TEACHING VOCABULARY TO YOUNG LEARNERS THROUGH I TUTOR.NET AS EDUTAINMENT SOFTWARE : A case study at a primary school in Subang.

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TABLE OF CONTENT

APPROVAL PAGE ... i

PREFACE ... ii

AKNOWLEDGEMENT ... iii

DECLARATION PAGE ... iv

ABSTRACT ...v

TABLE OF CONTENT ... vi

CHAPTER I: INTRODUCTION ... 1.1 Background of the Study ...1

1.2 Research Questions ...3

1.3 Purpose of the Study ...4

1.1 Significant of the Study ...4

1.1 Scope of the Study ...5

1.1 Terminology ...5

1.1 Organization of the Paper ...6

1.1 Closing Remarks ...7

CHAPTER II: THEORETICAL FRAMEWORK ...8

2.1 Young learners Learning Characteristics ...8

2.2 The Important Role of Vocabulary ...11

2.2.1 Vocabulary knowledge ...13

2.2.2 Presenting Vocabulary ...15

2.2.3 Assessing Vocabulary ...20

2.3 The Role of Edutainment Software in Vocabulary Learning Process ...21

2.3.1 Types of Edutainment ...25

2.3.2 I Tutor.Net as a Singapore Designed-Edutainment Software ...27

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CHAPTER III: RESEARCH METHODOLOGY ...30

3.1 Research Design...30

3.2 Research Site ...31

3.3 Research Subjects ...32

3.4 Data Collection ...32

3.4 1 Classroom Observation ...33

3.4.2 Documentary Data (students’ works and questioners/students’ response records). .33 3.5 Data Analysis ...34

3.6 Closing Remark ...35

CHAPTER IV: FINDINGS AND ANALYSIS ...36

4.1 Analysis of the Implementation of I Tutor.Net ...36

4.1.1 Activities before using I Tutor.Net as Edutainment Software ...37

4.1.1.1. Prepare the Materials and Equipment ...37

4.1.1.2. Prepare the Environment ...39

4.1.1.3. Prepare the Students ...40

4.1.2 Activities while using I Tutor.Net ...41

4.1.2.1. Activities in the first topic...41

4.1.2.2. Activities in the second topic ...48

4.1.3 Activities after using I Tutor.Net ...54

4.1.3.1 Oral Activities ...54

4.1.3.2 Students’ works ...56

4.2 Analysis of students’ responses toward I Tutor.Net ...57

4.2.1 Data from classroom observation ...57

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4.3 Conclusion of Chapter Four ...61

CHAPTER V: CONCLUSION AND RECOMMENDATION ...63

5.1 Conclusion ...65

5.2 Recommendation ...65

References ...67

APPENDIXES ...73

APPENDIX 1 ...74

APPENDIX 2 ...78

APPENDIX 3 ...95

APPENDIX 4 ...96

APPENDIX 5 ...107

APPENDIX 6 ...112

APPENDIX 7 ...116

APPENDIX 8 ...118

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CHAPTER I INTRODUCTION

This chapter describes the general idea of the present study. The information covers the background of the study, the problems of the study, the purposes, significance and scope of the study. The clarification of the terms used and the outline for the organization of this thesis are also underlined.

1.1 Background of the study

Nowadays technology advances have been growing very fast. They can come many advantages in many areas including in today‟s educational settings. In language teaching, the use of computer-based materials for language teaching often referring to CALL (Computer Assisted Language Learning) has been known since 1950s (Beatty, 2003, Egbert, 2005). It is constantly undergoing change in more sophisticated both in their performance and their functions (Beatty, 2003; Dudeney and Hockly, 2007) as a result of technological innovation creating opportunities to revise old findings, to conduct new research and to challenge established beliefs about the ways in which teaching and learning can be carried out to both with and without a teacher (Beatty, 2003).

