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Nevertheless, the researcher did not apply the whole steps of the RD 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 RD cycle
which consisted of five main steps of the original RD 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
In this step, the researcher adopted the theory proposed by Bell and Wieckert 1985. The researcher adopted step one 1 to nine 9 of the planning
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steps of their RD 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 RD cycle Borg Gall, 1983,
Yalden’s communicative syllabus 1987, and the Bell and Wieckert’s theory of constructing game 1985 into the following figure:
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Figure 3.2 The Modified RD 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
Creating teacher’s handbook of
playing giant Snake-Ladder
game
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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 the Experts’ Validation
The researcher involved the English teacher of TK Kanisius Kotabaru, Yogyakarta,
the English lecturer of Sanata Dharma University, and the English
