THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT.

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THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT

A RESEARCH PAPER

Submitted to English Education Department of FPBS UPI as partial fulfillment of the requirements for Bachelor’s Degree in English Education Program

by:

PRADITYA PUTRA (0902529)

ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE AND ART EDUCATION

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THE CORRELATION OF PLAYING

ROLE-PLAYING GAMES AND

STUDENTS’ READING

COMPREHENSION OF NARRATIVE

TEXT

Oleh Praditya Putra

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Ekonomi dan Bisnis

Januari 2012

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND

STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT

Written by:

Praditya Putra

0902529

Approved by:

Main Supervisor

Dr. Wachyu Sundayana, M.A.

NIP. 195802081986011001

Co-Supervisor

Lulu Laela Amalia, S.S., M.Pd.

NIP. 197504092007102001

Head of English Education Department

Prof. Dr. H. Didi Suherdi, M.Ed.

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Praditya Putra, 2014

The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of Narrative Text

THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT

ABSTRACT

This research investigates the correlation of playing Role-Playing Games and students’ reading comprehension of narrative text. Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students’ frequency in playing role-playing game and their reading comprehension in narrative text. Creswell (2012, p. 338) states that correlation is a statistical test to determine the tendency or pattern between two variables or two sets of data to vary consistently. The result shows that the correlation degree between both variables is at the point of 0.687. It can be categorized as positive strong relationship which means that students who play Role-Playing Games have a tendency to get higher score in reading comprehension of narrative text. From the findings, it is recommended that Role-Playing Games can be used as a media to teach narrative text to the students.

Keywords: video games, Role-Playing Games, reading comprehension, narrative

text

HUBUNGAN BERMAIN ROLE-PLAYING GAMES DAN KEMAMPUAN SISWA DALAM MEMBACA TEKS NARATIF

Abstraksi

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TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION……… i

PREFACE……….. ii

ACKNOWLEDGEMENT………. iii

ABSTRACT………... iv

TABLE OF CONTENTS………...v

LIST OF TABLES………... viii

LIST OF FIGURES………... ix

CHAPTER 1 INTRODUCTION………... 1

1.1 Background…... 1

1.2 Statement of the Problem………... 2

1.3 Aims of the Study………... 3

1.4 Significance of the Study………... 3

1.5 Research Methodology……….. 3

1.6 Clarification of Related Terms………... 4

1.7 Organization of The Study………. 5

CHAPTER II THEORETICAL FOUNDATION……….. 6

2.1 Reading……….. 6

2.1.1 Definition of Reading……… 6

2.1.2 Reading Comprehension……… 7

2.1.3 Types of Reading………... 8

2.1.4 Good Readers’ Characteristics………... 9

2.2 Video Games……….. 10

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2.2.2 The Effects of Playing Video Games………. 10

2.2.3 Types of Video Games………... 13

2.3 Role-Playing Games……….. 13

2.3.1 Definition of Role-Playing Games………. 14

2.4 Narrative Text……… 16

2.4.1 Generic Structure………... 16

2.4.2 Narrative in Role-Playing Games……….. 18

2.5 Related Research……… 21

2.6 Concluding Remark………... 22

CHAPTER III RESEARCH METHODOLOGY……….. 23

3.1 Research Design………. 23

3.2 Population and Sample……….. 24

3.2.1 Population……….. 24

3.2.2 Sample……… 24

3.3 Research Hypotheses………. 25

3.4 Data Collection……….. 25

3.4.1 Research Instruments………. 25

3.4.2 Research Procedures……….. 27

3.4.3 Trying Out Research Instruments……….. 28

3.4.3.1 Instrument 1………... 28

3.4.3..1.1 Validity and Reliability……….. 28

3.4.3.2 Instrument 2………... 29

3.4.3.2.1 Validity……….. 29

3.4.3.2.2 Reliability………... 30

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3.4.3.2.4 Discrimination Power Index……….. 33