Recently, in creating a motivating and successful environment for learning by using computer, the term “edutainment” as the integration of “education” and

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“entertainment” has been evolved from the definiton of educational technology. It becomes greatly popular and keeps growing fast since early 1990s (Kazanci & Okan, 2009). The edutainment software which promises the learner with cognitively challenging, attractive material ((Kazanci & Okan, 2009; Zin & Zain, 2010) is widely expected to be able to make the process of learning is going to be colorful and fun in such a way that students get so lots of information in the fun learning that they do not realize they are learning at the same time.

However, the effect of edutainment software which is adapted in EFL classroom still remains and concerns both educators and parents (Kazanci & Okan, 2009). A number of empirical studies have been conducted, which either support (Wood, 2001; Chapelle, 2001; Sato & Suzuki, 2010) or oppose (Olson et al., 2001; Setzer and Monke, 2001) the use of edutainment software in the classroom. Resnick (2004) supporting Olson (2001) and Setzer & Monke (2001) argued that the edutainment as artificial sweetener to make learning become palatable to children. Conversely, Zin & Zain (2010) gave evidence that edutainment software can increase students understanding toward the topic that has been taught and students‟ interest in teaching and learning process. Moreover, Alemi (2010) supports Wood (2001) that educational games can help learners to expand vocabulary which is a central component of verbal comprehension (Cheng Sieh, 2008; Ryan in Schmitt et al., 2001; Thornbury, 2002) and has positive correlation with later literacy development in both first language and foreign or second language (Neuman & Dickinson, 2011; Brown, 2010; Pikulski & Templeton, 2004; Grabe & Stoller, 2002; Alderson, 2000).

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Considering there are still a few studies in the field of edutainment software, especially related to the young learners‟ vocabulary, thus the present study focuses on teaching vocabulary using edutainment software. This study uses i tutor.net since the edutainment software is a comprehensive multimedia learning package consisting of animated lessons and interactive activities. The software which was designed by a Singapore company and approved by e-ASEAN endorsed project is distributed in franchise system by a private company having bought the license to use in Indonesia. The software is aimed at equiping learners with more academic knowledge, nurture them into creative thinking and present fun learning which makes the students especially young learners happy. It promises children are being motivated and involved in doing many activities since it contains all kinds of language skills and aspects; speaking, reading, listening, writing, grammar, and vocabulary. Hopefully the finding of this study will provide a better insight especially for teachers of young learners in teaching vocabulary to their students through edutainment software and a useful consideration for policy making in the school to improve English education in the school.

1.2 Research Questions

Connected with what has been discussed above, the questions in this study are formulated as follows:

1. How is i tutor.net as edutainment software implemented in teaching vocabulary to young learners?

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2. What are the responses of the learners toward i tutor.net as edutainment software?

1.3 Purpose of the Study

The purposes of this study are formulated based on the problems investigated. This study intends:

a. _{To portray what happens in the classroom when i tutor.net as edutainment} software is implemented in teaching English vocabulary to young learners in primary school context.

b. _{To find out the responses of the learners toward i tutor.net as edutainment} software.

1.4 Significance of the Study

The result of this study will provide information on the use of edutainment software in teaching vocabulary to young learners and the benefits and barriers of using the software. It will contribute some aspects as follows:

a. _{The information can be used to support the previous theory about the use of} edutainment software in teaching young learners and provide new information in teaching vocabulary to young learners through edutainment software.

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b. _{Practically, the information will be valuable for English teachers as this study} proves practical guidance on how to use edutainment software in the classroom.

c. _{Additionally, the result of the study can be useful for policy makers in school} to improve the school policy, primarily about the implementation of edutainment software in the extracurricular activity.

1.5 The Scope of the Study

This study explores i tutor.net as edutainment software used to teach vocabulary to the learners. Nineteen learners of third grade of a pilot elementary school with international standard (RSDBI) in Kalijati, Subang are involved in this study which focuses on teaching vocabulary to young learners through i tutor.net as edutainment software and learners‟ responses towards the software.

1.6 Terminology

There are three key terms used in this study; edutainment software, vocabulary, and young learner which will be briefly defined below.

