An over-sized snake-ladder game to introduce English vocabulary to support the development of multiple intelligences among Kindergarten Students.

i

AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE

ENGLISH VOCABULARY TO SUPPORT

THE DEVELOPMENT OF MULTIPLE INTELLIGENCES

AMONG KINDERGARTEN STUDENTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Elisabeth Yudisteria Wanasti Student Number: 071214143

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ASarjana PendidikanThesis on

AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE

ENGLISH VOCABULARY TO SUPPORT THE

DEVELOPMENT OF MULTIPLE INTELLIGENCES AMONG

KINDERGARTEN STUDENTS

By

Elisabeth Yudisteria Wanasti Student Number: 071214143

Approved by

Sponsor

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AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE

ENGLISH VOCABULARY TO SUPPORT THE

DEVELOPMENT OF MULTIPLE INTELLIGENCES AMONG

KINDERGARTEN STUDENTS

By

ELISABETH YUDISTERIA WANASTI Student Number: 071214143

Defended before the Board of Examiners on 10 December, 2013

and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. ... Secretary : Drs. Barli Bram, M. Ed., Ph. D. ... Member : Dr. Retno Muljani, M. Pd. ... Member : Markus Budiraharjo, S. Pd., M. Ed., Ed. D. ... Member : C. Tutyandari, S. Pd., M. Pd. ...

Yogyakarta, 10 December 2013

Faculty of Teachers Training and Education Sanata Dharma University

Dean

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A deep dedication to:

My great parents,Bapak Wahyu PujonggoandIbu Erna My beautiful sister,Intravenna

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 10 December 2013

The Writer

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Elisabeth Yudisteria Wanasti Nomor Mahasiswa : 071214143

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE ENGLISH VOCABULARY TO SUPPORT THE DEVELOPMENT OF MULTIPLE

INTELLIGENCES AMONG KINDERGARTEN STUDENTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 10 December 2013

Yang menyatakan

vii

ABSTRACT

Wanasti, Elisabeth Yudisteria. 2013. An Over-Sized Snake-Ladder Game to Introduce English Vocabulary to Support The Development of Multiple Intelligences among Kindergarten Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

TK Kanisius Kotabaru Yogyarta is one of private kindergartens in Yogyakarta which provides English is taught as regular subject for 30 minutes per week. A lack of supporting media and a lack of English teacher became the problems.

This research was set to design an over-sized Snake-Ladder game to introduce English vocabulary to support the development of multiple intelligences (MI) among kindergarten students. Therefore, the researcher formulated two questions (1) how is an over-sized Snake-Ladder game designed? (2) What does an over-sized Snake-Ladder game look like?

To answer those questions, the researcher implemented Research and Development (R&D) method which was first introduced by Borg and Gall (1983).This R&D method was integrated with eleven steps of constructing game as proposed by Bell and Wieckert (1985). In this research, the researcher provided three instruments to gather the data such as interview, field notes, and questionnaire. The researcher integrated R&D method with eleven steps of constructing games into research information collecting, planning, developing a preliminary form of product, preliminary field testing, and main product revision. In research information collecting, the researcher conducted a need survey and library research. To determine themes, objectives, grade level, numbers of players,

format of game, method of checking, material, player’s roles, and procedure and

time allocation were done in planning stage. The researcher compiled, analyzed, and developed all the data in stage of developing a preliminary product. In

preliminary field testing, the researcher conducted experts’ validation and field

testing toward the whole designed game. In main product revision, the researcher considered and developed suggestions and evaluation in preliminary field testing step to revise the designed game.

The researcher developed an over-sized Snake-Ladder game. The researcher expected this designed game became interesting and functional learning aids for kindergarten students such as huge and colorful board and dice. This designed game was expected to be effective and efficient learning aids to introduce English vocabulary to kindergarten students. Moreover, this designed game can support the development of multiple intelligences among kindergarten students.

viii

ABSTRAK

Wanasti, Elisabeth Yudisteria. 2013. An Over-Sized Snake-Ladder Game to Introduce English Vocabulary to Support the Development of Multiple Intelligences among Kindergarten Students. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

TK Kanisius Kotabaru Yogyakarta merupakan salah satu sekolah taman kanak-kanak swasta yang mengajarkan Bahasa Inggris sebagai salah satu mata pelajaran wajib dengan alokasi waktu 30 menit per minggu. Minimnya media pembelajaran dan kurangnya sumber daya manusia menjadi acuan penulis untuk membuat sebuah penelitian.

Penelitian ini bertujuan untuk mendesain sebuah permainan ular tangga raksasa untuk memperkenalkan kosa kata Bahasa Inggris sekaligus mendukung perkembangan kecerdasan majemuk anak-anak TK. Oleh karena itu, peneliti merumuskan dua pertanyaan, yaitu (1) bagaimanakah sebuah permainan ular tangga raksasa tersebut dirancang? (2) bagaimanakah bentuk permainan yang sudah dirancang tersebut?

Untuk menjawab kedua pertanyaan tersebut, peneliti menerapkan metode Penelitian dan Pengembangan (R&D) yang pertama kalinya diperkenalkan oleh Borg dan Gall (1983). Metode penelitian dan pengembangan (R&D) ini, kemudian diintegrasikan dengan sebelas tahap perancangan sebuah games yang dikembangkan oleh Bell dan Wieckert (1985). Dalam penelitian ini, interview, catatan lapangan, dan kuisioner menjadi tiga instrumen utama untuk mengumpulkan data baik di tahap observasi maupun validasi. Kelima langkah dalam penelitian dan pengembangan (R&D) diintegrasikan ke sebelas tahap perancangan sebuah permainan, yaitu pengumpulan informasi penelitian, perencanaan sebuah permainan, pengembangan bentuk awal dari sebuah permainan, pengujian tahap awal, dan revisi utama sebuah permainan.

Peneliti mengembangkan permainan ular tangga sebagai sebuah media pembelajaran yang menarik dan fungsional untuk anak-anak TK, misalnya papan permainan dan dadu yang besar dan warna-warni. Permainan ular tangga ini diharapkan menjadi media pembelajaran yang efektif dan efisien untuk mengenalkan kosakata baru ke anak-anak. Permainan ular tangga yang didesain ini juga diharapkan mampu melatih dan mengembangkan kecerdasan majemuk dalam setiap anak.

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude toJesus Christto give me a beautiful life. I would like to thank Mother Mary for the guidance to

lead me walk on the way of blessings.

My sincere gratitude goes to Dr. Retno Muljani, M. Pd., for her guidance, kindness, patience, and attention to be my advisor in assisting me

during this research completion.

