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TRANSFORMING TOY KIDS CAMERA INTO E-CAM (ENGLISH–CAMERA) AS A MEDIA TO TEACH VOCABULARY FOR LOWER PRIMARY STUDENTS
Transforming Toy Kids Camera into E-CAM (English–Camera) As a Media to Teach Vocabulary for Lower Primary Students
Intan Rachmatillah English Department, Faculty of Languages and Arts, State University of Surabaya
Ahmad Munir English Department, Faculty of Languages and Arts, State University of Surabaya
Abstrak
Flash card is a set of cards which consist of pictures and words. In contrary, the vocabulary in the flash card is in isolation. The young learners are not supposed to be exposed by single word instead of the use of sentences. Thus, an innovative media will be developed. The concept of this media is adapted from flashcard concept but completed with the camera toy flashlight, and technology assist. Therefore, the research questions of this study are (1) how is the form of English-Camera prototype? (2) How are the accuracy of English-Camera contents material and the vocabulary material of lower primary students? (3) How is the operation of using English-Camera? This study used R & D model by Borg and Gall (2003) to develop kids toy to become English-Camera for the teaching vocabulary for lower primary students. After designing the preliminary form of the product, the draft of English-Camera was tested to the media and material expert. This test aimed to know whether the material and physical appearance of English-Camera was suitable for the lower primary students. In the preliminary field testing, the data were gained from observation checklist and interview to know whether the accuracy of English-Camera contents material and the vocabulary material of lower primary students. Besides the data got from the observation and interview in the field test, for the second field test, the data were collected from the interview also to the students and the teacher. The first interview which consisted of 5 questions was addressed to 10 students from 1st graders. The second interview which involved 12 students from 2nd graders. And the 3rd graders contained 5 questions was addressed to 10 students. The interview was aimed at knowing the students’ response toward the media. In addition, manual book also design create to make the users easy to operate English-Camera and make the users comprehend the English-Camera component.
Key words: Camera Toy, Flash Card, Lower Primary students, Vocabulary, English-Camera
Abstract
Flash Card adalah sekumpulan kartu yang terdiri dari gambar and kata. Namun, Kosakata dalam flashcard terisolasi. Anak-anak seharusnya tidak diperkenankan untuk belajar koskata dalam bahasa inggris dengan menggunakan satu kata tapi lebih dianjurkan dalam bentuk kalimat. Sehingga sebuah media inovasi akan dikembangkan. Oleh karena itu, masalah dalam penelitian ini adalah (1) bagaimana bentuk dari E-CAM (English-Camera)? (2) Bagaimana keakurasian antara material yang ada pada E-Cam dengan materi kosakata pada siswa kelas rendah? (3) Bgaimana pengoperasian E-Cam? Dalam penelitian ini menggunakan metode desain R & D olehBorg and Galluntuk mengubah permainan anak menjadi permainan pendidikan bernama English-Camera yang digunakan untuk mengajar siswa kelas dasar pada SD. Setelah melakukan design awal, gambaran dari E-CAM akan diuji cobakan pada ahli media dan materi. Tes ini dilakukan untuk mengetahui apakah tampilan dan konten dari E-CAM sudah sesuai dengan anak sekolah dasar. Pada percobaan awal, data diperoleh dari pengamatan dalam kelas dan wawancara untuk mengetahui apakah konten material pada E-CAM sesuai dengan materi pembelajaran kosakata pada anak sekolah dasar. Selain data didapat dari pengamatan dan wawancara pada uji coba lapangan, di tahap kedua uji coba, data didapat dari wawancara pada siswa dan guru. Wawancara pertama terdiri dari 5 pertanyaan yang ditujukan kepada 10 siswa kelas satu, 12 siswa kelas dua, dan untuk kelas 3 ada 5 pertanyaan yang ditujukan pada 10 siswa. Wawancara dilakukan dengan tujuan untuk mengetahui respon siswa terhadap media ini. Selain itu, buku panduan manual juga dibuat untuk memudahkan pengguna dalam pengoperasian English-Camera dan membuat pengguna mengerti komponen-komponen yang terdapat pada English-Camera.
