INCIDENTAL VOCABULARY LEARNING THROUGH
HIDDEN-OBJECT GAME: GARDENSCAPES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Demas Widyantomo 112012101
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
INTRODUCTION
Learning vocabulary is an important part of second language acquisition. A large portion of second language vocabulary learning research focuses on which words learners have learned and should be learning (Gu, 2005); however, vocabulary learning processes and strategies are recognized as increasingly important. There are many ways for learning vocabulary. Among them, incidental vocabulary learning is the main source that learners can acquire vocabulary in relevant context and language examples at their own learning paces. Nation (2001) argues that there is a distinction between incidental and intentional vocabulary learning by arguing that the vocabulary learned incidentally refers to all the words that have been learned from a special context, while vocabulary that is learned intentionally is learned in another way.
The popularity of computer games over the last decade has motivated many researchers‘ interests to examine their educational value. Some researches pointed out that games can be an effective tools for enhancing learning and understanding of complex subject matter (Cordova & Lepper, 1996; Ricci, Salas, & Cannon-Bowers, 1996, cited in Turgut & Irgin, 2009). The results of some studies also indicated that active participation in vocabulary games will direct to learning reinforcement (Baltra, 1990; Carrier, 1991; deHaan, 2005; Hubbard, 1991; Li & Topolewski, 2002; Bell, 2005, cited in Ghanbaran & Ketabi, 2014).
have not been maximally used to support the learning process, particularly vocabulary learning using games. Naderi (2002, as cited in Ghanbaran & Ketabi, 2014) explored the effect of 20 language games on English learning improvement. The results of the study showed the efficiency of games in learning English in middle schools. The results of a study conducted on language learning of young learners through computer games in Turkey by Turgut and Irgin (2009) also revealed that the performance of young learners involved in playing online games was better in language skills, especially vocabulary skill. It seems that language games have positive effects on learners‘ vocabulary learning (Dolati & Mikaili, 2011). Highlighting the issue of incidental vocabulary learning through game, the Gardenscapes hidden-object computer game is seemed to help students in learning vocabulary incidentally.
LITERATURE REVIEW
Vocabulary Learning
Second language learners have to deal with unfamiliar vocabulary during their language learning or acquisition. With the intention to learn and maintain new words, learners should experience in different task-based activities in their classroom whether it is a guessing task, a describing exercise, conversation making, repetition or any other task. Such activities also include vocabulary games which especially focus on facilitating learners develop and use words in different contexts by making the lessons more enjoyable. For a long time, vocabulary has not been a specific subject for students to learn, but has been taught within lessons and included in the four skills of speaking, listening, reading and writing (Dolati & Mikaili, 2011). They further mentioned that a number of learners may have the same experience of looking up words in a bilingual dictionary to find difficult words‘ meanings or definitions when they encounter new words. They may even write down lines of new words without any idea of the real use of them in context.
new breakthrough by maximalizing the use of nowadays technology, particularly computer games.
Incidental Vocabulary Learning
Incidental learning is the process of learning something without the intention of doing so. It is also learning one thing while intending to learn another (Richards & Schmidt, 2002). In terms of vocabulary learning, incidental learning always means the approach of learning vocabulary through texts, working on tasks or doing other activities that are not directly related to vocabulary (Yali, 2010). The situations in which incidental learning occurs are usually unlike the normal instruction with progress learning purposes. Therefore, the learning effectiveness is shown in a gradual progress. (Coady, 1997 as cited in Huang & Yang, 2012)
In addition, some related study also mentioned that although the number of encounters may affect the words learned incidentally, the quality of the context may have a greater effect on gaining the meaning of words (Webb, 2008). In other words, the learning context has an important role in incidental vocabulary learning. Yoshii and Flaitz‘ (2002) study also involved text and images into Web allowing learners to read English text online. They found that online learning material which was designed based on duel-code theory could help learners with incidental vocabulary learning. Previous studies from Hulstijn, Hollander, and Greidanus (1996, as cited in Huang & Yang, 2012) indicated that the context
would affect learners‘ understand of word meaning during incidental learning.
can provide a different context for the learners to enrich their vocabulary knowledge. Providing glosses such as situational pictures, animations and other appropriate cues may assist learners to understand the word meaning.
