SMART Journal , Volume 6, No. 2, August 2020, Page 127 -135
ISSN Cetak : 2356-2048
ISSN Online : 2356-203X
127
DEVELOPING RUBIK’S CUBE VOCABULARY FOR ELEMENTARY
SCHOOL
Widya Saraswati
1)
, Rahmatika Kayyis, M.Pd
2),
Kurniati, M.Pd
3)
1) 2) 3
English Education Department of FKIP UMPRI
Email Correspondence: widyasaras28@gmail.com
Abstract
The Research and Development aimed to find out the target needs and
the learning needs and develop appropriate English learning materials
especially for using media in learning process for Grade 5 students at
Elementary School of Muhammadiyah Gisting. The purpose of this
study is to increase and develop the students’ vocabulary in daily
activity. The product of this study is using two different types of rubiks,
2x2 and 3x3 rubik. In each rubik has a worksheet. Based on the
material evaluation and implementation, the students can increase their
vocabulary using these rubik and the rubik is so useful for learning
process.
Keywords: Vocabulary, Rubik, Worksheet
1. INTRODUCTION
Materials take an important part in teaching and learning process. To
conduct English learning material means aimed at support the students’
competence in English study program, so it should be based on the learners’
needs, and they should represent the material in a good way. The materials are
not using specific English vocabulary, whereas English vocabulary and the
materials in every unit which is needed by the students in their future
occupation will be different. Vocabulary is one of the core components of
language proficiency and determines how well learners speak, listen, read, and
write (Richards & Renandya, 2002).
The problems happened of the students at Elementary of Muhammadiyah
Gisting. the problems were most of students did not understand what the native
said and they new vocabulary, the students were lack control over the speed at
which the speakers or teacher speak and also some of student have lack
motivation to learn English especially about vocabulary in the class. English
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teachers usually teach their students by using available textbooks, but
sometimes the teacher using media that available around the school, for
example the teacher was using clock when the material explains about time.
However, the English learning materials which were really suitable with the
needs of the students were not always available. In that school, there were a
little bit media to learn English. The teacher rarely used conventional method
and just gave the materials based on the textbooks that available in that school.
The media is important to increase their ability in English learning
process especially to help them to get many vocabularies because if they have
many vocabularies, so they can learn English easily. Because it was for the
students of elementary school, so the media must be fun, colorful and
interesting. So, the researcher decided to overcome those problems and
develop the English materials by using Rubik’s Cube Vocabulary. In this
research, the researcher developed English materials and focused in vocabulary
even like a verb or sentence of students. Vocabulary is needed for
comprehension of the language and it also increases fluency in the language
(Nunan, 2003). According to Cameron (2001:73) Vocabulary is about learning
words, children are not only expected to know the word but also they have to
know what the meaning of that word.
There are some researches related to this study. Firstly, the research done
by Diyah Nur Fadilah, Rahmat Rais and Diana Endah Handayani (2012)
entitled “Developing TACTIC (Thematic Box ) Number Head Together at
First Grade of Elementary School in Semarang”. TACTIC is a combination of
Exploding / Explosion Box, pop-ups, pictures and rubik as a vehicle for play.
The development of TACTIC (Thematic Box ) comes from media exploding /
explosion or explosive boxes developed for thematic subjects, then there are
pop-ups, rubik with images and symbols related to my theme sub themes of my
body. Rubik is used as a vehicle for games and evaluation cards so that
learning is more fun for first grade students in elementary school.
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Secondly, the study conducted by Syarif Amin Al Habib, Utami Widi
Astuti, and Nilam Astari (2018) entitled “REDUCTION (Rubik Education) as
an innovation learning media excretion system in humans, (Biology Education,
Muhammadiyah University of Surakarta)”. From research findings, this
reduction aims to make biology learning about the excretory system in humans
work and achieve well. In this reduction there is a red rubik consisting of
images of the liver, kidneys, lungs and skin. So this product can help the
teacher and also the student to learn about excretion system in humans easily
and REDUCTION is effective to be applied as the learning media and can
solve several problems in teaching and learning process in the class.
