RESEARCH FINDINGS AND DISCUSSION

51 51 saved in the computers. The students would have English lesson in computer laboratory.

3. Evaluating the Process of the Game-Making

After designing the game, the researcher applied it to the students in two weeks. After finishing doing the research directly to the students, the research distributed the questionnaire for English teacher, IT teacher, and lecturer as the validation of the designed-game. Besides, the researcher did an interview to the students. It was to see the appropriateness of the game. The researcher recorded the interview result. The researcher transcribed the interview result into written form. The result of the interview and questionnaire could be seen in Appendix I. The last step was the researcher revised the game. The validation to the lecturer deliberately was done in the end after applying the game to the students to save time. If the validation to the lecturer was done before applying the game to the students, the researcher should revise it first. After applying it to the students and got feedback from the students, the researcher should revise for the second time. Therefore, the validation was done in the end after applying to the students. The revised designed-game could be played in Appendix K in a form of CD.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher presented the findings and discussion on the step of designing a set of computer game-based instructional materials to teach 52 52 vocabulary for second grade students in SD Kanisius Sengkan. This chapter was to answer the question in the problem formulation. In developing the designed game, the researcher followed the steps based on the RD theory from Kemp Instructional Design Model 2011. In this chapter, there were some results about the description of the instructional goal, the description of the task components, the instructional materials, and the instructional strategies.

1. The Description of Instructional Goal

The instruction in the designed game led the learners to reach the goal. The main goal of the designed game was to provide new design of teaching vocabulary which was easy, fun, and enjoyable for students in the second grade of SD Kanisius Sengkan. The designed game focused on learning new vocabulary in a different way. The students would have various activities of learning English vocabulary. Even though this game was designed to master English vocabulary, the content of this game was not only about list of vocabulary and pictures. However, the vocabulary themes were limited because it was the adaptation from Rainbow 2A book Kristiyani, 2014. The designer had arranged some songs and videos to make the students were attracted to the learning process. Besides, the 53 designer accommodated the students to pronounce the new vocabulary by repeating the recording pronunciation in every word. Therefore, students would not be able to master the vocabulary only, but they were also able to pronounce the vocabulary and practice their speaking skill correctly.

