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 ELT FORUM 4 (1) (2015) 

 

Journal of English Language Teaching 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

DEVELOPING TEACHING MEDIA OF 

KANGAROO SMART FRIEZE TO ENRICH 

ELEMENTARY SCHOOL STUDENTS’ VOCABULARY 

 

Sakilah Bewafa 

 

English Department. Faculty of Languages and Arts. State University of Semarang 

 

Aticle Info 

________________ 
Article History: 

Received in Juni 2015 

Approved in Juli 2015 

Published in Agustus 

2015 

________________ 
Keywords: 

Kangaroo Smart Frieze, 

vocabulary, teaching media 

development. 

____________________ 

Abstract 
___________________________________________________________________ 
The implementation of the newest curriculum (Curriculum 2013) leads some elementary schools to finally exclude 

English from the schools subjects. However, some elementary schools that keep teaching English as a subject still 

cannot provide appropriate English teaching media, especially to teach vocabulary. In this study, the researcher 

aimed to know the problems faced by the English teacher and the fourth grade students of SD N 2 Sekaran in 

the vocabulary teaching and learning, and also to know how to develop teaching media of Kangaroo Smart 

Frieze. The Research and Development (R & D) approach was adopted by conducting the preliminary survey, 

designing and developing the prototype of the product, conducting limited testing and product validation, having 

a revision process and describing the research result. The subjects of the study were the fourth grade students of 

SD N 2 Sekaran in the academic year of 2013/2014. The instruments used were questionnaires, interview 

guideline and test. According to the interview to the English teacher and students, it can be concluded that the 

vocabulary teaching media Kangaroo Smart frieze needs to be developed with the focus on the quality of the 

media and also the variety of games played. The development of Kangaroo Smart Frieze was started by observing 

and interviewing the English teacher and students. After doing that, the process was continued by planning the 

data collecting instrument of vocabulary teaching media. The main consideration was based on the English 

curriculum (syllabus) of the fourth grade students of elementary school and also some related theories. Moreover, 

the data collecting instrument was arranged into two main parts which included the need analysis of the students 

and English teacher. The further step was designing the prototype. The development process was then followed 

by other steps; product validation, try-out (limited testing) and revision of Kangaroo Smart Frieze. The results 

of the students’ test by using Kangaroo Smart Frieze as the vocabulary teaching media, and also the assessment 

from the experts were very good. Therefore, it could be concluded that Kangaroo Smart Frieze has a good prospect 

to be used in the vocabulary teaching and learning process. As suggestion, the teachers should always try to choose 

appropriate vocabulary teaching media, and the future researchers should conduct better research and 

development to develop better vocabulary teaching media for elementary school students. 

 

 

© 2015 Universitas Negeri Semarang 

 
 Correspondent Address:  

   B3 Building  FBS Unnes  

   Sekaran, Gunungpati, Semarang, 50229 

   E-mail: shaqiemaguire@gmail.com 

 

ISSN 2252-6706 



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

2 

INTRODUCTION 

 

The implementation of the newest 

curriculum (Curriculum 2013) has given a new 

rule towards the English teaching and 

learning. English in elementary school will not 

be taught as a subject anymore. This decision 

came from a consideration that young children 

should know their mother tongue better than 

other languages. Therefore, English teaching 

and learning will only become an 

extracurricular or an additional subject. 

Unfortunately, there is a serious consequence 

behind this decision. The development of 

English teaching and learning in elementary 

school will not get much attention anymore 

because the government does not even include 

English as a subject in the new curriculum. 

 Although the children who have an 

early start make slower progress in learning 

grammar, reading and writing, they are still 

able to develop and maintain advantages in 

some areas of language skill such as listening, 

speaking, and vocabulary (Cameron, 

2001:17). Therefore, there are still lots of 

advantages of teaching English early. The 

focus now is only how to teach English to 

elementary school students through fun and 

meaningful ways. 

 New language is usually introduced, 

understood, practiced, and automatized orally 

and aurally. Therefore, the solution toward 

foreign language learning is that focus on 

words and interaction (Cameron, 2001:18). 

