PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

A SET OF COMPUTER GAME-BASED INSTRUCTIONAL MATERIALS TO TEACH VOCABULARY TO SECOND GRADE STUDENTS OF SD KANISIUS SENGKAN A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Rosalia Vindyawati Student Number: 111214128

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2015


A SET OF COMPUTER GAME-BASED INSTRUCTIONAL MATERIALS TO TEACH VOCABULARY TO SECOND GRADE STUDENTS OF SD KANISIUS SENGKAN A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Rosalia Vindyawati Student Number: 111214128

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

i


ii


iii


DEDICATION PAGE

I would like to dedicate my thesis to:

My Beloved Mother and Father

iv


v


vi


ABSTRACT Vindyawati, Rosalia. (2015). A Set of Computer Game-Based Instructional Materials to Teach Vocabulary to Second Grade Students of SD Kanisius Sengkan. Yogyakarta: Universitas Sanata Dharma. Realizing the fact that English vocabulary is very needed as a basic knowledge in the real communication, people are demanded to know English well. Indonesian children in their very young age learn English as the modal to be communicative in the future life. However, along with the era development, technology has developed as well. Children are in the gadget era. They like playing games on their gadget. Besides, the need to learn new thing are increasing especially English. To connect those two problems, the students need to be facilitated by fun and enjoyable English learning activities. Students will learn English by playing game in their gadget. There was only one problem formulation in this research. It was „what does the design of a set of a computer game-based instructional material to teach vocabulary for the second grade students of elementary school in SD Kanisius Sengkan look like?‟. It produced an educational product in a form of a game. To help the researcher solved the problem, the researcher adapted the nine steps of Instructional designing model from Research and Development (R&D) method of Kemp (2011). The steps were (1) stating the instructional problems, (2) stating the learner characteristics, (3) stating the task analysis, (4) stating the instructional objectives, (5) stating the content sequencing, (6) making instructional strategies, (7) designing the message, (8) developing the instruction, and (9) evaluating. The designed game was made using Macromedia Flash Software and adapted from Rainbow 2a, (Kristiyani, Emilya, Sinaga, & Maharani, 2014). The game was named “Magic English”. The provided materials in the designed game consisted of eight topics. The topics of the materials in the game were arranged based on the Standard Competence and Basic Competence of SD Kanisius Sengkan. Each topic was divided into four sections in two different menuS. Those were Tutorial menu which contained of „What is it?‟ which was used to recognize the pictures, „Listen and Repeat!‟ which was used to listen to the vocabulary, and „Let‟s Practice!‟ to practice speaking through the pictures; while in the Game menu, it consisted of „Let‟s Have Fun!‟ which was used for the students to learn independently by playing computer game. Those sections contain the identification of the pictures, pictures with vocabulary and listening section, questions, and exercises through the games. This order of the game has been arranged to make the students easier in acquiring new vocabulary. Key words: computer game, instructional materials, vocabulary

vii


ABSTRAK Vindyawati, Rosalia. (2015). A Set of Computer Game-Based Instructional Materials to Teach Vocabulary to Second Grade Students of SD Kanisius Sengkan. Yogyakarta: Universitas Sanata Dharma. Menyadari fakta bahwa kosakata bahasa Inggris sangat dibutuhkan sebagai pengetahuan dasar dalam komunikasi secara nyata, orang-orang dituntut untuk memahami bahasa Inggris dengan baik. Anak-anak Indonesia di usia mudanya diajarkan bahasa Inggris sebagai modal agar menjadi komunikatif di masa depan. Seiring dengan perkembangan zaman, teknologi juga berkembang dengan sangat pesat. Anak-anak ada dalam zaman „gadget‟. Mereka suka bermain menggunakan gadget mereka. Padahal, disisi lain kebutuhan untuk mempelajari pengetahuan baru juga sedang meningkat khususnya bahasa Inggris. Untuk menghubungkan kedua masalah tersebut, para siswa perlu belajar bahasa Inggris dengan sesuatu atau media yang mereka sukai untuk membuat mereka nyaman dan senang belajar. Para siswa akan belajar bahasa Inggris dengan bermain permainan di gadget mereka. Terdapat satu rumusan masalah dalam penelitian ini, yaitu „seperti apa rancangan susunan permainan komputer berbasis instruksi materi untuk mengajarkan kosa kata bagi siswa kelas dua SD Kanisius Sengkan? Peneliti memproduksi sebuah produk dalam bentuk permainan berbasis komputer. Untuk membantu peneliti mengatasi permasalahan tersebut, peneliti menggunakan langkah-langkah yang terdapat dalam teori R&D oleh Jerrold E. Kemp (2011), yaitu (1) menentukan tujuan masalah, (2) memahami karakteristik pelajar, (3) menentukan analisa, (4) menentukan tujuan instruksi, (5) menentukan pemisahan isi, (6) menyusun strategi pembelajaran, (7) mendesain pembelajaran, (8) mengembangkan, dan (9) mengevaluasi. Desain game ini dibuat menggunakan Macromedia Flash Software dan diadaptasi dari buku Rainbow 2 (Kristiyani, Emilya, Sinaga, & Maharani, 2014). Permainan ini dinamai “Magic English”. Materi yang tersedia di dalam desain permainan ini terdiri dari delapan topik. Topik tersebut disusun berdasarkan adaptasi buku Rainbow 2 dan Kurikulum SD Kanisius Sengkan. Setiap topik dibagi dalam empat bagian yang dipisahkan dalam dua menu yang berbeda, yaitu: menu Tutorial yang terdiri dari „What is it?‟ untuk mengenal gambargambar, „Listen and Repeat!‟ untuk sesi mendengarkan kosakata, dan „Let‟s Practice!‟ untuk praktik berbicara melalui kosakata tersebut; sedangkan dalam menu Game terdiri dari „Let‟s Have Fun!‟ untuk belajar secara mandiri dengan bermain di komputer. Pembagian tersebut berisi identifikasi dari gambar, gambar dan kosakata, rekaman pelafalan, pertanyaan dan latihan yang tersedia dalam permainan. Kata kunci: computer game, instructional materials, vocabulary

viii


ACKNOWLEDGEMENTS

At first, my deepest thanks go to The Almighty Jesus Christ and Mother Mary, who have blessed my way on completing my thesis. There are many obstacles in the process of arranging this thesis. However, Jesus and Mother Mary‟s hugs always raise me up from the down and sickness even though sometimes I cannot feel that. Believing on Them that They are close to me in every pain and joy is the greatest faith I have. The second, my sincere gratitude goes to my advisor Christina Kristiyani, S.Pd., M.Pd. for the time, support, patience, encouragement, and contribution of the ideas in guiding me by reading and giving suggestion for my thesis. Without her help, I cannot finish my thesis at that time. In addition, I would like to thank to all my lecturers in the ELESP of Sanata Dharma University the unforgettable chances to learn English and life values in around four years, especially Chosa Kastuhandani, S.Pd., M. Hum., for the willingness to evaluate my designed game. I also thank Yuseva Ariyani Iswandari, S.Pd., M.Ed. as my academic advisor which helped me a lot in giving me support, Mbak Danik and also Mas Yudo for not being bored helping me with the administrative matters. My deep gratitude also goes to SD Kanisius Sengkan Yogyakarta for giving me the opportunity and permission to conduct my research around three weeks, especially to the headmaster of SD Kanisius Sengkan, Sri Wartini, S.Pd. and the English teacher, Hubertus Hari Listyanto, S.Pd. and the IT teacher, ix


Yusita Rahayu. My gratitude also goes to the second grade students of SD Kanisius Sengkan class A, B, and C for being very cooperative during the research and information collecting for this research. I would also like to show my deepest gratitude to my parents, Yohanes Suwito and F.D. Endang for giving me support, love, and caring even though sometimes it sounds so embarrassing. I addressed my gratitude to the one and only sister in my life, Ellysabeth Vindy Mawarti, S.T. who helps me make the design for my thesis. I thank her for giving life and soul to the pictures in the design so that the pictures can move around. It is just so gorgeous.

Rosalia Vindyawati

x


TABLE OF CONTENTS

TITLE PAGE .......................................................................................

i

APPROVAL PAGES ............................................................................

ii

DEDICATION PAGE ..........................................................................

iv

STATEMENT OF WORK‟S ORIGINALITY ......................................

v

PERNYATAAN PERSETUJUAN PUBLIKASI .......................................

vi

ABSTRACT .........................................................................................

vii

ABSTRAK .............................................................................................

viii

ACKNOWLEDGEMENTS ..................................................................

ix

TABLE OF CONTENTS ......................................................................

xi

LIST OF APPENDICES .......................................................................

xiii

LIST OF TABLES ................................................................................

xiv

LIST OF FIGURES ..............................................................................

xv

CHAPTER I. INTRODUCTION ..........................................................

1

A. Research Background ................................................................

1

B. Research Problem .....................................................................

5

C. Problem Limitation ...................................................................

5

D. Research Objectives ..................................................................

7

E. Research Benefits ......................................................................

7

F. Definition of Terms ...................................................................

8

CHAPTER II. REVIEW OF RELATED LITERATURE ......................

11

A. Theoretical Description .............................................................

11

1. Vocabulary ..........................................................................

11

2. Children as the L2 Learners .................................................

16

3. Media of Teaching Aids ......................................................

20

4. Computer-Game ..................................................................

24

5. Macromedia Flash Software ................................................ xi

26


6. SD Kanisius Sengkan Curriculum........................................

27

B. Theoretical Framework .............................................................

28

CHAPTER III. METHODOLOGY .......................................................

32

A. Research Method.......................................................................

32

B. Research Setting ........................................................................

39

C. Research Participants ................................................................

40

D. Instruments and Data Gathering Techniques ..............................

43

E. Data Analysis Technique ...........................................................

47

F. Research Procedure ...................................................................

49

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION .............

52

A. The Description of Instructional Goal ........................................

52

B. The Description of the Task Components ..................................

53

C. The Description of Instructional Materials .................................

58

D. The Instructional Strategies .......................................................

64

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ..........

72

A. Conclusions...............................................................................

72

B. Recommendations .....................................................................

74

REFERENCES .....................................................................................

76

xii


LIST OF APPENDICES

Appendices A. Permission Letter ........................................................................

80

B. The Questionnaire of the Need Survey ........................................

82

C. Results of the Questionnaire for Need Analysis ..........................

93

D. The List of Questions for Classroom Observation .......................

101

E. The Result of Classroom Observation .........................................

105

F. The Blueprint of the Post-Design Interview to the Students ........

109

G. The Result of the Post-Design Interview to the Students .............

111

H. Questionnaire of Material Evaluation ..........................................

114

I. The Result from the Questionnaire of Material Evaluation ..........

127

J. Lesson Plan ................................................................................

138

K. The Designed-Game ...................................................................

149

xiii


LIST OF TABLES

Table 3.1 The Description of the Survey Analysis from Respondents .......

42

3.2 The Researcher‟s Data Collection..............................................

45

4.1 The Standard Competence and Basic Competences ...................

53

4.2 The Learning Topics of the Materials ........................................

55

4.3 General Purposes.......................................................................

57

4.4 The Description of Learning Indicators and Selected Materials .

58

4.5 The Organization of Subject Content .........................................

64

xiv


LIST OF FIGURES

Figure 2.1

Steps in Conducting Study .....................................................

31

3.1

Kemp‟s Instructional Design Model .......................................

34

4.1

The Layout of the Game .........................................................

66

4.2

The Example of “What Is It?” section.....................................

67

4.3

The Example of “Listen and Repeat!” section.........................

69

4.4

The Example of “Let‟s Practice!” section ...............................

70

4.5

The Example of “Let‟s Have Fun!” section ............................

71

xv


CHAPTER I INTRODUCTION

The first chapter of this research discusses six major issues which are the research background, research problem, problem limitation, research objectives, research benefits, and the definition of terms of the research conducted by the writer.

A.

Research Background Vocabulary mastery becomes the foundation for human being to

communicate with other people. It can be the foundation because as stated by Alatis (2014), vocabulary is the core of any other skills of communication. People use vocabulary to understand the main four skills of language which are listening, speaking, reading, and writing. Without vocabulary mastery, it will be difficult for people to master those four basic skills. Dewey (1910 in Bintz, 2011:1) stated that vocabulary is critically important because a word is an instrument for thinking about the meanings which it expresses. In human growth phases, children acquire language since they are in their very young age. According to Pinker (1994), children acquire lexical items as rapidly as they build grammatical structure. By age 6, the vocabulary of a monolingual child contains between 8,000-14,000 words. They learn language unconsciously. Those numbers are for vocabulary of monolingual. In six years, children can master thousands words without facing some big problems. 1


2 Based on Korpela (2014), English is the universal language; the reasons for the position of English are the imperialism and economical-political importance of English-speaking countries. This condition forms English as an International Language. The social environments are accustomed to showing ads or news in English. Social environments here mean the social life or communication and social media that are used by common people around the world. The change of using English in social media and social communication is also influenced by this widely use of English. This situation in the reality helps the children become easier to be introduced to English by the affect of environment and the information media. Children read and listen to many sources that use English. Now, children are introduced to English because it gives many good impacts. They can communicate well with foreign people using L2. Besides, learning an L2 develops respect for cultural identity, rights, and values, and leads to understanding, patience, and tolerance (Hurley, 2010). It may not burden the children to learn two languages at once because they acquire the L2 unconsciously which is called silent period as cited in Brice (2014). Children may also manifest a common second-language acquisition phenomenon called the silent period. When children are first exposed to a second language, frequently they focus on listening and comprehension. These children are often very quiet, speaking little as they focus on understanding the new language-much. It shows that there might be a big possibility to teach children the second language (L2). They become bilingual and those languages are learnt in the same time. By considering the theory above, it can be concluded that the best time to teach vocabulary is when they are still young.