I would like to present my deepest gratitude to my parents,Bapak Wahyu

Pujonggo and Ibu Erna, for every single support and prayer they have always conferred to me. They are my greatest encouragement to finish my study. My sincere gratitude is also addressed to my beautiful sister, Intravenna, and my

handsome brother, Gludhux Prakosowho always motivates me to do the best for my thesis. Additionally, I am also grateful to my aunt and her husband, Budhe

YaniandPakdhe Arip,to support me to finish my study.

I am indebted to the principal of TK Kanisius Kotabaru, Yogyakarta, Ibu Narti,and for her kindness to allow and provide me a huge opportunity to conduct

my research in her great school. I also thank Bu Rini, the English teacher of TK Kanisius Kotabaru, Yogyakarta,for her valuable evaluation of my designed game. I need to say thanks toMbak MeraandBu Pipin to evaluate my designed game. In addition, I would like to express my sincere thanks to Matanja Ranske

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I am really grateful to my best friend, Lala, Popon, Bre, Raras, Haya, Dei, Hening, Seto, Yusak, Wendi, Mbak Susan, Asep, Galih, Manda, and Litul

for their love, attention, and help during my study at PBI. I also thank the staff of

Anak Wayang Indonesia such asMbak Vini, Mbak Ema, Mbak Nia, Mbak Eva,

Kak Yanti, Kang Sipen, Rosi, Bos Nova, Bro Mita, Mas Gigon, Iis Kompong,

and Pak Pethel to give me a lot of attention and help to finish my thesis. My thankfulness also goes to my entire best friends in Sanggar Anak Kampoeng

Indonesia (SAKI)who always support me in both pleasing and sad moments. My special thanks go to my best friend, Tia for her kindness to help me

finish my thesis. I need to say thanks to Martha’07 _and Indah’07 _{for her}

meaningful help. In addition, I really thank Arum’07 _{and Mbak Jelly for her}

supports and prayer.

I also thank Biyung Fitri, Dista, Iwan, Rani, Zahra, and Aulia for being models in my video tutorial of this designed game.

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TABLE OF CONTENTS

TITLE PAGE………...i

APPROVAL PAGES………..ii

DEDICATION PAGE………...iii

STATEMENT OF WORK’S ORIGINALITY………....v

PERNYATAAN PERSETUJUAN PUBLIKASI….………..vi

ABSTRACT………..vii

ABSTRAK…..………...viii

ACKNOWLEDGEMENTS………...ix

TABLE OF CONTENTS………...xi

LIST OF TABLES………...xiv

LIST OF FIGURES………...xv

LIST OF APPENDICES………..xvi

CHAPTER I. INTRODUCTION A. Research Background………....1

B. Problem Formulation………..5

C. Problem Limitation………....5

D. Research Objective………....6

E. Research Benefits………..6

xii

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Descriptions

1. Instructional Design...11

2. Theories of Learning………....14

3. The Characteristics of Young Learners………....19

4. Teaching Vocabulary to Young Learners………....20

5. Game as Learning Aids………...23

B. Theoretical Framework………...30

CHAPTER III. METHODOLOGY A. Research Method………..35

B. Research Setting………...40

C. Research Participants………...40

D. Research Instruments………...41

E. Data Gathering Techniques………..43

F. Data Analysis Techniques………44

G. Research Procedures……….46

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2. Planning………58 3. Developing preliminary

form of product………...60 4. Preliminary Field Testing……….62

5. Main Product Revision……….67 B. Presenting the Design of an Over-Sized Snake-Ladder Game to Introduce

English Vocabulary to Support the Development of Multiple Intelligences

among Kindergarten Students 1. The Layout of the Over-Sized

Snake-Ladder Game ... 69 2. The Content of the Over-Sized

Snake-Ladder Game ... 71

3. The Procedure of Playing

the Over-Sized Snake-Ladder Game ... 73

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions………75 B. Suggestions………77

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LIST OF TABLES

Table 3.1 Points of Agreement………. 45

Table 4.1 Table of Data of Respondents………...63

xv

LIST OF FIGURES

Figure 2.1 The Elements of Yalden’s

Instructional Design………... 12

Figure 2.2The Illustration of Gardner’s

Multiple Intelligences………...22 Figure 2.3 The Illustration of Simple Ways of

Suyanto’s Vocabulary Learning ………... 36 Figure 3.1 The Illustration of R & D Cycle………... 36

Figure 3.2 The Illustration of Modified of R&D Cycle and

Theory of Bell and Wieckert………... 39 Figure 3.3 The Formula of Central Tendency………... 45

Figure 4.1 The Pictures of

Giant Snake-Ladder Game Tools ..………... 61

Figure 4.2 The Picture ofTeacher’s Handbook...………... 62 Figure 4.3 The Illustration of

Giant Snake-Ladder Game Layout………... 61

Figure 4.4 The Illustration of Supporting Tools…...……….. 70 Figure 4.5 The Illustration of The Snake and The Ladder……….. 70

Figure 4.6 The Illustration of Sign Systems ... 71 Figure 4.7 The Illustration of Names of the Fruits ... 72

xvi

LIST OF APPENDICES

APPENDIX A. Permission Letter………81

APPENDIX B. The Blueprint and Raw Data of

the Interview in the Need Survey………83

APPENDIX C. The Blueprint and Raw Data of

Class Observation in the Need Survey………86 APPENDIX D. The Blueprint and Raw Data of Questionnaire

in the Experts’ Validation ………..90 APPENDIX E. The Blueprint and Raw Data of Questionnaire

in the Trial Game………..102 APPENDIX F. Lesson Plan of the Trial Game………...108 APPENDIX G. Layout of the Over-Sized

Snake-Ladder Game…...………111 APPENDIX H. Manual Instruction of How to Play

the Over-Sized Snake-Ladder Game……….113

APPENDIX I. Teacher’sHandbook………...116

APPENDIX J. The Matrix of Multiple

Intelligences Development……….126 APPENDIX K.Photo of Trial Game ………...129

APPENDIX L. Video Tutorial of How to Play

1

CHAPTER I

INTRODUCTION

This chapter consists of five parts. Those parts are research background,

problem formulation, research objectives, research benefits, and definition of terms. The research background explains about the reason of the researcher in writing this research and also the description of the topic of this research. The

problem formulation describes the problems that will be analyzed in this research. The research objectives present the expected outcomes of this research. Then, the

research benefits explain the contribution of this research. Lastly, the definition of terms give clear view of some explanations about some terms which are related to this study.

