DESIGNING MULTIMEDIA FOR TEACHING VOCABULARY
TO THE FIRST GRADE STUDENTS
OF DOMBYKID’S HOPE 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Bernadia Hastiwi Widyasarastri
Student Number: 041214060
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
DESIGNING MULTIMEDIA FOR TEACHING VOCABULARY
TO THE FIRST GRADE STUDENTS
OF DOMBYKID’S HOPE 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Bernadia Hastiwi Widyasarastri
Student Number: 041214060
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ii A Thesis on
DESIGNING MULTIMEDIA FOR TEACHING VOCABULARY TO THE FIRST GRADE SUDENTS OF DOMBY KID’S HOPE 2
YOGYAKARTA
By:
Bernadia Hastiwi Widyasarastri Student Number: 041214060
Approved by:
Date Dr. Retno Muljani, M.Pd. May 21, 2010
iii A Thesis on
DESIGNING MULTIMEDIA FOR TEACHING VOCABULARY TO THE FIRST GRADE SUDENTS OF DOMBY KID’S HOPE 2
YOGYAKARTA
By:
Bernadia Hastiwi Widyasarastri Student Number: 041214060
Defended before the Board of examiners on June 14, 2010
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ____________
Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________
Member : Dr. Retno Muljani, M.Pd. ____________
Member : Drs. Y.B. Gunawan, M.A. ____________
Member : C. Tutyandari, S.Pd., M.Pd. ____________
Yogyakarta, June 14, 2010
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
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
reference, as a scientific paper should.
Yogyakarta, 14 June 2010
The Writer
v
DEDICATION
Mintalah maka akan Kuberi,
Ketuklah maka pintu akan dibukakan.
A Deep dedication to: my lovely heavenly mother,
my lovely tough father, mb Enta,
dek Wowo, my Michael,
all family,
and all friends. JanjiMu Seperti Fajar Pagi Hari
Ketika kuhadapi kehidupan ini Jalan mana yang harus kupilih
Kutahu kutak mampu, Kutahu kutak sanggup Hanya Kau Tuhan tempat
jawabanku
Akupun Tahu kutak pernah sendiri Sebab Engkau Allah yang
menggendongku tanganMu membelaiku, cintaMu memuaskanku
Kau mengangkatku ke tempat yang tinggi
JanjiMu sperti fajar pagi hari Dan tiada pernah terlambat
bersinar
CintaMu sperti sungai yang mengalir
vi
ACKNOWLEDGEMENTS
I believe, I can finish my “masterpiece”, and I would like to say my
gratitude to everyone behind me in finishing this thesis.
The first is Jesus Christ for his blessing, forgiving me and always giving chance. He always reminds me to do this thesis and always gives the best to me. I
believe that I also glorify Him by writing this thesis.
I thank very much Dr. Retno Muljani, M.Pd. as my sponsor and my everything who helps me a lot during the process of writing this thesis. I thank for
guidance, patience, and support. I also would like to thank Agustinus Hardi Prasetyo, S.Pd., M.A., Gregorius Punto, S.Pd., M.Hum., Made Frida Yulia, S.Pd., M.Pd., Drs. Concilianus Laos Mbato, M.A., and all of PBI lectures and alsombakDani andMbakTari.
My sincere and deepest gratitude are addressed toibu,bapak,MbakEnta, and Dek Wowo for their irreplaceable love, patience, support, care, guidance, money, and everything. They have been waiting for me to finish my thesis for
about two years. I love them.
This is a big chance to express my gratitude to my classmates;
Hyancintha, Heni, Berta, Prima, Adi, Dede, Festy, and all PBI Students. They always helped me, gave me advice, and supported me, without them I would not
vii
I would like to thank Marc Reid and Charlie who read and checked my grammar. I am deeply grateful to My Michaelwho wants to share his holy spirit, always asks how far my thesis is, always mocks me, and always loves me.
This is my honor to thankMasEric and Felixwho helped me to make my multimedia comes true. I thankErang and Destafor their music.
I would also express my gratitude to the big family ofDomby Kids Hope 2 Yogyakarta for allowing me to conduct this research and helping me. I thank
Mas Yusak,Mbak Indri, and all of mentors and tutors, and especially for the students there. They are my inspiration.
My gratitude also goes to my best friends; Nita, Mbak Tina, Empi, and Liafor their support, their advice, and their time when I need someone to talk.
Finally, I would like to show my gratitude to all those who have helped me
and supported me and could not be mentioned by names. Thank you so much,
without them this thesis might not have been finished.
Bernadia Hastiwi Widya Sarastri
viii
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma
Nama : Bernadia Hastiwi Widya Sarastri Nomor Mahasiswa : 041214060
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING MULTIMEDIA FOR TEACHING VOCABULARY TO THE FIRST GRADE STUDENTS OF DOMBY KID’S HOPE 2
YOGYAKARTA
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 saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 Juni 2010
Yang menyatakan
ix
TABLE OF CONTENTS
Page
TITLE PAGE……… i
APPROVAL PAGES……… ii
STATEMENT OF WORK’S ORIGINALITY……….. iv
DEDICATION PAGE………. v
ACKNOWLEDGEMENTS……… vi
LEMBAR PERNYATAAN………. viii
TABLE OF CONTENTS……… ix
LIST OF TABLES... xiii
LIST OF FIGURES……….. xiv
ABSTRACT... xv
ABSTRAK... xvi
CHAPTER I: INTRODUCTION A. Research Background……….. 1
B. Problem Formulation………... 4
C. Problem Limitation………. 4
D. Objectives of The Study………. 5
E. Benefits of The Study………. 5
F. Definition of Terms………. 6
CHAPTER II: LITERATURE REVIEW A. Theoretical Description……… 8
1. Instructional Designs……….. 8
x
b. CALL Design……… 11
2. Instructional method for designing the multimedia……… 15
3. Computer in Learning………. 17
4. Macromedia Flash 8……… 18
a. Artwork………. 18
b. Symbol and instance………. 18
c. Component……… 19
d. Asset……….. 19
e. Animation……….. 19
f. Movie and scene……… 20
g. Movie clip……….. 20
h. Document……… 20
5. Teaching English in the Elementary School………... 23
a. Children’s ability to grasp meaning………. 21
b. Children’s creative use of limited language resources… 22 c. Children’s capacity for indirect learning……… 23
d. Children’s instinct for play and fun……… 24
e. The role of imagination……….. 24
f. The instinct for interaction and talk………... 25
6. The nature of vocabulary learning…….……….. 25
a. Learning from meaning-focused input……….. 26
b. Deliberate learning……… 27