3 Because of the demand of acquiring English, the need of learning second language (L2) is raising highly. Children in their young age should acquire at least two languages in his or her life, those are: their mother tongue and international language that is English. Vocabulary acquisition is chosen as the starting point to build the understandings in the wider usage such as in sentences in reading texts or books. Second grade students of elementary school whose ages are around 6-8 are given an English subject in the class. They acquire new vocabulary slowly step by step. It is needed for their international communication in the future life. Learning two languages is not easy, even for adults. Enriching vocabulary is done by reading English book or listening to English stories. Surprisingly, children have bigger capacity to absorb information from their environment than adults. According to Nadia (1993), by 4, a child‟s brain is more than twice as active as an adult‟s brain. They can recognize the new vocabulary and put it in their long-term memory. However, one problem is rising in this era. Most children in this era have been busy with the activities based technology. They are introduced to many technologies. In their spare time, children are given tab, laptop, computer, or smart phone to refresh their mind. Mostly, they play games on those devices. For boys, they will play fighting games or sport games and for the girls, they will play cooking or making up a doll. Then, they will spend their time to play these games. It is proved by a research from UNICEF in 2014. The result is explained by

3


4 Kementrian Komunikasi dan Informatika Republik Indonesia (2014) into some facts, those are:

According to the newest data, at least 30 million children and teens in Indonesia are internet users, and digital media recently becomes the main choice of communication media they use. The study result found that 80% respondents are internet users with the strong digital gap evidences among them, who live in the city area and more prosperous in Indonesia and who live in the village. In Yogyakarta, Jakarta, and Banten, almost all respondents are internet users. While in Maluku Utara and West Papua, less than one-third of the respondents use internet. Most of them who have been surveyed have used online media for more than a year, and almost a half of them confess that they learn about internet from friends for the first time. This study shows that 69% respondents use computers to access the internet. Around one-third (34%) respondents use laptop, and 2% respondents are connected through video games. More than half respondents (52%) use hand phone to access internet, but less than oneforth (21%) respondents use smart phone and 4% for tablets. Playing kind of video games actually can enhance their psychomotor in responding something. Besides, they can make a good decision because they have experiences in solving the problem in the games. However, it cannot increase their language mastery because those games have no connection to the verbal intelligence. Moreover, the students do not have much time to learn L2 outside the classroom. Actually, English is taught in the classroom, but learning L2 in the classroom only is not enough to master the language. They need to learn L2 outside the classroom. To connect the needs of learning L2 and the development of technology for children, education practitioners should take advantages from those two things to be a learning strategy for students (children). The teachers and parents should be open-minded with the era development. It might be difficult for children to 4


5 stop playing games because game nowadays is one of the refreshment activities of this era. This is the challenge that teacher and parents should face in the reality. They should connect what children like with the L2 learning. By understanding this era‟s demand, teacher and parents should follow the children‟s styles and interests to make the better learning strategy. Using a game as a media to learn language is supposed to be a good alternative of learning activities for children. They do not only play a game but also learn the second language. At once, they can play while learning and vice versa. B.

Research Problem As the starting point of designing a set of computer game-based

instructional, the writer formulated a research question to be revealed. Therefore, the aim of this study is to answer the question as follows. What does the design of a set of a computer game-based instructional material to teach vocabulary to second grade of elementary school in SD Kanisius Sengkan look like?

C.

Problem Limitation Looking at the discussion in the background above, the writer tries to

design a set of computer game-based instructional materials for the second grade students in SD Kanisius Sengkan. There are some reasons why the writer chooses SD Kanisius Sengkan. SD Kanisius Sengkan is chosen because it has enough 5


6 computers for all students in a classroom since not all elementary schools in Jogjakarta have enough computers for every student in a classroom. Besides, SD Kanisius Sengkan has taught English subject to the second grade students. The writer limits the study for children in the second grade of elementary school in SD Kanisius Sengkan in all classes (class A, class B, and class C). The writer, helped by an IT Programmer, designs a new educative flash game (a game that using flash program) that has not been existed yet because after looking for the educative game in the internet, there are no appropriate English educative games for Indonesian children. Most of the games in the internet are too difficult for the beginners. Knowing that vocabulary is very rich and various, the writer also limits the kinds of vocabulary that is used in the game by adapting Rainbow 2A book as the basic of designing the game. Because the game is aimed to be used as alternatives in teaching and learning activities, the topics and vocabulary are made similarly to the students‟ handbook (Rainbow 2A) in SD Kanisius Sengkan. The writer realizes that she needs some times to make the most appropriate activities for the second grade of elementary school students because there is no English subject according to the both Curriculum 2013 and Curriculum 2006. English in school is used as an extracurricular subject or compulsory subject. Therefore, the material and activities in the game do not deviate from the course outline.

6


7 D.

Research Objectives The objective of this study is to provide a new design of learning

vocabulary to teach children of the second grade of SD Kanisius Sengkan which is supposed to be easier, more fun, and enjoyable. The students are supposed to have a better understanding of English vocabulary through this game. This instructional materials design which uses computer game as the media to teach English vocabulary can also give variation to the teaching learning activities. This study also discusses the design that is constructed and the result of the application of this game to the students.

E.

Research Benefits By fulfilling the objectives, there are many parties who get the benefits.

There are some benefits for children, teacher, parents, and the writer. 1.

For the children as the L2 Learners Children as second language learners are easier to learn because it can be

done everywhere. This game is fun and interesting. It can attract children to play this game. The children also can get two benefits in one-time playing. They can get the knowledge and also the happiness. 2.

For the teachers as the facilitators Teachers as the model for the students to learn also get the benefit. They

can understand their children‟s need by upgrading their teaching strategy using

7


8 games. The teaching strategy can be more various. They can use a modern media also to teach vocabulary for children. 3.

For the parents as the control-taker Parents as the control-taker do not need to worry because even though they

are busy with their gadgets, parents still can control their children games on their gadgets. Parents can lead their children about how to play this game. Parents can do their business, while their children can play an educative game without disturbing their business. 4.

Writer as the researcher The writer also gets the benefit by doing this study. The writer can develop

this game into the better and appropriate game for children by accepting the inputs from teachers and children. Hopefully, by having the better game, students will be easier and interested in learning English deeply. Writers can also have the better understanding about the children‟s needs.

F.

Definition of Terms In this study, there are some terms that can be interpreted differently. It

may cause a misunderstanding perception about the term. Therefore, in this part the writer explains about the terms that appear in this research. These are the terms:

1.

Game 8


9 According to Huizinga (1950), “Game is a free activity standing quite consciously outside ”ordinary” life as being ”not serious”, but at the same time absorbing the player intensely and utterly. It is an activity connected with no material interest, and no profit can be gained by it.” Thus, it is an activity that can be used to release the player‟s stresses or pressures because it is free and not serious. Therefore, game is one of free activity about interesting materials.

2.

Computer Game According to Smed & Hakonen(2003), “Computer games are subset of

games; everything people can say about games in general applies also to them. Nevertheless, computer games are also computer programs, and, therefore, lessons learnt in software construction can be applied to them.” The game that is designed is supported by the computer software. Most games are a kind of video game. They are the games that use an electronic media (computer). The games are like a video which contains sounds and moving pictures. 3.

Instructional Materials According to Young, Reiser, & Dick (1998), instructional materials are the

materials planned or designed by the teacher for the teaching instructions. Materials that have been arranged before are used in the learning activities. It is done by giving instructions to the students to master the materials like what have been planned in the teaching strategy.

9


10 4.

Computer Game-Based Instructional Materials Combining what have been found by Smed & Hakonen (2003) about

Computer Game and Young, Reiser, & Dick (1998) about Instructional Materials above, computer game-based instructional materials in my study is the game that is supported by the computer technologies which is used as instructional materials to arrange or design learning activities in the classroom. The instruction is given through that computer-game. 5.

Vocabulary According to Alatis (2014), vocabulary can be defined as the words of a

language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do. Wilkins (1972) wrote that “… while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp. 111-112). By those two definitions, the writer can conclude that vocabulary is a list of words that contains meaning that is used to communicate with other. Vocabulary decides the one‟s ability to convey their messages or not. 6.

SD Kanisius Sengkan SD Kanisius Sengkan is a Catholic Private School under Canisius

Foundation. Canisius Foundation has school institutions from kindergartens until high schools. SD Kanisius Sengkan is one of some schools from Canisius Foundation which is located in Sengkan, Condongcatur, Depok, Sleman, Yogyakarta.

10


CHAPTER II REVIEW OF RELATED LITERATURE

In this section, the writer discusses the theoretical description which describes about the literature or theories used to support this research. The second, the writer discuss the theoretical framework which shows the steps that are taken by the writer.

A.

Theoretical Description In this part, the writer discusses further vocabulary, children, media, game,

and also the school curriculum. Vocabulary is explained first because the focus of this study is on the vocabulary development. Second, children are explained because children are the targets of the study. They also have many aspects that lead the writer to move on the media, the nature of game and the curriculum. 1.

Vocabulary Children‟s vocabularies are limited. They cannot acquire all vocabularies

easily because there are many kinds of vocabularies seen from the part of speech or the meaning. This makes the writer should master what vocabulary is, the importance of vocabulary, and the kinds of vocabulary especially for children. a.

Meaning of Vocabulary Vocabulary according to Alatis (2014) can be defined as the words of a

language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do. Therefore, vocabulary 11


12 is the core of any other skills in communication. This becomes important because people always use vocabulary of a language to convey their thoughts. Without vocabulary, people cannot communicate with other or in other words, there is no verbal language. Burton (1974:95) also stated that vocabulary is a stock of words in a language that can support the learners to learn the skills of the language. It means that vocabulary is the fundamental factor to learn. If the stocks of the words are rich, the learners have various constructions of words to be conveyed.

b.

The Importance of Vocabulary According to McKeown & Curtis (1984), individual who knows many

words meanings, knows much about the world. It means that someone know and recognize something new through the vocabulary. They get new information from other people by communicating the vocabulary. Therefore, vocabulary is important. Since the writer knows that vocabulary is important for communication and learning activities, the writer should also know what kind or what type of vocabulary that is appropriate for children. Therefore, the writer can design the most appropriate vocabulary game for children.

c.

Kinds of Vocabulary Vocabulary is rich. Not all words can be absorbed easily by children age

6-8 years. Teacher should select the most appropriate words to learn. The words


13 should be something that is concrete such as „car‟ or „flower‟. Giving them the correct vocabulary can lead them to learn the words in higher level. Selecting the correct vocabulary for children is not easy. There are five criteria to select the best types of vocabulary according to Sumardi (1974) which is explained below. 1)

Frequency Frequency is the probability of how often a word can appear in the daily

communication. It is a list of words that frequently used in a language and arranged based the frequency use. If the words are often to be used, the children will be easier to learn. If the words rarely appear, then the children will feel difficult to memorize them. For example, children remember the word ‟cat‟ because cat is around them. They know physically and people often pronounce it. The use of repeated words in the daily activity can shape the understanding and it remains in the children‟s mind. 2)

Range Range is the width of the words usage.

The words that are used

everywhere are more important than the words that are not used everywhere even though the frequency is not high. The words that have wide range are called structure words. Structure words are words that have no lexical meaning but have important function in the sentence structure grammatically. For example is „have‟. The word „have‟ is used everywhere and it is important. Or in other words, the importance of a word is based on the width of the range.

13


14

3)

Availability The availability of a word should have the connection with another word

and suitable in certain condition. For example, the word „blackboard‟ and „board marker‟ have close connection to the word „classroom‟. Those three words have connection to each other. This makes the children easier to learn those words at once. The words that are grouped in availability can be low frequency and low range. However, these words cannot be separated from each other because it has the possibility to appear. This makes the words are chosen. 4)

Coverage The word that is taught should cover the general understanding or

meaning. This is more effective for children to learn because in their stage, they are just able to understand the general definition, not in the specific or detailed definition. For example is bag; bag can cover the detailed vocabulary such as suitcase, valise, handbag, and sack. The words which have general understanding are mostly chosen. 5)

Learnable The vocabulary that is taught should be learnable. The teacher should be

careful in selecting the words because there are some confusing words such as „can‟. The word „can‟ is translated into „to be able to‟ and „a metal container to place food or liquids‟. It means that there are some words that share the terms in some meanings. Teacher should be clear when teaching this word in order to

14


15 make the learners are not confused in learning vocabularies. Besides, the selected words should be considered because of the length of the words and constructions. People are easier to memorize short words than the longer words.

d.

Teaching Vocabulary According to Harmer (2007:93-94), at beginner levels, teacher frequently

uses „explain‟ and „practice‟ procedures. As the students learn more words, we conduct a cue-response drill. Students are facilitated by the teacher to recognize and memorize the vocabulary. For example, the teacher teaches using flashcard. There are some pictures and words there. Besides, learning vocabulary can be done also by doing drills. Teacher spells and pronounces the words then the students repeat. By spelling the words, the students are involved in the teaching and learning process. The teacher is on hand to explain and practice the words. Besides, according to Suyanto (2007:48), vocabulary learning for the lower classes mostly is given by using „listen and repeat‟ or ‟listen and point to …‟ techniques. Vocabulary learning is simply done using four steps that can be applied in the classroom. Those four steps will be explained below. 1)

Introducing In this step, the teacher introduces new words with the correct

pronunciation. Teacher can use media such as pictures or the real things, for examples are apples or oranges. To introduce the English term of the thing,

15


16 teachers can easily bring apples or oranges in the classroom or teachers can bring some pictures of apples or oranges.

2)

Modeling In this stage, the teacher gives the examples by acting as the model.

Teacher can be model of how to pronounce the words. Besides, if the things are alive, teacher can act like the things, for example is elephant. Teacher can act like and elephant. Therefore, the students have the clear image of the things that they learn. 3)

Practicing The teacher trains the students how to spell the words correctly. In this

step, the students are given chances to practice the new words. Students are helped to make sentence. Teacher helps the students to practice and spelling the words. 4)

Applying Students apply the words in the real context with the teacher‟s help.

Students are prompted to practice the new words. Teacher controls the students‟ development by letting the students apply the words.

2.

Children as the L2 Learners Since the target of this study is for the children, it is important for the

writer to know many things about children. It includes their natural characteristics, their cognitive ability, and their way of learning L2.

16


17 a.

Characteristics of Children Characteristics of children that the knowledge is adapted from Mentoring

Partnership of Long Island, Virginia Mentoring Partnership, and Big Brothers Big Sisters of America, Child Development Seminar (1990), children characteristics are divided into five characteristics; those are: general characteristics, physical characteristics, social characteristics, emotional characteristics, and mental characteristics. In general characteristics, eight-years-old children are having prolonged interests, big enthusiasm to try and make errors, very active, and critical. In the physical characteristics, children are energetic and very active until they get in some accidents. In social characteristics, children are competitive and finding good friends for themselves. In emotional characteristics, children are very sensitive so they can be so emotional, easily get angry or crying, even it is with their close friends. The last is mental characteristics. Here children are very curious about something new, they want their independence but parents and teachers cannot let them do what all they want because children in this phase need guidance. Knowing these characteristics of children, writer can use this as a supporting tool to give them a game because they can make trial and errors, they can have their independence, and they can solve their curiosity. Children, especially for those who are under 8 years old, are really like pictures. Generally, all people in all age-level prefer to use pictures than writing.

17


18 However, adults are assumed able to catch knowledge only by some writing and it is different with children whose brains do not develop yet. Their ability to identify something is better than to read something. Ryan (1993) found that using pictures as the visual imagery are really effective. The purpose is to enhance and hone the visual perception of children. Without the „critical looking‟ and „educated seeing‟ that children develop when visuals are used to support their Art program (e.g., in the art history, art appreciation, and aesthetic components of art programs) then children's creative art production capabilities will be significantly impaired and retarded. (Ryan, 1993) The children‟s ability increase a lot if their understanding is supported by some pictures that they can associate with the meaning given.

b.