This means that English can be taught to 

elementary school students by focusing on 

vocabulary and discourse. As what stated by 

McCarthy (1990); 

It is the experience of most language 

teachers that the single, biggest component of 

any language course is vocabulary. No matter 

how well the student learns grammar, no 

matter how successfully the sounds of L2 are 

mastered, without words to express a wide 

range of meanings, communication in an L2 

just cannot happen in any meaningful way. 

This statement shows us how important 

learning vocabulary is, especially for the early 

stage of learning a new language. Vocabulary 

development is an important aspect of 

language development and a variety of studies 

have proven that appropriate vocabulary 

instruction benefits language students, 

especially school-age learners (Linse, 

2006:122). 

 There are some tips to teach 

vocabulary as what have been suggested by 

Marry Slattery and Jane Willis (2001) as 

follows: 

a. Make class displays of pictures and 

other memory aids to support new 

vocabulary. 

b. Prepare to teach new words and 

phrases in a meaningful way by 

linking with a topic that the students 

are familiar with. 

c. Show the students how to play 

vocabulary games and give 

instruction in English while doing the 

games. 

d. Use lots of different games but use the 

same vocabulary to help the students 

become familiar with it. 

e. New words and phrases need to be 

used a lot after introducing them so 

that the students learn to use them 

actively. 

According to those vocabulary teaching 

tips, a language classroom basically needs 

teaching media that support the English 

teaching and learning. For example, fourth 

grade students of elementary school actually 

need teaching media to enrich their vocabulary 

because they are in the early stage of English 

learning which most of the materials are focus 

on various basic vocabulary related to school, 

jobs, body parts, colors, animal, etc. However, 

there are still many elementary schools that 

cannot provide any vocabulary teaching 

media. One of them is SD N 2 Sekaran. 

The observation result shows that the 

fourth grade classroom in SD N 2 Sekaran 

does not have any vocabulary teaching media 

which is actually very important to enrich their 

vocabulary and support the English teaching 

and learning. The only vocabulary teaching 



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

3 

media provided by the school are flashcards in 

which the number is very limited. 

Hence, the researcher is interested in 

developing teaching media to enrich 

Elementary School students’ vocabulary 

called Kangaroo Smart Frieze which contains 

lots of picture cards with various topics and 

fun games possibilities. This will enable the 

students to learn new vocabulary repeatedly 

without feeling bored quickly. Besides that, 

this teaching media will be designed to be 

played in pairs to make the vocabulary 

learning more effective. Moreover, by 

providing vocabulary teaching media inside 

the classroom, the students will have more 

chance to learn the vocabulary actively at their 

leisure time. 

 

DISCUSSION 

 

The Characteristics of the Young Language 

Learner  

 

Compared to the adult language 

learners, the young language learners have lots 

of unique characteristics. Besides what have 

been mentioned above, the young language 

learners also have some other general 

characteristics as stated by Scott and Ytreberg 

(1990: 2-3) as follows: 

Some characteristics of young learners 

are they know that the world is governed by 

rules; they use language skills before they 

aware of them, they are very logical, have 

short attention and concentration span, love to 

play and learn best when they are enjoying 

themselves, very enthusiastic and positive 

learning....they ask questions all the time, rely 

on spoken word as well as physical word to 

convey and understand meaning, they are able 

to work with others and learn from others... 

 

Those characteristics are then 

strengthened by Slattery and Willis (2001:4) in 

their notion of what the children like as 

learners and how the teacher should teach 

them. Slattery and Willis (2001: 4) give 

description about what children are like as 

learners: 

They are developing quickly as 

individuals, learn in variety of ways, for 

example by watching, by listening, by 

imitating, by doing things, are not able to 

understand the grammatical rules and 

explanations about the language, try to make 

sense of situations by making use of non-verbal 

clues, talk in their mother tongue about what 

they understand and do – this helps them 

learn, can generally imitate the sounds they 

hear quite accurately and copy the way adults 

speak, are naturally curious, love to play and 

use their imagination, are comfortable with 

routines and enjoy repetition, have quite a 

short attention span and so need variety. 