c. Learning from meaning-focused output……… 27
d. Fluency development……… 27
7. Holistic Learning……… 29
8. Description of the general curriculum and the goal of the English teaching-learning activities at Domby Kid’s Hope 2…… 30
B. Theoretical Framework 1. Analyzing learner characteristic……… 31
2. Formulating goals, topics, and general purposes………….. 31
xi
4. Developing multimedia……… 31
5. Conducting evaluation and revision………. 32
CHAPTER III: METHODOLOGY A. Research Method………. . 35
1. Research and information collecting……… 36
2. Planning……… 36
3. Developing a preliminary form of product……….. 37
4. Preliminary field testing……… 37
5. Main product revision……….. 38
B. Research Participants………... . 39
C. Research Setting……… 40
D. Research Instruments……… 40
1. Interview……….. 40
2. Observation……….. 41
3. Questionnaire……… 41
E. Data Collection………. 41
F. Data Analysis Techniques………. 44
G. Research Procedures………. 46
1. Finding theories……… 46
2. Interviewing the tutors and observation……… 46
3. Designing the multimedia……… 46
4. Evaluating Multimedia……… 46
5. Designing the final multimedia……… 46
CHAPTER IV: ANALYSIS RESULT A. The steps of designing the multimedia for teaching vocabulary to the first grade students of Domby Kid’s Hope2 Yogyakarta... 47
1. Analyzing learners’ characteristics……….. 47
2. Formulating goals, topics, and general purposes…………. 51
3. Formulating learning objectives………. . 52
xii
a. Activity types……… 53
b. Presentation scheme………. 56
c. Multimedia production………. 57
5. Conducting evaluation and revision………. 59
a. Evaluation... 59
1) Expert validation... 60
2) Material try out... 63
b. Revisions... 64
B. The presentation of the design set of instructional media... 65
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions……… 67
B. Suggestions………. 68
REFERENCES... 69
xiii
LIST OF TABLES
Table Page
Table 3.1: Product Specification……….. 38
Table 3.2: The overall process of data collection………. 43
Table 3.3: The research result calculation form……….. 44
Table 4.1: The result of the interview………. 48
Table 4.2: Class observation note……….. 50
Table 4.3: Topics and titles of the designed multimedia……... 51
Table 4.4: List of general purposes……… 52
Table 4.5: List of learning objectives………. 52
Table 4.6: Data Calculation of the participants’ opinion toward the designed multimedia………... 61
Table 4.7: The result of the interview in the materials try out……. 63
xiv
LIST OF FIGURES
Figure Page
Figure 2.1: Kemp’s Instructional Design Model……… 11
Figure 2.2: CALL Methodology Framework……… 12
Figure 2.3: Development Module………. 15
Figure 2.4: The writer’s Synchronization Instructional Design……. 34
Figure 3.1: Research Development Study combined with Kemp and CALL steps instructional design……… 39
Figure 4.1: Unit 1: Greeting ……….. 54
Figure 4.2: Drilling in unit 1 ………. 55
Figure 4.3: Game in Unit 1 ……… 56
Figure 4.4: Domby Picture ……… 57
Figure 4.5: Jane Picture ………. 57
Figure 4.6: Ben Picture ………. 57
xv ABSTRACT
Widyasarastri, Bernadia Hastiwi. 2010. Designing Multimedia for Teaching Vocabulary to the First Grade Students of Domby Kid’s Hope 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The most of children at Domby Kid’s Hope 2 Yogyakarta are unmotivated in learning, hopeless, pessimistic, and poor. The tutors need special strategy to teach them, especially teach English. However, the students have to learn English because Domby Kid’s Hope 2 Yogyakarta wants to prepare them to guide their own life in globalization era. Nowdays, the technology influences English learning. computer can be used as a medium in teaching. Considering that, this study aimed at developing multimedia for teaching vocabulary for the first grade of Domby Kid’s Hope 2 Yogyakarta.
There were two questions formulated in the problem formulation i. e. (1) how is multimedia for teaching vocabulary for the first grade of Domby Kid’s Hope 2 Yogyakarta designed? (2) what does the designed multimedia look like?. To answer the first question, the writer employed the adaptation of Kemp and CALL instructional design which related with Reasearch and Development (R&D) steps. There were five instructional design steps employed in this study, namely, (1) analyzing learner characteristics, (2) formulating goals, topics, and general purposes, (3) formulating learning objectives, (4) developing instructional multimedia, and (5) conducting evaluation and revision.
In this study, the data obatined through the research and information collecting step served as the basis to develop the multimedia. After designing the multimedia, the writer conducted expert validation to gain evaluation on the designed multimedia from two tutors of Domby Kid’s Hope 2 Yogyakarta and two English lecturers of Sanata Dharma University. Besides, the designed multimedia were tried out to the students of the first grade of Domby Kid’s Hope 2 Yogyakarta and were evaluated by the students. The data from the expert validation and materials try out were analyzed using qualitative data analysis. The evaluation was then employed as the basis for revisions. The revisions included the pronunciation, pictures, text, game, song, and the instructions of the designed multimedia.
xvi ABSTRAK
Widyasarastri, Bernadia Hastiwi. 2010. Designing Multimedia for Teaching Vocabulary to the First Grade Students of Domby Kid’s Hope 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Anak-anak Domby Kid’s Hope 2 Yogyakarta adalah anak-anak yang kurang motivasi dalam belajar, tidak berpengharapan, mudah putus asa, dan miskin. Para pengajar Domby Kid’s Hope 2 membutuhkan strategi khusus untuk mengajar anak-anak Domby Kid’s Hope 2 Yogyakarta, khususnya dalam mengajar Bahasa Inggris. Bagaimanapun juga, siswa-siswi harus belajar Bahasa Inggris karena Domby Kid’s Hope 2 Yogyakarta ingin mempersiapkan mereka untuk menghadapi globalisasi. Dan sekarang ini, teknologi mempengaruhi pembelajaran Bahasa Inggris. Komputer dapat digunakan sebagai media pengajaran. Mempertimbangkan hal itu, penelitian ini bertujuan untuk mengembangkan multimedia untuk pengajaran vocabulary pada kelas satu Domby Kid’s Hope 2 Yogyakarta.