A. Research Background

Learning a second or foreign language at early ages is better than at adult

ages. Iffredista (2013) underlines that learning English will be easier when we start it at early ages. Brewster, Ellis, and Girard also emphasize that:

Because there is a strong ‘folk’ belief, sorts of ‘act of faith’, that young children learn language better and more easily than older children do. This means there is a wide spread belief that there are definite advantages to introducing language learning early in life, which outweigh the disadvantages….(as cited in Witri, 2010, p. 1)

Thus, kindergartens in several countries offer English as a second or a

Indonesia. Kindergarten, known as Taman Kanak-kanak (TK), is the lowest grade of the Indonesian formal educational system. Taman Kanak-Kanakoffers English as a regular subject or as extracurricular activity. TK Kanisius Kotabaru, a kindergarten in Yogyakarta, offers English as a regular subject. When the

researcher was the voluntary teacher in TK Kanisius Kotabaru, English had regular time allocation for thirty minutes per week. TK Kanisius Kotabaru, Yogyakartaconsists of two classes such as class A and class B. Class A is for four (4) to five (5) year-old children, while class B is 5 (five) to 6 (six) year-old children. Each class consists of approximately twenty-four (24) children.

The researcher found an intriguing question which was related to English teaching media when the researcher worked as voluntary teacher in TK Kanisius Kotabaru, Yogyakarta. Moreover, the English teacher of TK Kanisius Kotabaru, Yogyakartahas no English education background. Thus, the researcher initiated a research in which TK Kanisius Kotabaru, Yogyakarta became the research’s object.

Krisna (2011) describes that the objective of teaching and learning English at early ages is to create children interest towards English, so that they want to

learn more at higher grades. In kindergarten, English teacher mostly introduces English vocabulary. As Berk (2006) emphasizes that:

Additionally, an English practitioner, Widagdo, describes that learning vocabulary is important, because children can start their speaking by knowing

much vocabulary (as cited in Sobri, 2012). Nation (1990) emphasizes that teaching English vocabulary has to be started in kindergarten since vocabulary is

the most important element of learning languages (p.2). Additionally, Krisna (2011) underlines that English vocabulary which is given to kindergarten pupils should be thematically focused, following the themes in kindergarten curriculum.

If an English teacher puts ‘self’ as a topic in class, then English teacher should also introduce related vocabulary, such as parts of the body or the senses.

Accordingly, the English teacher of TK Kanisius Kotabaru, Yogyakarta mostly introduces English vocabulary to the students.

The different media to facilitate the process should support the process of

teaching vocabulary in kindergarten. The English teacher of TK Kanisius Kotabaru, Yogyakartaapplies several supporting media, such as flashcards, songs, dances, stories, and videos when the researcher worked as the voluntary teacher.

Those media supported the teacher to teach her students English vocabulary. However, the teacher never used game as supporting media to introduce new

vocabulary. Thus, it is a captivating question, why games as media to teach vocabulary might have never been applied inTK Kanisius Kotabaru, Yogyakarta.

Based on Wright, Betteridge, and Buckby (2006), game as a fun part in

learning a language helps and encourages learners to continue their interest in the language and to study it harder (p. 2). Suyanto (2007, p.16) notes that students are

teacher should develop commercial games to be language games. According, Lewis and Bedson (1999), language game as an activity has a visible set of rules

which guide the children’s actions, and an element of strategy—children must successfully apply their language and other skills (p. 5). Therefore, the English

teachers need to find out how a fun language game can be applicable to introduce English vocabulary. The researcher believes that language game can be a promising supporting media to teach English vocabulary, even more useful than

other media. Since games in kindergarten are enjoyable (Lee, 1986), the researcher proposes an over-sized Snake-Ladder game to introduce English

vocabulary which, at the same time, also to support the development of pupils’ multiple intelligences.

Multiple intelligences is an important concept to be developed. According

to Gardner (1983), the founder of the concept of multiple intelligences, pupils’ multiple intelligences can help them to solve problems, to find the answers to specific questions, and to learn new material quickly and efficiently (p. 14). Thus,

the researcher proposes an over-sized Snake-Ladder game for the students of TK Kanisius Kotabaru, Yogyakarta which is to support their development of multiple intelligences. This designed game which was integrated with Gardner’s multiple intelligences should eventually help them to learn English vocabulary efficiently.

Suyanto (2007) describes that pupils’ need of engaging in fun things (p.16). Thus, the researcher designs an over-sized Snake-Ladder game to satisfy students’ need. Moreover, Campbell, Bruce, and Dickinson (1996) note that board

exercises memory skills and the visual-spatial intelligence of the pupils. These are the reasons, why the researcher proposes an over-sized Snake-Ladder game to

introduce English vocabulary, and eventually help to support the multiple intelligences among the students of TK Kanisius Kotabaru, Yogyakarta. It is expected that an over-sized Snake-Ladder game can help the English teacher to introduce vocabulary easier. Additionally, it can help the students to enjoy learning English even more.

B. Research Problem

This study addresses two (2) research questions, which can be formulated as follows:

1. How is an over-sized Snake-Ladder game to introduce English vocabulary to

support the development of multiple intelligences among kindergarten students designed?

2. What does an over-sized Snake-Ladder game look like?

C. Problem Limitation

In this study, the researcher focused on designing an over-sized Snake-Ladder game for the students of TK Kanisius Kotabaru, Yogyakarta. This designed game can help the English teacher to introduce English vocabulary in a fun and attractive way.

In the designed game, there are many pictures which help students to learn

The researcher also designed each activity in playing the over-sized Snake-Ladder game in order to support the development ofthe students’Multiple Intelligences. Nevertheless, this designed game could promote the development of several intelligences.

Additionally, the researcher modified some basic rules of playing the common game. The researcher tried to synchronize between the basic rules and the students’ needs and characters.

D. Research Objectives

In this study, there are two objectives to be achieved. The objectives can be specified as follows:

1. To design an over-sized Snake-Ladder game to introduce English vocabulary

in support of the development of multiple intelligences among kindergarten students.

2. To present the design of the over-sized Snake-Ladder game.

E. Research Benefits

There are some benefits, which could be obtained by this study. They are as follows:

2. This study will help the English teachers of TK Kanisius Kotabaru, Yogyakarta, to add the over-sized Snake-Ladder game as their existing teaching media in class, especially to teach English vocabulary.

F. Definition of Terms

In order to avoid misunderstanding and misinterpretation, the author provides definitions of the most important terms used in the study as follows:

1. Snake-Ladder game

The word ‘Snake-Ladder game’ has a definition as a British children’s game played with a board and dice(“Snake-Ladder game”). The basic rule of this game is that when you go up a ladder; you can progress quickly to reach the

finishing, while if you go down a snake, you have to go backwards.