The first is „edutainment software,‟ which is education that has been placed within the framework of entertainmentso children could enjoy what they learn with a combination of many mediums (sound, animation, video, text, and images) by simply using a computer mouse to point and click on a particular picture, word, or button;

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and stories as well as information that will come alive on a computer screen (Gross, 2003).

The second term is „vocabulary‟ which is the knowledge of words and word meanings (Diamond and Gutlohn, 2006). The last is „young learners‟. This term covers a wide age range which can be anybody from the age of five to the age of twelve (Rixon, 1999). For the purpose of this study, young learners are defined as children between the ages of about 8 years old to 9 years old that are in the third grade of elementary school students.

1.7 Organization of the Study

This thesis is organized in five chapters. The first chapter gives a general description of the introduction to the topic of the research. It includes the research questions, the research aims, scope and limitation of the study, significance of the study. The second chapter describes theoretical framework covering the theories and references for this study. The third chapter deals with the methodology that will be used to conduct the research. It presents the participants, research design, and the procedure of data collection and analysis. The fourth chapter describes research finding and discussion. The last chapter presents the conclusion of the thesis and offers some suggestions for further research.

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1.8 Closing Remark

This chapter has presented the introduction of the whole study which includes background of the study, the research questions, the research aims, scope and limitation of the study, significance of the study and organization of this paper. The following chapter will present the theoretical foundation that frames the study.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates aspects related to the research methodology employed in the present study. The discussion covers a description of research design used in the study and then the site, the subjects of the study. Data collection and analysis will be included as well.

3.1 Research Design

An exploratory case study used when little is known about the case being examined is employed in this study (Yin cited in Heigham and Croker, 2009). It can also be considered as a case study dealing with a single case or small-scale case (Merriam, 1998) and typically emphasizing features that make one person or organization different from others (Thomas, 2003). The researcher explores a single entity or a case bounded by time and activity (a program, event, process, institution, or social group and collects detailed information by using a variety of data collection procedures during a sustained period of time (Cresswell, 1994).

Two data collection techniques were used in this study to gain the data needed. The techniques are observations including transcripts, field notes and document from students’ works and their responses obtained from activities in the classroom and questionnaire. Classroom observations were carried out to examine activities conducted in the teaching vocabulary through edutainment software and

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students’ efforts in reaching the objectives which have been set for learning over a unit of work or a length of time (McKay, 2006). The observation is a non-intrusive tool to assess children’s performance since the children are often not even aware that they are being assessed (Pinter, 2006). Students’ works were utilized to know their ability in learning vocabulary using edutainment software. Meanwhile students’ responses from teaching learning process using i tutor.net and questionnaire were used to know students’ responses toward the English teaching learning process through edutainment software.

3.2 Research Site

This study was carried out in a public elementary school in Subang for two reasons. First, this school is a pilot elementary school with international standard (Rintisan Sekolah Dasar Bertaraf Internasional/RSDBI) in Kalijati, Subang in which English has been taught to the learners since they are in the first grade. Second, this school is equipped with appropriate facilities including computers and LCD projector. The strategy used in this study required the facilities that were very helpful in the vocabulary teaching and learning process. However, based on the information from the teacher, these tools are never used in vocabulary teaching and learning process. She just gives some vocabularies from the text book to mention and write and memorize through direct instruction and translation. Hence, the researcher met a challenge to implement a different technique that can help the students to acquire vocabularies more effectively and keep the vocabularies in their minds for the longer term.

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3.3 Research Subjects

The 19 third grade learners of a public elementary (RSDBI) in Subang were chosen as the subjects of this study for three reasons. First, the school has been endorsed as RSDBI since three years ago, so they consisting of 10 males and 9 females are the first group prepared and designed to have the capabilities with international standard. As a result, English is one of the lessons which are stressed to learn by the students. Second, the information and technology course both in theory and in practice has been given to the learners. The students have been introduced to operate computer. It is beneficial when the English teaching and learning process is brought in the classroom through edutainment software, a computer-based technique. In using technology with ELLs, it is important to become familiar with our own students’ familiarity with technology (Erben, et al., 2009).Third, the learners’ ages are ranging from 8 to the 9 which develop the ability to apply logical reasoning in several areas of knowledge at the same time (such as math, science and map reading) but this ability is restricted to the immediate context. This means that at this concrete operational stage, they cannot yet generalize their understanding (Pinter, 2006). 3.4 Data Collection

This study utilized classroom observation and document from students’ works and questionnaire as the technique of data collection. They will be described below.