Dalam penelitian ini, ada dua pertanyaan dalam perumusan masalah yaitu (1) bagaimanakah multimedia untuk penganjaran vocabulary pada kelas satu dari Domby Kid’s Hope 2 Yogyakarta dirancang? (2) bagaimanakah penyajian multimedia yang telah disusun tersebut? Untuk menjawab pertanyaan pertama, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp and CALL yang sama dengan langkah-langkah Reasearch and Development (R&D). Terdapat lima langkah perancangan instruksional dalam penelitian ini, yakni (1) pengidentifikasian karakter siswa, (2) perumusan tujuan besar, topik, dan tujuan umum, (3) perumusan tujuan pembelajaran, (4) pengembangan multimedia, dan (5) pengadaan evaluasi dan revisi multimedia.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan pengumpulan informasi digunakan sebagai dasar pengembangan multimedia. Setelah selesai merancang multimedia, penulis mengadakan expert validation untuk mendapatkan evaluasi multimedia dari dua tutor Domby Kid’s Hope 2 Yogyakarta dan dua dosen Bahasa Inggris Universitas Sanata Dharma. Selain itu, multimedia yang telah selesai dirancang diujikan pada siswa kelas 1 Domby Kid’s Hope 2 Yogyakarta dan dievaluasi oleh mereka sendiri. Data yang telah diperoleh dari expert validation dan pengujian multimedia kemudian dianalisis menggunakan kualitatif data. Evaluasi kemudian digunakan sebagai acuan untuk perevision multimedia. Perevisian meliputi pelafalan, gambar, teks, permainan, lagu, dan petunjuk dari multimedia.
1
CHAPTER I
INTRODUCTION
This chapter is divided into seven parts. They are the background of the
study, problem identification, problem limitation, problem formulation, objectives
of the study, benefit of the study, and definition of terms.
A.
Research Background
Nowadays, English is very important. English is a global language.
According to Crystal (2000), “global language” is a means of communication that
is recognized in every country. According to him, there are the closest links
between language dominance and economic, technological, and cultural power.
Technology, primarily in the form of movies and records, fuelling new mass
entertainment industries which expand by using English. The use of English offers
an international intellectual and research environment in which scholarship and
further education are pursued, thus, it is through transfers of knowledge in English
that scientific and technological progress is enabled (Crystal, 2000). The scientific
and technological dominance of English speaking nations means that international
students must learn English if they wish to benefit from this knowledge.
In Indonesia, governmental and nongovernmental organisations are
concerned by the needs for English in global life. The government has formulated
a policy that English should be taught as a compulsory lesson starting from when
learn. In Yogyakarta, there are many Non Governmental Organisations (NGO)
working in social and education field. Many NGOs offers free education. One of
these NGOs is Domby Kid’s Hope. It serves children who are poor. Domby Kid’s
Hope 2 Yogyakarta is an informal school for children who are living on poverty
line nearbyKali Code. This informal school has about 201 students who are 3-19 years old. Domby Kid’s Hope is similar to formal school and it teaches some
subjects. The environment where Domby Kid’s Hope 2 children live does not
support them in learning. They are unmotivated, hopeless, and pessimistic
(Paduan Pembina DOMBY KID’S HOPE 2, 2008).
English is the one of subjects which Domby Kid’s Hope 2 teaches to the
children. The following are two reasons why English is taught starting from the
first grade. Firstly, the children are prepared to guide their own life in
globalization era. The second reason is the children are good language learners.
According to Halliwell (1992), children have a well-established set of instincts,
skills, and characteristics which will help them to learn another language. At this
age, children are capable of learning many new words.
However, the practice of teaching Domby’s children is different from
teaching other children generally. The tutors at Domby Kid’s Hope discover many
difficulties to motivate them for learning. Because of the children’s special
characteristics that are unmotivated, hopeless, and pessimistic, the tutors should
have special strategies so they want to learn and with reference to this study,
Moreover, the students’ mind set is English difficult to learn because it is foreign
language. as a result, they are affraid of learning English.
On the other hand, the development of technology influences English
learning to be a modern language learning process. Recently, the teacher has used
a computer as medium for teaching. Computer software can offer language
learning in effective ways by using videos, sounds, or many pictures. These can
help students to learn the language (Philips, 1992). These developments have
influenced some researchers to develop software that utilizes computers in the
language learning. The most famous example is CALL or Computer-Assisted
Language Learning. In Hubbard’s research (1992), many teachers have big
questions about how personal computers can assist Language learning.
Some researchers develop multimedia to assist language learning.
Multimedia is the form of software that combinates some media, they are pictures,
flash cards, videos, and sounds. The effect of teaching by using multimedia is
very great. The students can have meaningful experiences in learning because the
students can see, hear, and practice through media(Heinich er al., 1993:5).
Therefore, there is an oppurtunity to integrate multimedia tools into the
teaching activities at Domby Kid’s Hope 2 in order to create a more fullfilling of
richer learning experience. The coordinator interviewed said the aim of teaching
English in Domby Kid’s Hope 2 is to make the students like learning English. He
thinks that multimedia will be a good solution of students’ fearness of English.
In conclusion, remembering the needs of English in global life, in school,
technology in learning, the writer has tried to design a set of multimedia for
teaching vocabulary by using software for the first grade students of Domby Kid’s
Hope 2. Since the design involves animation, pictures, and sounds that can give
meaningful experience in learning English, it is hoped that the students who have
special characteristics can enjoy learning English.
B.
Problem Formulation
From the background, the researcher can formulate the problem
formulation, they are:
1.
How is a set of multimedia for teaching vocabulary to the first gradestudents of Domby Kid’s Hope 2 designed?
2.
What does the designed set of multimedia for teaching vocabulary to thefirst grade of Domby Kid’s Hope 2 look like?
C.
Problem Limitation
This research tries to design a set of multimedia for teaching vocabulary
English in Domby Kid’s Hope 2 by using software. The set of multimedia can
help students and the tutors to make the teaching learning activities interesting and
effective. By using characters of animation, picture, and sound, this design offers
meaningful learning experience for children.
Since the multimedia is designed to be used by the first grade student of
Domby Kid’s Hope 2, therefore the materials provide an introduction to the
vocabulary (Slaterry and Willis, 2001). However, the basic vocabulary will
provide an important foundation for future learning, including advanced
vocabulary.
D.
Objectives of the Study
The objectives of this study are as follows:
1. To describe the steps in designing multimedia for teaching vocabulary to the
first grade students of DOMBY KID’S HOPE 2.
2. To present the designed multimedia for teaching vocabulary to the first
grade students of DOMBY KID’S HOPE 2.
E.
Benefit of the Study
The benefits of this research are:
1. For the first grade of DOMBY KID’S HOPE 2
The multimedia designed by using software provides fun in learning
teaching activities so it can help the first grade of DOMBY KID’S HOPE 2
students enjoy learning English and contribute to improving their lives. Hopefully,
they can master the language.
2. For English tutors of DOMBY KID’S HOPE 2
This study can be a suggestion of how to teach English towards the goal of
helping the students have better understanding. The teachers can use multimedia
3. For DOMBY KID’S HOPE 2 children
By using the multimedia, children can learn with fun and they can then
feel more confident in learning English in their formal school.