 

Teaching Vocabulary to Young Learner 

 

In line with the characteristics of young 

language learner and also the definition of 

vocabulary, Hatch and Brown (1995: 372), as 

stated by Cameron (2001: 84), describe five 

“essential steps” in vocabulary learning based 

on research into learners’ strategies: 

(1) having source for encountering new 

words; 

(2) getting a clear image, whether visual 

or auditory or both, for the forms of 

the new words; 

(3) learning the meaning of the words; 

(4) making a strong memory connection 

between the forms and meanings of 

the words; and 

(5) using the words. 

Therefore, in teaching vocabulary to 

young learner, teachers need a visual media to 

provide new vocabulary that can be used 

regularly to build a strong memory. This 

theory is also strengthen by Suyanto (2007: 

102) by stating that in teaching English to 

young learner, teachers should use some 

media , especially visual media such as 

pictures, flash cards, puppets, miniature, or 

anything else that can be brought to the 

classroom. Teachers should be creative and 

able to create, imitate, adapt, select, or use 

appropriate teaching media based on the need 

of teachers and students. 



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

4 

 

Pairwork 

 

Scott and Ytreberg (1990: 15) state that 

pairwork is a very useful and efficient way of 

working in language teaching because it is 

simple to organize and easy to explain. In 

addition, they suggest that groupwork should 

not be attempted before the children are used 

to working in twos first. 

  Furthermore, Jeremy 

Harmer (1991: 116-117) states that in 

pairwork, students can practice language 

together. However, the teachers should pay 

attention to the disadvantages and 

disadvantages of pairwork so that they can 

anticipate any possible difficulties. 

 

Kangaroo Smart Frieze 

 

Kangaroo Smart Frieze is a teaching 

media developed from the compilation ideas 

of some common teaching media such as 

alphabet frieze, word wall, and picture card. 

The name Kangaroo Smart Frieze is chosen as 

an identity that this media is not only a usual 

frieze, but a modified frieze that consists of lots 

of picture cards with their spelling arranged 

into some kangaroo’s pouches. In addition, 

there will be a guidance book on how to use 

the Kangaroo Smart Frieze as it is designed to be 

used in pairs with various games or activities. 

 Later on, Kangaroo Smart Frieze can be 

used as media for vocabulary teaching and 

learning. The children can use Kangaroo Smart 

Frieze during the English class and in any 

leisure time, because it is also designed to be 

an English routine which can enrich children’s 

vocabulary day by day. This English routine is 

very important to make sure that the children 

will memorize the vocabulary in a long term 

retention. 

 

METHOD 

 

This study used R&D (Research and 

Development) as the research design since the 

objective of the study was to develop 

vocabulary teaching media. The product that 

was developed in this study was material 

object. The designed material was hardware. 

The material was designed to meet the 

educational need. The objective of the material 

was based on the standard competence and 

basic competence in the curriculum. 

 

Subject of the Study 

 

The subject of the study was the 

students of fourth grade students of SD N 2 

Sekaran in the academic year of 2013/2014. 

 

Instrument of the Study 

 

This study used two kinds of instrument 

which were questionnaire and interview. 

 

Stage of Media Development 

 

In this study, the researcher use the 

model of development research from Borg & 

Gall (2003: 775), which has been simplified 

into a simpler model of development, and 

become the foundation for this research. 

Basically, the model can be seen from the 

diagram below. 

 



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

5 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Data Analysis Techniques 

 

The data which had been collected gave 

us a series of scores. To make them valuable, 

they must be computed and analyzed by 

means of certain techniques in accordance 

with the method used. The data to be analyzed 

in this study were taken from the questionnaire 

(students, teacher and expert lecturers), 

interview (teacher) and test or try-out 

(students). 

The method of data analysis used in this 

research was the qualitative descriptive 

method. This was a procedure to solve the 

research problem by describing the condition 

of the object factually at the present time. The 

data have to fulfill the requirements of 

students’ need in using vocabulary teaching 

media and the evaluation concerning with the 

draft of Kangaroo Smart Frieze for the fourth 

graders. 

The paired-samples t test was used to 

determine whether the media was quiet 

significant or not to be used as the vocabulary 

teaching media for elementary school 

students. 