In this study, the researcher defines a Snake-Ladder as a children’s game

played with a board and dice. The researcher integrates English vocabulary into the game. The researcher also designs the over-sized Snake-Ladder game to support the development of students’ multiple intelligences.

2. TK Kanisius Kotabaru, Yogyakarta

It is a private kindergarten located in Yogyakarta where the researcher

TK Kanisius Kotabaru, Yogyakartawere involved in the design process to provide some valuable information regarding the over-sized Snake-Ladder game.

3. Multiple Intelligence

Gardner (1983)defines the word ‘intelligence’as a general ability found in varying degrees in all individuals (p. 14). Gardner (1983b) emphasizesthat pupils’ multiple intelligence can help them to solve problems, to find the answers to

specific questions, and to learn new material quickly and efficiently. Gardner (1983c) describes eight intelligences such as linguistic, logical-mathematical,

visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence.

In this study, the researcher defines multiple intelligences as students’

general abilities that help them to learn vocabulary, e.g. names of fruits, efficiently. In the process of playing the over-sized Snake-Ladder game, the students should develop their intelligences, such as linguistic,

logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligence to help them to learn names of the fruits.

4. Vocabulary

In this study, the researcher defines vocabulary as English words introduced to the kindergarten students, such as names of the fruits.

5. Language Game

Lewis and Bedson (1999) define language games are activities which is the presence of a visible set of rules which guide the children’s actions, and an element of strategy—children must successfully apply their language and other

skills (p. 5).

Moreover, language game also has same characteristic to commercial

game in which game as a fun activity (Bell & Wieckert, 1985, p.xix). Wright, Betteridge, and Buckby (2006) also define game as an activity which is entertaining and engaging, often challenging (p. 1). Wright et al (2006) also define game as an activity in which the learners play and usually interact with others (p. 1).

In this study, the researcher defines language game as an entertaining and

challenging activity which has a visible set of rules to guide the students’ actions. In this study, the sudents also apply their language and other skills to learn simple

English vocabulary.

6. To Introduce

The word ‘to introduce’define as bringing a subject to the attention of

define as activity to show someone/something or tell them about it for the first time(“to introduce”).

In this study, the researcher defines the word ‘to introduce’ as the activity

to show the students at class B ofTK Kanisius Kotabaru, Yogyakartathe names of

fruits for the first time.

7. Support

The word ‘support’has several definitions. The word ‘support’defines as an activity, idea, belief or thought of someone that agrees with an idea, group, or

person, and usually to help other people to gain success (“support”). Additionally, the word‘support’can also define as an agreement with an idea, group or person.

In this study, the researcher defines the word ‘support’ as a belief or

thought of the researcher that agrees with an idea in designing the over-sized Snake-Ladder game to support the students’ multiple intelligence to succeed in

11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the most important theories that serve as the basis

of this study to answer the problems. This chapter will be divided into two major parts, namely the theoretical description and the theoretical framework.

A. Theoretical Description

In this part, the researcher presents the most important related theories. The selection of theories focuses on instructional design model: Yaldens’

instructional design, theories of learning, young learner characteristics, teaching vocabulary, and games for language teaching.

1. Instructional Design Model: Yalden’s Communicative Syllabus

In this study, the researcher needs an instructional design model to organize the process of designing the over-sized Snake-Ladder game. Therefore,

the researcher considers several theories of instructional design by experts. After considering such theories, the researcher chooses Yalden’s instructional model,

because it is relevant to the topic of this study.

a. Yalden’s Model: Communicative Syllabus

The model of instructional design is presented by Yalden (1987), known

closely approximates an environment of real language use. In this communicative syllabus, there are 7 (seven) stages which are defined as follows:

Figure 2.1The Elements of Yalden’s Instructional Design(Yalden, 1987)

1) Stage I

This stage is called needs survey part. Yalden (1987) notes that a needs survey is an essential initial stage in the preparation of designing a language-teaching program (p. 101). This stage helps the instructional designer to find out

more information and thereby to understand as much information as possible about the learners prior to the beginning of the program in order to create realistic

and acceptable objectives. It means that the object of a needs survey is to gather as much information as possible about the learners in any given situation and about

their purposes in studying the target language.

2) Stage II

The second stage of the communicative syllabus is the description of purpose.

In this stage, the designer has to clarify the purpose of the language program. Selection/d

evelopment of syllabus type

Yalden (1987) emphasizes that this stage establishes the foundation for the major decisions in which the language course designer faces when he or she goes to the

next stage (p. 105).

3) Stage III

In this stage, the designer makes a choice regarding the syllabus type which is going to be implemented in the language-teaching program. Yalden (1987) suggests combining various syllabus types, because there is no single model of

syllabus designs which is universally agreed upon (p. 108). The designer can combine various syllabus types, ranging from a modification of existing structural

syllabuses to a completely learner-centered approach.

4) Stage IV

After completing stage I to III, the designer should describe the content of the

syllabus chosen in stage IV which is called the proto-syllabus. Yalden (1987) notes that the content should include general notions as well as specific topics, communicative functions, discourse and rhetorical skills, the variety of language,

role-sets, and communicative events (p. 138).

5) Stage V

The next stage is called pedagogical syllabus. In this stage, the designer should provide a list of words and phrases, chosen as models of functions and

describes that choosing and carrying out communicative activities of a wide variety is the teacher’s role in this stage (p. 144).

6) Stage VI

This stage consists of two (2) major steps, namely the development of

classroom procedures and the teacher training. In this stage, the designer or the teacher should make a selection of exercise types and teaching techniques, as well as the preparation of lesson plans and weekly schedules. Moreover, in this stage,

Yalden (1987) says that there are some briefings or workshops on the principles, the desired outcome of the language-teaching program, and the exploration of

teaching material (p. 89).

7) Stage VII

The last step of this communicative syllabus is the evaluation. In this stage,

the first evaluation that should be done is evaluating the students in the program. Then, the teaching as well as the over-all design of the course should be assessed. According to Yalden (1987), at last materials and teaching approaches should be

revised, if there is disagreement (p. 96).

2. Theories of Learning

and Howard Gardner. Those theories help the researcher to understand how children learn, especially regarding the learning of a foreign language.

a. Jean Piaget: The Theory of the Cognitive

Piaget’s theory deals with children themselves. According to Piaget,

children are active learners. Piaget explains that they learn everything from their surroundings (as cited in Suyanto, 2007, p. 6). Then, they develop what they had and interact with what they found. In the process of interaction, they do an action

in order to be able to solve a problem. Suyanto (2007) emphasizes that it is called the process of learning (p. 6).

b. Lev Vygotsky: The Theory of the Socio-Cultural

Suyanto (2007) notes that the theory which is proposed byVygotsky focuses on social factors (p. 7). Therefore, it calls socio-cultural theory. Suyanto

(2007c) adds that this theory shows social relationships which can help young learners to use language faster. Additionally, Suyanto (2007c) emphasizes the development of the language learning process occurs in a social context, for

example adults should communicate with children so that they use that language in the community.

c. Jerome Bruner: The Theory of Discovery Learning and Scaffolding

According to Bruner, in the process of teaching a language to young

emphasizes that this process is important because according to Bruner ‘true

learning comes through personal discovery’.