4. For other Social Organisations
This study can provide information to other social organizations providing
suggestions in teaching children with special characteristics. By using interesting
media it helps make the student’s learning more enjoyable.
5. For the researcher
This study can be used as one of the references in the design of
multimedia. So it can be inspiration to other researchers who may build on the
conclusions with their own investigations.
F.
Definition of Terms
This study presents six importance terms which are used in this research.
They are:
1. Vocabulary
Vocabulary is a number of words that is found in daily life. The
vocabulary is the foundation of learning English to the higher level.
2. Multimedia
Media are means for helping teaching learning activities. According to
Hamalik (1994) media are means of teaching which can be touched, seen,
listened, or/and watched and these are used as communication means between the
which have different variations (sounds, pictures, and animation) especially with
computers, one example is Encarta. In this study, the multimedia combines sounds, pictures, and animation. The second example is Barney. This uses a funny dynosour named Barnney as the main character. Barrney guides the students in learning English by using songs to attract the students. In this study,
the writer uses a lamb, named Domby, to guide the students in learning.
3. DOMBY KID’S HOPE 2 Yogyakarta
DOMBY KID’S HOPE 2 Yogyakarta is an informal school managed by
Yayasan Pelita Bangsa. It is located at Terban nearby Kali Code. This organisation serves marginalized people. It concentrates activities on children’s
education start from 3 to 19 years old. The goal of this organisation is to reduce
the numbers of people living in poverty.
4. First grade students of DOMBY KID’S HOPE 2 Yogyakarta
The first grade students of DOMBY KID’S HOPE 2 Yogyakarta are
35
CHAPTER III
METHODOLOGY
This chapter discusses the research method, research participants, research
setting, research instruments, data gathering, instruments, data analysis
techniques, and research procedures.
A. Research Method
The method of study used research and development study (R&D Study).
According to Brog and Gall (1985:772), educational research and development
(R&D) is “a process used to develop and validate educational products”. The
term “products” in Brog and Gall’s definition referred to instructional materials.
In this study, the product is multimedia for teaching vocabulary. The writer
applied R&D methodology since this research type matched the steps in
designing multimedia as described in the theoretical framework in chapter two.
The R & D cycle consists of ten steps (Brog and Gall, 1985: 772) those
steps are research and information collecting, planning, developing preliminary
form of product, preliminary field testing, main product revision, main field
testing, operational product revision, operational field testing, final product
revision, and dissemination and implementation. However, this research did not
use all of the steps described by Brog and Gall (1985:775). Nonetheless, this
study only applied step one until step five because the steps fit into the writer’s
which consisted of five steps. The five steps of the modified R & D study
employed in this study are;
1. Research and Information Collecting
There were two parts in the research and information collecting step. They
were review of literature and learners’ need analysis. Each was described further
as follows.
a. Review of literature provided some references and information as the basis of
the study. From the literature review the writer used theories to support the
design of multimedia for teaching vocabulary, namely, the theories of
instructional designs, vocabulary, the nature of computer assisted learning,
teaching English for Elementary School, and multimedia design.
b. Learners’ need analysis was done by conducting observation and
interviewing the tutors in Domby Kid’s Hope 2. The needs analysis focused
on measuring the students’ interest, motivation, and needs in learning
English.
2. Planning
The planning step was when the writer set goals and general purposes,
decided topics that were suitable for the students’ needs and interests, and
formulated objectives that the students were expected to achieve. This step was
similar to step 2 and step 3 in designing materials synchronized from Kemp and
3. Developing a Preliminary Form of Product
In this step, the writer prepared the media, handbooks, pictures, and songs
to make attractive multimedia by using Flash 8 software. The selection of
materials and activities was based on the analysis of the data obtained from the
research and information collecting with the stated objectives as guides and also
goals to achieve. Since the design needed to be evaluated, the instrument of the
evaluation was also developed. This step was similar to step 4 which was adapted
from the CALL Design.
4. Preliminary Field Testing
This step contains expert validation and materials validation. The term
expert validation means that the writer needed to gain feedback, comments, and
suggestions from some respondents who were considered as expert on designing
materials. The respondents were tutors of Domby Kid’s Hope 2 Yogyakarta and
English lectures of Sanata Dharma University. They were chosen because they
had experiences in designing and teaching learning process.
Another term was materials validation. In this study, the materials
changed, it became multimedia. The writer tried out the media designed to the
first grade of Domby Kid’s hope 2 Yogyakarta. After that, the writer distributed
questionnaire to the tutors and the lectures.
As a result, there were two methods used in this step. They were trying out
the designed media and expert validation. This step was combined with
evaluating the designed media as in step 5 in designing materials adapted from
5. Main Product Revision
In this step, the writer revised the multimedia based on the result of the
evaluation obtained in the fourth step. That is the main product revision. This
step was similar to step 5 in designing materials adapted from Kemp’s and CALL
Design. The specification of product in this study is explained as follows.
3.1 Table Product Specification
Aspects Specification
Name Multimedia for teaching vocabulary for the first
grade students of Domby Kid’s Hope 2 Yogyakarta
Purpose To enable the students to be able to understands and
use the vocabulary about daily life.
Target The first grader of Domby Kid’s Hope 2
Yogyakarta
Language skill Listening
Sources Text book and CD Room,
Time allocation 3 meetings x (2x30’)
Type of product Software (CD Room)
The use of materials As media used in class with teacher’s guide
Activities Singing songs about the materials, watching the
simultion of the use of vocabulary, and playing
games.
Strategies Class discussion
Evaluation tools Quiz
The writer illustrated the comparison between the R&D cycle and the
writer’s Synchronization result of Kemp and CALL design. The comparison is
Figure 3.1 Research Development Study Related to Kemp and CALL Steps of Instructional Design
B.
Research Participants
The respondents were the First grade students (12 students), two tutors of
English in Domby Kid’s Hope 2 Yogyakarta and two lectures of English
Education Study Program of Sanata Dharma University. The tutors were
interviewed to find information about materials suitable for the students, to get
learners’ characteristics, and information about the situation and facilities in
Domby Kid’s Hope 2 Yogyakarta. The interview and classroom observation were
In the preliminary field testing step, the lectures of Sanata Dharma
Unversity and the tutors were asked to fill in the questionnaires to get their
feedbacks and suggestions the media designed. It was very useful to get the final
revision of the media so that the media were appropriate for the First grade
students.
C.
Research Setting
This research was done in Domby Kid’s Hope 2 Yogyakarta. This study
was conducted on May 2009-May 2010.
D.
Research Instruments
In this Study, the writer uses observation, interview, and questionnaires
session for the instrument.
1. Interview
There are two types of interview that Ary (1979:175) has identified,
namely; structured and unstructured interviews. In structured interview it is
accepted that all the questions have been prepared and printed in formal situation.