Children’s Thinking Ability According to Chudler (2011), “Each hemisphere of the brain is dominant

for other behaviors. For example, it appears that the right brain is dominant for spatial abilities, face recognition, visual imagery and music. The left brain may be more dominant for calculations, math and logical abilities.” This language learning is studied using a game which contains many pictures and colors. The language is learnt in left brain, while the media used to learn English take parts or activates the right brain. It means all part of brains work well. Those brains work in balance; the result is the way of remembering something are easier too because the brain which store those vocabulary is used perfectly.

18


19 In addition, the brain that can work in balance can help children in their future. If they are accustomed to use those left and right brain, they can use this way to learn another subjects. A person who is „left-brained‟ has specialties in language skills, skilled movement, and analytical time sequence processing, while a person who is „right-brained‟ has specialties in copying of design, understanding geometric properties, reading faces, music, understanding of metaphors, expressing and reading emotions. (Morris, 2006) By knowing those facts, early children can develop this ability to work in harder or more challenging work. They are more both logical and intuitive. Many people are accustomed to develop one-side brain only. The writers should also know about how they study to give the best way of learning L2.

c.

Children’s Way of Studying Children and adults definitely have different way of thinking. It depends

on what development stage they are. This development stage is grouped according to the age ranges. Caswell (1957:175) proposed that the children learn because they are interested in what they want to know. As in the previous discussion in point 2a that children are interested in something they do not know before, they have the willingness to learn anything. According Bukatko (2008), in age of 6-11, by using the informationprocessing approach, they show an increase in the deliberate production of memory strategies. The information-processing approach is divided into some types. Those are rehearsal or repeating items; children repeat learning or spelling 19


20 the materials many times. The second is organization. Organization is reordering items on the basis of higher-order relationships, the students are asked to reorder or rearrange what they have been memorized. The last is elaboration. Elaboration is linking items in an image or sentence. In the design of the vocabulary game, pictures are mostly used to develop children understanding about the vocabulary. They do trial-and-error activities by playing the game repeatedly also.

3.

Media or Teaching Aids Since this study is about designing an educative game for children, media

is needed to accommodate the students to get connected to the game itself. Therefore, the writer must know kinds of media in order to give the most appropriate media or teaching aids. It includes the benefits of media and the types. a.

The Benefits of Using Media According to Namle (2013), media refers to all electronic or digital means

and print or artistic visuals used to transmit messages the examples are newspapers, magazines, and billboards, radio, television, videocassettes, video games, and computer games. It means that this media cannot be separated from the learning process because this is the tools to hold the learning activities. Gagne and Briggs (1975) implicitly define that educative media consists of tools that physically are used to deliver the content of the materials which contains of: book, tape recorder, cassette, camera video, video recorder, film, slide (frame picture), photos, picture, graphic, television, and computer. Concluding those two experts‟

20


21 definitions, media is a real tool which can be a mediator to convey the materials from the teacher to the students. It activates students‟ interests by using visual or auditory imagery. This aim is to give stimulus for the students to learn better using that physical electronics. Another benefit from using media is by improving the player‟s moods, promote the relaxation and ward off anxiety. Media especially computer is used to give the solution when students are bored with the usual activities in the classroom. Therefore, it can increase the moods of the students at that time. They are like having something to “play with” if there are computers around them. The freedom of using media in the classroom activity for every student leads the students to be independent learners by practicing something. Since media used is wide, media plays essential roles for language teaching. Soeparno (1988) stated that language teaching media is a tool to communicate message or linguistic information in the cognitive, affective, psychomotor field from information sender to information receiver. Language teaching media is aimed to make the information can be understood by the receiver.

b.

Types of Media or Teaching Aids Types of media or teaching aids have developed. Teaching aids follows

the technology development. According to Seels and Richey in Arsyad (2002:29), teaching aids can be categorized into four categories.

21


22 The first one is Visual aid. These aids appeal to someone‟s sight only. These media are more realistic. It gives the real imagery. It is divided into two parts: non projected and projected visual aids. Non-projected visual aids are divided into four other types, those are: graphics, board display, charts and posters, and study prints. Graphics uses a set of illustrations other than pictures of reality. It is usually based on the data that is gained to be presented. It has connection with number and progress of something. Board display uses the elements for building up concepts on felt or magnetic boards. It displays something to be seen by the readers on a board. This is a concrete media that can be used in a classroom activity. Charts and posters are a set of media that can attract students‟ attentions a lot. Posters usually are colorful and have many pictures on it. It makes this media is very interesting when the teacher decides not to use projection visual aids. The last is study prints. It is a set of photographs or printed illustration of reality, mounted on cards. It is like handouts for students. The students will have a hardcopy of papers to learn. The materials of the learning activities are collected there. Projected visual aids provide pictures using projectors to give the better and factual image of the materials using pictures. The difference between projected and non-projected visual aids is in the object. The object in project visual aids cannot be touched because it is displayed in a viewer. Projected visual aids are divided into two parts; those are still pictures and moving pictures without sound. Still pictures here use a set of 35mm slides in color, film strips,

22


23 and overhead projectors (OHP) materials. Pictures are displayed using OHP in a screen. Moving pictures without sound use 8mm and super 8mm movie or 16mm movie. The media is better than the first one because the pictures can move. Those pictures can give the closer image to the thing that is learned through the picture itself. The second category is auditory aids. This teaching aids or media is using audio to convey the message. These teaching aids appeal to someone‟s sense of hearing. The learners use their hearing sense to learn. This media can be in the form of sound on cassette tape, script for simulated or actual radio broadcasts, and language laboratory programs. The third is audio-visual aids. These aids appeal to someone‟s sight and hearing sense. Following the development, this media that has been started using pictures and then continued by the audio, pictures lately is combined with the sound to make the better imagery for the users. Those are slide or tape programs, film strip, sound movies, scripts for TV broadcasts, and videotaped programs. The forth is stimulation devices. It is a set of the real objects such as minerals, biological specimens, etc. This gives the clearer image because three dimensional here means there are the weights, heights, and the depth. This can give the exact image for all people who use this media. People will understand better. This is the latest version of teaching aids that combine all media from point 1-3 above. Those examples are multi-media or stimulation kit for individual or group use, resources for a museum display, and simulation game for

23


24 individuals or groups. What the writers designs includes in this point because she combines all media from point 1-4 into this educative game for children. The designed game uses stimulation devices because there are pictures, sounds, and moving pictures with sounds that are put in the game itself. Similar to Kemp classification of media which are quoted by Rohani (1997:16) that media classification is grouped into eight classifications, those are: printed media, display media, overhead transparencies, audiotape recording, slide series and filmstrips, multi-image presentations, video recordings and motion picture film, and the last is computer based instruction. This computer based instruction is the media that is used in this study.

4.

Computer-Game The media that is used is computer. The computer is installed by the

designed game. As the designer, it is important to know about computer game before designing and developing a computer game, includes the pro-cons of using computer game and game for children. a.

Pro-cons of the use of game as a teaching media Many people think negatively about students who like playing games. “It

really happens because gamers mostly become addicted. Too much time that is spent to play games can disturb the school, work, and social life. That is the reason why online games are often equated with people who gamble because both of them are addictive.” (Van Rooij, 2011, p.97). However, this addiction to games

24


25 can be a „tool‟ for teachers to enhance students‟ literacy skill. By playing interesting games which are full of pictures and colors, it can activate children‟s left and right brain well. Video games are very engaging and elicit constant activity in which an individual must control every aspect of a character(s) in order to see what happens next in the story line, and make decision along the way on what he or she is going to do next (Kolko & Figueroa, 1985). Relating this theory to the theory of children‟s characteristics, the writer finds that there is a relation between games and in general characteristics where students do trial and errors to find out what happens in the next level. They also use their mental characteristics of curiosity to keep trying solving the problem in the game.

b.

Educative game for children APE (Alat Permainan Edukatif) berbasis Komputer or game-based-

computer is the learning source with high technology for children. It does not develop the children‟s motoric sensor, but children are demanded to have the skill of being reflective between eyes and hands. Children should react quickly through the coordination of eyes and hands in order to get the reaction of pressing the button. According to Gardner which is cited Prihantoro (2013), playing gamebased-computer for teaching vocabulary can activate linguistic and visual-spatial intelligences. It develops the linguistic intelligence because they learn language in 25


26 that game. It develops the visual-spatial intelligence because they learn using pictures and space. They learn language by recording what they see in the pictures on the screen and redraw it again. They are able to share their ideas in speaking, reading, and writing. Designing a game for children should consider many things. It should be appropriate for their development stages. Children from age 0-6 have the sense of linguistics. In that age, they are very easy to absorb and understand the meaning and grammatical rules of words. They are also easier to pronounce the words because their tongues are still elastic, so it can be exercised easily. It should be safety. It is not harmful for their physical or psychological development. It is fun. It should be developed some certain intelligence.

5.

Macromedia Flash Software According to Visual Basic Tutorial, “Macromedia Flash, also known as

Adobe Flash, has become a popular program to create animations since its introduction in 1996. It is now widely used to create animated and interactive because of the animation well as sound and music that accompanied them”. The designed educative game is made using software named Macromedia Flash. It is developed from adobe systems. Computers nowadays have been installed Adobe. It is software that is used to design an animation or a game. Macromedia Flash

26


27 can provide an animation of texts, drawings, pictures, and still images. The way to make it is by inputting some codes (coding) to make the pictures move. Using this Macromedia Flash Software, the designer can develop more about the design and animation because it is easy to use. This helps the designer a lot to obtain the desired game. The program does not require much installation which makes the game accessible for every user.

6.

SD Kanisius Sengkan Curriculum In SD Kanisius Sengkan, there are two kinds of curriculums that are used.

Those are National Curriculum which is Curriculum 2006 and Kurikulum Sekolah Bertaraf Internasional (Mathematics, Science, English, and ICT). In the Curriculum 2006, there should be no English course in the class because in Curriculum 2006 (National Curriculum) the courses learned are religiosity, Kewarganegaraan, Indonesian Language, Math, Science, Social, Culture, and Sports. However, some schools use English as the Kurikulum Muatan Lokal. English is grouped as the course in Kurikulum Muatan Lokal. It makes the school has the arrangement from Kurikulum Muatan Lokal for English course together with two other courses which are Javanese and IT. The materials of English course for the second grade students in the second semester are various. However, by analyzing students‟ English textbooks Rainbow 2 (Christina, 2014), it can be concluded that the materials are divided into two semesters. Materials for semester one are about alphabets, numbers 1-20,

27


28 vegetables, and animals, while the materials for the second semester are food and drinks, days, toys, and transportation. The materials in the game are adjusted with the materials that are used in SD Kanisius Sengkan based on Rainbow 2 English Book.

B.

Theoretical Framework The focus of this study was on designing an educative computer game

about vocabulary materials. It was to help the students for second grade students of SD Kanisius Sengkan had fun and enjoyable English vocabulary learning through moving the materials in the book into a form of game. In the first section, the writer has explained the theories that would be used in this study. The theories should be the basic for the writer to design a set of computer-based game using Macromedia Flash Software to facilitate the learning activities. This section would discuss the theoretical framework of this study. The researcher conducted an analysis to prepare developing the design. The target of the analysis was the learners; the thing that needed to be developed was the learning activities; and the facilitation was the media. Designing learning activities for children should be well-prepared. The researcher should understand about the curriculum and the standard competence and basic competence to make lesson plan, the objectives, the indicators, the content of the designed material, and the appropriateness with the students‟ characteristics. Therefore, the researcher started from seeing the school curriculum. SD Kanisius Sengkan used

28


29 Curriculum 2006 Muatan Lokal as their basis to hold learning activities included the standard competence and basic competences. This curriculum, standard competence and basic competences would be the foundation in designing the activities. In curriculum 2006, the students were supposed to be able to listen, speak, read, and write. These skills should be the consideration for the researcher to plan and set the goals to obtain successful learning in the whole activities through designed-game. Since this research is dealing with children, knowing the students‟ characteristics was very needed to develop the designed-material. Children had 5 characteristics that should be understood by the teacher and researcher which are stated in Child Development Seminar (1990). The researcher would utilize children‟s general characteristics which had interests, very active, and enthusiastic. Beside, the researcher would also consider children‟s mental characteristics which were very curious about new thing. It was used to set the interesting designed-game to play. Children had their own way in developing their right and left brain‟s skill or learning new things. Moreover, children showed memorizing strategies such as repeating items and elaboration. This would be the consideration in choosing the best main activities to learn. To maximize the delivering materials, the researcher would design the activities that improve left brain (language skill) and right brain especially visual imagery (Ryan, 1993) or visual spatial and linguistic intelligences according to Prihantoro (2013). Since

29


30 language skill that would be developed was vocabulary, the researcher explained about the vocabulary in this research. Learning vocabulary was the main activity in this research that would be designed by the research in a form of a game. Vocabulary was very rich and the researcher should understand what kind of vocabulary that could be used by the children. However, since it is transferring the materials from the handbook in a form of a game, the process of adding the vocabulary is helpful. Here the researcher used vocabulary theories from Sumardi (1974) and Bukatko (2008) about the children‟s way of studying. The researcher should filter the vocabulary which was frequently used and learnable for children. Since there were a lot of ways to learn vocabulary, the researcher chose to employs Suyanto‟s theory (2007). It focused on learning vocabulary through listening and speaking. Listening and speaking about the vocabulary would be the main activities in the designed game. The students still read the materials in the game, but it is helped by the provided recording there. The classroom activities that would be designed should let the students practice more in listening and speaking. The researcher also put the materials in the media so it let the students had independent learning and dag their own curiosity. By doing independent learning, the students had the opportunity to practice more by listening and speaking. The speaking and listening could be divided in some task, so the students did not feel bored. Since the learning process relied on a media, the researcher also explained the use of media in the research.

30


31 Teaching aid was the main facilitation for children to do the classroom activity. Teaching aids in learning process were various. The researcher applied stimulation devices in a form of computer-game instruction (Rohani, 1997). This was the combination of all teaching sources from moving pictures and sounds. The researcher in developing the designed-game should obtain the appropriate pictures and produced correct sounds to be published. The stages in designing the instructional materials through educative game can be seen in this following Figure 2.1. below. Figure 2.1 Steps in Conducting Study School Curriculum 2006 Muatan Lokal

Children theory

Research problem

Teaching vocabulary theory

Vocabulary materials through speaking and listening activities

Teaching aid theory Teaching aid theory

Since the construction of the theoretical framework has been finished, the next step that was taken by the writer in this study was by defining the methodology of the study.

31


CHAPTER III METHODOLOGY

This chapter is the methodology used in designing a set of computer gamebased instructional materials to teach vocabulary for second grade students in SD Kanisius Sengkan. The methodology is presented to answer the question in the problem formulation which is what does the design of a set of a computer gamebased instructional material to teach vocabulary for second grade of elementary school in SD Kanisius Sengkan look like. In detail, the methodology covers the research method, the respondents, the instruments, data gathering, the technique of analyzing data, and the procedures in implementing the methodology.

A.

Research Method To achieve the research objective, the writer employed R&D method.