3.5 Data Analysis………. 34

CHAPTER IV FINDINGS AND DISCUSSION……….. 37

4.1 The Result of Instrument Try-Out………. 37

4.1.1 Test of Validity……….. 37

4.1.2 Test of Reliability……….. 38

4.1.3 Test of Difficulty Index………. 39

4.1.4 Test of Discrimination Power Index……….. 39

4.2 The Result of The Research………... 40

4.2.1 Frequency in Playing Role-Playing Games………... 40

4.2.2 Reading Comprehension Test of Narrative Text………... 44

4.2.3 Correlation Coefficient……….. 45

4.3 Discussion……….. 48

4.3.1 Data from Questionnaire………... 48

4.3.2 Data from Achievement Test………... 49

CHAPTER V CONCLUSIONS AND SUGGESTIONS……….. 51

5.1 Conclusions……… 51

5.2 Suggestions……… 52

REFERENCES………

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The Correlation of Playing Role-Playing Games and Students’ Reading Comprehension of Narrative Text

CHAPTER 1 INTRODUCTION

This chapter discusses background of the research, statement of the problem, aims

of the research, significance of the research, research methodology, clarification

of related terms, and organization of the research.

1.1Background

The effects of playing video games have been widely studied and debated

among researchers. The research on positive and negative effects of video games

clearly shows that video games are effective teachers that can affect players in

multiple ways simultaneously (Prot et al., 2012, p. 653).

Video games have been successfully used to teach children and

adolescents a variety of topics, such as reading skills (Prot et al., 2012, p. 652).

Spache and Spache, (Cited in A. Tinker & M. Mc cullough, 1975) define reading

under a variety of headings: reading as a skill development, as a visual act, as a

perceptual act, as a reflection of cultural background, as a thinking process. Gray

(1960) defines meaningful use of reading as a problem-solving tool. It means that

students in language learning should get meaning or the context of the text to

solve the problems that come from a question or an instruction related with the

text.

Appropriate video games like action games could improve visual-spatial

skill, educational games successfully teach specific skills, Exergames (Exercise

games) can improve physical activity level, and Prosocial games (those in which

the primary purpose of the player is to help other game characters) increase

empathy and helping (Prot et al., 2012, p. 648). Accordingly, there are also

positive effects that are conveyed by proper type of video games into educational

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of On the other hand, video games do not only bring positive effects to the

player, but also come with negative impacts. Any negative findings (cited in Ip et

al., 2008) such as gaming addiction (Fisher, 1994), aggression (Bensley & Van

Eenwyk, 2001), and violent content (Kirsh, 2003; Anderson, 2004) become

harmful effects for the players. It is important to respond to it wisely. Shapiro

(2013) states that:

Like all technologies, video games have the capacity to influence players in both positive and negative ways. It is foolish to study only the negative impact. Understanding the positive ways that games are involved in the development of citizens will enable us to use them to create a better world.

This research is focused and limited to explore RPG (Role-Playing Game)

related with students’ reading comprehension of narrative text. Role-playing game is one of the genres or types in video games. Mackay (2001) defines Role-playing

game as:

Episodic and participatory story-creation system that includes a set of quantified rules that assist a group of players and a game master

in determining how their fictional characters’ spontaneous interactions are resolved.

From the definitions above, in order to play Role-playing game

appropriately, players should know what they should do as the main character in

the game. They have to read the text as the narrative story from the game. Text is

an important component of video games culture (Gee, 2003; Leander, & Lovvorn,

2006; Steinkuehler, 2007). It provides the players to make meaningful

connections for the stories by interacting with the game master. Players have to

think and solve the problem in the game and do the task for completing the part of

games so they can continue and end the game.

The topic of video games related with the education has become

interesting topic recently. This research is expected to become one of the studies

that could bring new information about the video games topic especially the link

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1.2Statement of The Problem

The research on the effect of playing video games have been widely

studied. It is important to respond to it wisely. Like all technologies, video games

could bring negative or positive impacts in daily life as well as in language

learning.

This study purposes to answer the following question:

Is there any correlation between frequencies of playing role-playing video

games (RPG) video games with sudents’ reading comprehension of narrative text?