The difference with the unstructured interview it is more informal and more
similar to common conversation. The interviews are to get the deeper information
about the learners’ characteristics and the situation condition in Domby Kid’s
Hope 2 Yogyakarta, and when the writer needs more information about anything
that can support the software design. The researcher interviews two English
2. Observation
Observation was to find data that is needed for the researcher. In order to
understand the English teaching-learning activities carried out at Domby Kid’s
Hope 2, the researcher conducted two observations. The researcher observed the
learners’ responses during the English teaching-learning activities to understand
their real behaviors and activities in class. The observations were done in class,
outside of class, the facility, and English teaching-learning activity in Domby
Kid’s Hope 2 Yogyakarta.
3. Questionnaire
Questionnaire is a list of questions asking about people’s opinion (Elliot,
1991:82). The questionnaires were distributed to the tutors and lectures of English
Education Study Program of Sanata Dharma University. There are two types of
questionnaires (Ary et al, 2002), one is structured or closed form and the other one
is unstructured or open form. The questionnaires used both closed-ended
questions and open-ended questions. It was used to get their suggestions on the
materials. The suggestions were important to make final revisions of the design so
that the software would be most beneficial to First grade students of Domby Kid’s
Hope 2 Yogyakarta.
E. Data Collection
In the research and information collecting step, the researcher gathered the
data from two sources. The first was some books and internet sources relevant to
1. Models of Instructional Material Design
2. Books and articles concerning the theory of CALL
3. Books and articles concerning the theory of teaching and learning
vocabulary
4. Books and article concerning the theory of teaching children
5. Books and articles concerning the theory of multimedia
The second was the data from interviews and observations, included for
designing the Multimedia. The observation was conducted after the writer
interviewed the tutors. The observation data was to find out characteristic of the
students, the tutor, and the facilitation in Domby Kid’s Hope 2 Yogyakarta that
could enhance teaching learning activities. After the data from the research and
information collecting were gathered, the writer analyzed them, and then designed
the media.
In the preliminary field testing step, the data were gathered by distributing
questionnaires to lectures of Sanata Dharma University and the tutors of Domby
Kid’s Hope 2 Yogyakarta. The questionnaires used both opened and closed
questions.
In addition, the data from the preliminary field testing was analyzed to
improve and finally present the final version of the media. The whole process of
Table 3.2 The Overall Process of Data Collection
Step Instrument Respondents Data gathered Research
Problem Time Research and informatio n collecting Review of literature -Theories of instructional design, instructional media, CALL design, teaching children, and the nature of
vocabulary.
1 January – April 2009
Interview Tutors of Domby Kid’s Hope 2
Yogyakarta Students’ characteristic, material sources used, students’ difficulties, students’ interest and problem in teaching English.
1 May 2009
Observation
The first grade students of Domby Kid’s Hope 2 Yogyakarta Students’ characteristic, material sources used, students’ difficulties, students’ interest, problem in teaching English, and facilities in Domby
1 May 2009
Preliminar y Field Testing
Questionnair es
The tutors of Domby Kid’s
Hope 2 Yogyakarta
And The lectures of Sanata Dharma
University
Evaluation on the
F.
Data Analysis
First, the researcher was doing observation of the learners’ characteristic,
the facilitation, and the students’ needs by using check list.
Second, questions in interview session were to get the data that would be
useful in making the appropriate instructional media for them. The data from
these interviews were analyzed. Then, all the data from observations and
interviews was gathered together to inform the design of the material in addition
to information taken from some books and internet sources.
Fourth, the measurement of the lectures’ opinions uses to make final
revision. The assessments of the lectures’ opinion on the design used five points
of agreements:
1= if they strongly disagree with the statement
2=if they disagree with the statement
3=if they neither agree nor disagree, or they do not know or doubt.
4= if they agree with the statement
5= if they strongly agree with the statement
The descriptive statistics uses the central tendency (mean, median, and
mode) of the respondents’ opinion on the multimedia design. They are presented
in the following table.
Table 3.3 The Research Result Calculation Form
No Respondent’s opinion on
There are three ways to obtain a measure of central tendency. They are:
a. The mean, it is symbolized as M, is the arithmetic average of all
the scores.
The formula to get Mean is:
= Mean
The sum of the scores Raw score
Number of respondents
b. The median is symbolized as Mdn. The median is the exact
midpoint of any distribution, or the point that separates the upper
half from the lower half.
c. The Mode is symbolized as Mo. The mode is the most frequently
occurring, score in the distribution.
The assessment of central tendency of every statement was categorized as
in the following page:
1-2 : BAD. It means that the writer had to change the nature of the
designed multimedia.
3 : FAIR. It means that the writer had to revise or improve the
designed multimedia.
4-5 : GOOD. The writer would keep the nature of the designed
G.
Research Procedure
The research is separated into two stages first is pre-design, the second is
post-design, conducted as follows:
1. Finding theories
The writer read some books to find theories to support this research and
browse the Internet to find some information.
2. Interviewing the tutors and doing observation.
In this phase, the writer interviewed the two English tutors and observed
the teaching-learning class of Domby Kid’s Hope 2 Yogyakarta. The
results are used to propose the instructional materials for them.
3. Designing the multimedia
By using the results and based on the literary review, the writer designed
the materials.
4. Evaluating the designed multimedia
Once the multimedia was done, and then the writer distributed 4
questionnaires for 2 lectures of English Education Study Program of
Sanata Dharma University and to 2 tutors to get opinions and suggestions
about the designed multimedia. Then, the multimedia was tried out to the
first graders of Domby Kid’s Hope 2 Yogyakarta. To get feed back or the
multimedia try out, the writer interviewed all the students.
5. Designing the final multimedia
After the writer received the questionnaire of lectures’ and tutors’ opinions
47
CHAPTER IV
ANALYSIS RESULTS
This chapter presents the results of the research to answer the questions
stated in the Problem Formulation in Chapter I. The questions are how is
multimedia for teaching English to first grade students of Domby Kid’s Hope 2 designed? And what does the designed set of multimedia for teaching vocabulary
to the first grade students of DOMBY KID’S HOPE 2 look like? To analyze them,
this chapter is divided into four topics. Those are the results of the multimedia,
results of the survey research, discussion, and the presentation of the multimedia.
A. The steps of designing the multimedia for teaching vocabulary to the first grade students of Domby Kid’s Hope2 Yogyakarta
The writer conducted five steps of designing multimedia adapted from
Kemp’s (1977) and CALL design by Hubbard (Penningthon, 1996). These steps
were analyzing learners’ characteristics, formulating goals, topics, and general
purpose, formulating objectives, developing multimedia, conducting evaluation
and revision. The deeper findings of each step are explained below.