 

RESULTS 

 

The Problems Faced by the English Teacher 

and the Fourth Grade Students of SD N 2 

Sekaran in the Vocabulary Teaching and 

Learning 

 

According to the interview to the 

English teacher of SD N 2 Sekaran, it can be 

concluded that the vocabulary teaching media 

needs to be developed with the focus on the 

quality of the media and also the variety of 

games played. The current vocabulary 

teaching media used by the fourth grade 

students of SD N 2 Sekaran are somehow 

fragile and quite boring. The current 

vocabulary teaching media in the form of word 

cards are so fragile because of some reasons: 

(1) the word cards are made manually using 

carton and boardmarker, so that they are less 

interesting, too fragile and have a high risk of 

typo. (2) the word cards are too small and are 

in random topics. (3) the word cards are often 

misused by some students. Once they get 

bored in guessing the meaning of the words, 

they use the word cards to play improperly. 

This condition led the students to get bored 

quickly. Moreover, most of them lost their 

spirit in learning new vocabulary in the middle 

of English teaching and learning process. 

Seeing this fact, the English teacher had 

an expectation that her students would have 

vocabulary teaching media which has good 

quality, easy to use, and fun to be played inside 

the classroom. Therefore, it needs such a new 

form of vocabulary teaching media which can 



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

6 

meet the expectation of both the English 

teacher and also the students. 

The interview was also done towards 

the fourth grade students of SD N 2 Sekaran to 

support this research. The result was that it 

needs such a development in using the 

vocabulary teaching media. The students were 

actually interested in every meeting of the 

English teaching and learning, especially at the 

moment of having lots of chances to enrich 

their vocabulary. However, they were usually 

obstructed by the condition in which they had 

to learn lots of vocabulary in random topics 

and also played the word cards in group. Some 

of the group members usually played the word 

cards properly, but some others got bored 

easily then separated themselves and played 

the word cards improperly. Due to this 

condition, the goal of the vocabulary teaching 

and learning in which to enrich the students’ 

vocabulary could not be achieved successfully. 

Hence, the research and development of new 

vocabulary teaching media is needed and 

appropriate to be used inside the classroom 

during the English teaching and learning 

process. The product which was proposed in 

this study was Kangaroo Smart Frieze; a 

compilation of some popular vocabulary 

teaching media used to teach English to the 

young language learners. 

After finding some problems faced by 

the English teacher and the fourth grade 

students of SD N 2 Sekaran in the vocabulary 

teaching and learning process, the research 

was continued by having a need analysis of the 

product towards the subjects of the study. 

 

The Steps in Developing Kangaroo Smart 

Frieze as Vocabulary Teaching Media for the 

Fourth Grade Students 

 

The development of Kangaroo Smart 

Frieze was started by observing and 

interviewing the English teacher of SD N 2 

Sekaran, Mrs. Ani, about the purpose of 

teaching and learning process recently. After 

doing that, the process was continued by 

planning the data collecting instrument of 

vocabulary teaching media. The main 

consideration was based on the English 

curriculum (syllabus) of the fourth grade 

students of elementary school and also some 

related theories such as the theory of young 

learners, theory of vocabulary, and theory of 

development of teaching media.  

 Moreover, the data collecting 

instrument was arranged into two main parts 

which included the need analysis of the 

students and English teacher of SD N 2 

Sekaran. The need analysis contained some 

points to be considered by the subjects of the 

study. Those points were as follows: 

a) The front performance of Kangaroo Smart 

Frieze including the colour composition, 

picture arrangement, title attractiveness, 

pictures choice, and the size of the board 

and the cards. 

b) The content of Kangaroo Smart Frieze 

including the content suitability, 

vocabulary choice, font type, and title 

choice. 

c) The games of Kangaroo Smart Frieze 

including the choice of games and choice 

of expressions. 

  

 

 

 

 

 

 

The further step was designing the prototype 

of Kangaroo Smart Frieze as a vocabulary 

teaching media to enrich elementary school 

students’ vocabulary. It could be seen clearly 

through the diagram below: 

 



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

7 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The vocabulary was taken from many 

sources, for example dictionaries and internet. 

Then, the vocabulary was translated into 

Bahasa Indonesia. There were five topics in 

the Kangaroo Smart Frieze. Those were the 

topics of animals, body parts, jobs, school, and 

colours. 