Additionally, Suyanto (2007c) describes that talking to young learners while they are doing some activities in class is an effective verbal help for them. Suyanto (2007c) calls it scaffolding which is used as the base of the teaching and

learning process. Also, Suyanto (2007d) adds that it is done routinely.

d. Howard Gardner: The Theory of Multiple Intelligences

Gardner (1983) notes a child with a high ‘intelligence’ has the ability to solve problems, to find the answers to specific questions, and to learn new

material quickly and efficiently (p. 14). From this point of view, intelligence is a general ability that is found in varying degrees in all individuals. He claims that intelligence is the key to success in solving problems.

Regarding a traditional perspective of intelligence, Gardner (1983) states:

In a traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence. The inference from the test scores to some underlying ability is supported by statistical techniques that compares responses of subjects at different ages; the apparent correlation of these test scores across ages and across different tests corroborates the notion that the general faculty of intelligence, g, does not change much with age or with training or experience. It is an inborn attribute or faculty of individual (p. 16)

Richards and Rodgers (2001) note that traditional IQ tests measure only

of solving-problems and fashioning products in a context-rich and naturalistic setting. Therefore, Richards and Rogers (2001) say that Gardner proposed a view

of natural human talents that is labeled the ‘Multiple Intelligences Model’. It is

one of learning style models that have been proposed in general education and

have subsequently been applied in language education. Gardner claims that his view of intelligence(s) is culture-free and avoids the conceptual narrowness associated with traditional models of intelligence.

Armstrong (2000) states that the concept of intelligence began to lose its mystique and became a functional concept that can be seen at work in people’s

lives in a variety of ways (p. 1). Gardner divides their capabilities into eight

comprehensive categories or ‘intelligences’as follows:

1) Logical-Mathematical Intelligence

Logical-mathematical intelligence is to use numbers effectively and to reason well. It can be looked when children are able to memorize abstract designs and children are able to give logical reason in both ways inductively and deductively.

2) Visual-Spatial Intelligence

Visual-spatial intelligence is to perceive the visual-spatial world accurately

3) Linguistic Intelligence

Linguistic intelligence is to use words effectively, whether orally or in

writing. The example of this intelligence is when children are able to write better, and it is easy for them to memorize names, places, and important dates.

4) Bodily-Kinesthetic Intelligence

Bodily-kinesthetic intelligence is to use one’s whole body to express ideas and feelings as well as the capability to use one’s hands to produce or transform

things. The examples of this intelligence are when children are good in making artwork and children have good achievements in sports.

5) Naturalist Intelligence

Naturalist intelligence is to recognize and classify the numerous species - the flora and fauna - of an individual’s environment. The examples of this

intelligences are children love plants and animals and children love to observe and note natural phenomena.

6) Musical Intelligence

Musical intelligence is to perceive, discriminate, transform, and express musical forms. It can be looked when children love to play music instruments, and

it is easy for them to follow music rhythm.

7) Interpersonal Intelligence

Interpersonal intelligence is to perceive and make distinctions in the moods, intention, motivation, and feeling of other people. The examples of this intelligence are children have many friends, and children have good socialization

8) Intrapersonal Intelligence

Intrapersonal is to act adaptively based on knowledge. It can be looked when

children show strong will and a freedom attitude.

3. Young Learner Characteristics

Suyanto (2007, p.16) describes that young learners are children about 5 to 7 years old. Suyanto (2007) states that the characteristics of young learners are

egocentric, imaginative, active, and self-centered person (p.16). They often adapt what they learn to what they like to do. They have difficulties to differentiate between abstract and concrete. They are interested in fun-things. They have short

time concentration and focus so that they get bored easily. They love everything cheerful and colorful. They love to interact and talk about what they do. They are

active thinkers.

Additionally, Philips (1993) emphasizes that the characteristics of young

learners’ who are learninga foreign language:

They are more holistic learners, great mimics maker, unselfconscious, respond to the meaning underlying the language used and to language according to what it does or what they can do with it, and do not worry about individual words or sentences (p. 5).

Moreover, Foster (1959) describe that the characteristic of five-year-old

taste, and smell of all sort of materials. Moreover, they investigate, examine, and question things. They also desire to check their potency and show their ability.

Philips (1993) adds that kinds of activities that work well in foreign language learning are games and songs with actions, total physical response activities, tasks that involve coloring, cutting, and sticking, simple, repetitive

stories, and simple, repetitive speaking activities that have a clear communicative value (p. 5).

The young learner characteristics which are presented above are relevant for the nature of game. Therefore, in this study, the researcher designs a game as medium for teaching English to the students of TK Kanisius Kotabaru, Yogyakarta, because it is suitable for young learner characteristics, such as the students’ interest in doing fun things (Suyanto,2007).

4. Teaching Vocabulary

Nation (1990) describes that vocabulary is an important element in

language learning (p. 2). Taylor (1990) also emphasizes that vocabulary is central of language teaching and the learning process (p. ix). Additionally, Spender adds

how important vocabulary learning is in foreign language learning:

Spender’s statement as cited in Taylor (1990) reminds the researcher how important the process of teaching vocabulary is. In TK Kanisius Kotabaru, Yogyakarta, vocabulary is also the central aspect of English language teaching and learning. The English teacher of TK Kanisius Kotabaru, Yogyakarta introduces English vocabulary to the students in class A and class B. The English

teacher applies several supporting media such as songs, flashcards, stories, and videos to teach English vocabulary.

a. Principle of Teaching Vocabulary

In teaching vocabulary, there are some considerations underlying the process of teaching. Many theories talk about those considerations or as we call it,

principles. In this study, the researcher uses the theory of Nation about the principles of teaching vocabulary (1990). According to him, there are three (3) principles , namely 1) what vocabulary is needed by the learners, 2) how the

b. Strategies of Vocabulary Learning

Suyanto (2007) notes four (4) simple ways of learning vocabulary (p. 48).

