39
39 In this step, the designer completed the design of the evaluation
instruments after defining the objectives. Selecting the best activity and resources for the students would help the students got closer to the objective that wanted to
be reached. After getting so much evaluation in the previous step, the design was supposed to be developed well. By putting the appropriate resources in those
learning activities, the learners were led to reach the objectives.
B. Research Setting
The setting of the research was in the SD Kanisius Sengkan in Sengkan, Condongcatur, Sleman, Yogyakarta. The research was done in three weeks. There
were 87 students from 3 classes. 30 students were from class 2A, 30 students were from class 2B, and 27 students were from class 2C. The students in three classes
learnt using this game in 2 weeks only, another one week was used to collect the data. In the first week, the students learn about listening and speaking new things.
In the second week, the students repeated learning about listening and speaking and continued by doing independent learning through playing the games. The
researcher was given the chance to replace the teacher position became the full- time facilitator in the classroom in three weeks. Therefore, the use of the
designed-game was totally implemented in the teaching learning activities. The setting of time is from April 7 up to April 25, 2015. Since there was no English
subject in curriculum 2006, teachers in school made their own lesson plans to give children ability in English, while the researcher doing the research, the lesson
40
40 plans were made by the researcher as well. The class would be held in the
computer laboratory. The designer designed all materials in the second grade based on Rainbow 2 English book. However, part of the game that would be
tested on developing the students‟ knowledge was about „Toys‟. It was chosen because „Toys‟ was taught in April based on the teacher‟s syllabus and semester
program.
C. Research Participants
The subjects or respondents in this study of designing a set of computer game-based materials for teaching vocabulary were lecturer, children in the
second grade of SD Kanisius Sengkan and the teachers. Lecturer became the expert who validated about the quality of the designed game for the designer.
Children as the target of the product would get the direct benefit from this product and teachers as the instructors would control how this product was done and used
by the children. Children were chosen to be the participants because they were the subject
of the main goal of the designing game. The game was made for children; therefore the children would be the main participants for the designer. Teacher
was the field workers; they knew well about the development of their students. The teacher gave the valid result from the children‟s development. Respondents
evaluated the study with the given feedback for the designer as the recommendations, suggestions, and opinions. Respondents later should also
41
41 determine the design itself through the data which was obtained from them. The
respondents consisted of 30 students from two classes of SD Kanisius Sengkan which were chosen randomly. Fifteen students were chosen from class 2B and
fifteen others were from class 2C. Relying only on the children who were under eight years old was not reliable enough to set the hypothesis. Therefore, the
researcher also asked the opinion from the teachers to make the research was more reliable. Besides, the respondents were also from the designer‟s lecturer. This
study had one English teacher and one IT teacher from SD Kanisius Sengkan and one lecturer of Sanata Dharma University. The result of the questionnaire helped
the process of revising the design to be the better design. The last, the final revision was supposed to be the best design in improving students‟ English
vocabulary. English teacher here was given the questionnaire for pre-design and post-
design research because the teacher knew well about the students. The teacher was also the main sources about vocabularies in the class. Teacher played the main
role in the classroom because children trusted on the teachers a lot than trusting the book. The instructions from the teacher would be understood by the students a
lot. The lecturer was given questionnaire in the post-design research. The aim
was to gain their comments and suggestions about the designed game. By having lecturer and teacher, their answers were supposed to be various. These helped the
designer to improve a lot. Here was the information about the respondents
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42 teachers and lecturer of this study in the survey research that become the
evaluation for the designer. The description of the survey analysis from respondents was shown in Table 3.1.
Table 3.1 The Description of the Survey Analysis from Respondents Types of
Respondents Sex
Educational Background
Teaching Experience in Years
F M
S1 S2
S3 1-5
6-10 10
English Teacher
√ √ √
IT Teacher √
√ √
English Lecturer
√ √
√
D. Instrument and Data Gathering Technique