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Kata kunci: Kamera Anak, Flashcard, Siswa Kelas Rendah di Sekolah Dasar, Kosakata, Kamera Bahasa Inggris
INTRODUCTIONThe use of media is similar to the process of
using a computer. Three components of the computer can be analogized with three components of teaching. The brain ware (operator) is the teacher, the software is the material or lesson, and the hardware is media. As the system, each component is related to each other. Therefore, if one component of it is not working well, the system problem will probably come. It is also similar to the goal of using media in teaching. It has an influential and important role in the second language learning and educational program (Thoman, 2003).
(Gerlach & Ely, 1980)defined media likewise whatever person, material, or off chance that secures states which aid learners to on obtaining knowledge, skills, and attitudes. It should be used by the teacher to demonstrate that material with learners. It is also stated by (Harmer, 2001) that language teacher utilization an assortment of media to explain the language meaning, construction, and engage students in a topic or as the basis of a whole activity. Thus, the teacher cannot convey the lesson and instruct their students easily without having media. The learners’ mind rely heaven on a boost from the outside of learning. Therefore, a standout amongst the best ways to do so is by using media in teaching and learning process (Tileston, 2005).
However, in applying media to teach, some considerations should be taken. The media must be enjoyable and suitable to make the students forget their weariness. Its main roles are to motivate and stimulate the students so that the learning process becomes more joyful. If the media does not suitable to learn for the students, they may exhausted and uninterested to participate in the teaching and learning activity(Harmer, 2007).
Furthermore, Ruis, Muhyidin, and Waluyo (2009) show that media in teaching can take different forms, namely; visual media, audio media, audiovisual media, games, and simulation. Even though, there are some types of media in teaching and learning, visual media are the most proposed for learners, particularly young learners (Konomi, 2014). The teacher can provide material for the students definitely without showing the real things. Visual media give provision and motivation for learners to recognize and observe. Those media support teachers to take the actual material into the classroom, they also make learning more expressive and more exciting (Celce-Murcia & Brinton, 2001) . Other
research had already explained that the idea of cognitive growth is motivated by the stability among verbal and visual experiences in the early phases of teaching (Maria, 2011). The teacher can provide material for the students definitely without showing the real things. Visual media give provision and motivation for learners to recognize and observe.
Flash card is considered as the most popular of visual media that is usually used by the teacher. Morton (2014) showed that Ninety-nine percent of TEFL teaching for young learners involves flashcard. Beside there was an examination on flashcards which might have been completed by Komachali and Khodareza (2012) regarding those impact of utilizing vocabulary on flashcard in Iranian pre-university students’ vocabulary knowledge. The consequence indicated that flashcards could lead the students to a higher level of vocabulary improvement.
Flashcard is a card with words or numbers of pictures that are flashed by the teacher to the learners. It is used to help students to memorize their vocabulary, drilling, and presenting new words. (Blanco & Villaneda, 2008).
However, one point that makes flashcard still has a weakness is the word presentation. There are lexical fields that cannot be illustrated through flash cards (abstract words) (Blanco & Villaneda, 2008). It means that the vocabulary in the flash card is in isolation. The young learners are not supposed to be exposed by single word instead of the use of sentences. By doing so, the young learners will know the use of the word contextually.
Thus, Kids toy camera will be developed into an educational media which provide vocabulary meaningful. Because the teacher needs a media that is appropriate for students. The concept of this media is adapted from flashcard and the camera kid’s toy. Therefore, an educational kid’s toy camera called English-Camera. It helps the students to learn vocabulary contextual.
In Indonesia, this toy is well known as “Kamera haji or Kamera mainan LED”. The working concept of E-CAM is the same as the kamera haji and kamera mainan LED. Moreover, it almost seems like flash cards concept to play, in which it is also flashed by pressing the button of this Camera Toys and the camera disk will be completed with some pictures and the colorful of simple sentences of keywords.
Hence, there are three research questions of this study. First, how is the form of English-Camera
TRANSFORMING TOY KIDS CAMERA INTO E-CAM (ENGLISH–CAMERA) AS A MEDIA TO TEACH VOCABULARY FOR LOWER PRIMARY STUDENTS
prototype? Second, how are the accuracy of English-Camera contents material and the vocabulary material of lower primary students? Then, how is the operation of using English-Camera?
