PT00703

COMPUTER AND MULTIMEDIA IN EDUCATION

SEMESTER 2, SESSION 2022/2023

REPORT

INDIVIDUAL TASK

PREPARED FOR: DR. MAD NOOR MADJAPUNI

NAME MATRIC NO.

SITI NUR ASYIQIN BINTI MOHD RIZAM BP21110318

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 THE ADVANTAGES OF LISTENING TO A STORY AND WATCHING AN

ANIMATION FOR STUDENTS

1.0 INTRODUCTION

Content in a story can be delivered using verbal and non-verbal communication including the use

of body language, facial expression, eye contact and digital. According to Abidin (2011), the

ability to read and comprehend is important for adequate functioning in society, and not only for

lifelong learning. This is because reading and listening skills are closely related to

comprehension skills. Consequently, these three skills are needed for students in order to solve

any conflict or problems in classroom. The English Language Curriculum by the Ministry of

Education of Malaysia (2001) aims at the usage of the stories to enable preschool children to in

their immediate environment and develop an enjoyment of the language.

While reading and listening to a story focuses on the plot or the content, animation is

more focused on the graphic elements. In some senses, animation is a set of images that were

created by hand ‘frame by frame’, the term animation carries an aspiration with it for the

recognition as art (Understanding Animation, n.d.). Teachers use media as a teaching and

learning tool that helps students understand educational contents better. People has always been

fascinated by moving images which make animation plays a crucial role in students’ learning

process. According to Mashami and Gunawan (2018), information in the form of material

submitted without media assistance will make it difficult for students to understand it.

There are advantages of listening to a story and watching animation for students. In this report, I

have included five references to discuss the advantages of listening to a story and watching an

animation.

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2.0 The Advantages of Listening to a Story for Students

2.1 Developing Students’ Listening Skill

The first article “Improving Listening Comprehension among Malay Preschool Children Using

Digital Stories” by Dr. Mohamad Jafre Zainol Abidin believed that if teachers select digital

stories, it can prove to be very useful in developing children's listening skills. Digital stories tend

to be visual, interactive and reiterative. In this case, learners have to listen to and understand a

simple order, in order to proceed with the story by selecting the part they want to read or listen

to. students are also allowed to progress at their own pace which will train their individual

control. In addition, Fatemeh (2015), stated that enhancing the listening skill of students is an

important part of every language teaching syllabus since the process of understanding what

others say includes many aspects such as phonology, grammar, vocabulary, and meaning.

For example, Abidin (2011) found that the practice of digital stories promoted

concentration and focused children's attention on the oral input received since there were

significant differences between the two groups which is one of the objectives of his research.

Participants in the group that used digital story improved their listening comprehension skills and

outperformed those who did not use digital story.

The second article “The Effect of Teachers’ Storytelling and Reading Story Aloud on the

Listening Comprehension of Iranian EFL Learners” supports this statement as they proposed

the method showed positive effects for both ways of delivering stories in EFL classrooms.

However, storytelling had more positive effects than reading aloud on the learners’ listening

comprehension improvement. Therefore, even though both storytelling techniques and reading

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stories aloud have a positive impact on students’ learning in the classroom. Preferably, teacher

should use storytelling to get the most outstanding result for the students.

2.2 Enhance Vocabulary Development

Abidin (2011) also implies that students will be able to imagine and recreate experiences through

language play. Notably, the exposure and use of language related to familiar experiences and

things in the environment of the students as well as simple selections from children’s literature

will encourage vocabulary development. Language development will be assisted through the use

of context including objects from the real world, pictures, puppets and other props so that

students will find language experiences meaningful. According to Mark (1988), oftentimes, good

readers tend to report using numerous and elaborate images as a normal reading strategy. Hence,

in classroom teaching and learning, teachers need to stimulate students’ imagination through

story to enhance students’ vocabulary development.

Consequently, when students use their own experiences, they can interpret stories that

will trigger their further involvement of their cognitive abilities in problem solving. Other than

that, a story can add a personal value of understanding and connection. Furthermore, students’

interest in stories and the benefits of listening to stories as well as reading them have been

studied from different points of views using their own beliefs. The relaxed environment created

by stories and the emotions evoked by the storytelling can contribute to removing affective filters

in second language learning hence making the students understand and learn the second language

easily.