Games
During the years, to increase the vocabulary we need technology to be used. One of them is game. Richards, Platte, and Platte, (1992) defined game as
―an organized activity that usually has the following properties: a particular task
or objective, a set of rules, competition between players, and communication between players by spoken or written language (p. 153). Game is also defined as
an ―activity with rules, a goal, and an element of fun‖ (Hadfield, 1990, p. v).
Games can make the students more focus in learning, because they do not feel that they are forced to learn by experiencing an enjoyable activity. Teachers can use games to help their students practice more their skills of communication. Besides, Uberman (1998, as cited in Azar, 2012) also states the helpful role of games in vocabulary teaching after quoting and analyzing different opinions of experts. And also, she observed the interest of her students in learning through games. She believes that games can be an assistant tool to help students not only enjoy and amuse with the language they learn, but also practice it incidentally. To be short, games can be considered useful and effective tools that may be applied in vocabulary classes. The use of games in teaching vocabulary is a way to make the lessons more interesting, enjoyable and effective.
of perspective, gameplay, interaction, objective, etc. The game used in this study is Gardenscapes game, a hidden-object game for the junior high school students, particularly the VIII graders. According to Fritts‘ game genre division (n.d), hidden-object game is included in casual game which provides relaxing mental stimulation and can be found or played in computers. Gardenscapes offers a game plot of gorgeous mansion with hidden items and restore a once stunning garden to its former glory.
Vocabulary Learning Using Computer Game
The use of a computer as a learning tool has influenced many adults and, since the past century, it has become an important factor in learning language (Uberman, 1998). Today, many approaches have been introduced to gain more skills in and knowledge of English. In this century, research on the potential of digital educational games in enhancing language learning has increased very fast from year to year. Computer games, for example, might be a suitable tool to improve English language as it provides language learning environment (Mich. et.al, 2004, as cited in Bakar & Nosratirad, 2013). Accordingly, teachers should employ new vocabulary games that stimulate the students and entice them to participate. Teachers should consider games which are appropriate to students‘ age, cultural background and interests, and teacher also should consider activities where students can experience success (Lightbown and Spada, 1999).
Turgut and İrgin (2009) researched L2 vocabulary learning in digital
repetition of words in games helped L2 vocabulary learning. Participants reported using several vocabulary learning strategies: guessing from context, looking‐up words in online dictionaries, and asking adjacent friends for meanings. Another study related to computer game for vocabulary learning is done by Huang & Yang (2012) in investigating incidental vocabulary learning of MMORPG game. The results of this study showed that there was a progress difference between pre-test and post-test for learners' vocabulary abilities, which reveals that learners‘ vocabulary abilities have improved after they used the MORPG language learning environment. Learners were not only immersed in high-quality 3D virtual reality scenes and enjoyed in interesting game tasks, but also acquired vocabulary incidentally. Therefore, learning new vocabulary through enjoyable and out of the ordinary ways may assist the students to learn vocabulary.
THE STUDY
Context of the Study
Participants
10 students of VIII graders at Stella Matutina junior high school were selected for the research and the data were compared from the tests given to view its progress. Random sampling was used as the English teacher from the school chose the students to participate in this study. The 10 participants were from the same class. The selection of the participants also considered the accessibility in gathering the data later as the researcher was also an alumnus of the school involved. Thus, the researcher had an overview of the school‘s learning process which provides the chance for this study to take place. Some students were also selected for piloting. Table 1 shows the demographic profile of participants in the sample. The age range was 13-14 years old, five were female and five were male participants.