This media is used for young learners in the Lower Primary School in 1st, 2nd, and 3rd grade of primary students, instead of Upper primary schools and junior high schools. The aim of this research is to present a modified flashlight camera toys which are adapted from Flash Card concept.
METHODThis study was conducted to develop a new
product as a media to teach English. Thus this study used Research and Development as research design. Research and Development (R & D) is a research method used to develop new educational products which are systematically field tested, evaluated and revised until they meet specific criteria of effectiveness (Gall, Gall, & Borg, 2003). Furthermore there are ten steps in this research type of Borg and Gall model consist of (1) Asses needs to identify goal(s) (2) Conduct instructional analysis, (3) Analyze learners and context (4) Write performance objectives (5) Develop assessment instruments (6) Develop instructional strategy (7) Develop and select instructional materials (8) Design and conduct formative evaluation of instructions (9) Revise instruction and 10) Design and conduct summative evaluation.
For the purpose of this study, the researcher did not fully take all steps in Borg and Gall’s R and D design. Since this study was aimed to develop a new product and to investigate student’s responses toward the product without examining its effectiveness in improving the student’s vocabulary, some steps were omitted. Dissemination and implementation were also omitted because those steps were done by the teacher in the future after the media was produced. Moreover to do all steps in the research design spend an expensive cost and it needs a long period. Thus, researcher would review the steps in Borg and Gall’s R and D design. Furthermore since in developing a new product some experts were involved, the expert validation was done before the preliminary field test and before the main product revision. The media should got worthy response from the experts and the users.
Since, this study was intended to develop kid’s toy into educational toy as teaching media, media and material experts were involved to validate that the media is proper to be used as a media of teaching. The material expert for this study was an English teacher of SD Mriyunan. She is Mrs. Mutammimah, S.Pd. to be one of
the validators for the developed product. She has taught in that school for seven years. One important consideration of choosing her is her ability when organized the children in teach for a long period. while the media expert is Mr. Marsudi. He is a lecturer of Graphic Design Department of Surabaya State University. He has worked in the State University of Surabaya for more than 5 years. He is chosen as a media expert for this study because he is the expert of media who is usually asked to validate the media and games in the university student of UNESA. To develop media, preliminiary and main field test were done. The field tests were conducted in SD Mriyunan Sidayu to know the students respond toward English-Camera. In this field test, the students were divided into some groups from every level of lower primary students. There were 49 students in the preliminary field test, for the 1st grade, the students were divided into two groups from 13 students. They are 5 girls and 8 boys. Each group consisted of 6 until 7 students used English-Camera (E-CAM). While learning vocabularies, one group involved 3 girls and 4 boys, other 2 girls and 4 boys. They learned about vegetables and animal. In the 2nd grade there were 14 students consist of 5 girls and 9 boys. They also divided into two groups, each group involved 7 students. One group include 2 girls and 5 boys, other 3 girls and 4 boys. In this level, they learned about transportations and fruits. The last level is 3rd grade. The students were separated into two groups from 19 students. They are 6 girls and 13 boys. Each group has 3 girls and 6 boys, other 3 girls and 7 boys. They learned about occupation, foods and drinks. Then, after the product was revised, the main field testing was conducted in the same school with 32 subjects in the differences level. The researcher conducted the main field test on April to May 2016. The data were gained though observation checklist and interview.
The researcher observed the activity from the back of the class. In this main field test, there are 13 students from 1st grade. They are 5 girls and 8 boys. Then, in 2nd grade there are 14 students consist of 5 girls and 9 boys. And the 3rd grade would be address to 19 students, they are 6 girls and 13 boys.
As in the first field test, the teacher explained the topic that they have to learn. In this test, the teacher used some stimulus about their vocabulary knowledge that they have known. After that the teacher separated them into s groups of a whole class to learn vocabulary with
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English-Camera. For the 1st Grade, They are two groups, one group consist of 6 students they are 2 girls and 4 boys. And others 7 students, they are 3 girls and 4 boys. The 2nd grade consist of two groups, each group consist of 7 students. They are 3 girls and 4 boys, and others involve 2 girls and 5 boys. Then the 3rd grade divided into two groups also, each group consist of 9 students they are 3 girls and 6 boys, others consist of 3 girls and 7 boys. During the teaching and learning process, the learners seemed to enjoy themselves and focus on the teacher’s taught.