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3.0 The Advantages of Watching Animation for Students

3.1 Expand Students' Cognitive skills

One of the advantages of educational technology is that it can be readily used to support the

development of cognitive thinking. The third article “The Influence of Sub-Microscopic Media

Animation on Students' Critical Thinking Skills Based on Gender” implies that watching

animation will expand students’ conceptual understanding. This article study uses the topic

sub-microscopic as it was difficult to understand because sub-microscopic representations

explain the structure and process of the particle (atom/molecular). This study also focuses more

on the comparison of animation influence between females and male. However, the conclusion

obtained from this research was that sub-microscopic media animation influences students'

critical thinking skills, for both male and females.

The fourth article “Two-Dimensional Animation and Students’ Achievement in

Mathematical Economics: Implications for Science Teaching” supports this suggestion. The

article shows results that indicate the mean differences between the two groups. Based on the

result, mathematical contents of economics can be demystified with the use of 2D animation

technique and is more effective than without the usage of animation. Computer animation

technique was proved to be effective in science subjects that contain mathematics concepts.

When two-dimensional animation is employed in the teaching and learning process, students can

use their sensory memory which is short term memory to observe the skills involved in problem

solving and process the information they have observed to create mental constructing and

implement the acquired skills (Ejimonye, 2020).

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 The fifth article “Child Education Through Animation: An Experimental Study”

investigates the effectiveness of visual learning when integrated with traditional learning. The

results of the study support that watching animation will expand students’ cognitive skills as the

students who learn with animation managed to give more correct answers compared to students

who did not learn with animation.

3.2 Students’ Moral Growth

As much as animation gives a huge impact on students in terms of education, it is also

significant for students’ moral development directly or indirectly. Directly, the students’moral

growth can be seen through the content of the animation that will be delivered to the students.

There are a lot of articles and studies that analyze the moral values in an animation such as

“Moral Value in One Piece Anime Movie of Chopper plus Bloom in the Winter” by Hilda Hastuti

and Puspita Dewi, “Female Leadership Represented in Animation for Children and the

Sociocognitive Learning of 21st-Century Girls” by Maria Del Rosario Neira-Pineiro and

“Representation Of Communication Between Cultures And Moral Messages In Animation Film

(Study Analysis Of Animation Film "Upin Ipin" In MNC TV)” by R. S. Dewi. Hence, teachers

can assign tasks to watch a particular animation for students to enhance students’ moral growth

directly.

On the other hand, students’ moral growth can be seen indirectly through class learning.

Animation encourages self-dependency among students and increases their confidence level in

learning. This is because students easily understand the content in the classroom that leads to

lack of conflict during problem sessions in the classroom. Moreover, 2D animation technique

proved to be significantly effective in enhancing students’ motivation in classroom learning

(Jovita, 2020). After answering a few questions with the correct answers, undeniably this will

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increase students’ confidence and motivation to learn more in the classroom. According to Jovita

(2020), the usage of animation which is PowerPoint in the classroom makes the students more

motivated to learn in the classroom as the animation in Powerpoint makes the class session more

fun.

3.3 Increase Students’ Motivation and Interaction

According to Jovita (2020), students appear to be more interactive during classroom

activities because of the moving text, objects, drawings and computer generated images. Islam

(2014) developed a solar system animated learning materials using different multimedia tools

like 3D Studio Max. As they conducted the study, they found out that students were able to

understand the content precisely. The head of the school, Ms Sirazia Begum said about his

developed animated materials for children, “Definitely these materials will be helpful for

students. And they will be quick learners”

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4.0 CONCLUSION

In the conventional educational system, teachers have attempted to instruct their students by

offering textbooks combined with verbal teachings. However, in order to advance information

and communication technology (ICT), teaching and learning methodologies may need to adapt.