Research and Development (R&D) according to Borg (2005) is a process used to develop and validate educational products. R&D consists of some cycles to validate the educational products, including testing the educational products and making the revision of the products to reach its objectives. In developing educational product, designer has many ways to design the educational development. In this study, the designer used instructional design theory. Instructional design according to Culatta (2013) is the process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology 32


and multimedia as tools to enhance instruction. There were many instructional design models that have been developed. One of them was proposed by Jerrold E. Kemp (2011). Kemp‟s instructional design model (2011) was chosen because it had oval shape. It means that the cycles or the process itself was done continuously from planning, designing, developing, and assessing. The writer used Kemp‟s model because it was systemic, practicable and not complicated. The designer could start from any steps and could choose the following steps randomly. Before going to the steps, Morrison, Kemp, & Ross (2011) proposed that in designing materials, the designer should think about four essential points. The designer should be able to answer those questions. First, „For whom is the program developed?‟ The designer should be able to answer this question by finding characteristics of the learners or trainees by doing some observation and analysis first. Knowing the learners characteristics make the design adjusted based on their characteristics. Second, „What do you want the learners or trainees to learn or demonstrate?‟ This question leads to the objective of the research. It means that when the designer wants to design a material, he or she should be clear with her or his objective. He should construct and recognize the best objective based on what he or she wants to design. Third, „how is the subject content or skill best learned?‟ The designer should be able to answer this question by finding the instructional strategies that the designer uses in developing the instructional materials design. Designer 33


34 should be able to choose what kind of activities that is appropriate for the learners‟ levels. By having the suitable activities based on their level, this material design helps the designer gaining the objectives in the second question above. Fourth, „how do you determine the extent to which learning is achieved?‟This is interrelated with the result. It is about how we measure the capability of the learners after they have done the learning activities using the designed-game. The writer should know about how the evaluation of the study is done. The writer should prepare and be ready for the evaluation of the design whether there is a development from the learners or not. By knowing the evaluation‟s result, the teacher knows whether the designed-game should be improved and fixed or not. Those are four fundamental components of Kemp‟s instructional design. By understanding those components, the writers can apply the process in the Kemp‟s nine steps. There are nine steps of Kemp‟s theory (2011) in constructing the instructional materials design which is shown in this Figure 3.1 below. Figure 3.1 Kemp’s Instructional Design Model

34


35 Kemp‟s model has nine steps to be elaborated. Jerrold E. Kemp designed this theory for the development of the education. The brief explanation would be explained in the following discussion. The nine steps of Kemp‟s Instructional Design Model are applicable with the steps that would be done by the designer. Step 1: Identify instructional problems and consider goals, stating the general goals for designing an instructional program. The first step of the process was to identify the need of the client or the performance problem the client wishes to solve. The designer should decide the general instructional goals or standard competences which were the general goals that want to be achieved in teaching every subtopic. The general goal that the students should reach was the result of the evaluation from applying the designed game. Step 2: Identify the characteristics of the learners and the context. One aspects of the analysis was defining the characteristics of the target audience, or those individuals who were not performing as expected. The writers should analyze the students‟ characteristics. This analysis was needed to know what are the students‟ educational backgrounds and the students‟ socio-cultural which were possible to join the program, and what kind of steps that needs to take. Identifying this student‟s characters helped the writer to choose and select the most appropriate way and materials for the students. It was important to know their educational background such as their score average, their ability of understanding, number of students, and level of intelligences. Besides, it was also

35


36 important to know their social factors such as age, economic situation, emotional and physical maturity, their special ability, and their learning styles. By knowing those all factors, the designer was careful and pay more attention about what kind of game that she would provide for the children. Understanding these factors also helped the students to be treated better. Step 3: Analyze the task components related to the general goals and identify the subject content. This step was important because this process was used to determine what knowledge and procedures designer needed to include in the instruction to help the learners master the objectives. The designer should decide the instructional purpose specifically, operationally, and has the indicators. Therefore, the students knew what they should do, how to do that and what the measurement was if they have been successful. For the teachers, those formulas were useful in arranging achievement test or standardize test and material choosing or finding the appropriate materials. In the first step, the objective that was constructed was the general one, but after knowing the students‟ background, the objectives should be adjusted to be more detail in order to create the successful learning for the students. Step 4: State the instructional objectives for the learners. The instructional objectives specified exactly what the learner must master. The writer should decide the materials with the appropriate indicators that have been arranged. The problem that was faced by the teacher was there are so

36


37 many subjects that should be taught with the limited time. Moreover, the difficulties appeared in organizing the materials that were provided to the students. The teacher‟s role was to choose and filter the right material sources, media and the procedure of the learning activities. The content of English subject should be adjusted with the objectives that would be reached. Step 5: Sequence content within each instructional unit for logical learning. Ordering or sequencing the information into logical sequence might help the learner grasp the ideas in a more efficient and effective manner. Teacher should sequence the content of the learning instructional for logical learning. The teacher should know the content that would be given in every topic. This logical learning was aimed to see how good the students know the basic of the knowledge that would be taught in fulfilling the requirements of learning to join the following or designed learning activities. The students were supposed not to be bored. Step 6: Design instructional strategies so that each learner can master the objectives. In this step, the designer were demanded to be creative. The designer should prepare the design itself to help the learner integrate the new information with ideas they already understand. The designer in this step was designing the strategies of teaching activities. The instruction for the students was developed in this step. Strategies designed were connected to the objectives in the previous steps so that the learners could achieve the indicators and the general objectives of the material.

37


38 Step 7: Select teaching learning activity and coordinate support service (delivery). The next step was the delivery or designing the message from the instructional strategies. Designer delivered the message or information from the instructional strategy to direct the learners‟ attention. The teacher should decide the teaching and learning strategies and media and the learning source. The criteria that were appropriate with the specific instructional purpose (indicators) were efficiency, effectiveness, economical and practical through alternative analysis. Coordinating the supporting accommodation needed consisted of cost, facilitation, equipment, time, and energy. Those all supporting services should be considered well because it ould influence the progress of the designed learning activities. In the same time, those all supporting services should be made and considered. Step 8: Select resources to support instruction and learning activities. After finishing the analysis and the design, the designer needed to develop the instruction. This step was the process involving all the parts together to produce instructional materials or activities. This was the stage when the designer applied the designed game to the learners. Later, to know what part should be developed, the teacher in the last should hold an evaluation. This evaluation is very needed to control and review the success of the program that was the students, learning program, test or evaluation, and method or strategy used. Step 9: Develop evaluation instruments to assess objectives.

38


39 In this step, the designer completed the design of the evaluation instruments after defining the objectives. Selecting the best activity and resources for the students would help the students got closer to the objective that wanted to be reached. After getting so much evaluation in the previous step, the design was supposed to be developed well. By putting the appropriate resources in those learning activities, the learners were led to reach the objectives.

B.

Research Setting The setting of the research was in the SD Kanisius Sengkan in Sengkan,

Condongcatur, Sleman, Yogyakarta. The research was done in three weeks. There were 87 students from 3 classes. 30 students were from class 2A, 30 students were from class 2B, and 27 students were from class 2C. The students in three classes learnt using this game in 2 weeks only, another one week was used to collect the data. In the first week, the students learn about listening and speaking new things. In the second week, the students repeated learning about listening and speaking and continued by doing independent learning through playing the games. The researcher was given the chance to replace the teacher position became the fulltime facilitator in the classroom in three weeks. Therefore, the use of the designed-game was totally implemented in the teaching learning activities. The setting of time is from April 7 up to April 25, 2015. Since there was no English subject in curriculum 2006, teachers in school made their own lesson plans to give children ability in English, while the researcher doing the research, the lesson

39


40 plans were made by the researcher as well. The class would be held in the computer laboratory. The designer designed all materials in the second grade based on Rainbow 2 English book. However, part of the game that would be tested on developing the students‟ knowledge was about „Toys‟. It was chosen because „Toys‟ was taught in April based on the teacher‟s syllabus and semester program.

C.

Research Participants The subjects or respondents in this study of designing a set of computer

game-based materials for teaching vocabulary were lecturer, children in the second grade of SD Kanisius Sengkan and the teachers. Lecturer became the expert who validated about the quality of the designed game for the designer. Children as the target of the product would get the direct benefit from this product and teachers as the instructors would control how this product was done and used by the children. Children were chosen to be the participants because they were the subject of the main goal of the designing game. The game was made for children; therefore the children would be the main participants for the designer. Teacher was the field workers; they knew well about the development of their students. The teacher gave the valid result from the children‟s development. Respondents evaluated the study with the given feedback for the designer as the recommendations, suggestions, and opinions. Respondents later should also

40


41 determine the design itself through the data which was obtained from them. The respondents consisted of 30 students from two classes of SD Kanisius Sengkan which were chosen randomly. Fifteen students were chosen from class 2B and fifteen others were from class 2C. Relying only on the children who were under eight years old was not reliable enough to set the hypothesis. Therefore, the researcher also asked the opinion from the teachers to make the research was more reliable. Besides, the respondents were also from the designer‟s lecturer. This study had one English teacher and one IT teacher from SD Kanisius Sengkan and one lecturer of Sanata Dharma University. The result of the questionnaire helped the process of revising the design to be the better design. The last, the final revision was supposed to be the best design in improving students‟ English vocabulary. English teacher here was given the questionnaire for pre-design and postdesign research because the teacher knew well about the students. The teacher was also the main sources about vocabularies in the class. Teacher played the main role in the classroom because children trusted on the teachers a lot than trusting the book. The instructions from the teacher would be understood by the students a lot. The lecturer was given questionnaire in the post-design research. The aim was to gain their comments and suggestions about the designed game. By having lecturer and teacher, their answers were supposed to be various. These helped the designer to improve a lot. Here was the information about the respondents

41


42 (teachers and lecturer) of this study in the survey research that become the evaluation for the designer. The description of the survey analysis from respondents was shown in Table 3.1.

Table 3.1 The Description of the Survey Analysis from Respondents Types of

Sex

Respondents F

M √

English

S1

Educational

Teaching Experience

Background

in Years

S2

S3

√

1-5

6-10

>10

√

Teacher IT Teacher English

√

√ √

√ √

√

Lecturer

D.

Instrument and Data Gathering Technique To gather the valid data, the writer used three kinds of instruments of this

study. Those were interview, questionnaire, and classroom observations. The detailed explanation was presented as follows: 1.

Interview 42


43 Interview was chosen as the main research instrument because the object of this study was children. It was easier for the writer if she had a communication and doing question and answer in informal way to gain the data. By asking their opinion directly, children were be easier to describe their feeling and opinion after studying using the designed-game. Moreover, the data was more complete because there were some questions that could be explored again through the interview section. “The interviewer is able to observe the subject or the interviewee as well as the situation and can paraphrase the questions when needed. There are two types of interviews: structured and unstructured” (Ary & Lucy, 1997). The interview that was done by the writer was unstructured interview because it could be flexible with the questions. Therefore, the children of SD Kanisius Sengkan would be conducted with unstructured interview. In the interview of the children, the researcher took 30 children to be interviewed randomly from two classes. The interview was done after finishing teaching the students in the end of April 2015. The teacher helped the researcher to call randomly 15 children from class B and 15 children from class C. The form would be in a form of unstructured interview because children needed their convenience time to answer the researcher‟s questions. The writer let the children speak as much as possible based on the questions given. The questions might be about like or dislike, fun or not, helpful or not, easy or not. In the interview results, the students mostly said that they were happy joining the

43


44 classroom and they liked to study using this designed-game because it was new for them.

2.

Questionnaire The second instrument was questionnaire. The questionnaire was

distributed for the teachers and lecturers. There were two kinds of questionnaire; those were questionnaire for the need survey and the second one was questionnaire for evaluation. The questionnaire for need survey was used to see the teacher‟s opinion about students‟ lack, need, and wants. Besides, it was used to see teacher‟s difficulties. The questionnaire for the evaluation result was used to see the quality of the designed game whether it was acceptable or not. Questionnaire was divided into two types. Those were close form and open-ended form. Close form only consisted of a number of questions and the answer‟s checklist. The questionnaire contained of two items which are yes or no with the reasons. The respondents were asked to choose the best answers based on his or her opinion. While open-ended form was a questionnaire that not only consisted of a number of questions, but also some essays questions. The respondents could write more about their opinion and recommendations there. Besides, they could also explain their reasons why they chose that answer. One teacher from SD Kanisius Sengkan and one PBI lecturer from Sanata Dharma University were given a set of open-ended questionnaire to make the research was balance. The research could be evaluated not from the children‟s

44


45 sides only, but also from the facilitator. Because the respondents were all English educators, the questionnaire was in English. There were one English teacher, one IT teacher, and one English lecturer who were distributed the questionnaire. The last, the data was gathered and proceeded using descriptive explanation. In total, there were 33 people who would be the respondents of this study. The gathered data would be in form of descriptive result because the respondents would have big chances to write and convey their opinions and comments for the designer. The researcher collected the data by distributing questionnaire for the English teacher and IT teacher on Tuesday, April 7, 2015 in SD Kanisius Sengkan. This questionnaire discussed about students‟ interests, difficulties, motivation, characteristics, and background. The detailed result of the questionnaire was shown in Appendix C and Appendix E.

Table 3.2 The Researcher’s Data Collection Instruments Questionnaire for

Questionnaire

teachers

Data Obtained

IT before

educational

background,

of designing

the wants,

characteristics,

interests,

lacks,

and

SD Kanisius materials

needs. Teacher‟s problem in

Sengkan

teaching the students.

The English The

Expert and

Validation

Times

The English April 7, 2015, Learners‟

Need and

Analysis

for

Participants

teachers

end

IT April

of Review,

and

2015, suggestions to the designed-

of after finishing game.

SD Kanisius designing and Sengkan

comments

doing research 45


46 Questionnaire for Users

The lecturers Beginning

of Review,

Expert from Sanata September Dharma

2015,

University

finishing

comments

and

suggestions to the designedafter game.

designing and doing research

3.

Classroom Observation Classroom observation was held to know the real condition in the

classroom without helping the teacher to join the activities. According to Angrosino& Perez (2002), observation was as a context for interaction among those involved in the research. This was aimed to know the process of teaching and learning activities which was seen from the students‟ sides and teacher‟s side. The classroom observation was done on Tuesday, April 7, 2015 in SD Kanisius Sengkan class 2A, 2B, and 2C. The information consisted of the students‟ ability in English, teacher‟s way of teaching, and the classroom facility. It was to know how the teacher managed the class, how the teacher used some strategies to give instruction for the students, how the teacher assessed the students‟ understanding, how the students learn, how the students and teacher made interaction each other, and whether the atmosphere was fun enough for children to learn. Moreover, it was to know the students characteristics, students‟ interests, students‟ way of thinking and learning, students‟ background, and students‟ achievement before being given the designed game. Besides, it was to match the result of the teacher‟s answers on the questionnaire with the real condition in the classroom includes the 46


47 classroom and computer laboratory facilities. It was to help the data gathering in order to make the best design as the students need.