2. The Description of the Task Components

After knowing the instructional goals for the second grade students of SD Kanisius Sengkan, the researcher analyzed the task components related to the general goals in order to see what the researcher needed to help the students reach the goal. In this part, the researcher described the components that would be needed in preparing the activities. Since the school used school curriculum for English subject, the researcher utilized Standard Competences 1, 2, 5, and 6, and adopted Basic Competences 1.1, 1.2, 2.1, 2.2, 5.1, 5.2, 6.1, and 6.2. The detailed description of those Standard Competences and Basic Competences were described in Table 4.1. Table 4.1 The Standard Competence and Basic Competences of Instructional Analysis Standard Competence Basic Competence Listening 1. Understand very simple instruction through action in the context around the learners. 1.1.Respond by repeating new vocabulary or new sentences loudly. 1.2 Respond by doing actions based on the instruction correctly. Speaking 2. Tell very simple information in the context around the learners. 2.1 Talk to askgive acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 54 54 Standard Competence Basic Competence 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time. Listening 5. Understand very simple instruction through actions in the context around the learners. 5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. Speaking 6. Tell very simple information in the context around the learners. 6.1 Imitate speech in very simple expression. 6.2 Talk to askgive acceptable information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things. By knowing the standard competence and the basic competences above, the researcher could adjust with the learning topics used. Since the focus was on fun and enjoyable vocabulary learning, the learning using computer was adjusted to t he students‟ wants. Students liked pictures and sounds. The teacher in answering the questionnaire also said that he liked playing film to attract the students‟ attention. Students liked playing. Later, the writer analyzed the techniques to help the students learn as they wished. In this stage, the researcher also stated the topic according to the materials which was used at school. The researcher determined the topic based on the school curriculum and the standard students‟ handbooks for the second grade students of elementary school named Rainbow 2A Kristiyani, Emilya, Sinaga, Maharani, 2014. The titles of the topics in the designed game were made similarly to the topics at school in order to avoid students‟ confusion. The topics could be seen in the Table 4.2. 55 55 Table 4.2 The Learning Topics of the Materials Unit Learning Topic Title 1 Alphabet Alphabets 2 Numbers 1-20 Numbers 3 Vegetables Vegetables 4 Animals Animals 5 Food and Drink Food and Drink 6 Days Days 7 Toys Toys 8 Transportation Transportation Since the product was in the form of a game, there were no printed materials handbooks for the teacher and students. This designed game was adjusted to the students and teacher‟s handbooks. The teacher and students used the same product. However, the teacher would was given the lesson plan of every meeting and the Rainbow 2A book became the guidelines for the activities using computer game. Therefore, the teacher knew how to use the designed game which was combined with the student‟s handbook. The lesson plans given helped the teacher in teaching-learning activities for second grade students of SD Kanisius Sengkan. The teacher when teaching could apply the instruction in the main activities of the lesson plan. The teacher combined the use of the handbook and the designed game in teaching. The beginning activities were done by using the designed game while the main tasks were taken from the handbook. Since the students needed to master four basic skill which were listening, speaking, reading, and writing, The activities of 56 56 speaking and listening could be done by applying all the instruction in the designed game, while the activities of writing and reading could be done by applying the activities in the student‟s handbook. By following all instructions as stated in the lesson plan, it helped the teacher much to reach the purpose of the activity successfully. The researcher made the materials which consisted of eight units. Each unit represented the eight topics that were arranged according to the curriculum and the students‟ handbook. The first topic was about alphabets. The second was numbers 1 to 20. The third was vegetables. The fourth was animals. The fifth was food and drink. The sixth was days. The next was toys, and the last was transportation. The topics used presented the objectives of the designed game which help the students to have fun and enjoyable learning process and be able to use the new vocabulary well. The researcher used the same eight topics with the student‟s handbook too. The designed game was the images of the student‟s handbook in a form of media. By making the same topics as in the student‟s handbook, the researcher could help the students to master the materials in the second grade. After stating the topics developed, the researcher stated the general purposes of the game designed based on the objectives. The general purposes were determined by the researcher in Table 4.3. 57 57 Table 4.3 General Purposes Topics General Purposes Alphabets 1. How to spell the alphabet. 2. How to identify the first letter of a word Numbers 1 to 20 1. How to say the numbers 1 to 20. 2. How to calculate numbers in the range of 1 to 20. Vegetables 1. How to mention names of vegetables. 2. How to ask simple question about vegetables. 3. How to answer simple questions about vegetables. Animals 1. How to mention names of animals. 2. How to ask simple question about animals. 3. How to answer simple questions about animals. 4. How to say numbers of the animals. Food and drink 1. How to mention kinds of food and drink. 2. How to ask simple question about favorite food and drink. 3. How to answer simple questions about favorite food and drink. Days 1. How to call days of the week. 2. How to ask simple questions about days of the week. 3. How to answer simple questions about days of the week. Toys 1. How to mention toys. 2. How to ask simple question about toys. 3. How to answer simple questions about toys. Transportation 1. How to mention means of transportation. 2. How to ask simple question about means of transportation. 58 58 Topics General Purposes 3. How to answer simple questions about means of transportation.