[image:38.595.97.546.218.547.2]

Those four simple ways are illustrated as follows:

Figure 2.2 Simple Ways of Vocabulary Learning proposed by Suyanto (2007, p.48)

Philips notes that vocabulary needs to be taught in context and that children should always be shown a range of possibilities to use the language that

they have learned in class (as cited in Suyanto, 2007, p. 47).

Additionally, Kurniasih suggests some techniques of teaching vocabulary for young learners such as doing repetition, using pictures, showing realia, telling

stories, singing songs, and playing games (as cited in Witri, 2006, p. 9).

Suyanto (2007) states that there are four simple ways to learn English

vocabulary (p. 48). First, the English teacher pronounces new words clearly and fluently using pictures or real objects (step of introducing). Second, the English teacher gives examples (step of modeling). Then, the English teacher asks the

Introducing

The teacher introduces new words with

right and clear pronunciation using

pictures or real objects

Practicing

The teacher asks the students to repeat

and practice it.

Modeling

The teacher gives examples and

becomes the model. Applying

The teacher helps the learners to apply

kindergarten students for repeat and practice the word(s) (step of practicing). At last, the English teacher helps the kindergarten students to apply the words to

appropriate situations (step of applying).

The researcher works on Suyanto’s four simple ways, because those ways

can help the researcher in the process of designing media to teach English

vocabulary. Thus, the research proposes an idea that can help the students to learn vocabulary by enabling to learn actively, energetically, and enthusiastically

(Suyanto, 2007). More specifically, researcher designs a board game namely the over-sized Snake-Ladder game as supporting media to teach English vocabulary

to the students ofTK Kanisius Kotabaru, Yogyakarta.

5. Game for English Language Teaching

Gerlach, Ely, and Melnick (1980) conclude that media are any person, materials, or events that create conditions, which enable the learner to acquire knowledge, skills, and attitudes (p. 241). Gerlach et al(1980) describe that media are used for grasping, processing, and reconstituting visual or verbal information (p. 241). Moreover, Brown, Lewis, and Harcleroad (1977) state that media which

Related to the theories above, the researcher uses media as supporting tools in teaching English, because they improve the teaching and learning process,

and permit teachers and students to interact as human beings (Brown et al, 1977). In this study, the researcher designs a board game as supporting media to improve

the process of English vocabulary teaching.

a. Game as Real-Thing Media

Gerlach, Ely, and Melnick (1980) note that games are a special category of media: real-things, a basic, operational model of a real-life situation that provides students with explicit participation in a variety of roles and events (p. 380).

Gerlach et al (1980) also add that games for pupils can be used to raise the awareness of the subject being studied (p. 383). Moreover, Brown et al (1977) state that those activities motivate students to participate in wholesome competition and productive learning, to practice skills, and to create decisions as well as learning the consequences of them (p.292). Brown et al emphasize that games also provide opportunities for creative play, experiences of interpersonal role-playing, and dramatizations that fulfill students’ interests and also

educational objectives (p.292). In addition, Wright, Betteridge, and Buckby (2006) write that game as an activity which is entertaining and engaging, often challenging. And also, an activity in which the learners play and usually interact

with others (p. 1).

b. The Reasons of Using Game

language learning can increase the motivation of students, help the socialization process of students, clarify confusing concepts, and integrate students of different

ability levels (p. xxii). Moreover, Wright, Betteridge, and Buckby (2006) present four reasons why using games in language learning is important and useful. Those

reasons are 1) games help and encourage many learners to carry on their interest and effort in language learning, even though language learning is hard work, 2) games that help the teacher to create contexts in which the language is useful and

meaningful provide one way of helping the learners to experience language rather than study it, 3), games provide the key features of drill plus the opportunity to

sense the working of language as living communication by making language convey information and opinion, 4) games must be regarded as central to a

language teacher’s list and not only as away of passing the time (p.2).

c. Advantages of Using Game

Gerlach et al. (1980) describe that the advantages of using games in language learning process (p. 382). Those advantages are 1) to assist the students to solve problems in which they are intimately involved, 2) to give the students satisfaction when they sense a new insight such as new ideas and concepts are

formulated, 3) to place the students in a more realistic environment than in any other form of learning (except when the actual experience occurs), 4) to create

d. Language Games for English Language Teaching

Wrightet al(2006) note that even though games help and encourage many learners to carry on their interest and effort in language teaching (p.2), English teacher needs a suitable game. Language game is the suitable game to help and

encourage the process of language teaching and learning. Lewis and Bedson (1999) note that language games as activities have a visible set of rules to guide

the children’s actions, and an element of strategy—children must successfully

apply their language and other skills (p.5). Lewis and Bedson (1999, p.5) add that language games are also task-based in which English is a tool for the children to

reach a goal that is not directly language related. Lewis and Bedson (2003) state that language games are also healthy challenge to a child’s analytical thought (p. 6). Moreover, Lewis and Bedson emphasize that the key to a successful language

game is that these rules are clear, and then, the ultimate goal is well defined. (p. 6)

e. Constructing a Language Game

Bell and Wieckert (1985) conclude that there are eleven (11) steps to

construct a game (p. xix) as follows:

1) Develop the theme

This step is the starting point. It should be where the need is the greatest. The designer should assess the curriculum to determine that need.

2) Determine the purpose

3) Determine the grade level

The designer should modify the game so that the skills and the information to

be learned match the range of abilities in the classroom.

4) Determine the number of players

This step is going to affect the format, the type of materials to be used, and the procedure. Therefore, the designer needs to take into consideration how many students meet at one time.

5) Determine the format

The design of the game will depend on the purposes, the needs, and the

abilities of the students. Therefore, there are three formats of games which are board games, card games, and role-plays.

6) Determine the method of checking

The designer should consider the method of checking to the designed game. A Media specialist can be one of the alternatives.

7) Design and gather the materials

The designer should take into consideration what materials are needed for the actual game construction. The materials should allow a specific relationship to

the established theme and/or purpose and should be attractive, functional, and consist of long-lasting materials.

8) Define the players’ role

9) Decide upon the procedure and time

The designer should be exact about how the game is to be played. The

designer should make the rules clear.

10) Trial run

The designer or the teacher should play the game to see if problems arise. A small group is the best choice for this step.

11) Evaluation

The designer should conduct an evaluation such as a post-game discussion. The designer should begin the discussion with concrete and unthreatening

questions.

Language game makes the process of teaching and learning process possible for the students of TK Kanisius Kotabaru, Yogyakarta to acquire knowledge, ability, and mind-set (Gerlachet al, 1980). Gerlach et al(1980) add that language games as the media are the ways to reach a goal (p. 241). Moreover, multiple

intelligences generally are the abilities found in children that help them to solve problems, to find the answers to specific questions, and to learn new material quickly and efficiently (Garnder, 1983).