E.

Data Analysis Technique The data in this study was obtained from interview, classroom observation,

and questionnaire. In gaining the data, the writer used two types of data gathering which are pre and post designing survey. The researcher used qualitative data analysis to get the rich description from the respondents. The explanation was discussed as follows. 1.

Data for Questionnaire Analysis The data from the questionnaire for need survey for the teachers were in a

form of description. The study used questionnaire in the form of open-ended questions. This questionnaire was distributed to the teachers. Therefore the teachers could write their opinion based on their experiences in teaching. This questionnaire discussed about students‟ interests, difficulties, motivation, characteristics, and background. Besides, it also discussed about teachers‟ problem in teaching, teachers‟ strategies, and teacher‟s solution. Considering the open-ended questionnaire, the research analyzed the result in order to obtain the opinion as much as possible from the teachers. The data collection was used to see the teachers‟ opinion and any other factual data needed for the need analysis.

47


48 The second questionnaire was distributed to the teachers of SD Kanisius Sengkan and lecturer of Sanata Dharma University as the material validation. This questionnaire was similar to the firs questionnaire which used open-ended questions. The analysis was also in a form of description. The result itself was used to get the appropriateness of the designed-game with what they needed. After finishing analyzing, the researcher revised the designed-game.

2.

Data for Classroom Observation Analysis The researcher analyzed the classroom observation result by utilizing

qualitative approach. The analysis of the classroom observation was stated in the descriptive form. The researcher filled the checklist of the classroom activities, teacher‟s ability, and the school facility. The researcher used observation check lists item which were divided into three parts. Those were the attitudes of the students and teacher, the learning process, and the facilities. The study used classroom observation without joining the classroom activities. The researcher sat down in the back to see the condition and activities in the classroom. It was to know the condition of the children, the teacher, and the facilities in the classroom. By doing this classroom observation, the researcher knew how the students responded the teacher‟s instruction, how they worked with friends, how the students in that age studied new material. The purpose was the researcher knew better about the students who became the objects of the research. The results on the checklist data was done to be the consideration in making the appropriate

48


49 learning activities in the developed games.

The researcher could make the

appropriate activities based on the real condition. 3.

Data for Interview Analysis The interview analyzed by utilizing qualitative approach. The analysis of

the interview result was stated in descriptive form. It was done to the students. There were 30 students who were interviewed and the results were recorded. The result would be in a form of coding analysis. In the research, the coding scheme was used to find the clues about what the students felt. The researcher asked simple questions about the students‟ feelings, problems, and responds when playing the game. This aim was to collect students‟ opinion about the designed game. Their complaints and responds about the game became the feedbacks for the designer to revise the designed game. The result was used to be the basis in revising the designed game. F.

Research Procedure There were some steps that were done by the researcher in the research

procedure. Those steps were described as follows. 1.

Collecting Data Conducting analysis was done by collecting all data needed to be the

starting point in designing the game. The researcher collected the data by distributing questionnaire for the English teacher and IT teacher. This questionnaire discussed students‟ interests, difficulties, motivation, characteristics, and background, teachers‟ problem in teaching, teachers‟ strategies, and teacher‟s 49


50 solution. Besides doing questionnaire distribution, the researcher also made classroom observation to see the students‟ ability in English, teacher‟s way of teaching, and the classroom facility. After taking and gaining the data analysis, the researcher started planning the goal, standard competences, topics, general purposes, indicators, and building the subject content. This was the following step after doing the data collecting about the target of the research. Since determining the goal, topics, standard competences, indicators, and building the subject content should be based on Curriculum 2006 Muatan Lokal, the curriculum and the standard competence and basic competences inside became the main consideration in choosing the activities. The researcher also made lesson plans as the guideline in teaching referred to the basic competences, indicators, and, general purposes which could be seen in Appendix J.

2.

Developing the Materials and Game in Magic English In this step, the researcher used the book Rainbow 2 (Kristiyani, 2014) as

the main source of the vocabulary inputs in the designed-game. The researcher added some vocabulary which were frequently used and learnable as stated by Sumardi (1974). The researcher developed the materials and the game using computer and using Macromedia Flash Software. The students would study the materials and playing the game in an application named Magic English which was

50


51 saved in the computers. The students would have English lesson in computer laboratory. 3.

Evaluating the Process of the Game-Making After designing the game, the researcher applied it to the students in two

weeks. After finishing doing the research directly to the students, the research distributed the questionnaire for English teacher, IT teacher, and lecturer as the validation of the designed-game. Besides, the researcher did an interview to the students. It was to see the appropriateness of the game. The researcher recorded the interview result. The researcher transcribed the interview result into written form. The result of the interview and questionnaire could be seen in Appendix I. The last step was the researcher revised the game. The validation to the lecturer deliberately was done in the end after applying the game to the students to save time. If the validation to the lecturer was done before applying the game to the students, the researcher should revise it first. After applying it to the students and got feedback from the students, the researcher should revise for the second time. Therefore, the validation was done in the end after applying to the students. The revised designed-game could be played in Appendix K in a form of CD. CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher presented the findings and discussion on the step of designing a set of computer game-based instructional materials to teach 51


52 vocabulary for second grade students in SD Kanisius Sengkan. This chapter was to answer the question in the problem formulation. In developing the designed game, the researcher followed the steps based on the R&D theory from Kemp Instructional Design Model (2011). In this chapter, there were some results about the description of the instructional goal, the description of the task components, the instructional materials, and the instructional strategies.

1.

The Description of Instructional Goal The instruction in the designed game led the learners to reach the goal.

The main goal of the designed game was to provide new design of teaching vocabulary which was easy, fun, and enjoyable for students in the second grade of SD Kanisius Sengkan. The designed game focused on learning new vocabulary in a different way. The students would have various activities of learning English vocabulary. Even though this game was designed to master English vocabulary, the content of this game was not only about list of vocabulary and pictures. However, the vocabulary themes were limited because it was the adaptation from Rainbow 2A book (Kristiyani, 2014). The designer had arranged some songs and videos to make the students were attracted to the learning process. Besides, the

52


53 designer accommodated the students to pronounce the new vocabulary by repeating the recording pronunciation in every word. Therefore, students would not be able to master the vocabulary only, but they were also able to pronounce the vocabulary and practice their speaking skill correctly.

2.

The Description of the Task Components After knowing the instructional goals for the second grade students of SD

Kanisius Sengkan, the researcher analyzed the task components related to the general goals in order to see what the researcher needed to help the students reach the goal. In this part, the researcher described the components that would be needed in preparing the activities. Since the school used school curriculum for English subject, the researcher utilized Standard Competences 1, 2, 5, and 6, and adopted Basic Competences 1.1, 1.2, 2.1, 2.2, 5.1, 5.2, 6.1, and 6.2. The detailed description of those Standard Competences and Basic Competences were described in Table 4.1. Table 4.1 The Standard Competence and Basic Competences of Instructional Analysis Standard Competence Basic Competence Listening 1. Understand very simple 1.1.Respond by repeating new vocabulary or new instruction through sentences loudly. action in the context 1.2 Respond by doing actions based on the around the learners. instruction correctly. Speaking 2. Tell very simple 2.1 Talk to ask/give acceptable information which information in the involves the speech act: asking a thing, context around the asking where the thing is, and asking the learners. amount of things.


54 Standard Competence

Listening 5. Understand very simple instruction through actions in the context around the learners. Speaking 6. Tell very simple information in the context around the learners.

Basic Competence 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time. 5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to ask/give acceptable information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things.

By knowing the standard competence and the basic competences above, the researcher could adjust with the learning topics used. Since the focus was on fun and enjoyable vocabulary learning, the learning using computer was adjusted to the students‟ wants. Students liked pictures and sounds. The teacher in answering the questionnaire also said that he liked playing film to attract the students‟ attention. Students liked playing. Later, the writer analyzed the techniques to help the students learn as they wished. In this stage, the researcher also stated the topic according to the materials which was used at school. The researcher determined the topic based on the school curriculum and the standard students‟ handbooks for the second grade students of elementary school named Rainbow 2A (Kristiyani, Emilya, Sinaga, & Maharani, 2014). The titles of the topics in the designed game were made similarly to the topics at school in order to avoid students‟ confusion. The topics could be seen in the Table 4.2.

54


55 Table 4.2 The Learning Topics of the Materials Unit

Learning Topic

Title

1

Alphabet

Alphabets

2

Numbers 1-20

Numbers

3

Vegetables

4

Animals

5

Food and Drink

6

Days

Days

7

Toys

Toys

8

Transportation

Vegetables Animals Food and Drink

Transportation

Since the product was in the form of a game, there were no printed materials handbooks for the teacher and students. This designed game was adjusted to the students and teacher‟s handbooks. The teacher and students used the same product. However, the teacher would was given the lesson plan of every meeting and the Rainbow 2A book became the guidelines for the activities using computer game. Therefore, the teacher knew how to use the designed game which was combined with the student‟s handbook. The lesson plans given helped the teacher in teaching-learning activities for second grade students of SD Kanisius Sengkan. The teacher when teaching could apply the instruction in the main activities of the lesson plan. The teacher combined the use of the handbook and the designed game in teaching. The beginning activities were done by using the designed game while the main tasks were taken from the handbook. Since the students needed to master four basic skill which were listening, speaking, reading, and writing, The activities of 55


56 speaking and listening could be done by applying all the instruction in the designed game, while the activities of writing and reading could be done by applying the activities in the student‟s handbook. By following all instructions as stated in the lesson plan, it helped the teacher much to reach the purpose of the activity successfully. The researcher made the materials which consisted of eight units. Each unit represented the eight topics that were arranged according to the curriculum and the students‟ handbook. The first topic was about alphabets. The second was numbers 1 to 20. The third was vegetables. The fourth was animals. The fifth was food and drink. The sixth was days. The next was toys, and the last was transportation. The topics used presented the objectives of the designed game which help the students to have fun and enjoyable learning process and be able to use the new vocabulary well. The researcher used the same eight topics with the student‟s handbook too. The designed game was the images of the student‟s handbook in a form of media. By making the same topics as in the student‟s handbook, the researcher could help the students to master the materials in the second grade. After stating the topics developed, the researcher stated the general purposes of the game designed based on the objectives. The general purposes were determined by the researcher in Table 4.3.

56


57

Table 4.3 General Purposes Topics Alphabets

General Purposes 1. How to spell the alphabet. 2. How to identify the first letter of a word

Numbers 1 to

1. How to say the numbers 1 to 20.

20

2. How to calculate numbers in the range of 1 to 20.

Vegetables

1. How to mention names of vegetables. 2. How to ask simple question about vegetables. 3. How to answer simple questions about vegetables.

Animals

1. How to mention names of animals. 2. How to ask simple question about animals. 3. How to answer simple questions about animals. 4. How to say numbers of the animals.

Food and drink

1. How to mention kinds of food and drink. 2. How to ask simple question about favorite food and drink. 3. How to answer simple questions about favorite food and drink.

Days

1. How to call days of the week. 2. How to ask simple questions about days of the week. 3. How to answer simple questions about days of the week.

Toys

1. How to mention toys. 2. How to ask simple question about toys. 3. How to answer simple questions about toys.

Transportation

1. How to mention means of transportation. 2. How to ask simple question about means of transportation. 57


58 Topics

General Purposes 3. How to answer simple questions about means of transportation.

3.

The Description of the Instructional Materials After arranging the topic and general purposes, then the researcher

described those eight units with their objectives as the learning indicators. In the performance objectives, the researcher decided the indicators and material used of every topics based on the basic competences. The elaboration of the learning indicators and the selected materials would be described in Table 4.5. Table 4.4 The Description of Learning Indicators and Selected Materials of the Units Unit

Basic Competence

Learning Indicators

Materials

1.1 Respond by repeating 1. Repeating  The picture what the of random new vocabulary or teacher said or letters A to new sentences loudly. listened from Z 1.2 Respond by doing the recording  The actions based on the with the listening instruction correctly. correct and pronunciation. 2.1 Talk to ask/give repeating 2. Mentioning section of acceptable vocabulary in letters A to information which the materials Z involves the speech of alphabet.  Learning act: asking a thing, 3. Answering through asking where the question ABC Song which is given  The thing is, and asking by the teacher the amount of things. speaking based on the section of 2.2 Talk to participate new practicing acceptable action 58

Title

Alpha


59 Unit

Basic Competence

1

which involves speech mentioning ages date of birth, mentioning time.

2

Learning Indicators

the act: and and

1.1 Respond by repeating new vocabulary or new sentences loudly. 1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to ask/give acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time.

1.1 Respond by repeating new vocabulary or new sentences loudly.

vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of numbers. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. 1. Repeating what the teacher said or 59

Materials

Title

spelling letters.

bets

 The picture of random numbers 1 to 20  The listening and repeating section of numbers  The speaking section of practicing spelling/rep eating numbers and asking and responding Numb question er  Playing catching the number game in the Magic English program.  The picture of random vegetables


60 Unit

3

Basic Competence

1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to ask/give acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time.

Learning Indicators

2.

3.

4.

5.

1.1 Respond by repeating 1. new vocabulary or new sentences loudly. 1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to ask/give 2. acceptable information which involves the speech act: asking a thing, 3. asking where the thing is, and asking the amount of things.

listened from the recording with the correct pronunciation. Mentioning vocabulary in the materials of vegetables. Answering question which is given by the teacher based on the new vocabulary. Using new vocabulary in daily conversation. Arranging question based on the new vocabulary. Repeating what the teacher said or listened from the recording with the correct pronunciation. Mentioning vocabulary in the materials of animals. Answering question which is given by the teacher 60

Materials

 The listening and repeating section of vegetables  The speaking section of practicing spelling/rep eating vegetables and asking and responding question  Playing choosing the vegetables game in the Magic English program.  The picture of random animals  The listening and repeating section of animals  The speaking section of practicing spelling/rep eating animals

Title

Veget ables


61 Unit

4

5

Basic Competence

Learning Indicators

Materials

2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time.

based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of food and drink. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary.

and asking and responding question  Playing catching the animal game in the Magic English program.

5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to ask/give acceptable information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things.

61

Title

Anim als

 The picture of random food and drink  The listening and repeating section of food and drink  The speaking section of practicing spelling/rep eating food and drink Food and asking and and responding drink question  Playing choosing the food and drink game in the Magic English


62 Unit

6

Basic Competence

Learning Indicators


1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of days. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of toys. 3. Answering

5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to ask/give acceptable

62

Materials

program.  The picture of random days  The listening and repeating section of days  Learning through Days Song  The speaking section of practicing spelling letters.

 The picture of random toys  The listening and repeating section of toys  The speaking section of

Title

Days


63 Unit

7

8

Basic Competence

information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things.


Learning Indicators

Materials

question which practicing is given by the spelling/rep teacher based eating toys on the new and asking vocabulary. and 4. Using new responding vocabulary in question daily  Playing conversation. choosing 5. Arranging the toys question based game in the on the new Magic vocabulary. English program.