1.3Aims of The Study

Based on the phenomena elaborated above, the aim of this research is to

investigate the correlation of role-playing games and reading comprehension of

narrative text: whether or not there is a link between the frequency of playing

role-playing video games and students’ reading comprehension of narrative text.

1.4Significance of the Study

This research is expected to give an input to teachers, students, and

researchers. The outcome is expected to give contribution regardless the finding

of this study, whether frequency of playing role-playing game is positively related

with students’ reading comprehension or not.

Theoretically, teaching english using video games has been widely studied

and this research is expected to help teachers to find another method in teaching

English. For other researchers, this study is expected to be an additional source in

language learning related with video games especially RPG video games

For the students, this research practically seek to help them in choosing the

appropriate type of video games from which they can get positive impact from

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 1.5Research Methodology

This section is about the short explanation about the methodology, which

is applied in this research. Further explanation about research methodology will

be exclusively elaborated on chapter 3 of this research.

A quantitative approach and descriptive method are used in this study

since the main purpose of this study is to find out whether there is any correlation

between students’ frequency in playing role-playing game and students’ reading comprehension. Correlation research design is used in this study in order to find

out the tendency of relation between students’ frequency in playing role-playing game and their reading comprehension of narrative text (Creswell, 2012).

The participants of this research are 30 students of junior high school in

Bandung. Two instruments are used in this present research. Students’ reading comprehension of narrative text score and their amount of playing frequency are

used for the data source in this research.

Quantitative data analysis is engaged. Reading it carefully, and dealing

with the data in order to achieve the understanding of it. The data found then is

calculated and interpreted carefully.

games with strong narrative storyline (Kacmarcik, 2005; Mackay, 2003;

Hitchens and Drachens, 2009; Fritts, 2013).

 Reading Comprehension: Readers’ ability in understanding the text (Cameron, 2001; Grabe and Stoller, 2002)

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1.7Organization of The Study

This research is organized into five chapters as follows:

First chapter is introduction. This chapter contains introduction that

explains background of the research, statement of the problem, aims of the

research, significance of the research, and organization of the research.

Second chapter is theoretical foundation. This chapter contains of

literature review, relevant theories as a base for investigating the reserach.

Third chapter is research methodology. This chapter explains the

methodology of research. It provides the information about research design, site

and participants, the procedures of collecting and analyzing the data.

Fourth chapter is findings and discussion. It delivers research findings and

research result of the study.

Last chapter is conclusions. It contains conclusions and reccomendations

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology and procedure, which are taken in this

study in order to find out the answer from research question. This chapter contains

research design, population and sample, research hypothesis, data collection,

trying out the instruments, and data analysis.

3.1 Research Design

A quantitative approach and descriptive method are used in this study

since the main purpose of this study is to find out whether there is any correlation

between students’ frequency in playing role-playing game and students’ reading comprehension of narrative text.

Quantitative approach is employed since this research defines the research

questions based on the trends in the field of research site. As described by

Creswell (2012, p. 13) quantitative approach is applied if the researchers want to

identify a research problem based on trends in the field or on the need to explain

why something happens. In addition, Creswell (2012) states that descriptive

method is used when the study is aimed to explain the overall tendency based on

the data collected. Based on the above- mentioned theories, this research employs

quantitative approach and descriptive method.

Correlation research design is used in this study in order to find out the

tendency of relation between students’ frequency in playing role-playing game and their reading comprehensio n in narrative text. Creswell (2012, p. 338) states

that correlation is a statistical test to determine the tendency or pattern between

two variables or two sets of data to vary consistently. The result of the correlation

between the two variables is categorized into form of the coefficient correlation.

As stated by Creswell (2012), researchers in correlation research design applies

statistical test of two variables data that comes from each of the participants’ score

and converts the result into the coefficient correlation. Accordingly, the result of

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Based on the title of this research “The Correlation of Playing

Role-Playing Games and Students’ Reading Comprehension of Narrative text”. The

research is stated as follows for two sets of data:

Figure 3.1 Illustration of Correlation cited from Sugiyono (2002, in Mayningsih,

2009, p.42)

The correlation of the two variables can be illustrated in the figure below.