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3.4.1 Classroom Observation

The classroom observation was carried out for twelve sessions that spent one hour in average for each which then it was recorded and transcribed. At each occasion of teaching and learning process using i tutor.net, the researcher’s role was ‘teacher as researcher and as a participant observer, consequently, the researcher was able to engage in each activity intended to be observed (see Cohen and Manion, 1994). After the class ended, all the activities happened in the classroom during the observation were taken note by the researcher. It is in line with Fraenkel and Wallen (2007) who state that events were then reconstructed into field notes. The existing activities were compared with some theories of edutainment and teaching vocabulary to young learners. Then the data were concluded in findings. A colleague will be invited to observe the class because no observation is value-free or theory-free (Fraenkel and Wallen, 2007). Moreover, it is conducted to increase the reliability of observational evidence.

3.4.2 Documentary Data (students’ works and questionnaires)

In the case of this study, documentary data which were collected after the class ended are students’ works done in worksheets both individually and in group. Most of the works or tasks are similar with the activities in the computer. The tasks available in the worksheets were intended to give a chance for the students who did not have a turn yet to do an exercise in the computer. The tasks provided in the computer and worksheet among others were in the form of word sequencing, gap

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filling, word-searching, and word-arranging, picture cloze, picture-matching, and picture labeling. They are suitable to the topics presented. The students did the tasks by cutting and sticking a picture to the right blank box provided, coloring the words found in the table, and labeling the picture in familiar learning contexts. The ways the students did the tasks were intended to encourage their confidence and build their self-esteem. As a result they are not worried about being assessed (Pinter, 2006).

Another data obtained from document in this study were questionnaires. The questioners which were collected at the end of each topic contained information to know students’ response toward the teaching vocabulary using edutainment software and a questionnaire for their English teacher. In this study, the students were asked to put a tick in the column like when they felt happy with the lesson and on the other hand, when they felt unhappy they put a tick in the column dislike. Then, they gave their comments about the reason of like or dislike of the lessons. Meanwhile, their English teacher who was also as an observer was asked to fill a questionnaire after the program ended.

3.5 Data Analysis

Data analysis in this study was conducted during and after data collection. It was carried out simultaneously with ongoing activities related to teaching and learning activities by implementing i tutor.net, as edutainment software in teaching vocabulary in the classroom. As Maxwell (1996) states that the data analysis is done as soon as the observation carried out otherwise it will lose visual details that might be important and might be forgotten if it is postponed to be analyzed. Then,

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observation data recorded were transcribed, classified, and interpreted in information which had been summarized (Alwasilah, 2002, p. 229) and finally concluded. Data analysis and interpretation were also based on documentary data consisting of

students’ works and questionnaires. The data were also classified, interpreted, summarized, and concluded.

In attempting to make the data valid and reliable, data source triangulation (see Cohen and Manion, 1994; Merriam 1998) was carried out. It was intended to make contrast and comparison of all data gained from different sources i.e. classroom observations and document analysis.

3.6 Closing Remarks

This chapter has been written to discuss the research methodology and design in this study. It includes the research site, participant, data collection and data analysis framework. The whole research findings will be discussed in Chapter Four.

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CHAPTER IV

CONCLUSION AND RECOMENDATION

This chapter describes the conclusion of the research findings based on the questions proposed in chapter one and some recommendations. This chapter then is divided into two parts, the first one presents the conclusions of the study derived from the findings and discussions presented in the previous chapter. The second part is concerned with the recommendations relevant to the study.