The conditions of the class was more conductive than the first field test, since in this test, this media of English-Camera was used by two groups of students from the whole class. This also made all students active.
After the activity in the class, interview was accompanied. In this second field test, the interview did not only addressed to the students but also the teacher for it was needed to know whether the activity suitable for the students.
The data of this study was collected using three instruments; a questionnaire, an observation and interviews guideline. The semi-structured questionnaire was used to gather the data that needed from the material and media experts. There are two section here to complete the questionnaire both of material and media experts, the first section to give comment and evaluate the product form. And the second section give comment and evaluate the product form from the first section, it become the final product. An observation checklist was involved to the structure observation and was used to get the data of the second research question. The observation includes some indicators of E-CAM such as the physical appearance and the content of it, then the indicators during the teaching and learning process using English-Camera (E-CAM). The interview was done both of students and teacher. The interview of students was aimed to know the student’s responses toward this media while interview to the teacher was aimed to know whether the media suitable for the students.
In conducting this study, a qualitative data was chosen to analyze all of the data gathered. The data was analyzed based on the order of data collection technique. First, the data collected from the questionnaire filled by the experts were analyzed to revise the product to be tested in main field test. Second, the data got from observation checklist and interviews were analyzed too. After, main field testing was done, the data from expert’s answer on the questionnaire, the result of interview and the observation checklist were analyzed.
RESULT AND DISCUSSION
After designing the preliminary form of the product, the draft of English-Camera was tested to the media and material expert. The material expert commented that E-CAM is an interesting media for grade 1 to 3. Then the material expert gives rating for the material product. Here the extract of the comment in the questionnaire as her conclusion.
“E-CAM is an interesting and appropriate media because the content of E-CAM is in line with the main material of the curriculum used and the ability of the students.”
“Media E-CAM (English-Camera) merupakan media yang menarik bagi siswa kelas rendah (1-3) karena isi materi disesuaikan kurikulum pendidikan B.Inggris dan tingkat kemampuan siswa. Tapi media ini terdapat sisi kekurangan untuk pembelajaran kelompok besar (dalam hal penyinaran). Selain itu Materi kelas vocabulary kurang lengkap “food and drink”.
The first, the function of E-CAM during teaching and learning process. She gave 2 (enough) rate for the category of “the media can be used for individual, small groups and big groups”. Second, for the category of “media has clearly topics”, she gave 3 (Good). Third, for “English-Camera is appropriate and proper for students”, she rated 3 (good). For category of “the material of E-CAM is in line with English Curriculum”, she rated 3 (Good). Fifth, for category of “the material are proper with SK, KD, Indikator, Tujuan”, she rated 3 (enough). Sixth, foe category of “the material in media are relevant with the students’ lesson”, she rated 3 (enough). For category of “the material of E-CAM presents clearly”, she rated 3 (enough). For category of “the lesson material of E-CAM are applicable with the students’ knowledge”, she gave 3 (enough). Then, for the category of “the E-CAM content are right and proper”, she gave 4 (very good). And for the content of “E-CAM can easily understand for learners”, she rated 3 (enough). For category of “the E-CAM presented some vocabulary themes in an interactive way”, she rated 3 (enough).
In addition, the percentage of the total score from the material expert’s is 75%. Therefore, that result has fulfilled the good criterion but it still need to be revised (Riduwan, 2006). There were three sub-content concerned. First, in media use for teaching. Second, in curriculum suitability. Third, material taught using E-CAM can be easily understood by the students. It was concluded that E-CAM (English-Camera) is an interesting media for lower primary students because the content of E-CAM is appropriated with the main themes
TRANSFORMING TOY KIDS CAMERA INTO E-CAM (ENGLISH–CAMERA) AS A MEDIA TO TEACH VOCABULARY FOR LOWER PRIMARY STUDENTS
of English Curriculum for young learners. However, the material expert said that E-CAM has a disadvantage when the classroom is too bright. The pictures are not clearly displayed.