1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of transportation. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging 63

Title

Toys

 The picture of random transportati on  The listening and repeating section of transportati on  The speaking section of practicing spelling/rep eating transportati Trans on and asking and portati responding on question  Playing choosing the


64 Unit

Basic Competence

Learning Indicators

Materials

question based on the new vocabulary.

transportati on game in the Magic English program.

Title

After gaining the indicators and materials, the next was organizing the subject content. It was the representation of the designed game. The classification was shown in Table 4.5.

Table 4.5 The Organization of Subject Content Unit 1 2 3

Topics Alphabets Numbers 1 to 20 Vegetables

4

Animals

5

Food and drink

6

Days

7

Toys

8

Transportation

1. 1. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2.

Subject Content Recognizing letters A to Z Vocabulary of Numbers 1 to 20 Labeling/identifying vegetables. Recognizing vocabulary of vegetables. Labeling/identifying animals. Recognizing vocabulary of animals. Labeling/identifying food and drink. Recognizing vocabulary of food and drink. Labeling/identifying days. Recognizing vocabulary of days. Labeling/identifying toys. Recognizing vocabulary of toys. Labeling/identifying transportation. Recognizing vocabulary of transportation.

4. The Instructional Strategies To know whether the students could reach achieve the provided indicators, the researcher then developed the instructional strategy. In developing the strategy, the researcher applied the theory from Suyanto (2007) about teaching 64


65 vocabulary. It was the theory about “listen and repeat” or” listen and point to something” techniques. Based on the need survey, the students were easy to be bored, moody, and lack of attention while they need to acquire the very basic English knowledge. They needed classroom activities which were fun and enjoyable to do in order to achieve the ability of English knowledge, in this case was English vocabulary. Since vocabulary was very rich, the researcher utilized theory from Sumardi (1974) which considered about frequency, range, availability, coverage, and learnable. The researcher set the strategy to provide the appropriate vocabulary based on the theory from Sumardi (1974). Moreover, learning vocabulary for children could be done by doing speaking and listening. Therefore, the researcher made the activities that forced the students to speak and listen to the recording in the designed game. This strategy was set to cover the students‟ needs and wants. The researcher arranged the strategy for the students in the form of sections. Based on the theory from Suyanto (2007), there were introduction, modeling, practicing, and applying. The strategies used were introducing the topic as the introduction, listening and repeating to the recording of the new vocabulary as the modeling, practicing the new vocabulary in a form of speaking as the practicing, and using the new vocabulary as the applying. Developing those strategies, the researcher used pictures, sounds in a form of songs and pronunciation, and games. The program used to make this designed game was Macromedia Flash Software. The program was not needed to be installed by the

65


66 user first because it could be directly applied in every computer. The Home layout of the game could be seen in Figure 4.1 below.

Figure 4.1 The Layout of the Game

The students could easily use the game because they just needed to click on the provided buttons to choose what activities they would do. The sections of the instructional strategy were described as follows.

a.

What Is It? “What is it?” was used as the introduction to the topic. This section was

put in the Tutorial Menu. In this section, the researcher provided a question and some pictures to be discussed. The researcher asked the students about what the picture is and the students would answer the teacher based on the pictures they saw. The students looked at the pictures and recognized what things they are. 66


67 They could answer in Indonesian or English. The teacher gave the prompt for the students to guess what kind of topic they would be learning. The purpose of this section was to lead the students to be ready learning about that new topic. This section was called as introduction. In this section, the researcher provided some pictures only. The example below was the image of section “What is it?” It was Unit 3. In this part, the students were given time to discuss together with friends and teacher about labeling or identifying the things. It could be also the question and answer activity because the students and teacher were communicating and discussing about materials given. The answer from the students was checked to the next section. Their answers were the purpose of this section, which recognizing what they saw so far. The example of “What is it?” section was presented in Figure 4.2.

Figure 4.2 The Example of “What Is It?” Section

67


68 b.

Listen and Repeat! “Listen and Repeat!” was used as the modeling section about the topic

learned. The language focus of this designed game was in this phase. This section was put in the Tutorial Menu. In this section, the researcher provided the list of pictures followed by the vocabulary and the spelling. The task for the students was by looking at the picture, then listening to the recording which was contained of the vocabulary pronunciation, and then repeating the recording repeatedly. The pictures given were the elaboration from the part of “What Is It?” in the section one which has been developed with the vocabulary identification. The teacher gave time to the students to listen to the recording first. After some minutes, the teacher led the students to repeat the recordings together. The purpose of this section was to lead the students to be able to spell the vocabulary with the correct pronunciation. The example in Figure 4.3 was the image of section “Listen and Repeat!” It was Unit 2 with the topic about number 1 to 20. In this part, the students were given time to independently listen to the recording about the topic of that day. The students used their general characteristic of curiosity to find the vocabulary and how to spell it. By repeating the vocabulary, the students were able to pronounce the things correctly. The students who were attracted to pictures and sounds caught more about the materials given. The example of “Listen and Repeat!” section was presented in Figure 4.3 below.

68


69

Figure 4.3 The Example of “Listen and Repeat! Section

c.

Let’s Practice! “Let‟s Practice?” was the practicing time for the students to use the

vocabulary in a form of sentence and dialogue. The students were guided to repeat the sentences. The aim of this section was to give more exposure to the students to use the vocabulary. Lately, the students independently in pairs made a simple sentence or answering a simple question. In this section, the researcher provided some sentences to practice. The students used the vocabulary which has been learned in the previous section. The purpose of this section was to lead the students to be able to communicate using the new vocabulary. This section was called as practicing. The example in Figure 4.4 was the image of section “Let‟s Practice!”

It was Unit 3. In this part, the students were given time to

communicate with friends and teacher about the new vocabulary. The students had time to move around the classroom to ask their friends freely. 69


70

Figure 4.4 The Example of “Let’s Practice!” Section

d.

Let’s Have Fun! “Let‟s Have Fun!” was used as the applying part of the topic. This section

was put in the Game Menu. In this section, the researcher provided a game to be played independently. The researcher asked the students to catch the pictures or to click the pictures correctly. The instruction was based on the vocabulary they learned. The students in this section could have enjoyable learning practice because it could accommodate their hobbies in playing games. The students also showed their general characteristics which was used to doing trial and errors. They could play the games repeatedly. They just needed to read the instruction and then dragged the mouse to move the basket to catch the correct thing. The score and the time allocation were shown there, so that the students could see their achievements. Therefore, they could reach the higher score there. This section was called applying. The example below was the image of section “Let‟s Have Fun!”

70


71 in Unit 2. The example of “Let‟s Have Fun!” section was presented in Figure 4.5.

The time allocation was shown here

The instruction was shown here

The score was shown here

Figure 4.5 The Example of “Let’s Have Fun!” Section

71


72 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusion and the recommendations of the research. It consists of two sections. The first one is the conclusion of the finding of the research based on the problem formulation of this research as stated in the chapter I and discussion in the chapter IV. The second is the recommendations for the second grade English teacher at SD Kanisius Sengkan and future researchers.

A.

Conclusions In this part, the researcher concluded the finding of the research based on

the problem formulation. The problem formulation of this research is „What does the design of a set of a computer game-based instructional materials to teach vocabulary for second grade students in SD Kanisius Sengkan look like?‟. The materials in the game are made to help the second grade students of elementary school in SD Kanisius Sengkan be easier, more fun, and enjoyable when learning English vocabulary from Rainbow 2A book which is transferred and modified in a form of game. The vocabulary in the game is limited, but it is discussed deeper and repeatedly. Therefore, after having teaching and learning activities using this designed game, the students are able to learn English vocabulary better. The title of the designed game is „Magic English‟. It is made using Macromedia Flash Software and the main contents are adapted from Rainbow 2 Book (Kristiyani, Emilya, Sinaga, & Maharani, 2014). The designed-game


73 consists of eight topics. The topics are Alphabets, Numbers 1 to 20, Vegetables, Animals, Food and Drink, Days, Toys, and Transportation. Each topic has four sections: „What Is It?‟, „Listen and Repeat!‟, „Let‟s Practice!‟, and „Are You Ready to Play?‟. Those four sections are divided in two menus: Tutorial and Game. In Tutorial consists of „What is it?‟, „Listen and Repeat!‟, and „Let‟s Practice!‟, while in the Game menu, it consists of „Let‟s Have Fun!‟. Those sections contain the identification of the pictures with the vocabulary, the vocabulary items, listening, questions, and exercises through the games. Hopefully, by using the arranged activities of the designed game in the teaching and learning activities, the students enjoy and feel fun joining the classroom activities in order to acquire new vocabulary materials, so that if the students enjoy joining the classroom activities, they can pay attention to the materials and they are able to have the better knowledge of English vocabulary. B.

Recommendations After concluding the designed materials, the researcher has some

recommendations for the English teacher of SD Kanisius Sengkan that uses this designed game as alternative teaching activities and to the other researchers that may conduct further research related to the designed game. 1.

English Teacher of SD Kanisius Sengkan The game is designed to help second grade students and teacher having

alternative teaching and learning activities which are more enjoyable and fun in 73


74 acquiring new vocabulary. Based on the experience of teaching English class in SD Kanisius Sengkan, the researcher recommends the teacher monitor all students‟ activities using the computer because learning using game forces the students to learn independently. The researcher also suggests the teacher improve students‟ activeness during the lesson because all materials have been provided in the game and tutorial, so that the teacher should be more creative in prompting the students to have good discussion about the materials they have seen in the monitor. The teacher can also give additional activities or rearrange the order of the activities based on the students‟ needs as the variation of teaching and learning activities. 2.

Future Researchers The researcher recommends the future researchers who conduct similar

research see the appropriateness of the game in the future. Since technology and „computer literates‟ have increased by leaps and bounds, the content of the game should be developed well adjusted with the curriculum and the students‟ needs. Therefore, the future researchers should develop the activities which make the second grade students of elementary school in the future enjoy and feel fun learning English vocabulary.

74


REFERENCES

Alatis, J. E. (2014). Vocabulary and its importance in language learning. Retrieved June 11, 2014 from http: or or www.tesol.org or docs or books or bk_ELTD_Vocabulary_974. Angrosino, M. V., & Perez, K. A. (2000). Rethinking observation: Handbook of qualitative research. Thousand Oaks, CA: Sage. Arsyad, A. (2002). Media pembelajaran. Jakarta: Raja Grafindo Persada. Ary, D, & Lucy C. J. (1990). Introduction to research in education. Chicago: Holt, Rinehart and Winston, Inc. Bintz, W. P. (2011). Teaching vocabulary across the curriculum. Middle School Journal, 42, 44-53. Borg, W.R., Gall, M.D. (2005). Applying educational research: A practical guide. London: Pearson Longman. Brice, A. (2014). Normal phenomenon. Retreived June 11, 2014 from http://www.readingrockets.org/article/whats-normal-whats-not-acquiringenglish-second-language. British Library. (-). History of English. Retrieved June 11, 2014 from http://www.bl.uk/learning/. Bukatko, D. (2008). Child and adolescent development: A approach. Boston: Houghton Mifflin Co.

chronological

Burton, S.H. (1982). Mastering English language. New York: The Macmillan Press Ltd. Caswell, H.L. (1957). How to study the behavior of children. New York: Burreau of Publication. Chudler, E. (2011). Neuroscience for kids. Retrieved on September, 24 2013 from http: or or faculty.washington.edu or chudler or split.html. Culatta, R. (2013). Instructional Design. Retrieved September 20, 2014 from http://www.instructionaldesign.org/.

75


76 Gagne, R.M. & Briggs, L.J. (1975). Instructional technology: Foundations. Hillside, NJ: Lawrence Earlbaum Associates Publishers. Harmer, J. (2007). How to teach English. London: Pearson Longman. Huizinga, J. (1950). Homo Ludens: A study of the play-element in culture. Boston: The Beacon Press. Kolko, D.J. & Figueroa, R. (1985). Possitive effects. Retrieved June 10, 2014 from http: or or webspace.ship.edu or jacamp or psyberpsych or videogames or Page1.html. Kominfo. (2014). Siaran pers tentang riset Kominfo dan UNICEF mengenai perilaku anak dan remaja dalam menggunakan internet. Retrieved September 20, 2014 from http://kominfo.go.id/index.php/content/detail/3834/Siaran+Pers+No.+17PIH-KOMINFO-22014+tentang+Riset+Kominfo+dan+UNICEF+Mengenai+Perilaku+Anak +dan+Remaja+Dalam+Menggunakan+Internet+/0/siaran_pers#.VfHSEV8 irMw. Kristiyani, C. Emilya, W. N., Sinaga, P.D., & Maharani, F. (2014). Rainbow 2: English book series for elementary school students. Yogyakarta: PT Kanisius. McKeown, M. G. & Curtis, M. E. (1987). The nature of vocabulary Acquisition. Hillside, NJ: Laurence Earlbaum Associates Inc. Mentoring Partnership of Long Island, Virginia Mentoring Partnership, and Big Brothers Big Sisters of America, Child Development Seminar. (1990). Characteristics of children and youth. Retrieved June 11, 2014 from http://www.mentoringpittsburgh.org/media/W1siZiIsIjIwMTMvMDkvMj MvMTdfMTJfMjRfOTY5X1RNUF9DaGFyYWN0ZXJpc3RpY3Nfb2Zf Q2hpbGRyZW5fYW5kX1lvdXRoLnBkZiJdXQ/TMP_Characteristics_of _Children_and_Youth.pdf?sha=28e5b4c3. Morris, R. J. (2006). Left brain, right brain, whole brain? An examination into the theory of brain lateralization, learning styles and the implications for education. PGCE Thesis, Cornwall College St Austell. Retrieved October 9, 2013 from http: or or singsurf.org or brain or rightbrain.html. Morrison, G. R., Kemp, J.E., & Ross, S.M. (2011). Designing effective instruction. NJ: John Wiley and Sons. Nadia, S. (1993). Kid‟s brain power. Retrieved June 10, 2014 from http: or or www.riggsinst.org or brainpower.aspx.


77 Namle. (2013). Media literacy defined. Retrieved June 11, 2014 from http: or or namle.net or publications or media-literacy-definitions or. Pinker, S. (1994). The acquisition of vocabulary. Retrieved June 10, 2014 from http: or or ebooks.unibuc.ro or filologie or avram or 51.pdf. Prihantoro, A. (2013). 100 games for teaching english: Pusparagam permainan seru untuk mengajar reading, listening, speaking, writing dan developing vocabulary. Yogyakarta: Pustaka Pelajar. Rohani, A. (1997). Media instruksional edukatif. Jakarta: Rineka Cipta. Ryan, R. (1993). Using pictures in teaching art and other stuff. Retrieved on September 26, 2013 from http: or or www.mun.ca or educ or faculty or mwatch or vol2 or ryan2.html. Smed, J., & Hakonen, H. (2003). Towards a definition of a computer game. TUCS Technical Report, 553, 1-3. Soeparno. (1988). Media Pengajaran Bahasa. Klaten: PT. Intan Pariwara. Sumardi, M. (1974). Pengajaran bahasa asing: Sebuah tinjauan dari segi metodologi. Jakarta: Bulan Bintang. Suyanto, K. (2007). English for young learners. Jakarta: P.T. Bumi Aksara. Van Rooij, A. J. (2011). Online video game addiction exploring a new phenomenon. Rotterdam: Erasmus Universiteit. Wilkins, D. A. (1972). Linguistics in language teaching. London: Hodder & Stoughton Educational. Young, A., Reiser, R., & Dick, W. (1998). Do superior teachers employ systematic instructional planning procedures? A descriptive study. Educational Technology Research and Development, 46(2), 65-78.