 The development process was then 

followed by other steps; product validation, 

try-out (limited testing) and revision of 

Kangaroo Smart Frieze. This was to get the 

review from the English teacher of SD N 2 

Sekaran and expert lecturers as the subjects of 

product validation of this media and also to 

know whether this media was appropriate or 

not for the students. They were asked to give 

the review by fulfilling the assessment form 

about the prototype of Kangaroo Smart Frieze. 

After doing so, the review was determined as 

the consideration to revise the media, so that it 

could be used by the elementary school 

students, if it is already valid, as soon as 

possible during the English teaching and 

learning process. 

 To make the explanation clearer, the 

following pictures were the examples of the 

designs of the board and cards of Kangaroo 

Smart Frieze.  

 

  

  

 

 

 

 

 

 

 

 

 

 

 

 

The kangaroos arranged on the board 

design represented the concept of Kangaroo 

Smart Frieze that was the kangaroo pouches 

containing various cards to be played in pairs. 

Meanwhile, the cards picture showed the cards 

which were design based on the need analysis 

done towards the English teacher and the 

fourth grade students of SD N 2 Sekaran.  

Choosing and preparing some tools
to develop the vocabulary teaching
media Kangaroo Smart Frieze. For
this project, it used combination of
various kinds of media such as
alphabet frieze, word wall, and
picture cards.

Creating Kangaroo Smart Frieze
began with the drawing, cutting, and
sticking of the kangaroo shapes on the
board. The pouches were then drawn,
cut, and sticked to the kangaroo
shapes. Each pouch was then given a
topic. The topic was then given some
vocabulary cards completed with the
picture, English word, and its
meaning in Bahasa Indonesia.

Checking and editing the draft 
(prototype)



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

8 

 Basically the teaching material of 

Kangaroo Smart Frieze had a vision that was 

intended for elementary school teachers and 

students. That vision was to help teachers and 

provide a vocabulary teaching media used for 

the English teaching and learning process, 

especially for the fourth grade students in order 

to enrich their vocabulary. 

 The games and technique used in the 

implementation of the vocabulary teaching 

media Kangaroo Smart Frieze provided chances 

for the students to enrich their vocabulary 

through fun and effective ways. Around 

twenty students in the class could play the 

games in this media in pairs simultaneously 

since the cards provided were more than 

enough that was 60 cards. This then enabled 

the students to enrich their vocabulary in the 

English teaching and learning more quickly 

and more effectively. This vocabulary teaching 

media was designed to be synergistic and 

complementary, so that the results achieved by 

learning subjects were also much better than 

the use of other vocabulary teaching media 

such as alphabet frieze, word cards, and 

picture cards. 

 

The Analysis of the Use of Kangaroo Smart 

Frieze as Vocabulary Teaching Media to 

Enrich Elementary School Students’ 

Vocabulary 

 

To get the significant responses from the 

fourth grade students of elementary school 

towards the use of Kangaroo Smart Frieze in 

vocabulary teaching and learning, researcher 

held a limited testing in the form of try-out. 

The data obtained from the pre-test and post-

test are valid to be analyzed by using paired-

samples t test. 

 

 

 

 

 

 

 

 

From the data above, it showed that the 

degree of freedom (df) = 13 with the 95% 

confidence interval of the difference based on 

the T-table results in t=1.771 which is smaller 

than t=3.899. Therefore, it could be concluded 

that the media had significant effect towards 

the learning process of the students and could 

be used as the vocabulary teaching media. 

The researcher asked three expert 

lecturers and one school teacher to be the 

evaluators of Kangaroo Smart Frieze. The score 

range was one up to four (1 = less/L, 2 = 

enough/E, 3 = good/G, 4 = very good/VG). 

Meanwhile, the average score range was one 

up to twelve (1-5 = less/L, 6-8 = enough/E, 9-

10 = good/G, 11-12 = very good/VG). The 

points were as follows. 

The assessment of front-performance 

showed that the product of Kangaroo Smart 

Frieze had a very good quality in the points of 

color composition, picture arrangement, title 

attractiveness, pictures choice, and the size of 

the board and the cards. The average score for 

this part of assessment was 10.8 (very good). 