X: the result of students’ frequency in playing role-playing game

Y: the result of students’ Reading comprehension test of narrative text

3.2 Population and Sample 3.2.1 Population

A population is a group of individuals who have the same characteristics

(Creswell, 2012, p. 142). Arikunto (2007) states that population is the whole

subject of the research. Population in this research is the third grade of one junior

High School in Bandung. This population is selected since the students in this

grade have studied the topic of narrative text in academic skill.

3.2.2 Sample

This study uses probability sampling with stratified sampling. Probability

sampling is used in order to select individuals from the population who are

representative of the population (Creswell, 2012, p. 142) and stratified sampling is

used to divide (stratify) the population based on the specific characteristics

(Creswell, 2012, p. 144).

Based on the theories above, the sample in this paper is chosen by the

specific characteristics. 30 students who have played role-playing games are

selected for the sample. The total of 30 participants are required since it is the

minimum requirement for the participant in correlation research. In line with

Creswell (2012) and Frankeal et al (2012) the number of 30 participants has to be

fulfilled in a correlation research.

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 3.3 Research Hypothesis

Hypothesis is the prediction toward the relationship between two variables

(Arikunto, 2007). There are two types of the hypothesis; hypothesis null and

hypothesis alternative (Weaver, 2005). Furthermore, Weaver states that

Alternative Hypothesis (Ha) prevails when there is relation between the

phenomena under investigation and hypothesis null (H0) prevails if there is no

relation between the phenomena under investigation.

Accordingly, the alternative hypothesis is accepted and hypothesis null is

rejected if there is correlation between students’ frequency in playing role-playing

games with their reading comprehension of narrative text.

3.4 Data Collection

3.4.1 Research Instrument

Research instrument is a tool to help the researcher in collecting data

(Arikunto, 2007, p. 134). Creswell (2012, p. 151) describes an instrument as a tool

for measuring, observing, or documenting quantitative data. In addition, Fraenkel

et al (2012, p. 111) determine research instrument as the whole process of

preparing to collect the data. There are two types of instruments; non-test

instrument (Questioner, Check list, interview, scale, and survey) and test

instrument (Achievement test) (Arikunto, 2007, p. 167).

In order to collect the data from the participants, this study employs Likert

scale (non-test instrument) and achievement test (test instrument) as

Data-Collection Instrument. Rating scale is used to measure judgment of behavior and

achievement test is used to measure knowledge or skill in a given subject

(Fraenkel et al, 2012).

There are two instruments that are used in this paper: Likert scale and

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Likert scale

For measuring the x variable (students’ frequency of playing role-playing game), this research applies attitude scale which is Likert scale. Fraenkel et al

(2012) describe likert scale as follow:

A self-reporting instrument in which an individual responds to a series of statements by indicating the extent of agreement. Each choice is given a numerical value, and the total score is presumed to indicate the attitude or belief in question.

In addition, Fraenkel et al (2012) state that attitude scales are often similar

to rating scales in form, with words and numbers placed on a continuum. Subjects

circle the word or number that best represents how they feel about the topics

included in the questions or statements in the scale. Usually, likert scale adapts

five numerical values to indicate the attitude of the participants (Fraenkel et al,

2012). Since the middle numerical value of the scale (3) represented undecided

classification, this research applies only four numerical values in order to classify

the answer of participants’ more precisely.

The function of Likert scale in this research is to classify the participants

based on their frequency in playing role-playing game. It is specifically counted in

how many hours per week they play it. The frequency score is then used for the x

variable score. The x score classification can be seen below:

Table 3.1 Classification of students’ frequency in playing Role-Playing games

Frequency range Classification Numerical value

1 – 3 hours per week Rarely 1

3 – 6 hours per week Once a while 2

9 – 12 hour per week Often 3

12 – 15 hours per week Extremely often 4

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of Reading comprehension test of narrative text

For measuring the y variable (students’ score in reading comprehension of

narrative text), participants’ were given reading comprehension test, which

contains 18 item questions of narrative text comprehension. The test is taken from

“Contextual Teaching and Learning: BSE (Buku Sekolah Elektronik) Sekolah Menengah Pertama, Kelas 9 (2008). It was chosen because the book is

standardized by Departemen Pendidikan Nasional and it is suitab le for the

participants which are third grade of junior high school (ninth grade).