In this research, the relationship between language game and multiple intelligences is that language game help each the students to develop their intelligences. Then again, the development of their intelligences helps them to

learn new material.

In this study, the researcher proposes the over-sized Snake-Ladder game as

students’ multiple intelligences. The development of their multiple intelligences

helps them to learn names of the fruits. Additionally, the researcher designs the

over-sized Snake-Ladder game, because it is suitable for the students’

characteristics, such as the students were interested in fun things (Suyanto, 2007).

f. Snake-Ladder Game

Lewis et al(1999) note that there are many different types of games such as card games, board games, movement games, and role-play games (p. 16).

Lewis et al (1999) define a board game as any game which mainly involves moving markers along a path (p. 17). Campbellet al(1996) add that board games

can often set fire to students’ enthusiasm of learning (p. 115). Campbell et al (1966) emphasize that board games are games with movable pieces and often

challenge a player’s foresight and imagination as well as exercise memory skill

and visual-spatial intelligence (p. 115). Lee (1986) states that the Snake-Ladder game is one game out of a range of board games (p. 166). Lee (1986b) notes that the Snake and Ladders game is played in a small group. Lee (1986) also explains

that the rules of playing the Snake and Ladders game are that each player throws a dice and moves his or her counter or button along a line, counting aloud (p. 167).

Lee adds that whenever a player’s throw brings him or her to a snake’s head, he or

she is swallowed and has to go back, whereas whenever it brings him or her to the foot of a ladder, he or she climb it up. The goal is to reach the finish line as the

first of all players, which means you have to go up as quickly as possible.

According to Faruq (2007), a snake-ladder game is one of board games

(2007) adds that the snake-ladder game can be used to introduce numbers and words to the students (p. 70). He adds that the teacher and the students can design

it together. Moreover, Faruq (2007) notes several considerations in designing the snake-ladder game which are enough and clear pictures, understandable picture

for pupils, nice and funny pictures. Moreover, it needs enough space to play it (p. 70).

The researcher uses the over-sized Snake-Ladder game as the medium in

teaching English in TK Kanisius Kotabaru, Yogyakarta. The researcher chooses the over-sized Snake-Ladder game, because board games such as snake-ladder games can often raise thepupils’ enthusiasm oflearning and challenge thepupils’

foresight and imagination as well as exercise memory skill and visual spatial intelligence (Campbell et al, 1996). This game also covers bodily-kinesthetic intelligence of pupils (Faruq, 2007). Moreover, the researcher designs the over-sized Snake-Ladder game can cover several multiple intelligences of students such as linguistic, visual-spatial, logical-mathematical, bodily-kinesthetic,

intrapersonal, and interpersonal.

B. Theoretical Framework

In this study the researcher addresses two objectives. The first objective is to design the over-sized Snake-Ladder game to introduce English vocabulary in

on those research objectives, the researcher employs several theories as basis to reach those objectives.

The first objective is to design the over-sized Snake-Ladder game to introduce English vocabulary in support of the development of multiple intelligences among kindergarten students. The researcher considers the theory proposed by Campbell et al. (1996) that board games can set fire to students’

enthusiasm of learning. Additionally, games with movable pieces often challenge

a player’s foresight and imagination as well as exercise memory skill and visual -spatial intelligence (Campbell et al, 1996). The researcher also pays attention to theory proposed by Suyanto (2007) about young learner characteristics i.e. young

learners’ love everything cheerful and colorful; especially they are interested in doing fun things (p. 16). Therefore, the researcher chooses a board game, namely

the Snake-Ladder game as medium to teach English. Next, the researcher needs to change the Snake-Ladder game into an educational game to be used as medium to teach vocabulary. The researcher uses the theory proposed by Bell and Wieckert

(1985) about how to construct games (p. xix). Those eleven steps of constructing games are integrated with the rules of playing the over-sized Snake-Ladder game

throughout the following steps:

1. Develop the theme

The researcher develops the theme of the game based on the English teacher

close to the students’ world. Therefore, the researcher takes names of fruits as the theme of the over-sized Snake-Ladder game.

2. Determine the purpose

The researcher decides the purpose of the over-sized Snake-Ladder game.

The purpose of this game is to introduce names of fruits to pupils of TK Kanisius Kotabaru, Yogyakarta. Additionally, it aims to develop Gardner`s Multiple Intelligences.

3. Determine the grade level

Since the over-sized Snake-Ladder game is created as supporting medium to

teach English, the grade level of the game is for class B of TK Kanisius Kotabaru, Yogyakarta. Additionally, the difficulty of playing this game is adjusted to the skills and the materials which are stated in the game instruction.

4. Determine the number of players

Since the over-sized Snake-Ladder game is implemented in the process of

teaching English vocabulary, all students in class B of TK Kanisius Kotabaru, Yogyakarta should be involved in playing this game. However, students should play and gather in a small group.

5. Determine the format

The researcher chooses the Snake-Ladder game as the format of supporting

6. Determine the method of checking

The researcher finds a method of checking to the outcome of the game. In this

study, the researcher asks a media specialist for check the designed game.

7. Design and gather the materials

The researcher gathers material for the game construction. The researcher considers several appropriate materials to design the over-sized Snake-Ladder game. The researcher chooses attractive material, functional material, safe

material, and long-lasting material to design the over-sized Snake-Ladder game.

8. Define the players’ role

The researcher describes the roles of the students of TK Kanisius Kotabaru, Yogyakarta as the tokens and the players of the over-sized Snake-Ladder game. The description of the players` roles is stated in the game instruction.

9. Decide upon the procedure and time

The researcher makes brief rules of playing the over-sized Snake-Ladder

game clear. The rules include the time frame to play the game.

10. Trial game

The researcher asks the English teacher of TK Kanisius Kotabaru, Yogyakarta, an English practitioner, and the English lecturer of Sanata Dharma University for validate the game first to see if there are mistakes and or problems.

The researcher additionally provides a questionnaire to validate the over-sized Snake-Ladder game.

Then the researcher conducts a trial game to the designed game. The

11. Evaluation

The researcher revises the over-sized Snake-Ladder game based on the

suggestions of the experts’ validation from the English teacher of TK Kanisius Kotabaru, Yogyakarta,an English practitioner, and the English lecturer of Sanata Dharma University. Morover, the results of the trial game also become the important considerations to revise the designed game.