The media expert proposed some adjustments for the product. Several things that should be reconsidered were the design of the camera casing sticker’s colors, the rotation of film, and packaging. In the second revision, there were two things that had to be dealt based on the media expert suggestion. The questionnaire was given to the media expert for twice because, at the first questionnaire, it showed that English-Camera as media in teaching process was very distant from criteria of effectiveness. On the second questionnaire, media expert suggested that the package should be opposite with the media that would be developed, for the example: logo, text, color, size and the function of the box. In the result, the box of the package has to be divided into 3 pieces. Each piece has its function like to save camera, film, and charger separately. Then the material for the package should be changed to duplex paper so it could be stronger and safer to keep the camera sets.
In addition, the design film of the camera and the casing of English-Camera had been revised. First, the design of the product was redesign as the media expert stated in the questionnaire that there was a problem in the gyration of camera film, it does not work well. Then he also less agreed of the whole design of English-Camera casing. He stated that the design was quite simple and less colorful for the lower primary levels students. So, the design film and the casing body of English-Camera were redesigned. The third revision was the packaging, as the media expert stated that the students were not only attracted in the content but also the package. Thus, the more interesting the package of the product engage the students. Media expert stated that learning and teaching media should be able to involve the students. To involve the students, the product developed should be well and good-looking packaged, since the students were not only concerned with the content but also the package. Then the package was changed into full of color, logo, and illustration. Besides, the package was not only has a good looking packaged but also it should be safety and easy to bring the product everywhere. According to the first examination by the media expert, the product proper to use but it needed many revisions.
Nevertheless, the whole design and the product of English-Camera had been improved and good. Thus, he stated that English-Camera could be used as a media to teach English especially for lower primary students
after the revision of the package size. Then the researcher got the data for the second validation for media expert to evaluate the product. The review from media experts contains the judgment of the design and appearance of the product in the second validation. Moreover, the total score of the media expert’s rate is 103, while the maximum score of those questionnaire material validation is 108. According to Riduwan (2006), the percentage of product score was 95.37 %. The result showed the very good criterion with percentage 95.37%. Therefore, the product can be used without any revision. Its statement like in the questionnaire of validation that chosen by media expert “Layak digunakan tanpa revisi”.
After revising English-Camera based on the first and second revision, the final product of media was gained. The appearance and package of English-Camera could be seen below.
Picture 1. The final Product of English-Camera Components
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In the final product of English-Camera components, some features were revised and changed. The color of English-Camera casing was brighter and colorful. The design illustration of the whole package was much better and the fonts were clearer that it was in the preliminary design. The final product had a compatible combination between color, picture, and font. Then the packaging also re-designing. All in all the final product of English-camera can be see below.
Picture 2. The final of the whole productThen the manual book also created to make the user
easily when operate E-CAM. The picture of Manual book can be seen as follow.
Picture 3. The Manual User
In addition, this study was projected to create English-Camera as a media by developing the conventional camera toy to become English-Camera for teaching vocabulary to the lower primary students and to investigate the student’s responses toward the application of the media developed.
E-CAM (English-Camera) that modified concept of flashcard is effective based on the result of the previous study before. The result of flashcard study
showed that students can learn actively using flashcard (Sitompul, 2013). That is why, the study of E-CAM (English-Camera) development proved that the student can also learn actively. Moreover, the appearance of English-Camera is also attractive and appropriateness for the lower primary students especially in the 1st, 2nd and 3rd
grade. It deals with the theory of Leer (2006) said that children whose age is 5-7 years old are considered as the
primary students in the kindergarten level and in the 1st
and 2nd graders. At that point for year 3 (age 7-8) are named the lower primary. For these learners, feelings is a crucial significance. The students always want to know about what they have learned. Most primary-grade children are still preoperative. New ideas and vocabulary are more meaningful. They like to name objects, define words, and learn about things in their own world. They also have their bright imagination and give respond well to the fantasy stories. Furthermore, E-CAM (English-Camera) as an interactive one can be the solution to teach vocabulary of young learners especially in the lower primary students. Because children in that age love to naming the object. The other theory also stated that children love discovering things, because children respond well to being asked to use their imagination. They may well be involved in puzzle-like activities, in making things, in drawing things, in games, playing toys, physical movement or in song (Harmer, 2001).