1. Analyzing learners’ characteristics
The purpose of this step is to decide what is to be learned. In order to
know what to be learned, the writer conducted interview and observation. Firstly,
Hope 2 Yogyakarta by employing an unstructured interview. The interview was
conducted on June 3rd, 2009. The results of the interview are presented as
follows.
Table 4.1: The Result of the Interview
No Statement Results
1. Students’ characteristics The students regard English as a new thing for them. They think English is difficult for them. They are unmotivated to learn English.
2. Experience in teaching There are meetings once a week. Each meeting takes 2 hours.
The tutors hand out the materials without any curriculum.
The tutors teach the students monotonously. The tutors only distrubute the materials and let the students answering some quetions. The general tutors teach without any
preparation. They do not make a lesson plan.
The teaching learning activity is held in a very small classroom without chairs. The students always feel bored when
they study English.
3. Method The English tutors teach the student without any method.
4. References The tutors compile their materials from text books for the first grader.
5. Difficulties the students found in English classes
The students are unsecured in learning English because they think English is something new and a difficult thing. They are unmotivated to learn English.
7. Material Domby does not have recent material 8. Suggestion for teaching
multimedia
The multimedia can help to create an informal situation so the students do not realize if they are actually studying English.
The teaching learning activities are not monotone. They can play a game or sing a song
From the interview, there were some points to note as a consideration to
design the material:
1) The topics and material should be appropriate for the first graders of
Domby Kid’s Hope 2 Yogyakarta.
2) The teaching learning activities should be not monotone in order to
motivate the students in learning English.
3) The multimedia should encourage the students to enjoy and like learning
English.
4) The multimedia provides such fun activities.
As the next step, the writer observed the class activities and the facilities
that Domby Kid’s Hope 2 has. The first observation was done on June 10th, 2009
and the second one on June 11th, 2009. The following page presented of the data
Table 4.2: Class Observation Note Day/date :Thursday/ June 10th, 2009
Tutor : Ms. B
Learners : 6-8 class students (first grade) Location : Domby classroom
Time : 12.00p.m-02.00p.m
Description
The tutor greeted the students in English and the students responded it.
The tutor asked for a volunteer student to lead the prayer but none wanted to lead it. Then the tutor asked one student to lead the prayer in English with the tutor’s help.
The tutor reviewed the previous materials.
The tutor started to give a task to the students by writing some questions on the whiteboard.
The tutor gave some time for the students to do the task. The tutor asked the students to submit the task.
Break
The tutor discussed the answers of the task. The tutor made a quiz to review the material Closing
The second observation was to investigate the facilities that Domby has.
The writer found out:
1) Domby has six computers that are used for learning activities.
2) Domby has internet connection that is used for learning activities.
3) Domby has one television set, one DVD player, and one VCD
player that are used for learning activities. Because of ill-prepared
teaching, the tutor does not have time to prepare the media.
4) Domby has many English books and English songs on VCD.
2. Formulating goals, topics, and general purposes
Based on the gathered information from the observation and interviews,
the writer subsequently formulated the goals. The goals of the design show what
the students will be able to do after finishing doing all of the instructions. The
goals of the designed multimedia are as follows:
1) Motivating the students in learning English.
2) Give the students the ability to understand simple and basic
English.
3) Give the students the ability to identify the names of certain objects
around them in English.
4) Give the students the ability to mention the names of certain
objects around them in English.
After formulating the goals, the writer established the topics to be presented in the
designed multimedia. The topics were formulated based on the goals of the
developed multimedia. In formulating the topics, the writer considered two points.
First, the writer reviewed some text books for English for first graders, whether
these topics were appropriate or not to be given to the first grade students of
Domby Kid’s Hope 2. Second, the writer chose to the topics that were interesting
for the students by considering the results of the research and information
collecting. As a result, there were three topics selected in this study. The writer
also put a title on each unit. The topics were as follows:
Table 4.3: Topics and Titles of the Designed Multimedia
No Topics Title
1. Introducing people and greeting Greeting
2. Parts of body My Body
After the goals and topics were formulated, the next step was formulating the
general purposes of materials in designed multimedia. The general purposes are
what the learner is expected to be able to do after finishing the multimedia. The
general purposes were formulated as follows:
Table 4.4: List of General Purposes
Unit Title General purpose
1 Greeting
At the end of a lesson, the students are able to respond to conversation related to the expressions of introducing and greeting people accurately and fluently.
2 My body
At the end of a lesson, the students are able to have general understanding of parts of the body.
3 My senses
At the end of a lesson, the students are able to respond to conversation related to the expressions of people’s senses accurately and fluently.
3. Formulating learning objectives
The writer was formulating learning objectives in this step. The learning
objectives indicated particular skills to acquire and types of behaviour in order to
meet the stated goals. Additionally, the writer formulated the learning objectives
based on the topics of the units. The learning objectives were presented as
follows:
Table 4.5: List of Learning Objectives
Unit Title Learning Objective
1 Greeting
Students are able to:
Identify the expressions for greeting people
Identify the expressions for introducing people
Respond expressions of introducing people
2 My body
Students are able to:
Identify parts of the body Mention parts of the body
3 My senses
Students are able to:
Identify the expressions for people’s senses
Respond the expressions of people’s senses
4. Developing multimedia
After goals and objectives had been formulated, the next step was
developing the multimedia. In CALL steps that the writer adopted, there were four
steps that were presented as follows:
a. Activity types
Activities types are the general form of the exercises. The multimedia
consisted of three units, and each unit consisted of four activity types, they were
simulation, drilling, sing a song, and games. First was simulation, the characters
simulated the material by giving the correct form of the expressions. In unit 1,
Domby greeted the students with the correct expressions and they had to respond.
In Unit 2, Dom
saying “these are my
act and say what the
cream!”
