DEVELOPING AN ANIMATION VIDEO TO SUPPORT TEACHING ‘CAPABILITY

AND WILLINGNESS’ AT JUNIOR HIGH SCHOOL

Social life and the educational environment have changed in the 21st century.
Technology becomes one of some important aspects to be acquired by teachers. The
transition from the industrial era of the twentieth century to the digital age of the twenty-first
century has raised awareness of the relevance of skills that promote life success in the
twenty-first century (Maryuningsih, Hidayat, Riandi, & Rustaman, 2020). The development
of technology has existed to support the learning process that fits with this era, whereas one
of skill and ability that teachers should acquire is technological pedagogical and content
knowledge. Taking advantage of technological skills is used to solve the problem that exists
in the learning process. Some teachers contravene the time allotment that they have already
arranged in a lesson plan at the moment they teach. This case influences how the learning
process runs less effectively. The improper time consuming will make some phases of
activities in learning pass or even work not maximally. Utilizing media as a technology tool
to support teachers in the learning process has become a way to fix the problem.

Media use of technology can be an alternative means to support teaching. An

animation video is one kind of media. Video is a powerful tool for providing information in
an engaging audiovisual format (Laksmi, Yasa, Mirayani, p. 44). This media is a simple
means that generally people know and use in education. An animation video contains
elements such as images, audio, and other videos. It supports the teachers to teach based on
time that has been allocated in the lesson plan properly. The animation video will be
developed as an alarm to remind teachers in the learning process. Each part of the phases of
activities in teaching will be run based on sounds or signs that appear from the video. The
teachers simply run the video from the beginning of the lesson to the end. Furthermore, using
an animation video especially to support teaching “capability and willingness’ in the learning
process of EFL is needed for teachers.

The material of ‘capability and willingness’ is learned by students of the Eighth grade
at Junior High School in the first semester. This material is related to grammar. Grammar is a
set of principles that allow us to combine words in certain ways but not in others (Leech,
Deuchar, Hoogenraad, 1982, p. 5). Grammar ensures that language is used appropriately and
consistently. Grammar has many materials such as tenses, modals, verbs, propositions,
adjectives, etc. The material of capability and willingness contain modal can and will. Can is
the most common modal verb, and it expresses permission and capability (Majid, 2020, p.
10). In addition, the word can be used to grant, deny, or request permission, as well as to
indicate one's capabilities. It's also useful for expressing general truths. Will has a wide range
of meanings and functions (Majid, 2020, p. 10). It's utilized to make requests or offers,
complete conditional phrases, and give directions, among other things.

Discussing about developing an animation video, some points that should be noticed.
Furthermore, clusters are provided in this study from many references. First is about the steps
of designing an interesting and engaging learning media through animated video. The
researcher used the Videoscribe-Sparkol application to design the video. This software's
characteristics enable developers to create engaging instructional media that can be changed
and customized to the intended learning subjects (Sulistyowati & Wijayatiningsih, 2019, p.
154). The steps of designing the animated video are making storyline, preparing assets,
installing the VideoScribe Application, entering voice assets, entering music assets. Second is
about the steps of using the video through Vanasonik Atera media for the learning process. It
became appropriate and could be declared appropriate for use in conducting learning using
this video media after the enhancement of the usage procedures (Irawati, Santoso, Rarasati,
2019, p. 94) The steps of using the media are divided into initial activity, core activities, and
final activity. Third is about the impact of experiential learning and animated video on
students' reading comprehension and vocabulary mastery. The adoption of the experiential
learning method increased students' reading comprehension and vocabulary proficiency
(Syafrizal, Masrupi, Mauludah, 2019, p. 454). The researcher found that the students’ score
has improved compared with their previous score in the preliminary research. These clusters
are categorized from much previous research.

Studies investigating complements and adjuncts have been conducted by several studies.
A study by Sari and Subiyanto (2017) in their paper titled Complement Structure of
Conversational Texts in Dickens’ Theory Approach found that the forms of complement are
classified based on the words which appear following the complements such as complement
from determiner, complement from auxiliary, complement from a verb, and complement
from a preposition, where each of them has different word structures. Meanwhile, a study by
Pratama, Susini, and Suarjaya (2018) in their paper titled Forms and Meanings of Adjuncts
in James’ Fifty Shades of Freed found that (1) Adjuncts may appear in many forms, such as
phrases and clauses. The forms of phrases that appear in the novel are noun phrases, adverb
phrases, and prepositional phrases. The forms of clauses that appear in the novel are finite
verb clauses, non-finite verb clauses, and verbless clauses. (2) There are various meanings
carried by adjuncts found in Fifty Shades of Freed novel. Adjuncts referring to time show
the meanings of time position, frequency, duration, and time relationship; Adjuncts denote
space or place show the meanings of distance, position, or direction; Adjuncts showing
process mean manner, agentive, instrument, and means. Also, a study by Perez and Guerra
(2015) in their paper titled A corpus-based account of the placement of dependents in
phrasal categories: On syntax and performance in English found that complements-first are
more powerful than end-weight and that the latter concept has a subsidiary function, in
particular when the former isn’t working.

Studies investigating the development of video animation have been conducted by

several studies. A study by Saputra (2020) in his paper titled The Development of Video
Based Animation On Android Application in Learning Simple Past Tense for Second Grade
of SMPN Jambi City found that 88 % students’ implementation in small groups was
categorized as “strongly agree”. Unfortunately, the researcher did not mention the
specification of the application used. Meanwhile, a study by Anggraini, Warsono,
Hamidiyah, and Jatmika (2020) in their paper titled Developing Whiteboard Animation
Video Through Local Wisdom on Work and Energy Materials as Physics Learning
Solutions During the Covid-19 Pandemic found that a product in the form of whiteboard
animation video through local wisdom on work and energy materials as a physics learning
solution during the Covid-19 pandemic. Unfortunately, the researchers did not mention how
to produce an animation video. Also, a study by Kurniawati (2020) in her paper titled
Creating Low-Cost Animation Video Using Online Platform: A Learning Media User
Review found that Alternatives of online platforms are available and can be used to develop
low-cost educational animation video. Unfortunately, the researcher only focuses on the
review of using an online platform of video animation.

Some critics that have been mentioned in this study have an important thing to be
explained. First is the critique for the study of Saputra (2020) due to the researcher not
mentioning the specification of the application used. The researcher only mentioned how to
develop a video animation in general steps. Meanwhile, every application or platform
definitely has some icon distinctions to be used. Second is the critique for the study of
Anggraini, Warsono, Hamidiyah, and Jatmika (2020) due to the researchers not mentioning
how to produce an animation video. Meanwhile, steps for producing the video based on
local wisdom is important to be carried out as a product of video development. The
researchers only focus on the short explanation of three different videos based on local
wisdom. Third is the critique for the study of Kurniawati (2020) due to the researcher only
focusing on the review of using an online platform of video animation. Meanwhile, the steps
of developing a video animation through Powtoon was not mentioned. The researcher only
focused on one step that was making a storyline. Furthermore, other steps should be
mentioned to complete steps of video animation development.

The critics that have been mentioned above are important to be considered. These critics
focus on steps to develop an animation video through many platforms or applications. The
development of producing video animation is useful as tutorials to produce a video
animation. These steps are needed and should fit with the application itself, because of the
different icons that appeared. After analyzing and applying the steps of developing the
video, the product will be used for supporting teachers in the learning process in order to be
an alarm of time allotment based on the lesson plan that has been arranged.