Hence, E-CAM (English-Camera) provide with the colorful picture and fonts in teaching vocabulary. Because, when teaching vocabulary used picture can help students to visualize all of the information from abstract to concrete one. Because picture is one of visual aids that can be used in the teaching and learning process. It not only helps students to understand the material, but also motivated them to be more creative and active. Kreidler (1968) stated that pictures are one recognized way of representing a real situation and often and often used to remain the students of a real life
experience. There were two kinds of revisions during the
development of this media; the first revision focused on the appearance of the media while the second one dealt with the class organized when teaching vocabulary using English-Camera.
Based on the media expert’s suggestion, the design of the English-Camera casing body and the
TRANSFORMING TOY KIDS CAMERA INTO E-CAM (ENGLISH–CAMERA) AS A MEDIA TO TEACH VOCABULARY FOR LOWER PRIMARY STUDENTS
package of the product had to be changed to be as attractive as possible; so the color was brightened, the illustration and logo were added, and the font was changed. Then according to material expert, the font was changed. The fonts in the E-CAM’s film should be changed into difference color, to distinguish among subjects, to be, and the vocabulary of the picture (Harmer, 2001). It also dealt with the theory of (Kreidler, 1968) stated that there are many kinds of pictures that can be used by the teacher such as color, shape, and style which are simple but effective to be applied.
Furthermore, the second revision which focused on the class organized while implementing English-Camera was done by changing the rules in organizing the class and also creating the package to be more interesting for lower primary students.
According to the judgment of the material expert, the material used in English-Camera suited the learning objectives of the lower student’s level of primary school; 1st, 2nd, and 3rd graders. Data gain from the questionnaire to the material expert said that the language used in the English-Camera also fitted student’s comprehension. Thus, English-Camera was appropriate to be used as a media to teach vocabulary in lower primary students (Stainback & Stainback, 1990).
Additionally, the result of the observation during the tests and the interview after the first and the second field test had shown while the students were learning the vocabulary used English-Camera (E-CAM) as a tool to aids the learners (Thoman, 2003).They felt enjoyed and relax when learning while playing with English-Camera. It was line with the theory that the good teachers are who realize their student’s situation and condition to determination what kind of the instructional media is the applicable for the learners (Brown & Green, 2016). Brown and Green (2016) believed that the lower primary students are a dominant visual media in learning than others. This condition happened during the observation; it was known that the students were very enthusiastic when learn using English-Camera. They focused on the picture of E-CAM and easily to memorize the picture’s vocabulary.
Overall, based on the field testing, the validation from both material and media experts, and the revision done according to the evaluation from the experts, it was concluded that English-Camera had met criteria of effectiveness to be used as media in teaching vocabulary for lower primary students. Similarly, the responses of the students about English-Camera was quite satisfying too; all students were engaged and enthused in learning since the media provided to reduce the students’ boredom, enjoyed, and easy to drilling the students vocabulary in the context anywhere.
CONCLUSIONBased on all processes done by the researcher in
developing English-Camera (E-CAM), it can be concluded that this study has developed a media which is proper for the lower primary students to help them in vocabulary learning. From the validation, it was acknowledged that the English-Camera was appropriate for the learners based on their knowledge and objectives of the study. E-CAM (English-Camera) gives the students comforting the class condition, fun and opportunities to learn.
From the observation and interview done to the learners, it was known that the students’ responses were positive toward the English-Camera (E-CAM) as a media during the field test. Most of the students interviewed considered that English-Camera was exciting to be played when learning and very helpful.
SUGGESTIONAfterward the media was successfully
developed, it is suggested that to further researchers or teachers to do a study about the implementation of English-Camera in the real class. Furthermore, others can also do more modifications and revisions in this media so it can be used as media in other skills, materials, or even the levels of the learners. Moreover, it is suggested that English-Camera would be further modified so it can be used in the whole class of the big groups of the students and English-Camera (E-CAM) will be a greater media which has dealt with the use of technology and it can be used everywhere outside the classroom even though in the remote area.
For the teachers who want to implement the media, the important point to be reflected to use English-Camera as media maximally is the class organized. It is important to think about the class preparation management to support the English-Camera before implied it in the teaching and learning process.
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