5.1 Conclusion

This study has portrayed the implementation of edutainment software in the teaching vocabulary to young learners, especially primary students. Based on the research findings in Chapter Four, the first research question has been answered. The use of i tutor.net as edutainment software in teaching of vocabulary to young learners can be implemented through some sequence activities generally divided into three main stages, related to the typical of most lessons, i.e. the activities before, during, and after using edutainment software (Brewster & Ellis, 2002; Heinich et al., 1996). The activities before using edutainment software consist of preparing appropriate

conditions including materials and equipment, environment, and students’

participation. The preparation stage is useful to make the teaching learning process run smoothly and the students get involved in it well in the next stage.

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The activities while using edutainment software include activities in the topic about My New School describing things in the classroom and the school environment and About Me discussing parts of body comprising body, face, arms, and legs. In this stage, the students get the form and meaning of new words from the edutainment software. They hear, see and have experience through movie, reading, listening, vocabulary, grammar, and activities in the computer. Mostly, the teacher acted as facilitator who assisted the students doing the activities in the computer, corrected their pronunciation when they made mistake in it, or helped them to read lengthy words which made some of the students get bored.

In the last stage, the teacher checks students’ comprehension to know how

well they understand the language they learnt and examine their feedback to know their response toward the lesson. Sometimes some students got bored when they

didn’t have a turn to do the exercises in computer. They felt disappointed when there were only some of their friends who had a turn to do the exercises in the computer. This happened when the exercise had a few items, so there were only some students had a turn. However, based on all data obtained, the students give positive responses toward the lesson. This can be observed from their attitude that seemed enthusiast do some tasks both in computer and in worksheet, or their manners that happily imitated some actions of the character in the lesson or laughed at funny actions of the cartoon character.

The positive responses were obtained since the i tutor.net as edutainment is interesting for young learners and when it is designed in an interesting way it may

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take positive responses. Consequently, having positive responses to the media used in this study promotes the students learning through exploration, interactivity, trial and error, and repetition in such a way that students get so lots of fun that they do not realize they are learning at the same time.

Additionally, it seems that the making of the software were carefully created for young learners since it attends to young learners learning characteristics. Those characteristics were learn through the environment, limited attention span, fun learning, learn when kept as a whole, meaningful, and interesting, and learn through repetition. They can be observed in terms of presenting images, animations, sounds, and activities into stages that engage the student’s senses and allotting relatively short time, having specific topic, and recycling materials in the lessons.

Finally, i tutor.net as the edutainment software in this research provides authentic and meaningful language. The topics about My New School and About Me discussed in each session are within young language learners’ world presented by native speakers. Accordingly, they may be willing to learn word’s form, word’s

meaning, and word’s use if the language can be used for here and now. 5.2 Recommendation

This section presents some suggestions offered on the basis of findings of this research that hopefully enhance the practice of teaching vocabulary to young learners especially in primary school.

Since i tutor.net as the edutainment software was designed by attending to

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especially for schools with computer facilities would be recommended. Because young learners are easily get bored, presenting the edutainment software that offering rich experiences would be fun and enjoyable. Thus, learning English is not monotonous.

The use of single computer in the classroom causes the students queue to do tasks in the computer. Therefore, besides to check students’ understanding to the lesson, literacy tasks are necessary to give to the students to avoid boredom when they have to wait their turn or when they do not have a turn.

Although i tutor.net, the Singapore designed edutainment software, can be used in our country schools, it is very important to sort out materials which are appropriate to the syllabus of the schools to reach the objectives of the schools that have been decided.

Obviously, teachers’ ability in computer technology is needed a lot. They help

students in doing some works in computer. Besides, teacher roles are still very

important to enrich students’ knowledge and help the students when it is needed. Hopefully there will be a further research to develop edutainment software that can be accessed easily and economical, relevant to the curriculum determined but have a good quality. The government plays a major role in facilitating the research. Hence, many schools can apply it to increase the quality of output of English teaching learning process.

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