It's time to provide kids with interactive learning tools so they can increase their capacity for

learning, catching, and remembering. The creation of an excellent and practical learning

environment for pupils is essential. To grasp and manage their learning, visual methods might be

more enjoyable and simple.

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REFERENCES

Abidin, M. J. Z., Pour-Mohammadi, M., Souriyavongsa, T., Tiang, C. D. B., & Kim, N. O. L.

(2011). Improving listening comprehension among Malay preschool children using

digital stories. International Journal of Humanities and Social Science, 1(14), 159-164.

https://www.academia.edu/download/85615632/21.pdf

Dewi, R. S. (2012). Representation Of Communication Between Cultures And Moral Messages

In Animation Film (Study Analysis Of Animation Film “Upin Ipin” In MNC TV). Jurnal

KMP (Jurnal Komunikasi Pembangunan), 10(1), 247387.

https://doi.org/10.46937/1020129055

Ejimonye, J. C., Ugwuanyi, C. S., Okeke, C. I. O., & Nwoye, M. N. (2020). Two-dimensional

animation and students’ achievement in mathematical economics: implications for

science teaching. International Journal of Engineering Research and Technology, 13(6),

1220-1230. https://www.ripublication.com/irph/ijert20/ijertv13n6_20.pdf

Hastuti, H., & Dewi, P. (2020). Moral value in One Piece anime movie of Chopper plus Bloom

in the Winter. Humanitatis: Journal of Language and Literature, 6(2), 203-214.

https://journal.universitasbumigora.ac.id/index.php/humanitatis/article/view/746

Hemmati, F., Gholamrezapour, Z., & Hessamy, G. (2015b). The Effect of Teachers’ Storytelling

and Reading Story Aloud on the Listening Comprehension of Iranian EFL Learners.

Theory and Practice in Language Studies. https://doi.org/10.17507/tpls.0507.22

Islam, M. B., Ahmed, A., Islam, M. K., & Shamsuddin, A. K. (2014). Child Education Through

Animation: An Experimental Study. arXiv (Cornell University).

https://doi.org/10.48550/arxiv.1411.1897

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Mashami, R. A., & Gunawan, G. (2018, November). The influence of sub-microscopic media

animation on students' critical thinking skills based on gender. In Journal of Physics:

Conference Series (Vol. 1108, No. 1, p. 012106). IOP Publishing.

https://iopscience.iop.org/article/10.1088/1742-6596/1108/1/012106/meta

NEIRA-PIÑEIRO, R. O. S. A. R. I. O., Del Moral Perez, M. E., & Villalustre, L. (2021). Female

Leadership Represented in Animation for Children and the Sociocognitive Learning of

21st-Century Girls. International Journal of Communication (19328036), 15.

https://www.researchgate.net/profile/Maria-Del-Rosario-Neira-Pineiro/publication/34851

6899_Female_Leadership_Represented_in_Animation_for_Children_and_the_Sociocogn

itive_Learning_of_21st-Century_Girls/links/6001b947299bf140889b4ffc/Female-Leader

ship-Represented-in-Animation-for-Children-and-the-Sociocognitive-Learning-of-21st-C

entury-Girls.pdf

Sadoski, M., Goetz, E. T., & Kangiser, S. (1988). Imagination in story response: Relationships

between imagery, affect, and structural importance. Reading Research Quarterly,

320-336. https://www.jstor.org/stable/748045

Understanding Animation. (n.d.). Google Books.

https://books.google.com.my/books?id=tkEYAgAAQBAJ&lpg=PP1&ots=xjwdNJQqA2

&dq=animation&lr&pg=PA1#v=onepage&q=animation&f=false

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APPENDICES

Article 1 Improving Listening Comprehension among Malay Preschool Children Using Digital

Stories

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Article 2 The Effect of Teachers’ Storytelling and Reading Story Aloud on the Listening

Comprehension of Iranian EFL Learners

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Article 3 The Influence of Sub-Microscopic Media Animation on Students' Critical Thinking

Skills Based on Gender

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Article 4 Two-Dimensional Animation and Students’ Achievement in Mathematical Economics:

Implications for Science Teaching

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Article 5 Child Education Through Animation: An Experimental Study

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