The questions were selected by considering the features of reading

comprehension of narrative text; find the information related to the text. For

scoring the test, the right answer is given 1 (one) point while the wrong answer is

given 0 (nil) point. Subsequently, the total 100 points were given for the

participants if they answer all of the questions rightly. The total points of the right

answers are then calculated into S formula below

participants’ reading comprehension (Arikunto, 2003 in Furqon, 2012, p. 21). It is shown in Table 3.1

Table 3.2 Classification of students’ achievement

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3.4.2 Research Procedures

Here are the procedures in collecting the data for this research:

 Preparing research instruments; Likert scale (attitude / rating scale) and reading Comprehension test of narrative text (achievement test)

 Trying out the two research instruments to the participants for checking the validity, reliability, difficulty index (only for instrument 2), and discrimination

index (only for instrument 2) of the text.

 Giving the real test (Likert scale and Reading comprehension test of narrative text) to the participants

 Scoring the participants’ result on two instruments.

 Classifying the participants’ scores on two administered instruments.

 Calculating the correlation between the two test results using Pearson Product Moment formula (if the data is normally distributed) or Spearman formula (if

the data is not normally distributed) employing SPSS software.

 Analyzing the result through the relevant theories and drawing a conclus ion of this research.

The procedure above had to be taken carefully step-by-step to prevent

errors during the research. Moreover, the explanation about the procedure is

clearly presented in the next parts.

3.4.3 Trying Out Research Instruments

An instrument can be defined as a tool for collecting data if it meets a

demand for minimum two criteria: validity and reliability (Arikunto, 2007, p. 167).

The instrument 1 was created by the researcher and instrument 2 was taken from

“Contextual Teaching and Learning: BSE (Buku Sekolah Elektronik) Sekolah

Menengah Pertama, Kelas 9” (2008). Both of the instruments are tried out for the validity and reliability. In addition, the discrimination power index and difficulty

level of the items in the instrument 2 were also measured. The explanation for

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 3.4.3.1 Instrument 1

3.4.3.1.1 Validity and Reliability

As stated before, an instrument can be defined as a tool for collecting data

if it meets a demand for minimum two criteria: validity and reliability (Arikunto,

2007, p. 167). However, the purpose of trying out non-test instrument (Questioner,

Check list, interview, scale, and survey) is not to find out the validity of the

instrument itself. Based on Arikunto (2012, p. 178), there are three purposes of

trying out non-test instrument:

1. To find out the participants’ understanding about the instrument.

2. To find out the precision of the instrument and the possibilities of

instrument weaknesses.

3. To find out the reliability of the instrument.

Since non-test instrument is created based on the variable, it is supposed to

have valid criteria (Arikunto, 2012, p. 178). In this research, the variable is

defined based on attitude variable, which means in how many hours per week

participants play role-playing video games. Another variables to find out the

participants’ interest were added. Interest instrument was used to measure the

participants’ interest towards something without an act while attitude instrument was following with act (Arikunto, 2012, p. 199). In addition, a statement that is

participants (15 minimum participants). Afterward, the participants were asked

the same question that they have answered in the instrument. This method is

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3.4.3.2 Instrument 2 3.4.3.2.1 Validity

Arikunto (2007, p. 170) states that a test instrument can be categorized as

a valid instrument if it can measure what it is supposed to be measured. In order

to find out the validity of the test instrument, each test items in the test instrument

was firstly tried out and result was computed with Pearson Product Moment

correlation. The formula is:

Where:

n = the total participants

r = correlation coefficient (per item)

x = participant’s score of the item test

y = participant’s score of the whole item test

xy = the result of score x multiply with score y

x2 = square of score x

y2 = square of score y

(Kranzler and Moursund, 1999, p. 56)

The result is then classified based on the r coefficient result (see table 3.2).