The assessment of content showed that 

the product of Kangaroo Smart Frieze had a 

good quality in the points of the content 

suitability, vocabulary choice, font type, and 

title choice. The average score for this part of 

assessment was 11.25 (very good). 

The assessment of games showed that 

the product of Kangaroo Smart Frieze had a 

good quality in the points of the choice of 

games and choice of expressions. The average 

score for this part of assessment was 10.5 

(good). 

Regarding the validation and 

assessment from the teacher and expert 

lecturers and also the limited testing done by 

the students, the product of Kangaroo Smart 

Frieze is valid to be used as the teaching media 

for the fourth grade students of elementary 

Paired Samples Test

-12,2857 11,7894 3,1508 -19,0927 -5,4787 -3,899 13 ,002PRETEST - POSTTESTPair 1

Mean

Std.

Dev iation

Std.  Error

Mean Lower Upper

95% Conf idence

Interv al of  the

Dif f erence

Paired Dif f erences

t df

Sig.

(2-tailed)



 

Sakilah Bewafa / Journal of English Language Teaching 4 (1) (2015) 

9 

school, especially in terms of vocabulary as the 

main concern in this research and 

development. 

 

CONCLUSION 

 

Based on the analysis, the researcher 

makes some conclusions. Firstly, there were 

some problems faced by the teacher and the 

fourth grade students of SD N 2 Sekaran in the 

vocabulary teaching and learning process. The 

current vocabulary teaching media used by the 

fourth grade students of SD N 2 Sekaran are 

somehow fragile and quite boring. Hence, the 

research and development of new vocabulary 

teaching media is needed and appropriate to 

be used inside the classroom during the 

English teaching and learning process. 

Secondly, there were some important 

steps to develop Kangaroo Smart Frieze as a 

vocabulary teaching media. It started from 

analysing the purpose of English learning 

process until doing the product validation and 

revision, so that the product could be valid and 

credible to be used in the vocabulary teaching 

and learning for elementary school students. 

Thirdly, to get the significant responses 

from the fourth grade students towards the use 

of Kangaroo Smart Frieze in the vocabulary 

teaching and learning, the researcher held a 

limited testing in the form of try-out. Besides, 

the assessment was given by the teacher and 

expert lecturers. Therefore, it can be concluded 

that Kangaroo Smart Frieze has a good prospect 

to be used in the vocabulary teaching and 

learning for elementary school students. 

From the result of the research, the 

researcher would like to offer some 

suggestions to be considered by the English 

teacher and future researchers. Firstly, the 

English teachers should be able to choose 

appropriate vocabulary teaching media to be 

used in the English teaching and learning 

process. Secondly, the future researchers 

should conduct the better research and 

development of vocabulary teaching media to 

enrich elementary school students’ 

vocabulary, especially for the higher level (fifth 

and sixth graders) by improving the games and 

expressions used in the vocabulary teaching 

and learning process. 

 

REFERENCES 

 

Borg, Walter R. and Gall, M.D. 1983. Educational 

research: An Introduction. New York & 

London: Longman. 

 

Cameron, Lynne. 2001. Teaching Languages to Young 

Learners. United Kingdom: Cambridge 

University Press. 

 

Harmer, Jeremy. 1991. The practice of English 

Language Teaching. Harlow: Longman 

Limited. 

 

Linse, T. Caroline. 2006. Practical English Language 

Teaching: Young Learners. Singapore: 

McGrow-Hill Companies, Inc. 

McCarthy, Michael. 1990. Vocabulary. China: 

Oxford University Press. 

 

Schmitt, Norbert and McCarthy, Michael. 1997. 

Vocabulary: Description, Acquisition and 

Pedagogy. United Kingdom: Cambridge 

University Press. 

 

Scott, A. Wendy and Ytreberg, H. Lisbeth. 1990. 

Teaching English to Children. Harlow: 

Longman Group UK Limited. 

 

Slattery, Mary and Willis, Jane. 2001. English for 

Primary Teachers. China: Oxford University 

Press. 

 

Sugiyono. 2001. Metode Penelitian Pendidikan: 

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