Second was dr
done by the teacher
multimedia was easy
played. The first thing
repeat the word or phr
presented in the next pa
Figure 4.1 Unit 1: Greeting
Domby and friends showed the students parts of
my knees”. In Unit 3, the simulation was Dom
they were doing. For example says Domby:
s drilling the vocabulary. The control of the m
her, so the teacher can repeat the vocabula
sy to operate, by just clicking the words the sound
hing that the students had to do was to listen
phrase, and finally saying the word. The drill
xt page
ts of their body by
omby and friends’
y: “I taste an ice
he multimedia was
bulary freely. This
he sound would be
n to Domby, then
Third was sing
this multimedia. Each
song. They were “hell
in unit 2, “have you
sunshine”. The last w
the students had to gu
multimedia will pay a
‘try again’. In unit 3,
that they can taste, sm
page is an example of
Figure 4.1: Drilling in Unit 1
singing a song. There were four songs that we
ach unit had one song and the closing for all
ello how are you” in unit 1, “head, shoulders, kne
ou ever smelled?” in unit 3, and for closing “
st was game. In unit 1 and 2, there were some pic
guess the vocabulary or expression. If the answ
y a compliment; ‘excellent!’. But if it was wr
3, the students were asked to choose the items
, smell, hear, touch, or see. The following pic
of the game.
were presented in
all units used one
s, knees, and toes”
ng “sing a song of
pictures for which
nswer was true, the
wrong, it will say
ms on the pictures
b. Presentation schem
The presentati
including the modaliti
control option, the for
input. Nevertheless,
teacher, the students onl
For the screen
sound, music, and pic
can move. ‘Frame by
different frame and
moving. However, the
background of the ani
Figure 4.2: Game in Unit 1
heme
ntation scheme determines how the language wi
lities (text, audio, graphics, and video), screen
form of input judging, and the feed back in
ss, all the control of this program was in the
s only watch and do what the program asks for.
een layout of this multimedia the writer used
pictures. By using ‘frame by frame animation’
by frame animation’ means every animated pic
nd every frame is played together so the anim
the writer still used the ‘tween animation’ method
animation. Here, the writer only put the animate
will be presented,
en layout, help and
in response to the
the hands of the
or.
used animation with
on’, the animation
picture is made in
nimation was like
ethod to make the
first and the last fram
Domby, Jane, and Ben
Figure 4.3 Dom
Figure 4.5 Ben
c. Multimedia Produc
The main soft
However, the writer
design the multimedi
specifications used:
1. Intel Dual Cor 2. 120G SATA 3. 12.1” WXGA
ame. There were three characters in this multi
en. The pictures of them are presented as follow
omby picture Figure4.4 Jane pictur
en Picture
oduction
software to create this multimedia was Macrom
ter needed additional hardware and supporti
edia. The following page showed the details of
ore T5550 CPU
A wide screen display
ultimedia, they are
ollows.
ture
cromedia Flash 8.
supporting software to
4. Wireless LAN Additional hardware:
1. Microphone
2. Stereo headphones
3. Scanner
There are some supporting software:
1. Cool Editor
2. Corel Draw
The form of the multimedia was software in VCD. In one class there was
only one computer that would be played the multimedia. All the control of the
multimedia was under the teacher’s control.
The teacher would see the front page which contained some navigation
menus, they were Greeting, My Body, My Senses, and an exit button. In each
unit, the students would meet Domby, Jane, and Ben. They would ask the students
to repeat the vocabulary, sing a song, and play a game. After finishing one unit,
the teacher can go back to the front page by clicking the home button and do the
exercise again, or quit the program by clicking the exit button. There was one
song for closing each unit. The flowchart of this multimedia can be seen on the
Figure 4.6 Flowchart of multimedia operation
5. Conducting Evaluation and Revision
After the multimedia was finished, the writer then conducted an evaluation
research to two lecturers of the English Education Study Program of Sanata
Dharma University and two English tutors of Domby Kid’s Hope 2. Then, the
writer revised the multimedia based on the result of the evaluation.
a. Evaluation (Preliminary Field of Testing )
After finishing the designed multimedia, the writer conducted the
preliminary field testing. This step was conducted to know the appropriateness of
the multimedia for teaching the first grader of DOMBY Kid’s Hope 2 and
evaluate the materials. The writer conducted the prelimanary field testing through
techniques were conducted in separated time, since the respondents were also
different.
1) Expert Validation
In this step, the writer distributed the designed multimedia to two lectures
of English Education Study Program of Sanata Dharma and two English tutors of
Domby Kid’s Hope 2, and asked them to fill the questionnaire. The evaluation
questionnaires were employed to know the respondents’ general opinion towards
the designed materials. The writer determined a scale ranging from 1 to 5 as
degree of agreements toward the statements in the questionnaires. The scale
describes as follows:
1= if they strongly disagree with the statement
2=if they disagree with the statement
3=if they neither agree nor disagree, or they do not know or doubt.
4= if they agree with the statement
5= if they strongly agree with the statement
There were four respondents to answer 14 questions in the questionnaires.
Table 4.6 Data calculations of the participants’ opinion toward the designed multimedia
No Respondent’s opinion on
Central Tendency
N Mn Md
1 Topics in each unit are interesting and relevant for the children aged 6-8 years old (first grader).
4 4 4
2 The types of exercises and activities are good and can facilitate the students to understand the materials.
4 3.75 4
3 The contents of the material are easy to fit curriculum 4 3.75 4
4 The contents of the material are well organized. 4 3.75 4
5 The contents of the material are interesting 4 4.25 4
6 The contents provide effective practice learning. 4 2.75 3
7 The contents provide meaningful interaction between multimedia and learner.
4 4 4
8 The contents provide communicative interaction between students.
4 2.25 2
9 The instructions of the multimedia are clear. 4 2.25 1
10 The layout of the designed is interesting for students and teacher.
4 4.5 5
11 The program operation is easy to follow. 4 3 4
12 The multimedia is suitable for teaching the students with special educational needs.
4 2.75 3
13 This multimedia contributes to the learning
scenario in ways that cannot be achieved equally well by other resources (non-multimedia based).
4 3.5
-14 Generally the multimedia are well developed 4 3.5 4
Total mean score 3.43
Based on the results of the respodents’ opinions on the designed
multimedia, it was found that the total mean score was 3.43. Therefore, as stated
could be concluded that the writer had to revise or improve the designed
multimedia. There were four respodents’ opinions that were categorized as bad.
First, the contents of the designed multimedia did not provide effective practice
learning. Second, the contents of the multimedia did not provide communicative
interaction between students. The third was about the instructions of the
multimedia which were not clear. The last opinion was about the multimedia
which was not suitable for teaching the students with special educational needs.
However, not all of the respondets knew about Domby Kid’s Hope 2 Yogyakarta
so their expectation might be different. In order to improve whether the
respondents’ opinions were suitable to Domby Kids Hope 2 children or not, the
writer applied the multimedia to the first graders at Domby Kids Hope 2. The
result showed that the expert validation respondents’ opinion were not suitable to
the first graders of Domby Kid’s Hope 2 Yogyakarta.
The writer also asked the respondents to provide comments and suggestion
in the questionnaire sheets. The suggestions are presented as follows:
a) Some participants suggested that the writer had to pay attention to the
pronunciation of some words and the intonation of the sentences that
mostly raising which was sometimes incorrect.
b) Some participants suggested that the instruction of the multimedia should
be clear.
c) Some participants suggested that the writer had to pay attention to the text
because some texts which were written were different from what the
d) Some participants suggested that the writer had to pay attention to the
pictures which were not clear and confusing.
e) Some participants suggested that the writer had to add more activities.