Thirdly, the study conducted by Hilmi Khoirudin Nurul Fata (2017)
entitled “Developing of RUBOSAN Media ( Rubik Organ Respiratory) to
Improve Student Learning Results of Organ Materials in Animal and Human at
the Fifth Grade of Elementary School 1 of Bogosari”. From research findings,
the specifications of the product for the development of learning devices are
helped by the Rubosan learning media (Rubik Respiratory Organ) as follows:
1. Products developed in the form of RUBOSAN learning media when class V
students open rubik media can find pictures on each side of the rubik that have
been arranged images of animal and human respiratory organs, so that students
are easier to understand with the media. 2. Pictures of animal and human
respiratory organs are presented in an interesting and detailed manner so that
students become enthusiastic and understand more easily about the material of
respiratory organs in animals and humans. Collins (2017) describes Rubik’s
Cube is a puzzle consisting of a cube of six colors, each face of which is made
up of nine squares, eight of which are individually rotatable
The researcher do need analysis to found information about what are the
students need in their language skills. Some experts defined about need
analysis according to Hutchinson and Waters ( 1987:54) define needs as the
ability to comprehend and to produce the linguistic features into two categories
: target needs are what knowledge and abilities the learner will require in order
https://www.collinsdictionary.com/dictionary/english/puzzle
https://www.collinsdictionary.com/dictionary/english/cube
https://www.collinsdictionary.com/dictionary/english/six
https://www.collinsdictionary.com/dictionary/english/nine
https://www.collinsdictionary.com/dictionary/english/square
https://www.collinsdictionary.com/dictionary/english/eight
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to be able to perform appropriately in the target situation. The analysis of the
target needs is divided into three points which are necessities, lacks and wants.
2. RESEARCH METHODS
In this research, the researcher used Research and Development (R&D).
This research was classified into Research and Development (R&D) that
adapted the framework of developing English learning materials by Gall, Gall
and Borg (2003). The researcher tried to develop the products related with the
aims of the research itself. Research and Development is a process used to
develop and validate educational products. The objective of this research is to
develop appropriate model of English learning materials for Elementary School
Program. Therefore, this research was classified a Research and Development
(R&D), because it aims to develop a finished the product. It can be used
appropriately in an educational program (Borg, 2002:772).
The organization of the research procedure adopted from Dick and Carey
in Borg and Gall (2003:571). The steps were (1) Need Analysis, (2) Planning
design, (3) Designing the materials, (4) First Validation Product, (5) Expert
Judgment, (6) Revising 1, (7) Try out the product, (8) Revising 2, (9)
Implementation the product. In this study, the data was collected through
observation and questionnaires. Firstly, by observe the guide books. Secondly,
the questionnaire consists of kind : (1) The need analysis questionnaire was
used to gather the information about the learners and learning needs. The
learners were asked to answer several questions related to their characteristics
and needs in learning English by choosing one of several options that provided.
The English teacher and the Headmaster were interviewed to support the data
from the questionnaire. Secondly, the expert of judgment questionnaire.
Opinion and suggestions from the experts are proposed through the expert
judgments questionnaire to find the appropriateness of the designed materials
analysis by arranging its goodness as proposed by Suharto (2006: 52-53).
Thirdly, test contain of some assignment that related to the material in the
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product. The purpose was to know the score of the students when used the
product.
2. FINDINGS AND DISCUSSIONS
a. The Results of the Needs Analysis
A need analysis was conducted to assess the students’ target and learning
needs. The questionnaire was distributed to the students in 12 November 2019.
Target needs cover a number of important distinctions which included
necessities, lacks , and want ( Hutchinson and Waters 1987 : 54)The results are
described below:
Table 1 Students’ Necessary
Items The students necessities in learning English
A The reason of the students need media in their learning process because it can
help them to memorize and improve their vocabulary
B Students need media to learn English that can bring everywhere
C Students need other source in English learning, not only from book
D Students need learning vocabulary list and the meaning in English learning
process
E Students need to show picture or other media to help them in English learning
process
N 23
F 1792
Percentage 78%
The table shows that the most of students consider that they need media
for learning English to help them to improve and memorize new vocabulary in
English learning process, need source to learn not only form book, and they also
need the media that show the picture and can bring everywhere. The need
analysis from 23 of students grade five in Elementary School of
Muhammadiyah Gisting they almost give the score 3-5 in the analysis
questionnaire. Here the researcher take the frequency in general score, after the
researcher analysis the students necessities the researcher sum the score into
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general frequency. So here the researcher found the score in necessities learning
English vocabulary materials for students in Elementary School of
Muhammadiyah Gisting is (78%).