Table 3.2 r Coefficient Correlation (Validity)

Score Range Classification

0.8 – 1.0 Very high

0.6 – 0.8 High

0.4 – 0.6 Moderate

0.2 – 0.4 Low

0.0 – 0.2 Very Low

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of 3.4.3.2.2 Reliability

Reliability is related with the consistency performance on the test

(Arikunto, 2007). It means that the data collected from the participants are

equivalent even it is taken in different time.

Based on Arikunto (2012, p. 168), There are three techniques that can be

chosen by the researcher to measure the reliability of test instrument; double test

double trial, single test double trial, or single test single trial.

Single test single trial method was applied in this paper for measuring

reliability of instrument 2. These are the stages to find out the reliability of the

instrument 2:

1. Try out the instrument to the participants

2. Give score for each participants

3. Categorize the score into 2 groups based on odd-even part, first-end part,

or random (odd-even is applied)

4. Give code x for first group and code y second group.

5. Calculate it with Pearson Product Moment correlation. The formula is:

Where:

n = the total participants

r = correlation coefficient (for the instrument)

x = participant’s score in first group

y = participant’s score in second group

xy = the result of score x multiply with score y

x2 = square of score x

y2 = square of score y

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The result from Pearson formula is still a half of reliability of the test. To

find out the final score of the reliability of the test, the Spearman-Brown formula

is applied. The Formula is:

Where:

r11 : reliability coefficient

r1/21/2 : correlation coefficient for each half of the test item

r obtained (reliability score) was then compared with r critical that was

obtained from product moment r values (See appendix A.6). The result is

determined based on the following criteria.

If r obtained > r critical = valid

If r obtained < r critical = invalid

(Sugiyono, 2008 in Furqon, 2012, p. 26)

3.4.3.2.1 Difficulty Index

Difficulty index test is the test to measure the ability of the test instrument

to accommodate participants to answer the item of the instrument correctly

(Arikunto, 2012, p. 176). The formula to calculate the difficulty index is as

follow:

Where:

P = Facility/ index of difficulty (for each item)

B = the number of correct answer

J = the number of subject taking the test

(Arikunto, 2007, p. 176)

P = B/J

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of The finding result was then classified based on the degree of difficulties

for each items of the test. The classification is shown in the table 3.3 below.

Table 3.3 Criteria of Difficulty Index

Index of Difficulty Difficulty Degree

0. 00 – 0. 30 Difficult item

0. 31 – 0. 70 Moderate item

0. 71 – 1. 00 Easy item

(Cited from Arikunto, 2003 in Furqon, 2012, p. 27)

3.4.3.2.1 Discriminating Power Index

Discriminating power index test is the test to measure the quality of the

test instrument in discriminating between the skilled participants and less skilled

participants (Arikunto, 2012, p. 177). Moreover, to check the discrimination

power index, the participants must be in even number.

The formula to calculate the discrimination power index is as follow:

Where:

D = Discrimination power index (for each items)

BA = the number of participant in upper group answers correctly

JA = the number of participant in upper group

BB = the number of participant in lower group answers correctly

JB = the number of participant in lower group

(Arikunto, 2007, p. 177)

After finding the result of discrimination power index, the classification

should be applied as following criteria in the table below.

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Table 3.4 Classification of Discrimination Power Index

Discrimination Power Index Interpretation

≤-0. 01 Worst (must be discarded)

00.00 – 0. 20 Poor

0. 21 – 0. 40 Moderate

0. 41 – 0. 70 Good

0. 71 – 1. 00 Excellent

(Cited from Arikunto, 2003 in Furqon, 2012, p. 24)

3.5 Data Analysis

The data were then analyzed through some steps. First, after the test was

implemented to participants, the analysis stated by scoring the result of the test.

Then, the process is finding the mean score of two variables. To find out the

mastery of two variables, calculating the mean of each variable is necessary. The

formula to compute the mean is as written below.

