87
87
Appendix B.2
KUESIONER UNTUK GURU
Kuesioner ini disusun untuk keperluan survey analisis. Anda diharapkan untuk menjawab semua pertanyaan dalam kuesioner ini berdasarkan pada kondisi
nyata yang terjadi di dalam kelas dengan lengkap dan jelas. Sebagai responden, Anda diwajibkan untuk mengisi dua jenis data. Pertama, Anda dipersilahkan
mengisi data identitas responden. Kedua, Anda dipersilahkan mengungkapkan pendapat Anda dengan jujur dalam kuesioner responden berdasarkan pengalman
mengajar Anda.
Identitas Responden Bubuh
kan tanda √ di dalam kolom yang disediakan
Nama :
Jenis Kelamin : laki-laki
perempuan Latar belakang pendidikan : Diploma D1, D2, D3
S1 S2
S3 Lainnya:
Pengalaman mengajar :
tahun
C. Pengajaran Komputer dan Proses Pembelajaran
1. Ada
siswa-siswi di kelas 2 yang dibagi dalam kelas.
2. Pembelajaran dilaksanakan:
Sekali dalam seminggu dengan satu jam pelajaran. Dua dalam seminggu dengan satu jam pelajaran.
Lainnya:
3. Menurut pendapat Anda, mengapa siswa-siswi di kelas dua sekolah dasar
memerlukan pelajaran bahasa Inggris?
88
88 4.
Menurut pendapat Anda, apa tujuan dari pelajaran bahasa Inggris untuk siswa- siswi kelas 2?
5. Bagaimana cara Anda mengajar siswa-siwi sesudah kurikulum diubah ke
kurikulum 2006?
6. Apa saja karakteristik siswa-siswi yang muncul ketika mengikuti
pembelajaran?
89
89 7.
Apa kesulitan atau masalah-masalah yang Anda hadapi ketika mengajar para siswa?
8. Jenis teknik atau strategi apa yang Anda gunakan dalam mengajar?
9. Dari mana saja sumber materi pembelajaran yang Anda gunakan dalam
mengajar para siswa?
10. Pelajaran apa saja yang sudah siswa-siswi pelajari sejauh ini?
90
90 11.
Masalah-masalah apa yang Anda temukan dari materi ajar bagi siswa-siswi kelas 2?
12. Apakah materi yang Anda gunakan sesuai dengan kemampuan anak-anak?
Mengapa?
13. Jenis penilaian atau evaluasi apa saja yang biasa Anda gunakan untuk
mengetahui perkembangan para siswa?
14. Media apa saja yang Anda gunakan dalam mengajar?
91
91 15.
Apa saja pencapaian para siswa yang Anda lihat dari penggunaan media bagi pembelajaran?
16. Apa saran Anda bagi permainan yang saya desain untuk para siswa?
-Terima Kasih -
92
92
93
93
94
94
95
95
96
96
97
97
98
98
99
99
100
100
101
101
102
102
Appendix D Classroom Observation Check Lists
Observation towards the second grade students’ learning process Lists
Y N
Percentage
All students are enthusiastic and involved in learning English subject
Some of the students are enthusiastic and involved in learning English subject
All students are busy with themselves Some of the students are busy with
themselves
Observation towards the English teacher of the second grade students Lists
Y N Additional Information
The teacher uses media when heshe teaches the students.
The teacher explains the materials clearly.
The teacher‟s voice is loud enough. The teacher‟s handwriting is clear
enough. The
teacher prepares
certain activities in the classroom to attract
students‟ interests and motivation The teacher explains the materials
without considering
students‟ understanding person per person
103
103 The
teacher can
control the
classroom The
teacher lets
the students
participate actively in the classroom activities
The teacher gives the chances for the students to do asking and answering
session The teacher uses the time effectively.
The teacher gives reinforcement for the students.
Observation towards facilities at school Classroom and Computer Laboratory
Lists Y N
Additional Information
There is a blackboardwhiteboard in the room.
There is chalkboard markers in the room.
There is enough tables and chairs for the students.
There is LCD Projector in the room. There are computer laboratory in the
school. There are enough computers for every
student. The teacher using projector in the
room.
104
104 All students can access computer
easily. There are supporting programs in the
computers as a media to help both teachers and students.
The students can use the computer by themselves to support their vocabulary
skill using game. There are sound systemspeakers to
listen to „listening‟ activities.
There is an electrical plug in the room. The students and teachers can access
internet using computer. All teachers utilize the computers
function as a search engine of certain subject.
105
105
106
106
Appendix E Classroom Observation Check Lists
Observation towards the second grade students’ learning process Lists
Y N
Percentage
All students are enthusiastic and involved in learning English subject
√
60
Some of the students are enthusiastic and involved in learning English subject
√
40
All students are busy with themselves
√
40 Some of the students are busy with
themselves
√
60
Observation towards the English teacher of the second grade students Lists
Y N Additional Information
The teacher uses media when heshe teaches the students.
√ The teacher used the book. He
used media when watching movie only.
The teacher explains the materials clearly.
√ Yes, but sometimes in teaching
English, he made mistakes in pronouncing the words.
The teacher‟s voice is loud enough. √ His voice was lower than the
students‟ voices. The teacher‟s handwriting is clear
enough.
√ It was big enough from the
back of the classroom. The
teacher prepares
certain activities in the classroom to attract
students‟ interests and motivation
√ The teacher only used activities
in the book.