3. The Description of the Instructional Materials

After arranging the topic and general purposes, then the researcher described those eight units with their objectives as the learning indicators. In the performance objectives, the researcher decided the indicators and material used of every topics based on the basic competences. The elaboration of the learning indicators and the selected materials would be described in Table 4.5. Table 4.4 The Description of Learning Indicators and Selected Materials of the Units Unit Basic Competence Learning Indicators Materials Title 1.1 Respond by repeating new vocabulary or new sentences loudly. 1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to askgive acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 2.2 Talk to participate acceptable action 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of alphabet. 3. Answering question which is given by the teacher based on the new  The picture of random letters A to Z  The listening and repeating section of letters A to Z  Learning through ABC Song  The speaking section of practicing Alpha 59 59 Unit Basic Competence Learning Indicators Materials Title 1 which involves the speech act: mentioning ages and date of birth, and mentioning time. vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. spelling letters. bets 2 1.1 Respond by repeating new vocabulary or new sentences loudly. 1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to askgive acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of numbers. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary.  The picture of random numbers 1 to 20  The listening and repeating section of numbers  The speaking section of practicing spellingrep eating numbers and asking and responding question  Playing catching the number game in the Magic English program. Numb er 1.1 Respond by repeating new vocabulary or new sentences loudly. 1. Repeating what the teacher said or  The picture of random vegetables 60 60 Unit Basic Competence Learning Indicators Materials Title 3 1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to askgive acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time. listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of vegetables. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary.  The listening and repeating section of vegetables  The speaking section of practicing spellingrep eating vegetables and asking and responding question  Playing choosing the vegetables game in the Magic English program. Veget ables 1.1 Respond by repeating new vocabulary or new sentences loudly. 1.2 Respond by doing actions based on the instruction correctly. 2.1 Talk to askgive acceptable information which involves the speech act: asking a thing, asking where the thing is, and asking the amount of things. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of animals. 3. Answering question which is given by the teacher  The picture of random animals  The listening and repeating section of animals  The speaking section of practicing spellingrep eating animals 61 61 Unit Basic Competence Learning Indicators Materials Title 4 2.2 Talk to participate acceptable action which involves the speech act: mentioning ages and date of birth, and mentioning time. based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. and asking and responding question  Playing catching the animal game in the Magic English program. Anim als 5 5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to askgive acceptable information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of food and drink. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary.  The picture of random food and drink  The listening and repeating section of food and drink  The speaking section of practicing spellingrep eating food and drink and asking and responding question  Playing choosing the food and drink game in the Magic English Food and drink 62 62 Unit Basic Competence Learning Indicators Materials Title program. 6 5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to askgive acceptable information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of days. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary.  The picture of random days  The listening and repeating section of days  Learning through Days Song  The speaking section of practicing spelling letters. Days 5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to askgive acceptable 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of toys. 3. Answering  The picture of random toys  The listening and repeating section of toys  The speaking section of 63 63 Unit Basic Competence Learning Indicators Materials Title 7 information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things. question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging question based on the new vocabulary. practicing spellingrep eating toys and asking and responding question  Playing choosing the toys game in the Magic English program. Toys 8 5.1 Respond by repeating new vocabulary or new sentences in every game loudly. 5.2 Respond by doing action based on the instruction correctly. 6.1 Imitate speech in very simple expression. 6.2 Talk to askgive acceptable information which involves speech act: asking someone‟s ability in playing games, asking where the thing is, and asking the amount of things. 1. Repeating what the teacher said or listened from the recording with the correct pronunciation. 2. Mentioning vocabulary in the materials of transportation. 3. Answering question which is given by the teacher based on the new vocabulary. 4. Using new vocabulary in daily conversation. 5. Arranging  The picture of random transportati on  The listening and repeating section of transportati on  The speaking section of practicing spellingrep eating transportati on and asking and responding question  Playing choosing the Trans portati on 64 64 Unit Basic Competence Learning Indicators Materials Title question based on the new vocabulary. transportati on game in the Magic English program. After gaining the indicators and materials, the next was organizing the subject content. It was the representation of the designed game. The classification was shown in Table 4.5. Table 4.5 The Organization of Subject Content Unit Topics Subject Content 1 Alphabets 1. Recognizing letters A to Z 2 Numbers 1 to 20 1. Vocabulary of Numbers 1 to 20 3 Vegetables 1. Labelingidentifying vegetables. 2. Recognizing vocabulary of vegetables. 4 Animals 1. Labelingidentifying animals. 2. Recognizing vocabulary of animals. 5 Food and drink 1. Labelingidentifying food and drink. 2. Recognizing vocabulary of food and drink. 6 Days 1. Labelingidentifying days. 2. Recognizing vocabulary of days. 7 Toys 1. Labelingidentifying toys. 2. Recognizing vocabulary of toys. 8 Transportation 1. Labelingidentifying transportation. 2. Recognizing vocabulary of transportation.