Table 2 The Result of Students’ Lacks
Items The students lack in learning English
A Students difficulties to memorize new vocabulary
B Students difficult to understand what their teacher say if the teacher using
English language
C Difficult to express some words using English
D Difficult to learn English
E Sometimes students feel bored when they learn English
N 23
F 1244
Percentage 54%
The table shows about the students lack in learning and teaching process.
In need analysis questioner the lack from learning English they give score 1-5.
The difficulties that students in learning English materials is the students’ lacks
in memorizing, difficult to express words or sentences, difficult to learn English
because they do not understand the meaning of words or vocabulary. From 23
respondent the researcher get general frequency is get score 1244 it means that
they less in English vocabulary materials is ( 54%)
Table 3 The Result of Students Wants
Items The students want in learning English
A Students like the learning process more fun
B Students are more enjoy for learning if there is media
C Students like learning English vocabulary with pictures and colorful
D Students like media that can be use to learn while play
E Students like learning vocabulary using their own skills
N 23
F 1948
Percentage 85%
The table shows the analysis questioner the students want about learning
English get score frequency 1948, it means that they want learning English
more fun , they also want a media when they learning English, and when they
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learning English vocabulary they can see about the pictures and also colorful,
they also want in the media it is making they have fun in learning process. From
their want in analysis questionnaire they almost give score from 3 until 5. From
the result above, it can be conclude that the students’ wants in learning English
are being able to master in vocabulary is (85%) .
b. Syllabus
The syllabus is used as the guideline to develop the learning materials.
The design of the syllabus based on the results of the needs analysis
questionnaire. The developed syllabus consist of the identify of the syllabus ,
core competence and basic competence , the number and names of the each
units. The analysis syllabus to help researcher make the product for the students
of Elementary School. Syllabus in second semester in Elementary School is
about vocabulary of daily activity
c. Drafting Material
The draft of materials consists of two rubik. The first one is 2x2 rubik’s
and the second one is 3x3 rubik’s. There are worksheets to supported the
implementation of the Rubiks
d. The expert judgment
After the writer draft of the materials was developed, the materials were
then evaluated by expert judgment. The evaluation was conducted by providing
a questionnaire to the expert. The questionnaire consists of four aspect, there
are: appropriateness of content, presentation, language and graphic and using
Likert Scale to collect the data
e. Revisions of the materials
Overall the media of Rubik’s Cube Vocabulary for Elementary School are
adequate, there are some suggestion from two experts judgment about the
materials
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3. CONCLUSION
The result of implementation of Rubik’s Cube Vocabulary and also the
worksheet are the student understood about the materials that has given from the
researcher and the students have good score in each part of the worksheet that
consist of four activity, and they very enjoyed with the Rubik’s Cube
Vocabulary and the worksheet. So the Rubik’s Cube Vocabulary and the
worksheet that has used in this research can help the students in English learning
process.
The suggestion is related to the input of the materials. Based on the results
of need analysis, the students of Elementary Student Grade 5 want to use more
media in learning process, that the media should be make the student more
interest to learn. It is suggested to provide the media more colorful and insert
some pictures for the need of material’s presentation. The pictures may help the
students to acquire the materials well and motivate students in the learning
process.
4. REFERENCES
Al Habib, S.A., Astuti, U.W., Astari, N. (2018). Rubik Education as an Innovation
Learning Media Excretion System in Human. Biology Education. University of
Muhammadiyah Surakarta.
Cameron, L. (2001). Teaching Language to Young Learners. Cambridge: Cambridge
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Collins Dictionary.(2017) Retrieved from
https://www.collinsdictionary.com/dictionary/english/rubik-cube at November,
23, 2018 at 13:53.
Fadilah, D.N., Rais, R., Handayani, D.E. (2012). Developing Thematic Box Number
Head Together at First Grade of Elementary School in Semarang. (Journal).
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Fata, H.K. (2017). Developing of Rubik Organ Respiratory to Improve Student
Learning Results of Organ Materials in Animal and Human at the Fifth Grade
of Elementary School 1 of Bogosari. (Thesis). University of PGRI Semarang.
https://www.collinsdictionary.com/dictionary/english/rubik-cube
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