Table 1. Demographic Profile of the Participants
Participants Gender Age
A Male 13
B Male 14
C Male 14
D Male 14
E Male 14
F Female 13
G Female 14
H Female 14
I Female 13
J Female 14
Data Collection Instruments
The data for this study were collected through two instruments. The first instrument was a test using the Gardenscapes game. Thus, before doing the test, the participants played the Gardescapes game as the tool. The participants needed to follow the game‘s instruction which led them into a room where they had to choose the correct object desired by the customers. During the game, Gardenscapes provided three assistance of searching tool to help the players if they got stuck with unfamiliar words encountered. The following picture is an
example of the game‘s scene:
Figure 1: Screenshot from the Gardenscapes game.
identify the vocabulary items understood by the participants. All of the vocabulary items listed on the table was noun forms of things based on the game and can be found in daily life. Each test had the exact vocabulary items with no change of questions. The more detailed test instrument is attached. (Appendix A)
The second instrument used in this study was interview. The interview was done shortly after the participants finished all the tests given. According to Burns (2000, p. 424), a semi-structured interview ‗permits greater flexibility and permits
a more valid response from the informant‘s perception of reality.‘ The interviews
were based on a common set of questions with some follow up questions related
to the study‘s issues so that it could be explored in detail (Bogdan & Biklen,
2007). The length of the interviews ranged from 5 – 10 minutes and was undertaken in Indonesian to enable a comfortable interview process for the participants. The interview question is attached. (Appendix B)
Data Collection Procedures
were in constant form and content in order to look at the progress of the vocabulary learning. The following is the details of the tests conducted.
Test Date
Test 1 Tuesday, April 4, 2017 Test 2 Thursday, April 6, 2017 Test 3 Saturday, April 8, 2017
After the third test was done, the participants were interviewed individually. The interview was done on the last day of the game played. The more specific
description of the interviews‘ period for each participant is shown below:
Participants Date Time Length of Interview
A April 8, 2017 10:52 AM 4‘14‖
B April 8, 2017 10:59 AM 4‘20‖
C April 8, 2017 11:04 AM 4‘21‖
D April 8, 2017 11:15 AM 5‘00‖
E April 8, 2017 11:10 AM 4‘24‖
F April 8, 2017 11:34 AM 4‘39‖
G April 8, 2017 11:22 AM 5‘05‖
H April 8, 2017 11:28 AM 6‘08‖
I April 8, 2017 11:40 AM 4‘42‖
J April 8, 2017 11:45 AM 5‘14‖
Data Analysis Procedures
read. Interesting passages were marked with highlights to add supplementary result in this study. The data were then translated and presented in English.
FINDINGS AND DISCUSSION
In this section, the data collected from the Test 1, Test 2, and Test 3 were displayed in tables and charts. The following tables or charts presented in this chapter are the analysis and discussion regarding to this study‘s issue. The results of the interviews were also presented in below headings with some highlights excerpt from the participants. The findings of the interviews were divided into two
sections, which are the Students‘ Feeling Using the Game to Learn Vocabulary
and Students‘ Difficulty & How to Solve It. All of the findings were elaborated
with the vocabulary learning process outside the classroom to weigh its effectiveness in emphasize of incidental vocabulary learning. Further description was shown below along with its final thought to wrap up these sections. At the end of the section, findings from the study were summarized to highlight its importance of the result.
Findings and Discussion Based on the Test Results
The discussion in this chapter focused on the participants‘ test result based
on their answer (meaning in Indonesian). Further description was discussed in the following paragraphs. The results of participants‘ answer are attached as the appendix of this study (See Appendix C). The following tables are the
Table 2. Participants’ Score Based on Their Answer (Meaning in Indonesian)
Participants Test 1 Test 2 Test 3
A 10 12 13
B 8 7 9
C 12 13 15
D 2 5 5
E 4 3 6
F 7 8 14
G 8 14 14
H 10 12 13
I 7 14 14
J 9 12 14
Average Score 7.7 10 11.7
Chart 1.Group Average Score
The average score in the Test 2 score was 10; there was an improvement of 2.3 points compared to the previous one. There were also 6 participants who scored above the average. Lastly, the average score in the Test 3 score was 11.7; there was an improvement of 1.7 points compared to the second group average score. There were 7 participants who scored above the average.