77


78


79


80

80


81

81


82 Appendix B.1

QUESTIONNAIRE FOR THE TEACHER This questionnaire is arranged for the need survey. You are supposed to answer all questions in this questionnaire based on the real condition completely, briefly, and clearly. As the respondent, there are two kinds of data that you should fulfill. First, please fulfill the respondent‟s identity. Second, please state your opinion honestly in the respondent‟s questionnaire based on your teaching experiences. A. Respondent’s Identity (Put a thick mark √ in the provided space) Name

:

Sex

:

Educational Background :

Teaching Experiences

male

female

Diploma (D1, D2, D3)

S1

S2

Others:

S3

:

year(s)

B. English Teaching and Learning Process 1. There are

students in the second grade divided in

class(es).

2. English subject in the second grade is done: Once in a week in one lesson hour. Twice in a week in one lesson hour. Others:

3. In your opinion, why do children in the second grade of elementary school need to learn English?

82


83

4. What are the goals of learning English for second grade students?

5. How do you teach the students since the curriculum has been changed?

6. What are the students‟ characteristics when they are learning English?

7. What are the difficulties or problem faced when teaching the students?

83


84

8. What kind of technique or strategy do you use in teaching English?

9. What sources do you take for teaching the students?

10. What kind of topics did they learn so far?

11. What are the problems that you find from the materials for the second grade students?

84


85

12. Does the materials that you use are appropriate with the children? Why?

13. What kind of assessment or evaluation do you use to know the students‟ developments?

14. What kind of media do you use in teaching English?

15. What is the students‟ achievement that you see by using media for teaching English lesson?

85


86

16. What are your suggestions for the game that I will make for the students?

Thank You

86


87 Appendix B.2

KUESIONER UNTUK GURU Kuesioner ini disusun untuk keperluan survey analisis. Anda diharapkan untuk menjawab semua pertanyaan dalam kuesioner ini berdasarkan pada kondisi nyata yang terjadi di dalam kelas dengan lengkap dan jelas. Sebagai responden, Anda diwajibkan untuk mengisi dua jenis data. Pertama, Anda dipersilahkan mengisi data identitas responden. Kedua, Anda dipersilahkan mengungkapkan pendapat Anda dengan jujur dalam kuesioner responden berdasarkan pengalman mengajar Anda. Identitas Responden (Bubuhkan tanda √ di dalam kolom yang disediakan) Nama

:

Jenis Kelamin

:

Latar belakang pendidikan :

laki-laki

Diploma (D1, D2, D3) S2

Pengalaman mengajar

perempuan

S3

:

S1 Lainnya:

tahun

C. Pengajaran Komputer dan Proses Pembelajaran 1. Ada

siswa-siswi di kelas 2 yang dibagi dalam

kelas.

2. Pembelajaran dilaksanakan: Sekali dalam seminggu dengan satu jam pelajaran. Dua dalam seminggu dengan satu jam pelajaran. Lainnya:

3. Menurut pendapat Anda, mengapa siswa-siswi di kelas dua sekolah dasar memerlukan pelajaran bahasa Inggris?

87


88

4. Menurut pendapat Anda, apa tujuan dari pelajaran bahasa Inggris untuk siswasiswi kelas 2?

5. Bagaimana cara Anda mengajar siswa-siwi sesudah kurikulum diubah ke kurikulum 2006?

6. Apa

saja

karakteristik

siswa-siswi

pembelajaran?

88

yang

muncul

ketika

mengikuti


89 7. Apa kesulitan atau masalah-masalah yang Anda hadapi ketika mengajar para siswa?

8. Jenis teknik atau strategi apa yang Anda gunakan dalam mengajar?

9. Dari mana saja sumber materi pembelajaran yang Anda gunakan dalam mengajar para siswa?

10. Pelajaran apa saja yang sudah siswa-siswi pelajari sejauh ini?

89


90 11. Masalah-masalah apa yang Anda temukan dari materi ajar bagi siswa-siswi kelas 2?

12. Apakah materi yang Anda gunakan sesuai dengan kemampuan anak-anak? Mengapa?

13. Jenis penilaian atau evaluasi apa saja yang biasa Anda gunakan untuk mengetahui perkembangan para siswa?

14. Media apa saja yang Anda gunakan dalam mengajar?

90


91 15. Apa saja pencapaian para siswa yang Anda lihat dari penggunaan media bagi pembelajaran?

16. Apa saran Anda bagi permainan yang saya desain untuk para siswa?

-Terima Kasih -

91


92

92


93

93


94

94


95

95


96

96


97

97


98

98


99

99


100

100


101

101


102 Appendix D Classroom Observation Check Lists Observation towards the second grade students’ learning process Lists

Y

N

Percentage

All students are enthusiastic and involved in learning English subject Some of the students are enthusiastic and involved in learning English subject All students are busy with themselves Some of the students are busy with themselves

Observation towards the English teacher of the second grade students Lists

Y N

The teacher uses media when he/she teaches the students. The teacher explains the materials clearly. The teacher‟s voice is loud enough. The teacher‟s handwriting is clear enough. The

teacher

prepares

certain

activities in the classroom to attract students‟ interests and motivation The teacher explains the materials without

considering

students‟

understanding person per person 102

Additional Information


103 The

teacher

can

control

the

classroom The

teacher

lets

the

students

participate actively in the classroom activities The teacher gives the chances for the students to do asking and answering session The teacher uses the time effectively. The teacher gives reinforcement for the students.

Observation towards facilities at school (Classroom and Computer Laboratory) Lists

Y N

There is a blackboard/whiteboard in the room. There is chalk/board markers in the room. There is enough tables and chairs for the students. There is LCD Projector in the room. There are computer laboratory in the school. There are enough computers for every student. The teacher using projector in the room. 103



104 All students can access computer easily. There are supporting programs in the computers as a media to help both teachers and students. The students can use the computer by themselves to support their vocabulary skill using game. There are sound system/speakers to listen to „listening‟ activities. There is an electrical plug in the room. The students and teachers can access internet using computer. All teachers utilize the computers function as a search engine of certain subject.

104


105

105


106 Appendix E Classroom Observation Check Lists Observation towards the second grade students’ learning process Lists

Y

All students are enthusiastic and involved in

N

Percentage

√

60%

learning English subject Some of the students are enthusiastic and

√

40%

involved in learning English subject √

All students are busy with themselves Some of the students are busy with

√

40% 60%

themselves

Observation towards the English teacher of the second grade students Lists

Y N √

The teacher uses media when he/she teaches the students.

Additional Information The teacher used the book. He used media when watching movie only.

The teacher explains the materials

√

Yes, but sometimes in teaching

clearly.

English, he made mistakes in pronouncing the words.

The teacher‟s voice is loud enough.

√

His voice was lower than the students‟ voices.

The teacher‟s handwriting is clear

√

It was big enough from the

enough. The

teacher

back of the classroom. prepares

certain

activities in the classroom to attract students‟ interests and motivation 106

√

The teacher only used activities in the book.


107 The teacher explains the materials without

considering

√

students‟

understanding person per person The

teacher

can

control

√

the

classroom

Sometimes he could control and it would last less than 5 minutes, but sometimes could not.

The

teacher

lets

the

students √

participate actively in the classroom activities The teacher gives the chances for the √ students to do asking and answering session √

The teacher uses the time effectively.

The teacher gives reinforcement for √ the students.

Observation towards facilities at school (Classroom and Computer Laboratory) Lists

Y N

There is a blackboard/whiteboard in √ the room. There is chalk/board markers in the

√

room. There is enough tables and chairs for

√

the students. There is LCD Projector in the room.

√

There are computer laboratory in the

√

school. 107



108 There are enough computers for every √

The system was the students

student.

used the computer alternately. A

half

students

in

the

laboratory, while the other got assignments. After a lesson hour, they switched. √

The teacher using projector in the room. All students can access computer √ easily. There are supporting programs in the

√

computers as a media to help both teachers and students. The students can use the computer by

√

themselves to support their vocabulary skill using game. There are sound system/speakers to

√

listen to „listening‟ activities. There is an electrical plug in the room.

√

The students and teachers can access

√

internet using computer. All teachers utilize the computers √ function as a search engine of certain subject.

108


109

109


110 Appendix F

The Blueprint of the Interview with the Students 1. Apakah kamu suka bermain menggunakan “Magic English”? Alasannya? 2. Apakah kamu merasa senang? Mengapa? 3. Apakah kamu menjadi lebih mudah mempelajari materi Bahasa Inggris dengan menggunakan suara dan gambar yang ada dalam permainan “Magic English”? 4. Apakah permainannya membosankan? 5. Apakah permainannya cukup sulit? 6. Apakah perintah di permainan tersebut cukup jelas? 7. Apakah dengan perintah tersebut kamu mengerti apa yang harus kamu lakukan? 8. Apakah perintah tersebut sulit untuk dipahami? 9. Apakah permainan dalam “Magic English” sama seperti materi dalam buku kelas? 10. Apakah kamu tertantang sewaktu bermain? (contohnya untuk selalu mendapatkan nilai 100?) 11. Apakah gambar dan suaranya cukup jelas terlihat dan terdengar? 12. Apa yang kurang dari permainan tersebut?

110


111

111


112 Appendix G

The result of the Interview with student 1. (S: Student, R: Researcher) R Tadi namanya “1”, Kamu inget nggak pas di laboratorium computer itu belajar apa sama Ms. Rosa dan Ms. Wulan? S Belajar….. (thinking and smiling) R Belajar atau main apa? S Main bahasa Inggris R Iya, namanya Magic English. Suka? S Suka. (nodding and smiling) R Asik? S (nodding and smiling) R Terus mainnya susah atau tidak? S Enggak. R Gampang ya? Dapat nilai berapa? S Iya. Hehehe… lupa. R Kalau nilainya 60 diulang lagi nggak kemarin? S Heem… (nodding and smiling) R Mmm… Itu permainannya sama kayak yang dibuku yang dipakai Mr. Listyan nggak sih? S Iya sama. R Berarti di kelas sama Mr. Listyan sudah belajar itu terus di lab computer itu lagi sama Ms. Rosa ya? Di permainannya itu kan di atasnya ada perintah yang menangkap mainan, itu jelas gak suruh nangkep apa? S Jelas hehe… R Kalau suruh nangkep toy car kamu nangkep apa? S Mobil (laughing) R Iya bener mobil-mobilan, game nya menarik enggak? S Heem… (smiling and nodding) R Kalau disana (in the laboratory) suka main itu (Magic English)? S Iya. (nodding) R Gambarnya jelas enggak? Atau kurang besar atau keciiiil banget? S Jelas kok. (smiling) R Bagus nggak gambarnya? S Bagus R Jadi lebih gampang belajar nggak kalau pakai game itu? S (thinking) heem… R Iya, soalnya kan toy car nya turun lagi, tadi toy car mobil-mobilan, berarti ditangkap lagi. Gitu ya? (smiling) S Hehehe… heem (laughing) 112


113 R Bosen nggak mainnya? S Enggak R Kemarin selain mainan toys mainan apa lagi? Transportation udah? Yang dimanakah motor, terus di klik gambar motornya? S Sudah pernah R Dapat berapa? 10? S Iyaa (smiling almost jumping) R Waah hebat! Permainannya kemarin kurang apa? Gambarnya kurang banyak atau suaranya kurang jelas? S Suaranya dah jelas R Bisa ngikutin kalau kemarin ada suaranya “Toy car”, bisa ngikutin? S Heem (nodding) R Suaranya kemarin itu bagus enggak? S Hihihi… heem (smiling) R Oke terimakasih, “1” S (running)

113


114

114


115 Appendix H.1 EVALUATION SHEET FOR TEACHERS

This evaluation sheet is aimed at evaluating the design of computer gamebased instructional materials. The activities are focused on the memorizing and listening to the pronunciation of the vocabulary in the tutorial part and applying the vocabulary in the game part for the second grade students of SD Kanisius Sengkan. As the evaluator, there are there are two kinds of data that you should fulfill. First, please fulfill the respondent‟s identity. Second, please state your opinion honestly in the respondent‟s questionnaire based on my and your teaching experiences toward the designed tutorial and games. A. Respondent’s Identity (Put a tick mark √ in the provided space) Name

:

Sex

:



male

female


S1

S2

Others:

S3

:

year(s)

B. Evaluator’s Questionnaire Part1. Close-ended questions Please choose one answer for each number and explain the reason. No

Question

Yes

1.

Are the students enthusiastic learning English by playing “Magic English” game?

2.

Can they accept the materials well

through

learning

the 115

No

Reason


116 game-tutorial and playing the games? 3.

Is the game appropriate with the standard competences?

4.

Do the students achieve the indicators and the goals of the learning?

5.

Are the instructions in the designed

game

clear

and

understandable for children? 6.

Is the designed game effective and

efficient

to

be

implemented for the students to improve their vocabulary skill? 7.

Is

the

designed-game

appropriate with the second grade materials? 8.

Is

the

designed-game

challenging for the students so they

will

retry

to

play

repeatedly? 9.

Is the designed-game easy to be accessed by the students independently?

10.

Are the pictures, sound, and color given big and clear enough?

11.

Do the students become easier 116


117 to

memorize

English

vocabulary through this game? 12.

Do the students enjoy joining the learning activities using this designed game?

Part2.Open-ended questions Please write the answers on the provided lines. 1. What are the strengths of the designed game?

2. What are the weaknesses of the designed game?

3. What are your suggestions to improve this designed game?

-Thank You117


118 Appendix H.2 LEMBAR EVALUASI UNTUK GURU

Lembar evaluasi ini ditujukan untuk mengevaluasi desain dari permainan kkomputer berbasis materi instruksional. Kegiatan–kegiatan dalm permainan ini difokuskan pada kemampuan menghapal dan mendengarkan pada pelafalan kosakata tersebut dimana terdapat dalam menu tutorial dan pengaplikasian kosa kata di dalam menu permainan bagi siswa-siswi kelas 2 SD Kanisius Sengkan. Sebagai pihak yang mengevaluasi, anda diwajibkan untuk mengisi dua jenis data. Pertama, Anda dipersilahkan mengisi data identitas responden. Kedua, Anda dipersilahkan mengungkapkan pendapat Anda dengan jujur dalam kuesioner responden berdasarkan pengalman mengajar saya dan Anda di kelas terhadap desain tutoroial dan permainan.. A. Identitas Responden (Bubuhkan tanda √ di dalam kolom yang disediakan) Nama

:

Jenis Kelamin

:

laki-laki

Latar belakang pendidikan :

Diploma (D1, D2, D3) S2

Pengalaman mengajar

perempuan

S3

:

S1 Lainnya:

tahun

B. Kuesioner Evaluator Bagian1. Pertanyaan tertutup. Pilih salah satu jawaban untuk setiap nomor beserta alasannya. No

Pertanyaan

1.