107
107 The teacher explains the materials
without considering
students‟ understanding person per person
√
The teacher
can control
the classroom
√ Sometimes he could control and
it would last less than 5 minutes, but sometimes could
not. The
teacher lets
the students
participate actively in the classroom activities
√
The teacher gives the chances for the students to do asking and answering
session
√
The teacher uses the time effectively.
√
The teacher gives reinforcement for the students.
√
Observation towards facilities at school Classroom and Computer Laboratory
Lists Y N
Additional Information
There is a blackboardwhiteboard in the room.
√
There is chalkboard markers in the room.
√
There is enough tables and chairs for the students.
√
There is LCD Projector in the room.
√
There are computer laboratory in the school.
√
108
108 There are enough computers for every
student.
√ The system was the students
used the computer alternately. A
half students
in the
laboratory, while the other got assignments. After a lesson
hour, they switched. The teacher using projector in the
room.
√
All students can access computer easily.
√
There are supporting programs in the computers as a media to help both
teachers and students.
√
The students can use the computer by themselves to support their vocabulary
skill using game.
√
There are sound systemspeakers to listen to
„listening‟ activities.
√
There is an electrical plug in the room.
√
The students and teachers can access internet using computer.
√
All teachers utilize the computers function as a search engine of certain
subject.
√
109
109
110
110
Appendix F
The Blueprint of the Interview with the Students
1. Apakah kamu suka bermain menggunakan “Magic English”? Alasannya?
2. Apakah kamu merasa senang? Mengapa?
3. Apakah kamu menjadi lebih mudah mempelajari materi Bahasa Inggris
dengan menggunakan sua ra dan gambar yang ada dalam permainan “Magic
English”? 4.
Apakah permainannya membosankan? 5.
Apakah permainannya cukup sulit? 6.
Apakah perintah di permainan tersebut cukup jelas? 7.
Apakah dengan perintah tersebut kamu mengerti apa yang harus kamu lakukan?
8. Apakah perintah tersebut sulit untuk dipahami?
9. Apakah permainan dalam “Magic English” sama seperti materi dalam buku
kelas? 10.
Apakah kamu tertantang sewaktu bermain? contohnya untuk selalu mendapatkan nilai 100?
11. Apakah gambar dan suaranya cukup jelas terlihat dan terdengar?
12. Apa yang kurang dari permainan tersebut?
111
111
112
112
Appendix G
The result of the Interview with student 1. S: Student, R: Researcher
R Tadi namanya “1”, Kamu inget nggak pas di laboratorium computer
itu belajar apa sama Ms. Rosa dan Ms. Wulan? S
Belajar….. thinking and smiling R Belajar atau main apa?
S Main bahasa Inggris R Iya, namanya Magic English. Suka?
S Suka. nodding and smiling R Asik?
S nodding and smiling R Terus mainnya susah atau tidak?
S Enggak. R Gampang ya? Dapat nilai berapa?
S
Iya. Hehehe… lupa. R Kalau nilainya 60 diulang lagi nggak kemarin?
S Heem… nodding and smiling
R Mmm… Itu permainannya sama kayak yang dibuku yang dipakai Mr.
Listyan nggak sih? S Iya sama.
R Berarti di kelas sama Mr. Listyan sudah belajar itu terus di lab computer itu lagi sama Ms. Rosa ya? Di permainannya itu kan di
atasnya ada perintah yang menangkap mainan, itu jelas gak suruh nangkep apa?
S Jelas hehe…
R Kalau suruh nangkep toy car kamu nangkep apa? S Mobil laughing
R Iya bener mobil-mobilan, game nya menarik enggak? S
Heem… smiling and nodding R Kalau disana in the laboratory suka main itu Magic English?
S Iya. nodding R Gambarnya jelas enggak? Atau kurang besar atau keciiiil banget?
S Jelas kok. smiling R Bagus nggak gambarnya?
S Bagus R Jadi lebih gampang belajar nggak kalau pakai game itu?
S
thinking heem… R Iya, soalnya kan toy car nya turun lagi, tadi toy car mobil-mobilan,
berarti ditangkap lagi. Gitu ya? smiling S Heheh
e… heem laughing
113
113 R Bosen nggak mainnya?
S Enggak R Kemarin selain mainan toys mainan apa lagi? Transportation udah?
Yang dimanakah motor, terus di klik gambar motornya? S Sudah pernah
R Dapat berapa? 10? S Iyaa smiling almost jumping
R Waah hebat Permainannya kemarin kurang apa? Gambarnya kurang
banyak atau suaranya kurang jelas? S Suaranya dah jelas
R Bisa ngikutin kalau kemarin ada suaranya “Toy car”, bisa ngikutin?
S Heem nodding R Suaranya kemarin itu bagus enggak?
S Hihihi… heem smiling
R Oke terimakasih, “1”
S running
114
114
115
115
Appendix H.1 EVALUATION SHEET FOR TEACHERS
This evaluation sheet is aimed at evaluating the design of computer game- based instructional materials. The activities are focused on the memorizing and
listening to the pronunciation of the vocabulary in the tutorial part and applying the vocabulary in the game part for the second grade students of SD Kanisius
Sengkan. As the evaluator, there are there are two kinds of data that you should fulfill. First, please fulfill the respondent‟s identity. Second, please state your
opinion honestly in the respondent‟s questionnaire based on my and your teaching
experiences toward the designed tutorial and games.
A. Respondent’s Identity Put a tick mark √ in the provided space