Where: MX = mean x (Frequency score in playing role-palying games) ∑X = the sum of x score

MY = mean y (Reading comprehension of narrative text score) ∑Y = the sum of y score

N = number of participant

(Cited from Kranzler and Moursund, 1999, p. 8)

Subsequently, the next step was checking whether the data are distributed

normally or not. In order to check it, this study utilized SPSS (Statistical Package

for Special Sciences) as it is one of the oldest and the most widely used statistical

software package. Pearson Product Moment correlation is used if the data are

distributed normally. The formula is

M

Y

= ∑Y / N

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The Correlation Of Playing Role-Playing Games And Students’ Reading Comprehension Of Where:

r = correlation coefficient

X = score of the first instrument

Y = score of the second instrument

XY = the result of score A multiple score B for each respondent

X2 = square of instrument 1

Y2 = square of instrument 1

If the data are not distributed normally, Spearman Brown Correlation

formula is applied. The formula is

rs= 1 - 6∑D2

n (n2 – 1)

Where:

D = the difference between each pair of ranks

D2 = the square of those differences

n = the number of pairs rankings

After obtaining the value r (degree of correlation), the result is interpreted

based on following criteria:

Table 3.5 Interpretation of Correlation Degree

Coefficient Interval

Interpretation

0. 20 – 0. 35 Slight relationship.

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0. 66 – 0. 85 Strong (Good prediction can result from one variable to the other)

0. 86 and above Very strong relationship

(Cited from Creswelll, 2012, p. 347)

The next step was determining the correlation coefficient. The hypothesis

testing can be gained by seeing the significance value. If the significance value is

more than 0.05, then H0 is accepted and Ha is rejected. Contrariwise if the

significance value is less than 0.05, then H0 is rejected and Ha is accepted. The

significance value will appear after the calculation of correlation coefficient using

SPSS software.

The final steps was interpreting and discussing the findings that will be

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53

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and suggestion of the research. The

conclusion is arranged from the research question, while the suggestions present

the recommendation for further research and related parties.

5.1 Conclusion

This research focuses on the correlation between playing role-playing games and students’ reading comprehension of narrative text. Referring to the findings and discussion on the previous chapter, it was found that there was a

strong relationship between playing role-playing games and students’ reading

comprehension of narrative text. The correlation coefficient was 0.687 which is

indicates that students who often play role-playing games seems to get better

score in narrative text comprehension. The average of participants’ frequency in

playing role-playing games in this research was 8.77 hours per week. It is

classified as often to play category. Furthermore, their reading comprehension of

narrative text was classified as excellent category. The average score was 83.84.

In spite of the difference score of two variables achieved by the participants, the

overall correlation was categorized as strong relationship. Is also in line with Fraenkel et al (2012, p. 340) who state that “Only a correlation of .65 or higher will allow individual predictions that are reasonably accurate for most purposes”.

There are some factors that contribute to the correlation between the

variables. The similarities of the structures and elements in role-playing games

and narrative could affect the result of this study. Interest and attitude of the

participants with the topic also become one of the factors. Furthermore, the result

of the research shows that playing role-playing games could bring some positive

effects to the players.

Finally, statistics result in this research shows that there is a positive

strong relationship between playing role-playing games with students’ reading

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5.1 Suggestion

After drawing the inferences, there are several suggestions that hopefully

can give the constructive idea to the readers especially for English teachers and

future researchers.

As concluded on the previous section that there is a positive strong

relationship between playing role-playing games with students’ reading

comprehension of narrative text. Role-playing games can be used by the teachers

as a media to teach narrative text, it could help students in comprehending

narrative text. However, teachers need to supervise the students while they are

playing. It is in order to prevent the students from the negative effect of playing

video games and validate that the students get something to learn while they are

playing.

Furthermore, further researchers can focus on the implementation of

role-playing games to improve students’ reading comprehension of narrative text.

Additionally, the further researchers can also investigate the correlation between

playing role-playing games with students’ reading comprehension of narrative

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