Apakah siswa merasa antusias dalam Bahasa

Ya

mengikuti

pelajaran

Inggris

dengan 118

Tidak

Alasan


119 bermain “Magic English”? 2.

Dapatkah

siswa-siswi

menerima materi dengan baik melalui pembelajaran di tahap tutorial dan permainan? 3.

Apakah

desain

permainan

tersebut sesuai dengan standar kompetensi? 4.

Apakah siswa-siswi mencapai indikator

dan

tujuan

dari

pembelajaran? 5.

Apakah

instruksi

dalam

desain permainan ini jelas dan dapat

dimengerti

dengan

mudah oleh anak-anak? 6.

Apakah desain permainan ini tepat

sasaran

untuk

diimplementasikan bagi siswa untuk kemampuan

meningkatkan menghapal

kosakata? 7.

Apakah desain permainan ini cocok dengan materi bagi siswa-siswi kelas 2 SD?

8.

Apakah desain permainan ini menantang bagi siswa untuk mengulang

permainan

tersebut berkali-kali? 9.

Apakah desain permainan ini 119


120 mudah untuk diakses oleh para siswa secara bebas? 10.

Apakah gambar, suara, dan warna dalam permainan ini cukup besar dan jelas?

11.

Apakah para siswa menjadi lebih

mudah

dalam

menghapal kosa kata Bahasa Inggris

melalui

permainan

ini? 12.

Apakah para siswa menikmati kegiatan belajar menggunakan desain permainan ini?

Bagian2.Pertanyaan Terbuka. Tuliskan jawaban Anda pada garis-garis yang telah disediakan. 4. Apa sajakah kelebihan dari permainan “Magic English” ini?

5. Apa sajakah kekurangan dari permainan “Magic English” ini?

120


121 6. Apakah saran Anda untuk perbaikan dari desain permainan ini?

-Thank You-

121


122 Appendix H.3 EVALUATION SHEET FOR LECTURER

This evaluation sheet is aimed at evaluating the design of computer gamebased instructional materials. The activities focused on the acquiring and listening to the pronunciation of the new vocabulary in the tutorial part and applying the vocabulary in the game part for the second grade students of SD Kanisius Sengkan. As the evaluator, there are two kinds of data that you should fulfill. First, please fulfill the respondent‟s identity. Second, please state your opinion honestly in the respondent‟s questionnaire based on your teaching experiences toward the designed tutorial and games. C. Respondent’s Identity (Put a tick mark √ in the provided space) Name

:

Sex

:



male

female


S1

S2

Others:

S3

:

year(s)

D. Evaluator’s Questionnaire Part1. Close-ended questions Please choose one answer for each number and explain the reason. No

Question

1.

Is the designed game suitable

Yes

with the standard competences and the basic competences? 2.

Will the designed game meet 122

No

Reason


123 No

Question

Yes

the indicators? 3.

Will the designed game meet the learning objectives?

4.

Is the organization of the main menu in the Home Page wellorganized?

5.

In the Tutorial menu, is the order of the subtopics (What is it? Listen and Repeat! and Let‟s

Practice)

well-

organized? 6.

Is the explanation on the Game menu in every topic well organized?

7.

Are the instructions in every subtopic menu in the designed game clear and understandable for children?

8.

Will

each

topic

in

the

designed game cover the skill of acquiring new vocabulary? 9.

Will the activities in Tutorial and Game menu encourage the students to learn new vocabulary?

10.

Is the designed-game easy to be accessed by the students independently? 123

No

Reason


124 No

Question

Yes

11.

Are the pictures clear enough?

12.

Is the sound clear enough?

13.

Will the “What is it?” section in the Tutorial Menu facilitate the learners to be proactive in the classroom activities?

14.

Will the “Listen and Repeat” section in the Tutorial Menu facilitate

the

pronounce

learners the

to

correct

vocabulary? 15.

Will the “Listen and Repeat” section in the Tutorial Menu facilitate

the

learners

to

practice the skill of listening and speaking? 16.

Will

the

“Let‟s

Practice”

section in the Tutorial Menu facilitate

the

communicate

learners with

to

other

students and teacher? 17.

Will

the

“Let‟s

Practice”

section in the Tutorial Menu encourage the students to use the new vocabulary? 18.

Will the “Let‟s Have Fun” section in the Game Menu help the students to use the 124

No

Reason


125 No

Question

Yes

vocabulary repeatedly? 19.

Will the “Let‟s Play” section in the Game Menu make the students‟

characteristics

of

curiosity accommodated? 20.

Will the “Let‟s Play” section in the Game Menu make the students‟

characteristics

willingness

to

learn

of new

things accommodated? 21.

Will the designed-game be challenging for the students so they will use it to learn and play?

22.

Is the vocabulary learnable for children?

23.

Will the designed-game catch the students‟ attention?

24.

Will

the

designed-game

enhance student‟s linguistic intelligence? 25.

Will enhance

the

designed-game student‟s

visual

spatial intelligence? 26.

Will the designed-game be able to be an alternative teaching strategy?

125

No

Reason


126 Part2.Open-ended questions Please write the answers on the provided lines. 1. What are the strengths of the designed game?

2. What are the weaknesses of the designed game?

3. In general, what are your opinions about the designed game for second grade students of elementary school?

4. What are your suggestions to improve this designed game?

-Thank You126


127

127


128

128


129

129


130

130


131

131


132

132


133

133


134

134


135

135


136

136


137

137


138

138


139

139


140 Appendix J RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Alokasi waktu

: SD Kanisius Sengkan : II/1 : Bahasa Inggris : 1 x 35 menit

A. Standar Kompetensi : 1. Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekitar peserta didik B. Kompetensi Dasar : 1.1 Merespon dengan mengulang kosakata atau kalimat baru dengan ucapan lantang 1.2 Merespon dengan melakukan tindakan sesuai instruksi secara berterima C. Indikator Pencapaian Kompetensi : 

Merespon dengan mengulang apa yang diucapkan guru

atau

didengar

dari

recording

dengan

pengucapan bahasa Inggris yang benar. 

Menyebutkan kosakata dalam materi numbers



Menjawab

pertanyaan

yang

diberikan

guru

berdasarkan kosakata baru. 

Menggunakan kosakata tersebut dalam percakapan sehari-hari.

D. Tujuan Pembelajaran

: 1.

Peserta didik mampu menyebutkan numbers dengan tepat.

2.

Peserta didik mampu memahami dan menjawab pertanyaan sederhana tentang perhitungan angka menggunakan bahasa Inggris.

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage)

140


141 E. Materi Pokok Pembelajaran VOCABULARY OF NUMBERS One:

Two:

Three:

Four:

Five:

satu

dua

Tiga

empat

Lima

Six:

Seven:

Eight:

Nine:

Ten:

enam

tujuh

Delapan

sembilan

Sepuluh

Eleven:

Twelve:

Thirteen:

Fourteen:

Fifteen:

sebelas

Dua belas

Tiga belas

Empat belas

Lima belas

Sixteen:

Seventeen:

Eighteen:

Nineteen:

Twenty:

Enam belas

Tujuh belas

Delapan belas

Sembilan belas

Dua puluh

F. Pendekatan, model, dan metode pembelajaran: - Pendekatan

: PAIKEM

- Model

: Eksplorasi, Elaborasi, dan Konfirmasi

- Metode

: Communicative Language Learning dan Total Physical Response

G. Kegiatan Pembelajaran No 1.

Kegiatan

Waktu

Pendahuluan a. Salam dan tegur sapa

141

1 menit


142 b. Mengecek kehadiran siswa 2.

2 menit

Kegiatan Inti Eksplorasi a. Guru menjelaskan topik yang akan dipelajari pada 2 menit pertemuan ini. b. Guru memancing siswa untuk menyebutkan angkaangka yang mereka ketahui baik dalam bahasa 5 menit Indonesia maupun bahasa inggris. Elaborasi a. Guru dan siswa membaca dan mendengarkan numbers yang ada dalam tutorial game „Magic English‟. b. Siswa menirukan dengan lantang kosakata yang sudah diperdengarkan sebelumnya. c. Guru dan siswa mengulas kembali kosakata tersebut sampai siswa merasa mudah untuk mengidentifikasi dan menyebutkannya. d. Guru memberikan pertanyaan cara menghitung matematika yang ditanyakan dalam bahasa Inggris. Konfirmasi

3.

8 menit

5 menit 5 menit

3

menit

4

a. Guru memberi umpan balik positif dan penguatan atas yang telah dilakukan peserta didik. Penutup

1 menit

a. Guru memberikan pekerjaan rumah dari buku „Rainbow 2 English Series‟ halaman 19 secara lisan. b. Guru memberikan penugasan kepada siswa untuk mengeja angka-angka 1-20 menggunakan bahasa Inggris.

2 menit

1 menit

H. Sumber dan Media Pembelajaran - Sumber

: Kristiyani, Christina. 2014. Rainbow 2: English Book Series for Elementary School Students. Yogyakarta: Penerbit Kanisius.

- Media

: Komputer dan Magic English Educative Computer Game.

142


143 I. Penilaian Penilaian Aspek Pengetahuan Indikator Pencapaian

Teknik Penilaian

Bentuk Instrumen

Soal/ Instrumen Listen to the sentences and repeat!

6. Merespon dengan mengulang apa yang diucapkan guru atau didengar dari recording dengan pengucapan bahasa Inggris yang benar. Tes Lisan 7. Menyebutkan kosakata dalam materi numbers. 8. Menjawab pertanyaan yang diberikan guru berdasarkan kosakata baru.

Guru: One! Merespon dengan mengulang secara lisan

Murid: (mengulang dengan ucapan lantang) Guru: What is ten plus two? Murid: (menjawab dengan ucapan lantang)

Aspek

Kriteria

Skor

Sikap

* Bersikap sesuai yang diharapkan * Kadang-kadang bersikap yang diharapkan * Tidak bersikap sesuai yang diharapkan

5 3 1

Yogyakarta, 14 April 2015 Mengetahui, Guru Kelas

Peneliti

Hubertus Hari Listyanto, S.Pd.

Rosalia Vindyawati

143


144 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Alokasi waktu

: SD Kanisius Sengkan : II/1 : Bahasa Inggris : 1 x 35 menit

A. Standar Kompetensi : 2. Mengungkapkan informasi sangat sederhana dalam konteks sekitar peserta didik B. Kompetensi Dasar : 2.1 Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: menanyakan suatu benda, menanyakan di mana suatu benda berada, dan menanyakan jumlah benda. 2.2

Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: menyebutkan usia dan tanggal lahir serta menyebutkan waktu

C. Indikator Pencapaian Kompetensi : 

Menyebutkan kosakata dalam materi numbers.



Menjawab

pertanyaan yang

diberikan

guru

berdasarkan kosakata baru. 

Menyusun pertanyaan berdasarkan kosakata baru.



Menggunakan

kosakata

tersebut

dalam

percakapan sehari-hari secara mandiri. D. Tujuan Pembelajaran

: 1.

Peserta didik mampu menyebutkan numbers dengan tepat.

2.

Peserta didik mampu memahami dan menjawab pertanyaan sederhana tentang perhitungan angka menggunakan bahasa Inggris.

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage)

144


145

E. Materi Pokok Pembelajaran VOCABULARY OF NUMBERS

Expression of asking

Expression of responding a question

-

Can you say numbers 1 to 20?

-

Yes, one two three …

-

Can you calculate two plus three

-

Two plus three is five.

-

What is nineteen minus four?

-

Nineteen minus four is fifteen.

F. Pendekatan, model, dan metode pembelajaran: - Pendekatan

: PAIKEM

- Model : Eksplorasi, Elaborasi, dan Konfirmasi - Metode

: Communicative Language Learning dan Total Physical Response

G. Kegiatan Pembelajaran No 1.

Kegiatan

Waktu

Pendahuluan a. Salam dan tegur sapa

145

1 menit


146 2 menit

b. Mengecek kehadiran siswa 2.

Kegiatan Inti Eksplorasi a. Guru

mengajak siswa

mengulas

materi

pada

2 menit

pertemuan pertama b. Guru memancing siswa untuk menyebutkan angkaangka yang mereka ketahui dalam bahasa Inggris

3 menit

berdasarkan pertemuan sebelumnya. Elaborasi a. Guru dan siswa mendengarkan kembali tutorial numbers b. Siswa

5 menit mempraktikkan

tanya-jawab

mengenai

numbers dengan teman-teman dan guru.

5 menit

c. Siswa belajar mandiri menggunakan game number di dalam Magic English 12 menit

Konfirmasi a. Guru memberi umpan balik positif dan penguatan atas yang telah dilakukan peserta didik. 3.

2 menit

Penutup a. Guru memberikan pekerjaan rumah dari buku

2 menit

„Rainbow 2 English Series‟ halaman 27 . b. Guru memberikan penugasan kepada siswa untuk menghapal angka-angka secara acak menggunakan bahasa Inggris.

146

1 menit


147 H. Sumber dan Media Pembelajaran - Sumber

: Kristiyani, Christina. 2014. Rainbow 2: English Book Series for Elementary School Students. Yogyakarta: Penerbit Kanisius.

- Media

: Komputer dan Magic English Educative Computer Game.

I. Penilaian Penilaian Aspek Pengetahuan Indikator Pencapaian

Teknik Penilaian

Bentuk Instrume

Soal/ Instrumen

n Listen to the sentences and repeat!

9. Merespon dengan mengulang apa yang

diucapkan

guru

atau

didengar dari recording dengan pengucapan bahasa Inggris yang benar. 10.

Tes Lisan

Menyebutkan

kosakata

dalam materi alphabet. 11.

Menjawab pertanyaan yang

diberikan

guru

Merespon

Guru: One plus two

dengan

is three.

mengulang Murid: (mengulang secara dengan ucapan lisan lantang) Guru: What is three

berdasarkan

minus two?

kosakata baru. Murid: three minus two is one.

147


148 Aspek

Kriteria

Skor

Sikap

* Bersikap sesuai yang diharapkan * Kadang-kadang bersikap yang diharapkan * Tidak bersikap sesuai yang diharapkan

5 3 1

Yogyakarta, 14 April 2015 Mengetahui, Guru Kelas

Peneliti

Hubertus Hari Listyanto, S.Pd.

Rosalia Vindyawati

148

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Recommend Documents