan.
It was conducted on March 7, 2016. In developing the questionnaire, the concepts in the needs analysis are based on Graves’ concepts of needs analysis 2000,
teaching listening by Rost 1990, and core in speaking skills by Goh Burns 2012. The questionnaire covers
students’ needs toward listening skill and speaking skills
, students’ characteristics, students’ preferences, and students’ problems in learning listening and speaking skills. It also covers the information
about students’ readiness for computer-assisted language learning. Th
e first analysis was about the students’ characteristics. The responses of the students are presented in table 4.2. Most of the students are 86.67 active
and enthusiastic in learning English in the class. There are 4 students 13.3 who answered undecided. It means that generally the students really like to learn
English. However, regarding this characteristic, Moon 2006 states that young learners are naturally curious and have quite a short attention, therefore, the
learning materials and the activities would be designed attractively to grab students’ attention. Besides, the activities should be stimulating and enjoyable.
Table 4.2 The S tudents’ Characteristics
No Question
Response Total
Percentage
5. I am active and
enthusiastic in learning English in the class.
a. Strongly agree b. Agree
c. Undecided d. Disagree
e. Strongly disagree 26
4 86.67
13.3
7. I use chunks of
language for a. Never
b. Rarely 1
4 3.3
13.3 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
communicating in English e.g., Good
morning, how are you, by the way, etc.
c. Sometimes d. Often
e. Always 15
6 4
50 20
13.3
The second students’ characteristic is that the students tend to use chunks
to produce language. There are 50 of the students who stated that they sometimes use chunks of language for communicating in English and 20 of the
students stated they often use it. From the result, it can be inferred that most of the students are likely to use chunks. As it was mentioned in the previous chapter, one
of the strategies that students use to learn a language is using chunks of language Moon, 2006. The materials and activities hence would be provided with a lot of
ready-made bits of language, to help students start to communicate. Next, since this study uses video animation as the media in designing the
materials , the next questionnaire investigated students’ experiences in using
computer and LCD projector. It could be seen from the table below.
Table 4.3 Students’ Experiences in using Computer and LCD Projector No
Question Response
Total Percentage
11. I
… use a computer and LCD projector in the
class. a. Never
b. Rarely c. Sometimes
d. Often e. Always
23 2
5 76.67
6.6 16.67
From the result of the questionnaire above, it can be seen that 76.67 of the students never use a computer and an LCD projector in the class. However,
only 5 out of 30 students stated that their sometimes use the computer and the LCD projector in class. In other words, the result indicated that the use of a
computer and an LCD projector was considered low. Actually, the school has facilitated the teaching learning process with an LCD projector and speakers in
the classroom. Thus, it will become support service in designing various activities. Moreover, nowadays the CALL issues in language teaching are quite prominent.
Many researchers advocate the use of CALL materials to make teaching learning process both easier and more effective Donaldson Haggstrom, 2006. From
this reason, to develop students’ English oracy, the CALL materials were utilized.
The next item that the researcher wanted to investigate was about students’ preferences and interests.
Graves 2000 states that information about students’ preferences and interests can help the teacher to know how to set up certain kinds
of activities. Additionally, it also helps the teacher to identify students’
expectations in learning listening and speaking. This information can be seen in the following table.
Table 4.4 Students’ Preferences and Interests No
Question Response
Total Percentage
15. I am interested in topics
such as … a. Health
b. Sport c. School life
d. Food and drink
e. Others: … 11
18 14
17
4 36.67
60 46.67
56.67 13.3
16. I am interested in
learning listening and speaking through video
animation. a. Strongly agree
b. Agree c. Undecided
d. Disagree e. Strongly disagree
29 1
96.67 3.3
20. I prefer to work in
groups. a. Strongly agree
b. Agree c. Undecided
d. Disagree e. Strongly disagree
27 2
1 90
6.6 3.3
