CHAPTER II REVIEW OF RELATED LITERATURE AND
B. Theoretical Bases
2. Film Animation
a. Definition of Film Animation
Animation film are distinguished from live-action ones by unusual kinds of work that are done at production stages.21 Animation
20H Douglas Brown, Language…, pp. 110.
21Brown, S, Teaching Listening, (New York. Cambridge University Press, 2006), pp. 50.
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films do not do continuously filming outdoor action in the real time, but they create series of images by shooting one frame at a time.
According to Lynne, the students' interest is one of the main Factors to achieve the goal of teaching and learning English. For that reason, Animation movie is a medium that can be used to increase students' motivation in Learning listening because the students can hear the voice, but they will see the Situations that happen in the story and then they will be more interested and Motivated in using animation movie in the class.22
Animation film is kind of film which involves sound, recording a series drawing or manipulating in animate object one frame in one time. When projected, the sequences of frames take on the solution of motion. It uses computer graphic in creating animated image. It teaches students about history, science, human behavior and any other subjects.23 Animation movie is one of the medias which are very good to be used to improve students' listening skill. It could help sensitivity to students' sense of hearing. The animation movie affects students' listening skill because they can get involved, they feel the situation happen in the movie, and they can learn the language contextually. In conclusion, video animation is described cartoon, films, images,
22Lynne, C, Teaching Language to Young Learners, (Manchester: Cambridge University Press, 2001), pp. 57.
23Harmer J, The Practice of English language Teaching, (Birmingham: Editorial Logman,2001), pp. 282.
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puppets, Etc. That are photographed and shown in a way that makes them move and appear to be alive.
b. The Advantages of Using Film Animation
Animation videos are animated moving picture that is very useful in teaching learning process. According to Woolfitt Animation Video is defined here as digitally recorded content that has sound and motion that can be stored or delivered live, and can be streamed to a variety of devices. It may or may not have the lecturer visible and can include an animated film, or a demonstration.24 He stated there are some advantages in using videos animation in teaching learning activities in the classroom:
1) Learners not only hear the sound, but they can also see the pictures, for example, the general meaning and mood are delivered through the expression, gesture, and also the other vital clues in the videos.
2) The use of videos can make the student look the other situation, not only in the classroom, for example they watch a video about kinds of food in other countries. When students use a video camera to make a video, they can create something memorable and enjoyable, and it can stimulate their creativity in using media and multimedia.
3) The last is motivation. The real advantage by using video in teaching learning activities is that videos can make students more interest in
24Zac Woolfitt, The Effective Use of Video In Higher Education, (Inholland: University of Applied Sciences, 2015), pp. 4.
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learning. It can increase the level of their interest when they watch videos.
c. The Disadvantages of Using Film Animation
There are also some weaknesses or disadvantages in using animation videos that must be known by teachers. According to Harmer, when someone want to use videos in the classroom, they have to be aware of some problems within.25
1) Poor quality tapes and disks. The poor quality tapes and disk make the students not really engaged in following the study.
2) When we decide to choose the videos, we have to judge about the quality of tapes and disk or material in using videos.
3) If the video is too long, it will cause students who take the class to sleep and get bored or even lose concentration in following the material, especially if the video only contains text that is full of uninteresting media. Cartoons, moving pictures, and so on. To overcome this, the teacher must choose an animated video whose duration is not too long, but is interesting to watch and does not make students bored.
Anticipating the shortcomings of using animated film videos is that students must understand the dialogue in the animated film video and know the context that is discussed in the animated film video. In addition, students must also focus more on watching animated film
25Harmer, J, The Practice…, pp. 233.
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videos and teachers must prepare good and interesting quality animated film videos so that students do not feel bored when watching animated film videos.
d. Teaching Listening Using Film Animation
Cakir Clearly suggests in using animation videos, teacher should follow some practical techniques in the classroom as follows:26 1) Active Viewing
In active viewing activity, the teacher shows the video and let the students watch it from the beginning to the end. This activity helps the teacher know how far the students’ understanding of the video shown.
2) Freeze Framing and Prediction
In this activity, teacher stops the video which showing the pictures of characters’ body language, facial expression, emotions, reactions, and responses. This activity helps the students understand about what expression should be shown when we say something in English especially.
3) Silent Viewing
In the silent viewing, the video is played with the sound off and let the students guess what are the characters are talking about in
26Cakir Clearly, “The Use of Video as An Audio-Visual Material in Foreign Language Teaching Classroom”, The Turkish Online Journal of Educational Technolog, Vol. 2, No. 1, September, 2006, pp. 91-93.
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the video. Through this activity, students are supposed to remember the dialogues in the video.
e. The Assessing of Listening
The assessment of listening ability is one of the least understood, least developed and yet one of the most important areas of language testing and assessment. Assessment refers to a systematic approach to collect information and make inference about students’
ability which can be done by namely summative and formative assessments.27
According to Brown there are two kinds of listening assessment, namely summative and formative assessments.28 Summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Furthermore, formative assessment is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and students to improve their learning. In addition, most of our classroom assessment is formative assessment because it helps in evaluating students in the process of "forming" their competencies and skills with the goal of helping them to continue that growth process.