Regarding to the progress issue in this study, an interesting result showed that there were some vocabularies which had two definitions in the game. Most of the participants did not find it difficult yet felt a bit challenged regarding to the emergence of the two-definition vocabularies in the game, such as bow and wheel. In addition, 9 out of 10 participants used hint when they really did not know or understand the vocabulary items in the game. Interestingly, only one participant who did not use the hint when playing the game from the very beginning until the data collection was done. The more description of the participants was explained below.
Based on the tests‘ results, some of the participants showed interesting
progress results. Participant F showed a progress score from Test 3. She got 14 correct answers and only incorrectly translated wooden dummy into boneka instead of boneka kayu. In the Test 2, she only got 8 points. Thus, from the Test 2 into Test 3, she made a six-point progress. This indicated that participant F showed a progress number of vocabulary learning through game.
the same incorrect answer on candle stick. She constantly got 14 correct answers in Test 2 and Test 3 which showed her improvement from the Test 1 score that only got 8 correct answers. From this point, it can also be pointed out that the most common mistake made by participants is found in the candle stick noun phrase.
Another interesting result came from Participant I who got 7 correct scores in the Test one on words gloves, lunch bag, pumpkin, mask, cup, raven, and palette. She incorrectly translated wooden dummy into kapur and the rest of the numbers were left unanswered. In the Test 2, she got 14 correct answers by only incorrectly answered candle stick as pegangan. She also got 14 correct answers with the same mistake in the Test 3. Although she incorrectly answered a noun phrase from the tests given, participant I showed a progress number of vocabulary learning through game from Test 1 by making 7 correct scores into 14 correct scores in the Test 2 and Test 3.
not use any hit or help tool form the game. Participant J said that she did not want to use any hint as she wanted to try to make it more challenging. She further explained that by challenging herself, she could know the vocabulary she encountered in the game better. The clearer progress score of each participant can be viewed below.
Chart 2.Participants’ Score Based on Their Answer (Meaning in Indonesian)
the word scarf into syal in Indonesian correctly. In the previous test, he did not know the meaning of the word yet in the Test 3 he could answer it.
The other participant who showed a very little progress score of vocabulary learning through game is participant E. Participant E got 4 correct scores, which is the second lowest score in the Test 1 on the words mask, wheel, flashlight and cup. He miss translated lunch bag into tas and candle stick into stik; the rest of the numbers were left unanswered. In the Test 2, he only got 3 correct scores on the words wheel, flashlight, and cup which made it into the lowest score in the Test 2 and showed a lower score from the previous test. In the last test, he answered 6 correct numbers on the words scarf, mask, wheel, flashlight, cup, and lantern. He incorrectly answered the words gloves, lunch bag, pumpkin, bow, wooden dummy and candle stick.
with the participants, there are other findings which bring a closer look into the vocabulary learning through hidden object game. The more description will be elaborated in below sub-heading.
Findings and Discussion Based on the Interview
When the researcher interviewed the participants about what they thought or how they felt about the game and the activities that demanded thinking, the majority of them said that such game was thrilling and helped them acquire new vocabulary. Participant J said, ―ya seru sih, pengen lagi, pengen lebih tahu
kosakata yang baru… bisa tahu kosakata baru yang dulunya ngga tahu‖ (―It is
exciting, I want to play again, and I want to know new vocabulary… I can learn
new vocabulary which I have never known before‖).
finish each level, they were unconsciously knew that their motivation was increased. Motivation was raised when external rewards, such as awards or good scores, drive the players to take an action.
Furthermore, it was found that according to most participants, pictures in the Gardenscapes game were useful for vocabulary learning activity. There were 6 out of the total 10 participants in this study who said that the pictures gave them assistance in terms of gaining an understanding of new words. Below are some results from the interview. Participant C, for example, said, ―pilih belajar dari
game, karena ada bendanya‖(―I would prefer learning through game, as it has the
visual object‖). The same thought also came from Participant E by saying ―lebih pilih belajar lewat game, sekalian bisa lihat benda-bendanya‖ (I would rather learn
through game as I can see the objects as well‖). Moreover, Participant H also
mentioned that she ―lebih paham kalau ada bendanya kaya di game‖ (―I am more
able to understand if the visual objects are presented such as in the game‖).
Since the basis of the game‘s rule was to match the pictures of objects with
information from short-term to long-term memory. The activity of matching the words with the right objects might stimulate the memory of the students itself. At first, they might have to struggle to find the right picture. Once they found the pictures, they might always remember the words, since it gives the opportunity to see the reference of the words. Phillips (1993) stated ―the best way to learn vocabulary is when the meaning of the word is illustrated for example by a picture
or real objects‖ (p. 68). Through pictures, participants got the chance to see the
concrete things in which would make the words which is abstract to be visually clear.
The participants revealed that the Gardenscapes game could assist to enrich vocabulary as well. Particularly, it provides difficult words and words that a learner rarely heard in daily life. There were some participants who said so. The following are some results from the interview. Participant A said that the vocabularies in the game ―menambah wawasan…. ada kata-kata yang belum tahu
tapi kalau main game ini jadi lebih tahu‖ (―It broadened my knowledge…. There
were some unfamiliar words and by playing this game I can understand better‖). Participant D also shared the same thought by saying that the vocabularies in the game ―bisa nambah kosakata dalam bahasa Inggris‖ (―I can enrich my English
vocabulary by playing the game‖). Another participant, Participant I, also had the
same opinion about the game‘s vocabularies as ―ya nambah ilmu, jadi tahu benda
-benda yang jarang digunakan‖ (―It increases my knowledge; I become aware of
Based on what the participants shared in the extract, it indicated that playing a vocabulary game like Gardenscapes was more effective to enrich the
students‘ vocabulary bank. Having a rich vocabulary is more helpful rather than
grammar constructions (Ghadessy, 1998; cited in Sripramong 2004), because in language learning, it was harmful when one has a good knowledge of grammar without a rich vocabulary bank. Since vocabulary collection is crucial in the use of language to communicate. The person will not be able to convey or utter their ideas as much as those who have a rich vocabulary bank. The idea was the same
with Asgari (2011) who proposed that ―vocabulary has been recognized as crucial
to language use in which insufficient vocabulary knowledge of the learners led to
difficulties in second language learning‖ (p.84). The lack of vocabulary bank
often becomes an obstacle for communicating with others, since the basis of communication is arranging one word with another into sentences. Gardenscapes offers the chance for the players to gain more new words. The more words collection participants have, the easier the participants could communicate. Thus, the activity that provided by the game might be suitable to be used for vocabulary learning, since it could help students improve their knowledge of vocabulary that also can support their ability to communicate using the target language.
beda-beda [materinya], kalau di kelas belum tentu diajarin juga‖ (―I think the game is
more passable… well, the materials are different; the vocabulary items on the
game are not necessarily taught in the classroom as well‖). Another participant
also preferred game in learning vocabulary by saying ―pilih game kayak gini soalnya bisa mempelajari yang lain. Kalau di kelas itu terlalu formal, jadi bikin
gampang bosan‖ (―I would prefer this game because I can learn other things. The
classroom lesson is too formal, so it could get me bored easily‖). The use of game
as an alternative tool in learning vocabulary was also supported by Participant G who said ―tapi agak senang game sih, soalnya bisa cari tahu sendiri. Kalau
misalnya di kelas itu kan dijelasin dulu baru dikasih soal/contoh‖(―I would rather
have game, because I can find out [the vocabulary] by myself. If, for example, the classroom lesson gave me the explanation first and then the exercise was given
afterward‖).
From the interview results above, it can be seen that 3 out of the 10 participants agreed that the Gardenscapes game could be an alternative learning tool. In this case, the participants shared the same thought by saying that this kind of game can be used to learn vocabulary, rather than the traditional way of learning in the classroom. The good sound effects and other features offered by the Gardenscapes game might engage the students to learn more.
attention during the learning. Learning needs to be more entertaining so that students will be attracted and their attentions will be captured. This idea was similar to the findings of Wood (2001, in Yip and Kwan, 2006) that concluded that the use of game-like formats as a tool in vocabulary learning could be much more
effective to gain learner‘s attention than traditional media like textbooks.
The findings in this study were similar to the findings of Alemi (2010) on 100 third grade junior high school students, who found that word game have a positive effect on vocabulary development of third-grade junior high school students. In his study, the word game was done in pairs in which the player could get help from their partner. Differ from this study, the Gardenscapes game only can be played individually in which the player can only get help by the feature of the game called hint.
An additional discussion regarding to the results of the interviews was the
participants‘ difficulty and how they solved it. Participant A, for example,
mentioned that he used hints to help him understand the difficult words in the game by saying ―pakai hint itu… trus di klik tadi benda-benda yang udah di kasih
tahu hint nya‖ (―I used the hint… then I clicked the things showed by the hint‖).
and G who directly used the hints to solve the difficulty they encountered when playing the game.
However, Participant A further mentioned that he did not always use the hints but also tried to guess the word meaning first. This strategy, the guessing strategy, was also carried out by the other 9 participants. The following are some results from the interview. Participant B said―nebak-nebak dulu… kira-kira ini… ya dicoba dulu‖ (―I tried guessing it first… or so… I tried first‖). Participant D also shared the same thought with Participant B by saying ―nebak aja, yang
sekiranya mungkin bendanya itu‖(―Just guessing;what if it might be the object‖).
Another participant, Participant H also used the guessing strategy when playing the game by saying ―nebak, nyoba-nyoba‖(―well, I tried guessing‖). Therefore, it can be assumed that the strategy most frequently used by the participants is guessing the word meaning based on the game pictures or the context. According to Cameron (2001, cited in Zhou, 2014), guessing word meanings from context is an important strategy in vocabulary learning. Guessing, then, seems to be the primary choice for learners when they encountered new vocabulary while playing the game.
Although most of the participants shared the same idea of guessing the word meaning to solve the difficulty, in fact, some of them also mentioned that the use of hints while playing the game was inevitable. Some of the participants‘ interview results are shown below. Participant D said ―ya nanti kalau misalnya
udah lama ga bisa baru pakai hint‖ (―Well, if I got stuck then I used the hint‖).
-bener ngga tau baru pakai hint‖ (―If I did not really know–the word meaning, I
used the hint‖).
Even though the use of hint by participants cannot be put aside, the participants emphasized that they only used the hints as their last option while playing the games. As mentioned in the previous sub-heading, only one participant who did not use the hint from the very beginning of the game until the last time she played the game. Her way to solve the difficulty she encountered while playing the game, of course, was by guessing and trying to match the correct picture and words. If the participants‘ strategies to solve the difficulty they faced while playing the game is compared with the chart score, the strategies is seemed to successfully help them to show a gradual progress in learning vocabulary through game.
their vocabulary were enlarged by playing this game. Besides, all of the
participants used guessing technique to accomplish the game‘s mission as they
were not allowed to bring any dictionary or ask their friend for help. The only assist tool to help the participants was the hint provided in each stage.
The focus of this study was to ask the participants to play the game without the intention of learning as the classroom learning process has done. Although the participants were not forced to learn the vocabulary in the game, two of the participants said that after they played the game and there were some words that they still did not know, they looked them up on the dictionary. Nevertheless, they confirm the effectiveness of the vocabulary games and it is shown in a gradual progress. At last, vocabulary games such as Gardenscapes enables
player‘s discovery, examination, and incidental vocabulary learning of the
students in the learning process. Most importantly, this game ushers in the real world context in students' learning. Thus, it could enrich students‘ number of vocabulary banks to be used in real communication.
CONCLUSION
participants in this study (10 participants) responded positively toward the use of the game for vocabulary learning.
From the findings of this study, it can be concluded that most of the participants showed a positive progress toward the use of the Gardenscapes game for vocabulary learning (See Chart 1 & Chart 2). It was then indicated that the use
of such game could bring a positive effect to the students‘ vocabulary learning
process. 8 of 10 participants showed an apparent progress from the test scores and only 2 participants showed a lower score in the Test 2 compared to the Test 1 and Test 3. Nevertheless, the participants also made some common mistakes in answering the correct meaning of the vocabulary items in the tests; they were candle stick, lantern, and wooden dummy.
alternative tool which offers a chance for learners to learn vocabulary in a different way, not in a traditional way in which doing assignment and reading textbooks are the main activity.
In addition, Gardenscapes game could create a fun atmosphere since it offers attractive features. It gave the learners an enjoyable experience of learning activity. A final thought is that vocabulary learning can be done outside the classroom hand in hand with the technology to maximize its finest utility. The results also reinforce the idea that learning vocabulary through hidden-object computer game, Gardenscapes, was done incidentally. The use of guessing strategy to solve the difficult words while playing the game also supported the fact that the participants experience incidental vocabulary learning through game. The use of hint was seemed to be the last option for the participants to help them in solving the difficult words. The participants‘ responses also enhanced the fact of incidental learning when most of them shared the same thought of having increase vocabulary from the game. This is a positive outcome and proves that the application of language games in teaching and learning vocabulary is feasible.
ACKNOWLEDGEMENT
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APPENDIX A
Test:
Saya adalah mahasiswa dari program Pendidikan Bahasa Inggris di Universitas Kristen Satya Wacana dan sedang melakukan penelitian tentang bagaimana siswa SMP mempelajari kosakata melalui permainan elektronik bernama Gardenscapes. Kosakata-kosakata di bawah ini adalah beberapa contoh kosakata yang terdapat dalam permainan tersebut. Informasi yang Anda berikan dalam kuesioner ini akan digunakan untuk tujuan penelitian saja dan akan dijaga kerahasiannya.
Isilah arti dari kosakata-kosakata di bawah ini:
No. Vocabulary Items Meaning in Indonesian
1. Scarf
Usia ________________ tahun
APPENDIX B
Interview Questions:
1. Bagaimana perasaanmu setelah bermain game?
2. Bagaimana caramu belajar kosakata dengan bermain game?
3. Adakah kesulitan dalam mempelajari kosakata di dalam game? Bagaimana caramu mengatasinya?
4. Apakah kamu menemukan kosakata ganda? Bagaimana kamu tahu bahwa kosakata tersebut memiliki 2 arti?
5. Apa yang kamu lakukan jika benar-benar tidak mengetahui kosakata yang ada di dalam game tersebut?
6. Apakah kamu menggunakan hint? Pernahkah kamu menggunakan hint pada kosakata yang sama?
7. Apakah kamu memahami frasa singkat yang muncul di dalam game,
seperti ‗thing to use when it‘s raining‘?
APPENDIX C
Cup Gelas Cangkir Cangkir Gelas Mug/gelas Cangkir Cangkir Cangkir Cawan Cangkir
Wooden
panah Kuas Lilin Pegangan Pegangan Bouquet Seikat
Table 1. Participants’ Answer and Score on Test 1
kapal di kaca
cangkir Cangkir Cangkir Cangkir Cangkir Cawan Cangkir
Bow Pita/panah Dasi pita Pita/busur
panah - Panah Pita Pita Pita Pita Pita
patung Boneka Boneka kayu
Boneka
Lilin Pegangan Pegangan Bouquet Seikat
Vocabulary
tangan Sarung tangan Sarung tangan
Sarung
Flashlight Senter Lampu Senter Senter Senter Senter Senter Senter Senter Senter
Cup Cangkir Cangkir Cangkir Cangkir Cangkir Cangkir Cangkir Cangkir Cawan Cangkir
Bow
gagak Burung gagak Burung gagak
Burung
pijar
kayu Boneka kayu Boneka kayu
Tiruan
(lilin) Lilin Pegangan Pegangan Pegangan
Bouquet Seikat