The second objective is to present the design of the over-sized Snake-Ladder game.In this study, the researcher adapts some basic concepts of Snake-Ladder games such as the layout of the game and the dice as the additional tool. The rules of playing the over-sized Snake-Ladder game are similar to other Snake-Ladder games. A snake’s head isto go down, while the foot of ladder is to

35

CHAPTER III

METHODOLOGY

This chapter provides a more detailed explanation of the methodology

which was implemented in this research to find answers to the problems stated in the first chapter. The chapter consists of six parts, namely research method, research setting, research participants, instruments and data gathering technique,

data analysis technique, and research procedure.

A. Research Method

In this study, the researcher applied Research and Development (R&D) as

method to answer two questions in problem formulation, which are (1) how to design the over-sized Snake-Ladder game to introduce English vocabulary to

support the development of multiple intelligences among kindergarten students, (2) how the design of the over-sized Snake-Ladder game.

According to Borg and Gall (1983), R&D is a process used to develop and

validate educational products (p. 772). It called R&D cycle (Borg & Gall, 1983). The researcher focused on two (2) important aspects of R&D namely the

development and validation of an educational product. The product itself means both material objects, such as textbooks and instructional films, as well as immaterial objects, i.e. the method of teaching and the method to organize

because the cycle of R&D matched to the steps of designing an over-sized Snake-Ladder game as explained in the theoretical framework of Chapter 2.

Additionally, Borg and Gall (1983) state that there are ten steps in the R&D cycle (p. 775). These are research and information collecting, planning, developing preliminary form of product, preliminary field-testing, main product

[image:52.595.103.515.289.774.2]

revision, main field-testing, operational product revision, operational field-testing, final product revision, and dissemination and implementation. The following

figure is the illustration of the R&D cycle:

Figure 3.1 The Ten Steps of R & D Cycle

Nevertheless, the researcher did not apply the whole steps of the R&D cycle. In this study, the researcher only applied step one through step five,

because those steps fitted to the researcher’s steps of designing the over-sized Snake-Ladder game. Therefore, the researcher adopted the modified R&D cycle

which consisted of five main steps of the original R&D cycle. Those five main steps were conducted in this study as follows:

1. Research and Information Collecting

The researcher divided this step into the following parts:

a. Needs survey

In this part, the researcher conducted class observation and an interview with the English teacher of TK Kanisius Kotabaru, Yogyakarta.The need surveys were used to find out more about the students’ needs and interest in learning

English. Moreover, the supporting media were already used to teach and learn English such as singing songs, telling stories, and watching videos

b. Library research

The researcher found several theories which were supported the design of the over-sized Snake-Ladder game. Those theories consisted of teaching

vocabulary, designing a game, teaching and learning through Multiple Intelligences, and talking about young learners’Characteristics.

2. Planning

steps of their R&D cycle. The researcher also considered the analysis of students’

needs to construct the over-sized Snake-Ladder game.

3. Developing a Preliminary Form of the Product

In this step, the researcher was more focused on the technical of designing

the game. The researcher used her skill of using Corel Draw software to make the design of the over-sized Snake-Ladder game. Moreover, the researcher also made

the teacher’s handbook as the manual instruction of the designed game.

4. Preliminary Field Testing

In this step, the researcher adopted step 10 of Bell and Wieckert’s theory

(1985). The researcher asked the English teacher of TK Kanisius Kotabaru, Yogyakarta, an English practitioner, and the English lecturer of Sanata Dharma University to validate the over-sized Snake-Ladder game. The researcher provided

a questionnaire to facilitate this step.

5. Main Product Revision

In this step, the researcher adapted the last step of Bell and Wieckert’s

theory (1985). The researcher revised the over-sized Snake-Ladder game after considered some suggestion derived the from preliminary field-testing.

The researcher integrated the modified R&D cycle (Borg & Gall, 1983),

Yalden’s communicative syllabus (1987), and the Bell and Wieckert’s theory of

[image:55.595.101.561.157.728.2]

Figure 3.2 The ModifiedR&D Cycle, Yalden’s Communicative Syllabus (Yalden, 1987) and Bell and Wieckert’s Theory of Constructing Game(1985)

I Research and Information Collecting II Planning III

Development of a Preliminary Form of the Product

IV

Preliminary Field Test

V

Main Product Revision

I

Developing the Theme

II

Determining the Purpose

III

Determining the Grade Level

IV

Determining the Number of Players

V

Determining the Format

VI

Determining the Method of Assessment

VII

Designing and gathering the material

VIII

Defining the Players’ Role

IX

Decision regarding the Procedure and Time

X Trial Run Revision NEEDS SURVEY: conducting interview and class observation Designing model of giant Snake-Ladder game Experts’ validation Library research

Developing the planning step

B. Research Setting

This research was conducted in TK Kanisius Kotabaru, Yogyakarta from October 2012 to January 2013.

C. Research Participants

There were two groups of participants involved in this research: First, the participants were involved in needs survey. And second, the participants were

participated in the validation process.

1. The Participants of the Needs Survey

To design the over-sized Snake-Ladder game, the researcher first gathered

some information by conducting an interview with the English teacher of TK Kanisius Kotabaru, Yogyakarta and by making field notes during the class observation. The participants of the class observation in class B of TK Kanisius Kotabaru, Yogyakarta are between five to six years old. The researcher observed the process of teaching and learning. The researcher took notes of everything that

happened in the process such as setting up the process, the teaching method, the students’ characteristics, and the class management. The researcher wrote down

everything in the form of field notes. Those field notes were provided in the appendix C.

2. The Participants in theExperts’ Validation

practitioner at kindergarten international school in the validation process of the designed game. All of them have an educational background regarding young

learner education for either the bachelor or the master degree.

3. The Participant of Trial Game Evaluation

The researcher distributed a questionnaire as same as the experts’

validation. The participant is the English teacher of TK Kanisius Kotabaru, Yogyakarta.It was used to evaluate the process of trial game.

D. Instruments and Data Gathering Techniques

To gather the data, the researcher used three instruments, namely interview, field notes, and questionnaires. A deeper description of these instruments could be found in the following sections:

1. Interview

Ary et al. (2002) states that interviews are used to gather data on a

subject’s opinions, beliefs, and feelings about the situation in their own words (p.434). In this study, interviews were used to gather data from the English teacher of TK Kanisius Kotabaru, Yogyakarta. The researcher interviewed the English teacher to gather more information about the English teaching and learning process in class B. The questions of the interview covered some areas

The researcher interviewed the English teacher in Bahasa Indonesia so that it would be easier for the English teacher to answer the questions more

accurately. The researcher provided an interview guideline to keep the interview going and to focus on the topic that should be discussed. The researcher recorded

the interview in order to have all information protected. Moreover, the questions involved the5W + 1Hmethod such as the questions of What, Where, When, Who, Why, and How(see appendix B).

2. Field Notes

The second instrument of this research