User Validation Expert Validation

manual, and a PowerPoint presentation were designed. Next, as mentioned previously, there were three units which have similar patterns in presenting the materials, including presentation, practice and production. Most of the lessons in every unit are focused on the listening and speaking skill. In the beginning of every unit, the students will do listen and repeat activity which aims to build their knowledge of a new item of the language. It was also called presentation phase. In all of the activities in the presentation phase, the video animation was utilized. It is believed that when words and pictures integrated, students can work together and their memories can be stimulated. The Department for Education and Skills 2004 said that when the visual, auditory, and kinesthetic are combined in one learning activity, it can help the students to make sense of information in a range of ways. The learning process then can be more meaningful. The following figures present some examples of activity in the presentation, practice and production phase. Figure 4.8 An example of Activity in the Presentation Phase Figure 4.9 An Example of Activity in the Practice Phase Figure 4.10 An Example of Activity in the Production Phase The student s’ book see appendix 19 presents materials that could be used by the students themselves. However, to use the designed materials, the students still need guidance from the teacher since young learners cannot make their own decision. They still have a limited concept about things. They are even still PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI struggling on understanding their mother tongue. Additionally, the researcher also designed a teacher ’s manual see appendix 18 which contains some procedures on how to use video animation-based materials. Then, since the video animation was not utilized in all of the parts of the materials, an icon would be used as a sign that video animation needs to be employed. Futhermore, to facilitate the user in using the video animation, the PowerPoint presentation was made. By using the PowerPoint presentation, the users did not need to open any others files or folders for which videos will be viewed. Moreover, it aimed to avoid confusion about what video should be played. In other words, the PowerPoint was provided to present a brief description of the material to be learned and present a video link that will be played. As an example, the following figure is the initial display in unit 2. Figure 4.11 The Initial Display in Each Unit Despite interesting and fascinating materials, the designed materials also have some weaknesses. Firstly, the video animation has limited facial expressions and gestures to express the language. Probably if using other video makers which PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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