are more complete, there will be various facial expressions and gestures. However, the researcher has not tried to find another application since most of the
video makers application cannot be downloaded freely. It needs to be purchased with quite an expensive price. Secondly, the video animation was only evaluated
by English lecturers who are experts on the materials. It should also be evaluated by IT experts who are able to design a proper animated video to get sufficient
validation.
B. The Pedagogical Aspects of the Designed Materials
This part elaborate the answer to the second research question about which CALL pedagogical aspects are dominant in the video animation-based materials.
The eight principles of CALL proposed by Egbert Hanson-Smith 2007 need to be concerned in implementing the designed materials in the classroom which
are considered as requirements for optimal language learning environments. To get the data, the summative evaluation was conducted to the users. The table
below provides the result of the eight pedagogical aspects in the designed materials.
Table 4.13 The Eight Pedagogical Aspects No
Pedagogical Aspects PA
Statement S Mean
Criteria
1. Learners have
opportunities to interact and negotiate meaning
I was directly involved in any activity of the active
learning process number 23.
3.83
Good
2. Learners interact in the
target language with an authentic audience
The designed materials encouraged me to interact
with my friends and my teacher number 12.
4.33
Very good
When there were any question or a topic which I
still did not understand, I
4.36
asked the teacher number 22.
3.
Learners are involved in authentic tasks
The materials presented the same thing as I have
encountered in the real-life conversation.
3.7
Good The materials presented in
video animation-based materials were suitable for
the students’ needs.
4.13
4.
Learners are exposed to and encouraged to
produce varied and creative language
The designed materials encouraged me to produce
varied and creative language.
3.8
Good
5.
Learners have enough time and feedback
The designed materials promote me to evaluate my
own work on listening and speaking.
4.4
Good I and my friends were
discussing a topic and giving feedback each other.
3.9
6.
Learners are guided to attend mindfully to the
learning process By using video animation
based material, I found different ways of learning
English.
4.26
Very good
7.
Learners work in an atmosphere with an
ideal stressanxiety level I enjoy the learning process
using video animation- based material.
4.53
Very good
8.
Learner autonomy is supported
I am able to re-watch the video animation as I
needed.
3.6
Good The designed materials
motivate me to learn independently.
4.3
It can be seen in table 4.19 above that each principle has one till two
statements to be measured. The first principle of CALL is interaction. In the
questionnaire, this aspect appeared in the sentence number 23. The students can involve in the activity actively 3.83. The term interaction is used in a variety of
ways. As it emphasized by Peyton in Egbert Hanson-Smith 2007, learning occurs through interaction between student-student, teacher-student, and student-
content. It means that interaction between student-student and teacher-student can be called authentic audience, whereas student-content can be called authentic
tasks. Interaction among students and a teacher promoted negotiation of meaning
Chapelle, 2003. As an example, in the designed materials, there are such activities in the practice section which asked the students to act out the dialogue.
However, before they act it out in front of the class, they have to construct their own dialogue based on the example provided. Here, both students will try to
negotiate meaning when they do not understand what they have to construct and how to deal with it. This such kind of activity will promote an interaction among
them. Meanwhile, the interaction between learner-content can be seen when the students play the video to answer such exercises in the textbook. They normally
click on stop or continue the video animation while listening to a dialogue or monologue. Probably they will re-watch the video to hear the pronunciation of
such words until they can pronounce them correctly.
The second aspect is authentic audience. It means that students interact in
the target language with an authentic audience. Interaction among students and a teacher is called authentic audience, as discussed in the first principle. This aspect
appears in the statements number 12 and 22. The mean score of two converted score after being divided into two was 4.35. The presentation section presents the
topic to build students knowledge or to introduce a new language item. At this point, the teacher asks questions to students regarding the topic. When the
students do not understand about something, they will directly ask the teacher. In this case, the teacher try to give such clues to encourage students in negotiating
meaning. Then, the students will be presented a video animation to ensure what they are discussing about. Another interaction is in the production section when
the students play games and do a role-play.
The next is authentic task. Authentic tasks mean that such activities and
tasks have to reflect real-life context Egbert Hanson-Smith, 2007. The task’s
goal is accomplishing something through the use of language Chapelle in Egbert Hanson-Smith, 2007. In other words, the students learn how the language is
actually used in the real world. Based on the data, the mean score of this principle is 3.9 which means that the designed materials have provided authentic tasks. In
the designed materials, the researcher provides some language functions that can be used in the real world, such as how to give instruction, ask and give
permission, ask and give things, ask and give help, and so on. In addition, the topics were also based on the school context and real-life context, including
greetings, introductions, parts of the body and food and drink. Then, the fourth principle for optimal classroom language learning
environment is that the students are also exposed to and encouraged to produce
varied and creative language. The statement related to this pedagogical aspect
appears in number 15 3.8. Egbert Hanson- Smith 2007, p. 5 say, “Varied and
creative language means that the students tap both receptive and productive language skills”. In the designed materials, listening as receptive and speaking as
productive were focused. As known, listening and speaking cannot be separated in an interaction. In the first pedagogical aspect, it was discussed that such activities
in the designed materials promote interaction among students and teacher when they try to negotiate meaning. Hence, during the interaction, both listener and
speaker will check their own messages by clarifying or confirming of each other’s
messages. Furthermore, in order to create varied and creative language, the students require multiple forms of input and a variety of ways to articulate the
language. In line with this issue, the designed materials have provided various activities, exercises, and tasks which expose students to comprehensible input and
encourage them to produce comprehensible output.
The fifth is time and feedback. In using technology in the classroom, the
teacher is supposed to give adequate time and feedback to students since they have individual differences in ability, motivation, and other factors which
influence on how much time each student need to complete a task successfully Egbert Hanson-Smith, 2007. As the data shows, the designed materials have
promoted the students to evaluate their own work and to give feedback to the other students of the class. The mean score obtained is 4.15. When the designed
materials were implemented, the teacher only gave clear instructions about what to learn and how to learn. After they finished the task given, there was a class
discussion related to the task in case they would give their opinions about it. To create the discussion run smoothly, the teacher helped the students to form
questions and answers. This activity furthermore led the students to be active in the class. It was also used to know what problems the students had. At the end of
the meeting, it was expected that the students were able to evaluate their own work and to give feedback to other students of the class.
Intentional Cognition is the next principle of CALL that needs to be
considered. According to Soo cited in Egbert Hanson-Smith 2007, l earners’
differences need to be taken into account in optimatizing the language learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