2) Materials Try Out
The writer tried out the designed multimedia in first grade class of
DOMBY Kid’s Hope 2. Because of the time limitation, the materials that were
tried out were two, they were Unit 1: Greeting and Unit 2: My Body. After trying
out each unit, the writer interviewed to the all students. There were 6 students in
class.
Table 4.7 The Result of the Interview in the Materials Try Out
No Statement Results
1. Students’ experience in learning by using multimedia
The students enjoyed the learning. They were interested in the Domby character.
2. The difficulty of the multimedia
The students were confused of the pictures.
3. The topics of the multimedia
The students enjoyed the topics.
4. The contents of the multimedia
The contents of the multimedia were interesting.
5. The exercises of the multimedia
The students enjoyed the exercises because the exercises were easy
All the students enjoyed the multimedia. It was shown that most of the
students answered they enjoyed the teaching learning activities by using
multimedia. They liked Domby character and his voice. They thought that they
felt more understandable in learning English. They liked the songs and the games
confused about the pictures. The pictures were not clear whether it was morning
or evening. In unit 2, the pictures of the songs and the song itself were too fast.
They cannot repeat the songs.
In summary, there were two weaknesses of the multimedia based on the
students’ opinion. First, there were some pictures which were not clear. Second,
the songs were too fast for them.
b. Revision
In this step, the writer adapted some suggestions given by respondents of
expert validation and materials try out to improve and revise the designed
multimedia related to the designed multimedia. It consisted of some aspect below.
1) The pronunciation
The writer changed the pronunciation of some words and some sentences.
There were some words which pronounced incorrectly. They are toe, rabbit, and
parts. There were some sentences which were incorrect intonation. Mostly the
sentences of the multimedia pronounced with raising intonation, which is
sometimes incorrect.
2) The pictures
The writer changed one picture of the multimedia. There was one picture
which was not clear whether the picture is morning or evening. Then, the writer
improved the pictures in “Head, shoulders, knees and toes” song since the picture
3) The text
The writer changed some written text in the multimedia. There were some
texts which were missed typed. The writer rechecked the grammar and revised
them.
4) The games
The writer changed the pictures of the game in unit 3. Considering the
suggestions of one lecturer that the topic of unit 3 could be a bit confusing since
the examples were limited, he suggested to give different pictures in the game.
5) The songs
The writer rechecked and revised the song in unit 2, namely, Head,
Shoulders, Knees, and Toes. The song was too fast to follow, so the writer revised
the song to be slower.
6) The instruction
The writer added the instruction of the multimedia since the instruction of
the multimedia was not clear.
B. The presentation of the designed multimedia
This section answers the second question of the problem formulation that
relates to what the developed multimedia looks like. After the multimedia was
revised and improved, the writer presented the final version of the developed
program. The full version of the program can be seen in the appendix VI. The
developed multimedia contains three units; they are presented in the following
Table 4.8. The Presentation of the Designed Multimedia Unit Main Material Learning Objectives Activities
1 Greeting Students are able to: Identify the
expressions for greeting people Identify the
expressions for introducing people Respond greeting
expressions Respond
expressions of introducing people
Opening: simulating the material.
Main activity: Drilling the
expressions; good morning, good afternoon, and good evening. Singing: “hello
how are you” Games: “choose
the correct answer!” 2 My Body Students are able to:
Identify parts of the body
Mention parts of the body
Opening: simulating the material.
Main activities: Drilling the
vocabulary; head, shoulders, knees and toes.
Singing: “head, shoulders, knees and toes”
Games: “choose the correct answer!” 3 My Senses Students are able to:
Identify the expressions for people’s senses Respond the
expressions of people’s senses
Opening: simulating the material.
Main activities: Drilling the
expressions: “I smell a flower...”. Singing: “have
you ever smelled?” Games: “choose
67
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is conclusions of the
study, while the second part is suggestions for the English tutors or teachers,
especially the English tutors of Domby Kid’s Hope 2 Yogyakarta.
A. Conclusions
This study is aimed to provide multimedia the first grade students of
Domby Kid’s Hope 2 Yogyakarta. As stated in the problem formulation on
Chapter I, this study is aimed to dicover how multimedia for teaching vocabulary
for the first grade students of Domby Kid’s Hope 2 Yogyakarta was designed and
the presentation of the developed multimedia.
To answer the first questions, the instructional model that is being used in
this study was stated from the sychronization of two instructional designs
developed by Kemp and Hubbard. Some steps of both instructional designs
related to fit R&D cycle. The steps of the designing the multimedia are follows:
1. Analyzing learner’s characteristic
2. Formulating goals, topics, and general purposes
3. Formulating learning objectives
4. Developing the multimedia
In the first step, the writer conducted a need analysis by interviewing the
two English tutors and the coordinator of Domby Kid’s Hope 2 Yogyakarta, and
doing observations. In the second step, the writer formulated goals, topics, and
general purposes, after analyzing learner characteristics. In third step, the writer
formulated measurablelearning objectives that were to be achieved by the first graders of Domby Kid’s Hope Yogyakarta. The objectives are conducted from the results of interview with the coodinator and the tutor of Domby Kid’s Hope 2. Then, the writer developed the multimedia which is divided into four parts of exercises, they are simulation of the material, singing a song, drilling the material, and playing game. After the designed materials were complete, the writer distributed questionnaires for two lectures of English Education Study Program of Sanata Dharma University. Then, the multimedia was tried out, and then two English tutor of Domby Kid’s Hope 2 Yogyakarta were requested to evaluate by filling the quetionnaires. All the responses were analyzed.
In addition, the writer presented the final version of the multimedia. It was aimed to answer the second question in the problem formulation. There were three topics in the designed multimedia. The topic were Greeting, My Body, and My Senses.
B. Suggestions
In this part, the writer gave some suggestions to the English teachers,
especially the English teacher in Domby Kid’s Hope 2 and other researchers who
are interested in conducting research.
1. English teachers, especially the English teacher in Domby Kid’s Hope 2
a. The writer suggests that it is important to conduct creative teaching
The interesting activity of learning will attract the students attention.
The fun activities are important to create good enviroment of
learning.
b. The writer suggests that is important to conduct the materils of
learning based on the school curriculum. It can support the students
achievements at school.
2. Other researchers
The writer suggest that other researchers may conduct other types of
research on a similar areaby utilizing multimedia to design a material
because this study is far from perfection. As the tecnology may improve
time by time. The other researchers can update the technology in order to
produce suitable program which match the certain needs and wants, and give
70
REFERENCES
Ary, D.; Jacobs L.C.; Razavieh, A. 2002. Introduction to Research in Education, 6thEdition. New York:
