An over-sized snake-ladder game to introduce English vocabulary to support the development of multiple intelligences among Kindergarten Students - USD Repository
AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE
ENGLISH VOCABULARY TO SUPPORT
THE DEVELOPMENT OF MULTIPLE INTELLIGENCES
AMONG KINDERGARTEN STUDENTS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Elisabeth Yudisteria Wanasti Student Number: 071214143
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
A Sarjana Pendidikan Thesis on
AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE
ENGLISH VOCABULARY TO SUPPORT THE
DEVELOPMENT OF MULTIPLE INTELLIGENCES AMONG
KINDERGARTEN STUDENTS
By Elisabeth Yudisteria Wanasti Student Number: 071214143
Approved by Sponsor Dr. Retno Muljani, M. Pd.
22 November 2013
AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE
ENGLISH VOCABULARY TO SUPPORT THE
DEVELOPMENT OF MULTIPLE INTELLIGENCES AMONG
KINDERGARTEN STUDENTS
By ELISABETH YUDISTERIA WANASTI
Student Number: 071214143 Defended before the Board of Examiners on 10 December, 2013 and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ............Secretary : Drs. Barli Bram, M. Ed., Ph. D. ............ Member : Dr. Retno Muljani, M. Pd. ............ Member : Markus Budiraharjo, S. Pd., M. Ed., Ed. D. ............ Member : C. Tutyandari, S. Pd., M. Pd. ............
Yogyakarta, 10 December 2013 Faculty of Teachers Training and Education Sanata Dharma University Dean Rohandi, Ph. D.
A deep dedication to: My great parents, Bapak Wahyu Pujonggo and Ibu Erna
My beautiful sister, Intravenna My handsome brother, Gludhux Prakoso
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 10 December 2013 The Writer
Elisabeth Yudisteria Wanasti 071214143 LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Elisabeth Yudisteria Wanasti Nomor Mahasiswa : 071214143
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN OVER-SIZED SNAKE-LADDER GAME TO INTRODUCE ENGLISH
VOCABULARY TO SUPPORT THE DEVELOPMENT OF MULTIPLE
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 10 December 2013 Yang menyatakan
ABSTRACT
Wanasti, Elisabeth Yudisteria. 2013. An Over-Sized Snake-Ladder Game to
Introduce English Vocabulary to Support The Development of Multiple
Intelligences among Kindergarten Students. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
TK Kanisius Kotabaru Yogyarta is one of private kindergartens in
Yogyakarta which provides English is taught as regular subject for 30 minutes per week. A lack of supporting media and a lack of English teacher became the problems.
This research was set to design an over-sized Snake-Ladder game to introduce English vocabulary to support the development of multiple intelligences (MI) among kindergarten students. Therefore, the researcher formulated two questions (1) how is an over-sized Snake-Ladder game designed? (2) What does an over-sized Snake-Ladder game look like?
To answer those questions, the researcher implemented Research and Development (R&D) method which was first introduced by Borg and Gall (1983).This R&D method was integrated with eleven steps of constructing game as proposed by Bell and Wieckert (1985). In this research, the researcher provided three instruments to gather the data such as interview, field notes, and questionnaire. The researcher integrated R&D method with eleven steps of constructing games into research information collecting, planning, developing a preliminary form of product, preliminary field testing, and main product revision.
In research information collecting, the researcher conducted a need survey and library research. To determine themes, objectives, grade level, numbers of players, format of game, method of checking, material, player’s roles, and procedure and time allocation were done in planning stage. The researcher compiled, analyzed, and developed all the data in stage of developing a preliminary product. In preliminary field testing, the researcher conducted experts’ validation and field testing toward the whole designed game. In main product revision, the researcher considered and developed suggestions and evaluation in preliminary field testing step to revise the designed game.
The researcher developed an over-sized Snake-Ladder game. The researcher expected this designed game became interesting and functional learning aids for kindergarten students such as huge and colorful board and dice. This designed game was expected to be effective and efficient learning aids to introduce English vocabulary to kindergarten students. Moreover, this designed game can support the development of multiple intelligences among kindergarten students.
Keywords: Game, kindergarten, multiple intelligences, vocabulary
ABSTRAK
Wanasti, Elisabeth Yudisteria. 2013. An Over-Sized Snake-Ladder Game to
Introduce English Vocabulary to Support the Development of Multiple
Intelligences among Kindergarten Students. Yogyakarta: Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
TK Kanisius Kotabaru Yogyakarta merupakan salah satu sekolah taman
kanak-kanak swasta yang mengajarkan Bahasa Inggris sebagai salah satu mata
pelajaran wajib dengan alokasi waktu 30 menit per minggu. Minimnya media
pembelajaran dan kurangnya sumber daya manusia menjadi acuan penulis untuk
membuat sebuah penelitian.Penelitian ini bertujuan untuk mendesain sebuah permainan ular tangga
raksasa untuk memperkenalkan kosa kata Bahasa Inggris sekaligus mendukung
perkembangan kecerdasan majemuk anak-anak TK. Oleh karena itu, peneliti
merumuskan dua pertanyaan, yaitu (1) bagaimanakah sebuah permainan ular
tangga raksasa tersebut dirancang? (2) bagaimanakah bentuk permainan yang
sudah dirancang tersebut?Untuk menjawab kedua pertanyaan tersebut, peneliti menerapkan metode
Penelitian dan Pengembangan (R&D) yang pertama kalinya diperkenalkan oleh
Borg dan Gall (1983). Metode penelitian dan pengembangan (R&D) ini,
kemudian diintegrasikan dengan sebelas tahap perancangan sebuah games yang
dikembangkan oleh Bell dan Wieckert (1985). Dalam penelitian ini, interview,
catatan lapangan, dan kuisioner menjadi tiga instrumen utama untuk
mengumpulkan data baik di tahap observasi maupun validasi. Kelima langkah
dalam penelitian dan pengembangan (R&D) diintegrasikan ke sebelas tahap
perancangan sebuah permainan, yaitu pengumpulan informasi penelitian,
perencanaan sebuah permainan, pengembangan bentuk awal dari sebuah
permainan, pengujian tahap awal, dan revisi utama sebuah permainan.Peneliti mengembangkan permainan ular tangga sebagai sebuah media
pembelajaran yang menarik dan fungsional untuk anak-anak TK, misalnya papan
permainan dan dadu yang besar dan warna-warni. Permainan ular tangga ini
diharapkan menjadi media pembelajaran yang efektif dan efisien untuk
mengenalkan kosakata baru ke anak-anak. Permainan ular tangga yang didesain
ini juga diharapkan mampu melatih dan mengembangkan kecerdasan majemuk
dalam setiap anak. Kata kunci: Permainan, taman kanak-kanak, kecerdasan majemuk, kosakata
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to Jesus Christ to give me a beautiful life. I would like to thank Mother Mary for the guidance to lead me walk on the way of blessings.
My sincere gratitude goes to Dr. Retno Muljani, M. Pd., for her guidance, kindness, patience, and attention to be my advisor in assisting me during this research completion.
I would like to present my deepest gratitude to my parents, Bapak Wahyu
Pujonggo and Ibu Erna, for every single support and prayer they have always
conferred to me. They are my greatest encouragement to finish my study. My sincere gratitude is also addressed to my beautiful sister, Intravenna, and my handsome brother, Gludhux Prakoso who always motivates me to do the best for my thesis. Additionally, I am also grateful to my aunt and her husband, Budhe
Yani and Pakdhe Arip, to support me to finish my study.
I am indebted to the principal of TK Kanisius Kotabaru, Yogyakarta, Ibu
Narti, and for her kindness to allow and provide me a huge opportunity to conduct
my research in her great school. I also thank Bu Rini, the English teacher of TK
Kanisius Kotabaru, Yogyakarta, for her valuable evaluation of my designed game.
I need to say thanks to Mbak Mera and Bu Pipin to evaluate my designed game. In addition, I would like to express my sincere thanks to Matanja Ranske and Toni Sbt for being the great grammar evaluator of my thesis.
I am really grateful to my best friend, Lala, Popon, Bre, Raras, Haya,
Dei, Hening, Seto, Yusak, Wendi, Mbak Susan, Asep, Galih, Manda, and Litul
for their love, attention, and help during my study at PBI. I also thank the staff of
Anak Wayang Indonesia such as Mbak Vini, Mbak Ema, Mbak Nia, Mbak Eva,
Kak Yanti, Kang Sipen, Rosi, Bos Nova, Bro Mita, Mas Gigon, Iis Kompong,
and Pak Pethel to give me a lot of attention and help to finish my thesis. My thankfulness also goes to my entire best friends in Sanggar Anak Kampoeng
Indonesia (SAKI) who always support me in both pleasing and sad moments.
My special thanks go to my best friend, Tia for her kindness to help me finish my thesis. I need to say thanks to Martha’07 and Indah’07 for her meaningful help. In addition, I really thank Arum’07 and Mbak Jelly for her supports and prayer.
I also thank Biyung Fitri, Dista, Iwan, Rani, Zahra, and Aulia for being models in my video tutorial of this designed game.
Finally, I thank all people who have given me supports and prayers that I could not mention here one by one.
TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………………...i APPROVAL PAGES ……………………………………………………………..ii DEDICATION PAGE …………………………………………………………...iii STATEMENT OF WORK’S ORIGINALITY…………………………………....v
PERNYATAAN PERSETUJUAN PUBLIKASI ….………………………………..vi
ABSTRACT ……………………………………………………………………..vii
ABSTRAK …..…………………………………………………………………...viii
ACKNOWLEDGEMENTS ……………………………………………………...ix TABLE OF CONTENTS ………………………………………………………...xi LIST OF TABLES ……………………………………………………………...xiv LIST OF FIGURES ……………………………………………………………...xv LIST OF APPENDICES ………………………………………………………..xvi
CHAPTER I. INTRODUCTION A. Research Background …………………………………………………....1 B. Problem Formulation ……………………………………………………..5 C. Problem Limitation ……………………………………………………....5 D. Research Objective ……………………………………………………....6 E. Research Benefits ………………………………………………………..6 F. Definition of Terms ……………………………………………………...7
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Descriptions
1. Instructional Design............................................................................11
2. Theories of Learning………………………………………………....14
3. The Characteristics of Young Learners……………………………………………………....19
4. Teaching Vocabulary to Young Learners……………………………………………………....20
5. Game as Learning Aids……………………………………………...23
B. Theoretical Framework……………………………………………….....30
CHAPTER III. METHODOLOGY A. Research Method………………………………………………………..35 B. Research Setting………………………………………………………...40 C. Research Participants…………………………………………………...40 D. Research Instruments…………………………………………………...41 E. Data Gathering Techniques……………………………………………..43 F. Data Analysis Techniques………………………………………………44 G. Research Procedures…………………………………………………….46 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Designing an Over-Sized Snake-Ladder Game to Introduce English Vocabulary to Support the Development of Multiple Intelligences among Kindergarten Students
2. Planning………………………………………………………………58
3. Developing preliminary form of product…………………………………………………........60
4. Preliminary Field Testing…………………………………………….62
5. Main Product Revision……………………………………………….67
B. Presenting the Design of an Over-Sized Snake-Ladder Game to Introduce English Vocabulary to Support the Development of Multiple Intelligences among Kindergarten Students
1. The Layout of the Over-Sized Snake-Ladder Game ........................................................................... 69
2. The Content of the Over-Sized Snake-Ladder Game ........................................................................... 71
3. The Procedure of Playing the Over-Sized Snake-Ladder Game .................................................. 73
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions………………………………………………………………75 B. Suggestions………………………………………………………………77 REFERENCES…………………………………………………………………..78
LIST OF TABLES
Table 3.1 Points of Agreement …………………………………………………. 45Table 4.1 Table of Data of Respondents …………………………………......... 63Table 4.2 The Result of Central Tendency …………………………………...... 64Table 4.3 Table of Expressions …………………………………....................... 73
LIST OF FIGURES
Figure 2.1 The Elements of Yalden’sInstructional Design …………………………………........................ 12
Figure 2.2 The Illustration of Gardner’sMultiple Intelligences …………………………………..................... 22
Figure 2.3 The Illustration of Simple Ways ofSuyanto’s Vocabulary Learning …………………………………..... 36
Figure 3.1 The Illustration of R & D Cycle …………………………………..... 36Figure 3.2 The Illustration of Modified of R&D Cycle andTheory of Bell and Wieckert ………………………………….......... 39
Figure 3.3 The Formula of Central Tendency …………………………............ 45Figure 4.1 The Pictures of Giant Snake-Ladder Game Tools ..………………………………...61 Figure 4.2 The Picture of Teacher’s Handbook ...……………………………... 62
Figure 4.3 The Illustration of Giant Snake-Ladder Game Layout ………………………………...61 Figure 4.4 The Illustration of Supporting Tools …...………………………….. 70
Figure 4.5 The Illustration of The Snake and The Ladder…………………….. 70Figure 4.6 The Illustration of Sign Systems ...................................................... 71Figure 4.7 The Illustration of Names of the Fruits ............................................ 72Figure 4.8 The Illustration of Names of the Colors …....................................... 72
LIST OF APPENDICES
APPENDIX A. Permission Letter ………………………………………………81 APPENDIX B. The Blueprint and Raw Data of the Interview in the Need Survey ………………………………83 APPENDIX C. The Blueprint and Raw Data of
Class Observation in the Need Survey …………………………86 APPENDIX D. The Blueprint and Raw Data of Questionnaire in the Experts’ Validation ……………………………………..90 APPENDIX E. The Blueprint and Raw Data of Questionnaire in the Trial Game ……………………………………………..102 APPENDIX F. Lesson Plan of the Trial Game ………………………………...108 APPENDIX G. Layout of the Over-Sized
Snake-Ladder Game …..........................………………………111 APPENDIX H. Manual Instruction of How to Play the Over-Sized Snake-Ladder Game ………………………….113 APPENDIX I. Teacher’s Handbook …………………………………………...116 APPENDIX J. The Matrix of Multiple
Intelligences Development …………………………………….126 APPENDIX K. Photo of Trial Game ………………………………………......129 APPENDIX L. Video Tutorial of How to Play the Over-Sized Snake-Ladder Game……………………….....131
CHAPTER I INTRODUCTION This chapter consists of five parts. Those parts are research background,
problem formulation, research objectives, research benefits, and definition of terms. The research background explains about the reason of the researcher in writing this research and also the description of the topic of this research. The problem formulation describes the problems that will be analyzed in this research.
The research objectives present the expected outcomes of this research. Then, the research benefits explain the contribution of this research. Lastly, the definition of terms give clear view of some explanations about some terms which are related to this study.
A. Research Background
Learning a second or foreign language at early ages is better than at adult ages. Iffredista (2013) underlines that learning English will be easier when we start it at early ages. Brewster, Ellis, and Girard also emphasize that:
Because there is a strong ‘folk’ belief, sorts of ‘act of faith’, that young children learn language better and more easily than older children do. This means there is a wide spread belief that there are definite advantages to introducing language learning early in life, which outweigh the disadvantages…. (as cited in Witri, 2010, p. 1) Thus, kindergartens in several countries offer English as a second or a
Foreign Language. A strong belief that young children learn language better
2 Indonesia. Kindergarten, known as Taman Kanak-kanak (TK), is the lowest grade
of the Indonesian formal educational system. Taman Kanak-Kanak offers English as a regular subject or as extracurricular activity. TK Kanisius Kotabaru, a kindergarten in Yogyakarta, offers English as a regular subject. When the researcher was the voluntary teacher in TK Kanisius Kotabaru, English had regular time allocation for thirty minutes per week. TK Kanisius Kotabaru,
Yogyakarta consists of two classes such as class A and class B. Class A is for four
(4) to five (5) year-old children, while class B is 5 (five) to 6 (six) year-old children. Each class consists of approximately twenty-four (24) children.
The researcher found an intriguing question which was related to English teaching media when the researcher worked as voluntary teacher in TK Kanisius
Kotabaru, Yogyakarta. Moreover, the English teacher of TK Kanisius Kotabaru,
Yogyakarta has no English education background. Thus, the researcher initiated a
research in which TK Kanisius Kotabaru, Yogyakarta became the research’s object.
Krisna (2011) describes that the objective of teaching and learning English at early ages is to create children interest towards English, so that they want to learn more at higher grades. In kindergarten, English teacher mostly introduces English vocabulary. As Berk (2006) emphasizes that:
Vocabulary is the content and function on words of a language which are learned so through that they become a part of a child's understanding, speaking, and later, reading, and writing. Vocabulary is the words having meaning when heard or seen though proceed even not proceed by the individual himself to communicate with other (p. 218)
3 Additionally, an English practitioner, Widagdo, describes that learning
vocabulary is important, because children can start their speaking by knowing much vocabulary (as cited in Sobri, 2012). Nation (1990) emphasizes that teaching English vocabulary has to be started in kindergarten since vocabulary is the most important element of learning languages (p.2). Additionally, Krisna (2011) underlines that English vocabulary which is given to kindergarten pupils should be thematically focused, following the themes in kindergarten curriculum.
If an English teacher puts ‘self’ as a topic in class, then English teacher should also introduce related vocabulary, such as parts of the body or the senses.
Accordingly, the English teacher of TK Kanisius Kotabaru, Yogyakarta mostly introduces English vocabulary to the students.
The different media to facilitate the process should support the process of teaching vocabulary in kindergarten. The English teacher of TK Kanisius
Kotabaru, Yogyakarta applies several supporting media, such as flashcards, songs,
dances, stories, and videos when the researcher worked as the voluntary teacher.Those media supported the teacher to teach her students English vocabulary. However, the teacher never used game as supporting media to introduce new vocabulary. Thus, it is a captivating question, why games as media to teach vocabulary might have never been applied in TK Kanisius Kotabaru, Yogyakarta.
Based on Wright, Betteridge, and Buckby (2006), game as a fun part in learning a language helps and encourages learners to continue their interest in the language and to study it harder (p. 2). Suyanto (2007, p.16) notes that students are also interested in fun things. However, commercial games are not suitable enough
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teacher should develop commercial games to be language games. According, Lewis and Bedson (1999), language game as an activity has a visible set of rules which guide the children’s actions, and an element of strategy—children must successfully apply their language and other skills (p. 5). Therefore, the English teachers need to find out how a fun language game can be applicable to introduce English vocabulary. The researcher believes that language game can be a promising supporting media to teach English vocabulary, even more useful than other media. Since games in kindergarten are enjoyable (Lee, 1986), the researcher proposes an over-sized Snake-Ladder game to introduce English vocabulary which, at the same time, also to support the development of pupils’ multiple intelligences.
Multiple intelligences is an important concept to be developed. According to Gardner (1983), the founder of the concept of multiple intelligences, pupils’ multiple intelligences can help them to solve problems, to find the answers to specific questions, and to learn new material quickly and efficiently (p. 14). Thus, the researcher proposes an over-sized Snake-Ladder game for the students of TK
Kanisius Kotabaru, Yogyakarta which is to support their development of multiple
intelligences. This designed game which was integrated with Gardner’s multiple intelligences should eventually help them to learn English vocabulary efficiently.
Suyanto (2007) describes that pupils’ need of engaging in fun things (p.16). Thus, the researcher designs an over-sized Snake-Ladder game to satisfy students’ need. Moreover, Campbell, Bruce, and Dickinson (1996) note that board games should help students to set fire their enthusiasm to study (p. 115). One of
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exercises memory skills and the visual-spatial intelligence of the pupils. These are the reasons, why the researcher proposes an over-sized Snake-Ladder game to introduce English vocabulary, and eventually help to support the multiple intelligences among the students of TK Kanisius Kotabaru, Yogyakarta. It is expected that an over-sized Snake-Ladder game can help the English teacher to introduce vocabulary easier. Additionally, it can help the students to enjoy learning English even more.
B. Research Problem
This study addresses two (2) research questions, which can be formulated as follows:
1. How is an over-sized Snake-Ladder game to introduce English vocabulary to support the development of multiple intelligences among kindergarten students designed?
2. What does an over-sized Snake-Ladder game look like?
C. Problem Limitation
In this study, the researcher focused on designing an over-sized Snake- Ladder game for the students of TK Kanisius Kotabaru, Yogyakarta. This designed game can help the English teacher to introduce English vocabulary in a fun and attractive way.
In the designed game, there are many pictures which help students to learn new English vocabulary. Those pictures are close to the students’ world.
6 The researcher also designed each activity in playing the over-sized
Snake-Ladder game in order to support the development of the students’ Multiple Intelligences. Nevertheless, this designed game could promote the development of several intelligences.
Additionally, the researcher modified some basic rules of playing the common game. The researcher tried to synchronize between the basic rules and the students’ needs and characters.
D. Research Objectives
In this study, there are two objectives to be achieved. The objectives can be specified as follows:
1. To design an over-sized Snake-Ladder game to introduce English vocabulary in support of the development of multiple intelligences among kindergarten students.
2. To present the design of the over-sized Snake-Ladder game.
E. Research Benefits
There are some benefits, which could be obtained by this study. They are as follows:
1. This study will help the students of TK Kanisius Kotabaru, Yogyakarta, to learn English vocabulary in a fun way.
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2. This study will help the English teachers of TK Kanisius Kotabaru,
Yogyakarta, to add the over-sized Snake-Ladder game as their existing teaching media in class, especially to teach English vocabulary.
F. Definition of Terms
In order to avoid misunderstanding and misinterpretation, the author provides definitions of the most important terms used in the study as follows:
1. Snake-Ladder game The word ‘Snake-Ladder game’ has a definition as a British children’s game played with a board and dice (“Snake-Ladder game”). The basic rule of this game is that when you go up a ladder; you can progress quickly to reach the finishing, while if you go down a snake, you have to go backwards.
In this study, the researcher defines a Snake-Ladder as a children’s game played with a board and dice. The researcher integrates English vocabulary into the game. The researcher also designs the over-sized Snake-Ladder game to support the development of students’ multiple intelligences.
2. TK Kanisius Kotabaru, Yogyakarta It is a private kindergarten located in Yogyakarta where the researcher conducted the research. In this school, the English teacher of TK Kanisius
Kotabaru, Yogyakarta has never used games as media of teaching English. During
8 TK Kanisius Kotabaru, Yogyakarta were involved in the design process to provide some valuable information regarding the over-sized Snake-Ladder game.
3. Multiple Intelligence Gardner (1983) defines the word ‘intelligence’ as a general ability found in varying degrees in all individuals (p. 14). Gardner (1983b) emphasizes that pupils’ multiple intelligence can help them to solve problems, to find the answers to specific questions, and to learn new material quickly and efficiently. Gardner (1983c) describes eight intelligences such as linguistic, logical-mathematical, visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence.
In this study, the researcher defines multiple intelligences as students’ general abilities that help them to learn vocabulary, e.g. names of fruits, efficiently. In the process of playing the over-sized Snake-Ladder game, the students should develop their intelligences, such as linguistic, logical- mathematical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligence to help them to learn names of the fruits.
4. Vocabulary Suyanto (2007) defines vocabulary as group of words that has explanatory meaning and gives information when it is used (p. 43). The word ‘vocabulary’ also has definition as all the words contained in a language (“vocabulary”).
9 In this study, the researcher defines vocabulary as English words introduced to the kindergarten students, such as names of the fruits.
5. Language Game Lewis and Bedson (1999) define language games are activities which is the presence of a visible set of rules which guide the children’s actions, and an element of strategy—children must successfully apply their language and other skills (p. 5).
Moreover, language game also has same characteristic to commercial game in which game as a fun activity (Bell & Wieckert, 1985, p.xix). Wright, Betteridge, and Buckby (2006) also define game as an activity which is entertaining and engaging, often challenging (p. 1). Wright et al (2006) also define game as an activity in which the learners play and usually interact with others (p. 1).
In this study, the researcher defines language game as an entertaining and challenging activity which has a visible set of rules to guide the students’ actions.
In this study, the sudents also apply their language and other skills to learn simple English vocabulary.
6. To Introduce
The word ‘to introduce’define as bringing a subject to the attention of
someone for the first time (“to introduce”). The word ‘to introduce’ can also
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define as activity to show someone/something or tell them about it for the first time (“to introduce”).
In this study, the researcher defines the word ‘to introduce’ as the activity
to show the students at class B of TK Kanisius Kotabaru, Yogyakarta the names of
fruits for the first time.7. Support
The word ‘support’ has several definitions. The word ‘support’ defines as
an activity, idea, belief or thought of someone that agrees with an idea, group, or person, and usually to help other people to gain success (“support”). Additionally, the word ‘support’ can also define as an agreement with an idea, group or person.
In this study, the researcher defines the word ‘support’ as a belief or thought of the researcher that agrees with an idea in designing the over-sized Snake-Ladder game to support the students’ multiple intelligence to succeed in learning English vocabulary.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with the most important theories that serve as the basis
of this study to answer the problems. This chapter will be divided into two major parts, namely the theoretical description and the theoretical framework.
A. Theoretical Description In this part, the researcher presents the most important related theories.
The selection of theories focuses on instructional design model: Yaldens’ instructional design, theories of learning, young learner characteristics, teaching vocabulary, and games for language teaching.
1. Instructional Design Model: Yalden’s Communicative Syllabus
In this study, the researcher needs an instructional design model to organize the process of designing the over-sized Snake-Ladder game. Therefore, the researcher considers several theories of instructional design by experts. After considering such theories, the researcher chooses Yalden’s instructional model, because it is relevant to the topic of this study.
a. Yalden’s Model: Communicative Syllabus
The model of instructional design is presented by Yalden (1987), known
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closely approximates an environment of real language use. In this communicative syllabus, there are 7 (seven) stages which are defined as follows:
Figure 2.1 The Elements of Yalden’s Instructional Design (Yalden, 1987)Description Needs of purpose survey
Selection/d Production Production Developm Evaluat evelopment of a proto- of a ent and ion of syllabus syllabus pedagogical implemen type syllabus tation of classroom procedure s
1) Stage I
This stage is called needs survey part. Yalden (1987) notes that a needs survey is an essential initial stage in the preparation of designing a language- teaching program (p. 101). This stage helps the instructional designer to find out more information and thereby to understand as much information as possible about the learners prior to the beginning of the program in order to create realistic and acceptable objectives. It means that the object of a needs survey is to gather as much information as possible about the learners in any given situation and about their purposes in studying the target language.
2) Stage II The second stage of the communicative syllabus is the description of purpose.
13 Yalden (1987) emphasizes that this stage establishes the foundation for the major
decisions in which the language course designer faces when he or she goes to the next stage (p. 105).
3) Stage III
In this stage, the designer makes a choice regarding the syllabus type which is going to be implemented in the language-teaching program. Yalden (1987) suggests combining various syllabus types, because there is no single model of syllabus designs which is universally agreed upon (p. 108). The designer can combine various syllabus types, ranging from a modification of existing structural syllabuses to a completely learner-centered approach.
4) Stage IV
After completing stage I to III, the designer should describe the content of the syllabus chosen in stage IV which is called the proto-syllabus. Yalden (1987) notes that the content should include general notions as well as specific topics, communicative functions, discourse and rhetorical skills, the variety of language, role-sets, and communicative events (p. 138).
5) Stage V
The next stage is called pedagogical syllabus. In this stage, the designer should provide a list of words and phrases, chosen as models of functions and suitable for the topics identified as important to the learner. Yalden (1987)
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