4. The Instructional Strategies

To know whether the students could reach achieve the provided indicators, the researcher then developed the instructional strategy. In developing the strategy, the researcher applied the theory from Suyanto 2007 about teaching 65 65 vocabulary. It was the theory about “listen and repeat” or” listen and point to something” techniques. Based on the need survey, the students were easy to be bored, moody, and lack of attention while they need to acquire the very basic English knowledge. They needed classroom activities which were fun and enjoyable to do in order to achieve the ability of English knowledge, in this case was English vocabulary. Since vocabulary was very rich, the researcher utilized theory from Sumardi 1974 which considered about frequency, range, availability, coverage, and learnable. The researcher set the strategy to provide the appropriate vocabulary based on the theory from Sumardi 1974. Moreover, learning vocabulary for children could be done by doing speaking and listening. Therefore, the researcher made the activities that forced the students to speak and listen to the recording in the designed game. This strategy was set to cover the students‟ needs and wants. The researcher arranged the strategy for the students in the form of sections. Based on the theory from Suyanto 2007, there were introduction, modeling, practicing, and applying. The strategies used were introducing the topic as the introduction, listening and repeating to the recording of the new vocabulary as the modeling, practicing the new vocabulary in a form of speaking as the practicing, and using the new vocabulary as the applying. Developing those strategies, the researcher used pictures, sounds in a form of songs and pronunciation, and games. The program used to make this designed game was Macromedia Flash Software. The program was not needed to be installed by the 66 66 user first because it could be directly applied in every computer. The Home layout of the game could be seen in Figure 4.1 below. Figure 4.1 The Layout of the Game The students could easily use the game because they just needed to click on the provided buttons to choose what activities they would do. The sections of the instructional strategy were described as follows. a. What Is It? “What is it?” was used as the introduction to the topic. This section was put in the Tutorial Menu. In this section, the researcher provided a question and some pictures to be discussed. The researcher asked the students about what the picture is and the students would answer the teacher based on the pictures they saw. The students looked at the pictures and recognized what things they are. 67 67 They could answer in Indonesian or English. The teacher gave the prompt for the students to guess what kind of topic they would be learning. The purpose of this section was to lead the students to be ready learning about that new topic. This section was called as introduction. In this section, the researcher provided some pictures only. The example below was the image of section “What is it?” It was Unit 3. In this part, the students were given time to discuss together with friends and teacher about labeling or identifying the things. It could be also the question and answer activity because the students and teacher were communicating and discussing about materials given. The answer from the students was checked to the next section. Their answers were the purpose of this section, which recognizing what they saw so far. The example of “What is it?” section was presented in Figure 4.2. Figure 4.2 The Example of “What Is It?” Section 68 68

b. Listen and Repeat

“Listen and Repeat” was used as the modeling section about the topic learned. The language focus of this designed game was in this phase. This section was put in the Tutorial Menu. In this section, the researcher provided the list of pictures followed by the vocabulary and the spelling. The task for the students was by looking at the picture, then listening to the recording which was contained of the vocabulary pronunciation, and then repeating the recording repeatedly. The pictures given were the elaboration from the part of “What Is It?” in the section one which has been developed with the vocabulary identification. The teacher gave time to the students to listen to the recording first. After some minutes, the teacher led the students to repeat the recordings together. The purpose of this section was to lead the students to be able to spell the vocabulary with the correct pronunciation. The example in Figure 4.3 was the image of section “Listen and Repeat” It was Unit 2 with the topic about number 1 to 20. In this part, the students were given time to independently listen to the recording about the topic of that day. The students used their general characteristic of curiosity to find the vocabulary and how to spell it. By repeating the vocabulary, the students were able to pronounce the things correctly. The students who were attracted to pictures and sounds caught more about the materials given. The example of “Listen and Repeat” section was presented in Figure 4.3 below. 69 69 Figure 4.3 The Example of “Listen and Repeat Section

c. Let’s Practice

“Let‟s Practice?” was the practicing time for the students to use the vocabulary in a form of sentence and dialogue. The students were guided to repeat the sentences. The aim of this section was to give more exposure to the students to use the vocabulary. Lately, the students independently in pairs made a simple sentence or answering a simple question. In this section, the researcher provided some sentences to practice. The students used the vocabulary which has been learned in the previous section. The purpose of this section was to lead the students to be able to communicate using the new vocabulary. This section was called as practicing. The example in Figure 4.4 was the image of section “Let‟s Practice” It was Unit 3. In this part, the students were given time to communicate with friends and teacher about the new vocabulary. The students had time to move around the classroom to ask their friends freely. 70 70 Figure 4.4 The Exam ple of “Let’s Practice” Section

d. Let’s Have Fun

“Let‟s Have Fun” was used as the applying part of the topic. This section was put in the Game Menu. In this section, the researcher provided a game to be played independently. The researcher asked the students to catch the pictures or to click the pictures correctly. The instruction was based on the vocabulary they learned. The students in this section could have enjoyable learning practice because it could accommodate their hobbies in playing games. The students also showed their general characteristics which was used to doing trial and errors. They could play the games repeatedly. They just needed to read the instruction and then dragged the mouse to move the basket to catch the correct thing. The score and the time allocation were shown there, so that the students could see their achievements. Therefore, they could reach the higher score there. This section was called applying. The example below was the image of section “Let‟s Have Fun” 71 71 in Unit 2. The e xample of “Let‟s Have Fun” section was presented in Figure 4.5. Figure 4.5 The Example of “Let’s Have Fun” Section The time allocation was shown here The instruction was shown here The score was shown here 72

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS