MULTIMODALITY IN SIMULATION GAMES:
VOCABULARY LEARNING THROUGH VISUAL NOVEL
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wenda Insani Wangi 112011003
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
MULTIMODALITY IN SIMULATION GAMES:
VOCABULARY LEARNING THROUGH VISUAL NOVEL
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wenda Insani Wangi 112011003
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ii
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name: Wenda Insani Wangi Student ID Number: 112011003
Study Program: English Language Education Program Faculty: Faculty of Language and Literature Kind of Work: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
Multimodality in Simulation Games: Vocabulary Learning through Visual Novel along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
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TABLE OF CONTENT
Inner cover ... i
Approval page ... ii
Publication agreement declaration ... iii
Copyright Statement ………..…iv
ABSTRACT ... 1
INTRODUCTION... 1
Vocabulary learning ... 2
Advantages of video games in vocabulary acquisition ... 4
Multimodes in visual novel and their role in vocabulary learning ... 5
THE STUDY ... 6
Research Question ... 6
Context of Study ... 6
Participants ... 7
Instrument of Data Collection ... 7
Data Collection Procedure ... 7
Data Analysis... 8
FINDINGS AND DISCUSSION ... 8
Visual ... 9
Visual mode with the focus on place. ... 10
Visual mode with the focus on character‟s expression.. ... 10
Visual aid with the focus on event ... 11
Textual ... 12
Textual mode with the focus on form. ... 12
Textual mode with the focus on story. ... 13
Textual mode with the focus on form and story ... 14
Aural ... 14
Aural mode with the focus on background music ... 15
Aural mode with the focus on sound effect. ... 15
Multimodal Elements in One Word Learning ... 17
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CONCLUSION ... 20
ACKNOWLEDGEMENT ... 22
REFERENCES ... 22
APPENDIX A ... 25
APPENDIX B ... 27
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Multimodality in Simulation Games:
Vocabulary Learning through Visual Novel
Wenda Insani Wangi
ABSTRACT
This research was an analysis to find out the types of multimodes in simulation game, especially visual novel that can be used in English vocabulary learning. This research was done due to several claims that learning vocabulary through video game is effective. The theory that was used to analyze this research was the theory of Multimodal Learning Environment (Sankey, Birch & Gardiner, 2010), which promote multimodes (visual, aural, and textual) in multimedia as a tool in learning. The researcher used descriptive approach to find out participants‟ actions in making use of the multimodes in dealing with unknown vocabulary while playing visual novel, with using Stimulated Recall Protocol method and interview as the instrument. There were 3 students of batch 2011 from Satya
Wacana Christian University‟s Faculty of Language and Literature as the
participants. It was found that the participants could make use of multimodes in visual novel in vocabulary learning, although not all of the learning process resulted in correct meaning. This research may give an insight for the readers to consider using visual novel as one of multimedia to learn vocabulary and promote video games as a tool in multimodal learning environment.
Keywords: vocabulary learning, incidental learning, multimodes, visual novel, simulation game
INTRODUCTION
The claim that video games increase gamers‟ English proficiency has been
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Regarding to the claim, Meihami, Meihami, & Varmaghani (2013) suggest that Video games prove potential in promoting language learning and not just for engaging and entertaining the users. The successfulness of learning vocabulary through video games might be affected by the existence of multimodes, which is supported by the theory of multimodal learning (Massaro, 2012). Presentation of new vocabulary in contexts and multiple exposures to provide clues to meaning are important for learners to learn new vocabulary. Thus, multimodality in audiovisual aids which present contextual sounds and illustrative pictures provide great opportunity for vocabulary learning.
This study was conducted to understand in what way multimodes can be used by learners in their vocabulary acquisition. The focus of this study was to see the types of multimodes that learners used in finishing the visual novel every time they had to deal with unfamiliar words. This paper presents the findings of the research to show how the participants could make use of multimodes in vocabulary learning. Moreover, this study would provide more evidence on how multimodal material could help students in learning vocabulary.
Vocabulary learning
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words should not be learnt separately, nor by memorizing without understanding (cited in Huyen & Nga, 2003).
Thornbury (2002) also suggests that second language learner usually use their mother tongue as a standard to the target concept, where the new vocabulary is simply mapped directly onto L1 equivalent. Thus, acquiring vocabulary will be much more effective if the context which the word takes place can be seen. When
the context can be seen, it is possible to guess the word‟s meaning with the help of mother tongue, and later learners can use the word for making their own new sentences. If learners only learn vocabulary by memorizing and do not know how to use them contextually, then learners only know how to use the vocabulary in an exact form, but they do not know how to use it in different context in real life communication. It is because when an exact word is separated from a sentence and being put in another sentence which has different context, then the word may change its meaning (related with the study of semantic). That is why both remembering words and the ability to use them automatically in a wide range of language contexts become the purpose of vocabulary learning (McCarthy, 1984, cited in Gu, 2003).
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word. Incidental learning happens when learners „do not realize‟ that they are currently learning. Here, video games can take position as a medium for incidental learning.
Advantages of video games in vocabulary acquisition
Nowadays, students are not really fond of reading books, especially when the book is presented in L2. According to Leu (2002), students who are not fond of reading books and writing with pencil and paper prefer to learn with the use of technology. Video games can be one of the technologically-provided media that can support language acquisition process, which is proved through the study on
the effect of simulation games on sailor and mariners‟ English vocabulary and
pronunciation learning of Khoramshahr Navy University, Iran (deHaan, Reed, and Kuwada, 2010). The results showed that simulation games had a significant impact on learners, in which learners who learned English through Navy Simulator Game English Learning Program performed much better than learners who only learned English through ordinary method.
The motivational role in vocabulary acquisition process through
simulation game is supported by “self-determination theory: the role of pleasure,
joy, and curiosity in motivating people to do something” (Deci, Vallerand,
Pelletier, and Ryan, 1991). Playing video games usually is done in order to have
fun, so the “burden” to learn is blurred because learners do not realize that they
are currently learning L2 through reading while playing.
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contextualized, therefore the learners can acquire language in a natural setting with various situations which prepare the learners to use the acquired language properly (cited in Turgut & Irgin, 2009). These contextual aspects are supported by multimodes in video games.
Multimodes in visual novel and their role in vocabulary learning
Some media, like television, provide instructional elements which are presented in more than one sensory mode, which may be in the form of visual, aural, and written – hence, “multimodes” (Sankey, Birch & Gardiner, 2010). It is believed that the use of multiple representations has been recognized as a very strong method to smooth the progress of understanding (Moreno, 2002). Kozma (1991) suggests that multimedia can facilitate learning because the different advantages of each mode are being put together in one instructional environment. There is a term called „multimodal learning‟ which supports the theory, where in
the learning situation there are multiple sensory systems which influence learner‟s
actions to understand the unknown words (Massaro, 2012). Mayer (2003) also argues that combination of words and pictures develops more profound learning,
known as the „multimedia effect‟. In case that an audience cannot understand the text as the input, the visual representation might aid them to understand the meaning (Ainsworth & Van Labeke, 2002).
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playtime, engage more in the audience‟s role in incidental learning. That is why this study used visual novel (which is a sub-genre for simulation game); it is like reading a novel – rich of vocabularies, but with gaming background. By using visual novels, learners can focus more in processing vocabulary meaning because the contexts have been provided by the aids of sounds, texts, and pictures. These multimodes present additional representations to help learners in understanding unknown vocabularies. Therefore, visual novels are believed to contribute in
learners‟ L2 acquisition – they provide visualization of the event (pictures), texts (narratives, dialogues) to observe, and aural (background music, sound effects) to enhance the vocabulary acquisition.
THE STUDY
Research Question
The study was conducted to answer the following question: “What are the multimodes in Visual Novel that can be used by learners in understanding unknown vocabulary?”
Context of Study
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itself. With many options and endings the game provided, the chance that participants encountered different routes was high.
Participants
The researcher chose 3 students of batch 2011 from Satya Wacana
Christian University‟s Faculty of Language and Literature as the participants. The consideration to take students from batch 2011 was because the last year students might understand more about reading in English, so the research could focus only on unfamiliar words. The researcher would use pseudonymes for the participants‟ identity protection.
Instrument of Data Collection
In collecting the data, the researcher used Stimulated Recall Protocol (SRP) method and interview as the instrument. SRP method is used to investigate
participants‟ thoughts and strategies during doing a task given through asking participants to report them immediately after they have completed the task, by presenting tangible visual and aural reminder in the form of video recording of their performance on the task to help them remember their thought processes (Gass & Mackey, 2000).
Data Collection Procedure
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the game, the researcher used SRP method by playing the video recording and observed it again with the participant. After that, the researcher interviewed the participant about the multimodes that they used to learn the unfamiliar words during playing.
Data Analysis
First, the researcher transcribed the interviews into clean transcriptions. Then, the researcher categorized the modes that were used by the participants in understanding the unknown vocabulary. The last, the researcher analyzed the data through the study of Multimodal Learning Environment (Sankey et al, 2010).
FINDINGS AND DISCUSSION
9 Table 1: Frequency of multimodes used
Modes Frequency %
Visual 14 22
Aural 2 3
Textual 48 75
Total 64 100
As shown in Table 1, the frequency of multimodes used in total was 64 times. The total number of the unknown words was 51 (see Appendix A). In understanding some words, each participant used more than one mode, which resulted in the difference between the total number of the modes used and the total number of the unknown words. Below is the discussion on how the modes were used by participants in dealing with the unknown words.
Visual
Visual mode is anything in multimedia which can be seen by the eyes, as visual sensory perception. In visual novels, usually it can be found in characters‟ physical appearances, characters‟ expressions, situation of place and time, and so
on. Visual mode is the important element that differs „visual novels‟ from the
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While playing the game, Shin used the aid of visual mode in 3 unknown words, Yesha in 9 words, and Della in 2 words (see Appendix A). Furthermore, the researcher would categorize the visual aid based on three focuses; place,
character‟s expression, and event.
Visual mode with the focus on place. This focus was used when the
details of place was portrayed through image (usually the background picture) and used by the participants to understand the unknown words. The example was from Yesha. She said,
“„Chilling‟ di kalimat „just chilling after a long day‟. Si ceweknya itu tanya „gimana kabarmu‟ gitu, terus cowoknya bilang „not bad‟, „chilling‟ itu mungkin „refreshing‟ makanya dia jalan-jalan ke mall. Terus ini gambar tempatnya juga di mall.”
(“‟Chilling in „just chilling after a long day‟; the girl asked „how are you‟ and the boy said „not bad‟, „chilling‟ here maybe means „refreshing‟ so he went to the mall. There‟s a picture of the mall as the background.”) From this statement, it was concluded that Yesha said that because the word „chilling‟ appeared when the characters were shown being in the mall.
Visual mode with the focus on character’s expression. This focus was
used when the characters‟ expressions were used by the participants to understand the unknown words. Characters‟ expressions may change depend on the story and mood, so each character has various expressions. The example was when Shin
learned the meaning of „seethe‟. She said, “Kalo guessing tuh menurutku artinya
„marah‟. Liat dari ekspresinya, sama kalimat sebelumnya kan juga aku
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marah.” (“I guessed that it means „angry‟. I looked at his expression and the sentences before, when I asked about his family. It seemed that he didn‟t like it, so
he became angry.”) Here, Shin used visual mode in learning the word „seethe‟ and
the focus is on character‟s expression.
Visual aid with the focus on event. This focus was used when the
characters were engaged in some actions of doing something that were illustrated in the picture and used by the participants to learn the unknown words. The example was when Della learned the word „wafts‟. She said:
“Aku guessing darikalimatnya, mikir aja sih kan „Steam wafts lazily from the cup, and I blow gently on it.‟ Terus dari situ udah mikir, oh apa ini mengepul ya soalnya kan „steam‟, „steam‟ biasanya mengepul. Terus itu ternyata gambar selanjutnya memperjelas, itu si Shiro lagi megang cup ramen. Dan itu ada uap-uap yang lagi mengepul di situ.”
(“I guessed from the sentence, „Steam wafts lazily from the cup, and I blow gently on it.‟ From that sentence I think that „wafts‟ means ‘mengepul’, because there‟s a
word „steam‟. After that there‟s a picture that made the portrayal clear; Shiro, holding a cup of ramen, and the steam was wafting from it.”) From this statement, it could be concluded that Della used visual mode in learning the word „wafts‟, which was the steam from Shiro‟s cup ramen when he was holding it.
From the examples above, it can be seen that visual element could be used in vocabulary learning through visual novel. The result corresponds with
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presented. Therefore, the role of visual in visual novel is not only to present words in contextual picture, but also to make the new vocabulary easily understood by the audience.
It is possible that two or three focuses are used in learning the same word, depending on what pictures which appear in the contexts. Sometimes, another element was also used to aid the participants in learning, however, two elements coming up together could show that multimodal learning can be found in visual novel, which will be discussed later.
Textual
Textual element takes form in text. It is the most important attribute in visual novel because audience grasps the whole information of the story through it. For example, Shin used the aid of written element in 15 unknown words, Yesha in 23 words, and Della in 10 words (see Appendix A). Textual mode could be categorized into two focuses; focus on form and focus on story.
Textual mode with the focus on form. This focus was used by the
participants through identifying clues from words, clause, and/or sentences that surrounded the unfamiliar words. For example, all participants learned the word
„throng‟ as ‘kumpulan’ or ‘kerumunan’. The participants that used the focus on form in learning the word „throng‟ were Shin and Della, while Yesha used both focuses. Shin said, “Ini ada „throng‟. „Throng of students‟. Guessingnya sih kira-kira-nya kayak „kerumunan‟ gitu, terus tadi buka kamus, iya bener artinya
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‘kerumunan’. I also checked on the dictionary, and it‟s correct.”) The other participant, Della, said, “Di sini ada „merging with the throng of students‟. Jadi
„kumpulan‟” (“There‟s a sentence „merging with the throng of students‟, so I think it means ‘kumpulan’.”)
Both of them said that they learned the word „throng‟ through the sentence „merging with the throng of students‟. From these examples, they showed how words surrounding the unknown word could help them in learning the meaning even though there was no visual or aural aid accompanying the textual mode.
Textual mode with the focus on story. This focus was used when the
participants recalled the story illustrated by the text to aid them in understanding unknown vocabulary. The example was when Shin learned the meaning of
„brash‟, she said:
“Dari ceritanya, kan Alistair ni ngajak gelut kan, masak dia nyampah terus… ngerebut item, padahal kan harusnya itu punyaku, terus kan juga aku yang kerja keras. Terus kan aku bilang, aku mau „revenge‟. Terus si Fiona-nya ini takut kalau aku mau ngelakuin „something stupid‟ gitu.”
(“I recalled the story, so Alistair was trying to pick a fight with me, he killed the enemy that I was fighting to... and he ended up getting my reward item. After that, my character said, „I want revenge‟. Then Fiona‟s afraid that I might do
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Textual mode with the focus on form and story. It is also possible that
the two focuses are used in learning the same word. The example was when Della learned the meaning of „PvP‟. During the interview, she said:
“„PvP‟. Guessing dari gambar, dari konteks. Soalnya kan awalnya si Alistair ngerebut batunya Rui, terus mau duel, nah PvP itu aku nebak „Player versus Player‟. Terus ada kata „match‟ juga, jadi itu kanmesti „gelut‟.”
(“„PvP‟. I guessed from the picture and context. At the beginning, Alistair stole Rui‟s stone and they wanted a duel, so I guessed PvP means „Player versus Player‟. There‟s a word „match‟, too, so it must be something related to „battle‟.”
In conclusion, Della used both focuses in learning the word „PvP‟; the story illustration (that Alistair stole Rui‟s stone leading to a duel) and the sentence “The
PvP match you participated in with player Alistair has been cancelled”.
These focuses were in line with Kintsch (1988) suggestion, that “learning with text consists of the construction of two interconnected mental representations
(i.e., a textbase and a situation model)”(cited in Zarei & Gilanian, 2013). The fact that written mode was used by the three participants in most of the learning process could prove the importance of text mode in visual novel, thus may accompany the other elements or stand alone to be used as an aid in understanding unfamiliar words.
Aural
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effects. Thus, these two became the focuses from aural mode. The only participant that used aural mode was Yesha. She used it in 2 words (see Appendix A).
Aural mode with the focus on background music. This focus was used
when the participants focused on the music while playing and used it in learning the meaning of unknown words. Background music may change depending on the situations, moods, and some places and characters have their own music theme. Nonetheless, Yesha did not use this focus at all. Instead, she used the other focus; focus on sound effects.
Aural mode with the focus on sound effect. This focus was used when
the participants focused on the sound effects that appeared during the emergence of unknown words. The example was when Yesha learned the meaning of „dash
off‟. Yesha said:
“„Dash off‟ itu aku guessing-nya lari pergi. Ada kata-kata ini, „I grab my books and dash off to class.‟ Dari konteks kalimatnya aja, jadi kayak dia ambil buku terus pergi. Terus kan ada suara bell masuk nya juga kan itu, jadi dia pergi buat ke kelas.”
(“I think „dash off‟ is similar to ‘lari pergi’. There‟s a sentence „I grab my books
and dash off to class.‟ From the context I got the information that she took her
books then went off. Then there‟s the sound of the bell ringing, so she went to attend the next class.”)
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mode in visual novel was not as helpful for the participants in understanding unknown vocabulary. Yesha explained:
“Kalau suara, menurutku kok paling susah buat diandalin, karena kan kalau di game ini cuma ada music latar sama efek suara, itu kan ya nggak pasti keluar pas vocab yang nggak ngerti itu muncul kan. Terus kita interpretasinya juga tidak akan sejelas gambar sama teks, kayak kalau misalkan ceritanya sedih musiknya juga sedih, tapi mungkin buat aku sih musiknya bisa aja nggak sedih-sedih amat, jadi kan belum tentu exact music-nya itu bisa menggambarkan tentang situasi yang sebenernya.”
(“I think aural mode cannot be used as much, because in this game there are background music and sound effects only, and they do not always appear when the unknown vocabulary appears. We also cannot interpret audio element as clear
as visual and written elements, as example when the story‟s mood is sad then
maybe the music is also played in sad tone, but maybe for me the music is just plain, so its ability to portray the exact situation is quite uncertain.”) From this statement it showed that aural mode offers limited aids which resulted in participant‟s limited understanding.
Shin also said, “Mungkin kalo misalnya ada suara orangnya ngomong mungkin bisa lebih kebantu dari tone-nya dia.” (“Maybe, if there‟s any character‟s
voice, it can aid us through the tone.”) In this case, there are other visual novels
which offer more aural modes including character‟s voices, which can be used in learning vocabulary. However, when asked whether she would like to play a
visual novel that does not provide any aural mode, Della said, “Sebenernya nggak asik sih, soalnya suara juga mendukung mood, tapi untuk vocabulary nggak
terlalu crucial.” (“Actually I think that it‟s not fun, because the audio also boosts
the mood, but in vocabulary learning it‟s not very crucial.”) It shows that even
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vocabulary learning, she thought that audio element enhanced the mood and made the visual novel more enjoyable.
Multimodal Elements in One Word Learning
Multimodal learning (Massaro, 2012) happens when two or three representations appear in such context at the time the unknown word appears that help the audience in learning the meaning. How each mode was used by the participants in their vocabulary learning has been discussed, and this section discusses how the three modes; visual, textual and aural were used in learning the same word.
An example of how participant used the three modes in learning a word was from Yesha, when she learned the meaning of „echoing boom‟. She said:
“„Echoing boom‟ itu kayak suara dribble-an dari basket, boom boom boom… Kan tadi juga ada scene pas Derek main basket, suasananya keliatan dari gambarnya tuh lagi di gym, terus ada suara boom boom boom dari main bola basketnya juga… Kan ceweknya ini kan ke gym, terus kalimatnya „I can hear shouts and echoing boom‟, jadi guess dari situ.”
(“‟Echoing boom‟ is like the sound of basket ball being dribbled, boom boom boom... There was also a scene where Derek played basketball, the ambience was shown from the picture that the characters were in a gym, then there was a sound effect „boom boom boom‟ from the ball, too… The main character was going to
the gym, and there was a sentence „I can hear shouts and echoing boom‟, so I
guessed from those clues.”) Here, she mentioned „picture‟ as an instrument in
visual mode, „sound effect‟ as in aural mode, and „sentence‟ as in textual mode. It
18 Error in Multimodal Learning Environment
Error here means when the audience misunderstand the word meaning due to either limited clue that multimodes offer or audience‟s lack of understanding. This error only occured in Yesha, with 7 errors (see Appendix A). For example,
Yesha learned the meaning of „spotty internet‟ as „a spot for accessing internet‟.
During the interview, she said:
“Spotty itu aku ingetnya kata „spot‟ dan spot itu kayak titik, satu tempat buat kamu... Kayak istilahnya apa ya, koneksi wi-fi gitu lho, kalo aku guessing-nya sih itu. Soalnya di sini kan ada gambar suasananya tuh lagi di ruangan computer gitu, banyak komputernya. Nah spotty internet itu nggambarin tempatnya ini, spot buat internetan.”
(“The word „spotty‟ made me think that it‟s like a „spot‟, so it is a place where
you… What‟s the term? It‟s like „wi-fi connection‟, in my opinion. It‟s because
there‟s a picture that portrayed the ambience, it‟s like a computer lab since there were many computers. So the word „spotty internet‟ refers to the place, a place to
access the internet.”) From this statement, it was concluded that Yesha said that
because the word „spotty internet‟ appeared when the main character was shown
being in a computer lab. However, the meaning of „spotty internet‟ (from the
sentence “still, darn this school‟s spotty internet connection”) was more like the
performance of the internet connection which was „not always good‟. It could be seen that multimodes could not always promising for true and direct meaning as in dictionary, because multimodes here only facilitating clues to be used by the participants. Therefore, the meaning of the unknown words resulted from the
19 Vocabulary Learning in Visual Novel
Visual novel can be considered as one of multimedia that is rich in vocabulary due to its written element, and has visual and aural elements to help portray the story. The advantage of learning vocabulary through visual novels besides it enhances incidental learning and has multimodal elements is that its on-click setting. It means that the next text, followed by related pictures and sounds appear only after the audience clicked the application. Therefore, the audience can focus on the current event and grasp the meaning of the sentences, thus improve vocabulary learning. This advantage does not correspond in other media such as novels which have lots of text that may distract the reader‟s focus, and videos that keep on going except they are being paused by the audience.
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intangible than the other modes. Nevertheless, music and sound effects in multimedia might make the learning process become more enjoyable to learners, thus incidental learning may happen (Weiner, 1990).
CONCLUSION
This research was conducted to see the types of multimodal elements in visual novel that can be used by learners in learning English vocabulary. Based on the data gathered through SRP method, it could be seen that every time unknown word appeared, participants could make use of multimodal elements in the visual novel, which resulted in incidental learning. Textual mode in visual novel had the same nature as in general novel, and could be used to learn vocabulary meaning through sentence form and story plot. Aural mode in this visual novel could only be found in background music and sound effects, which were quite intangible to be used in understanding unknown words, and did not always appear when the unknown words appeared. Meanwhile visual mode could help in portraying the
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The significance of the study was to give an insight that video games could give meaningful purpose besides for fun; to acquire English vocabularies through incidental learning. It was done due to the claim that video game could increase gamers‟ English skill, although many people often see video games as a pleasure provider only, not as a tool to provide learning environment. The findings of the study might motivate people to use visual novel as a medium to learn English vocabulary.
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other multimedia can be an option to conduct a further research on vocabulary learning in multimodal environment.
ACKNOWLEDGEMENT
First, I would like to thank God for giving me strength throughout completing this thesis. I would also like to express my gratitude to my research supervisor, Mr. Toar who always guided and gave me solutions, and my research examiner, Prof. Astika who was willing to give me suggestions and corrections. Without their assistance, this paper would not be as successful. My gratitude also goes to my family and friends for their encouragement every time I feel down. I thank my brother too, for lending me his laptop during my thesis writing because mine was broken. For Hasenvan, thank you for suggesting me to use the visual novel. I did not know this video game would become the topic of my thesis. Last but important, I want to thank my participants who gave me their time and efforts during data collecting process. Without their contribution, this paper would have never been done.
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England: Pearson Education Limited.
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Zarei, A. A., & Gilanian, M. (2013). The Effect of Multimedia Modes on L2
25 APPENDIX A
Table of Participants’ Unknown Words, Multimodals Used and Actions
*: error in processing meaning
forfeited Textual focus on form (textual) huddle Textual focus on form (textual)
recluse text, visual
focus on story & form
(textual), focus on character's expression (visual)
menial Textual focus on form (textual) brash textual focus on story (textual) throng textual focus on form (textual) shallow textual focus on form (textual) postulated textual focus on form (textual) bracket textual focus on form (textual) noutorious textual focus on form (textual) pristine textual focus on form (textual) prudent textual focus on form (textual)
seethe textual, visual
focus on story (textual), focus on character's expression (visual)
imposing textual focus on form (textual)
Yesha
blessed stone visual focus on event (visual) spotty
internet* visual focus on place (visual)
forfeited textual, visual scribble textual focus on form (textual) menial textual focus on form (textual)
smirking textual, visual
focus on story (textual), focus on character's expression (visual)
26
a stretch* textual focus on form (textual) merging textual focus on form (textual) throng textual focus on form (textual) heads off textual focus on form (textual) drag* textual
focus on story & form (textual)
postulated textual focus on form (textual) bracket textual focus on form (textual)
sighs* textual, visual
wipes off textual focus on form (textual) glance textual focus on form (textual) sensible* textual focus on form (textual) picky* textual focus on form (textual) waft textual, visual
focus on form (textual), focus on event (visual)
page textual focus on form (textual)
Della
menial textual focus on form (textual)
PvP textual, visual
throng textual focus on form (textual) postulated textual focus on form (textual) social butterfly textual focus on form (textual) sketchy textual
focus on form and story (textual)
spacebook textual focus on form (textual) savvy textual focus on form (textual)
waft textual, visual
27 APPENDIX B
Transcription of the Interviews with Participants
Transcription 1
W: Wenda
S: Shin
W: Selamat sore. S: Sore.
W: Oke tadi kan sudah main visual novel, Alistair. Ada kata atau vocab yang belum pernah tau atau baru dipelajari di game ini?
S: Iya, ada beberapa.
W: Kebanyakan guessing atau pakai kamus?
S: Kalau kata-kata yang bisa nebak artinya kira-kira apa gitu aku nebak dulu, terus buka kamus buat mastiin artinya. Soalnya kalau nggak gitu nanti takutnya salah milih options.
W: Oke. Tadi katanya nggak tau yang „AP‟ sama „MP‟. Tapi ada gambaran nggak
„AP‟ sama „MP‟ itu apa?
S: Karena tadi tulisan „AP‟ sama „MP‟-nya pakai huruf besar semua, jadi… mungkin itu… ini sebenernya guessing ya, tapi kalo menurutku ini…. Vocab sekitar game-game gitu. Soalnya kan ini juga lagi main game, main game online gitu. Kalo misalnya attack, atau defense gitu kan pakai „ATK‟, „DEF‟ kan huruf besar semua, kalo ini kan juga tadi „AP‟ sama „MP‟ pake huruf besar semua, jadi ya itu mungkin ya sodara-sodaranya „ATK‟, „DEF‟ gitu.
W: Jadi guessing-nya itu clue-nya dari bentuk kalimat? S: Iya, bentuk kalimat sama bentu katanya sendiri itu. W: Taunya itu lagi main game dari mana?
S: Itu screen-nya lagi main game. W: Oke. Nemu kata apa lagi yang susah? S: Ini bacanya apa ya, „forfeited‟.
28
S: Ini sih otomatis guessing, mungkin artinya kayak „mundur‟ gitu, mundur dari permainan, soalnya kan kalau ngeliat dari kalimat sebelumnya internetnya nge-lag gitu, terus kalimat sesudahnya ini juga kayak ngomongin efek dari kalimat yang tadi sebelumnya itu. Jadi aku nyimpulin kalo gara-gara internet-nya nge-lag, makanya terpaksa „mundur‟, karena itu juga kan pakai koneksi internet buat main, terus efek-nya yang tadi itu jangan-jangan aku dikatain „coward‟ sama Alistair. Nah tapi buat make sure artinya forfeited ini, aku buka kamus.
W: Di pilihan ini ada “argue with him”, sama “play on his pride”. Kamu pilih
yang…?
S: Pilih yang “play on his pride”. W: Alesannya?
S: Kan ini aku ngomong sama ketua klub komputer ya. Nah kalau misalnya „argue with him‟ kok kayaknya, masak debat sama orang yang baru ketemu, kok rada-rada gimana gitu. Jadi play safe aja jadi pilih yang ke-2. Terus kan ceritanya aku butuh minta tolong sama si Travis ini, terus kalo misalnya aku argue kok nanti bakalannya dia nggak bakal bantu, jadi ya aku lie low biar dia mau bantu.
W: O ya. Jadi ada maunya ya? S: Iya, betul sekali.
W: Ada lainnya lagi nggak? S:Ini ada, „huddle‟
W: Terus kamu ngapain supaya kamu tau artinya? S: Nebak-nebak.
W: Terus dapet nggak artinya?
S: Karena nebak-nebak kan, jadi nggak tau artinya bener apa nggak, cuma ini aku nebak-nebak „huddle‟ artinya mirip-mirip sama „cuddle‟ gitu.
W: Ada hint, ada clue gitu nggak?
S: Clue-nya, kan yang pertama „huddle‟ sama „cuddle‟ kan hurufnya hampir sama nih, cuma beda „h‟ sama „c‟, ya itu bisa dianggep clue 1, terus kan ini dia… ada kata „in the corner‟. Itu juga clue-nya.
W: Ok ada kata lain yang nggak ngerti? S: Ini, „recluse‟.
29
S: Sebenernya punya bayangan ini artinya apa. Tapi daripada nanti salah terus… Jadi buat amannya aku ngecek di kamus. Ternyata ya… yang aku guess sama yang ada di kamus sama artinya.
W: Hampir mirip gitu sama di kamus?
S: Iya hampir mirip. Kan ini Shiro orangnya pendiem, terus pas tadi mbahas riddle tiba-tiba jadi nyerocos gitu, terus kan ditegur guru, terus dia diem lagi. Terus ekspresi mukanya juga setelah ditegur guru dia juga ganti. Terus setelah itu
ada kalimat “He‟s back to his recluse self”. Jadi aku nyimpulin kalau recluse tu
kayak… alim-alim gitu.
W: Jadi karena dari plot sama gambarnya ya? S: Iya he‟eh bener. barusan kenal tuh ya pokoknya aku Tanya dulu. Terus nanti kalo dia udah jawab, baru aku yang suggest gentian. Tapi pertamanya tanya dulu.
W: Kata lain yang nggak ngerti lagi apa?
S: „Menial‟.
W: Biar ngerti ngelakuin apa?
S: Pertama guessing dulu. Kalau menurutku ini„menial‟ artinya yang kayak... ini
kan katanya „menial task‟, terus aku nangkepnya ini kayak tugas-tugas yang kecil, yang enteng-enteng gitu, bukan yang berat-berat. Tapi terus setelah ngecek di kamus kok artinya malah kayak yang pekerjaan „boring‟ gitu.
W: Taunya itu tugas kecil-kecilan dari mana?
S: Kan ini di kalimatnya ada contoh „menial tasks‟-nya, kayak „mailing
envelopes‟, sama „calling people for donations‟.
W: Oke, setelah tau arti katanya ini apakah kemudian ada keputusan lain tentang task ini nggak? Jadi kayak, mau ngelakuin task ini apa nggak?
S: Kan ini tadi dikasih tau, kalo misalnya juga bakal dapet uang jadi ya ngelakuin dong.
30 S: Ini yang „brash‟ juga nggak tau artinya. W: Terus tau artinya gimana?
S: Kalo pertama kali guessing-nya sih kayak „something stupid‟ gitu, tapi buat make sure buka kamus lagi.
W: Guessing-nya itu clue-nya dari mana?
S: Dari ceritanya, kan Alistair ni ngajak gelut kan, masak dia nyampah terus… ngerebut item, padahal kan harusnya itu punyaku, terus kan juga aku yang kerja
keras. Terus kan aku bilang, aku mau „revenge‟. Terus si Fiona-nya ini takut kalau
aku mau ngelakuin „something stupid‟ gitu.
W: Ini ada pilihan lagi. Diajak cuma chatting, sama diajak pergi kencan. Pilih yang mana?
S: Sebenernya pingin yang diajak Cuma chatting, tapi terus salah pencet, jadiakhirnya milih yang kencan, tapi sebenernya aku pinginnya milih yang chatting aja, masak pertamakaliketemu cowo langsung diajak kencan mau, kan bukan cewe murahan. Tapi karena nggak bisa, ini kan nggak bisa di-undo, jadi ya udah.Masak harus ngulangin dari awal.
W: Ada kata lain yang nggak ngerti?
S: Ini ada „throng‟.“Throng of students”. W: Terus guessing atau dictionary?
S: Guessing dulu, guessingnya sih kira-kira-nya kayak „kerumunan‟ gitu, terus tadi buka kamus, iya bener artinya „kerumunan‟.
W: Berarti kebantu sama kalimatnya ya? S: Iya bener.
W: Di sini kan ceritanya lagi main ke rumah temen buat ngerjain yang tugas yang tadi itu. Ini pilihannya ada mau muji rumahnya gede, bagus gitu, sama pilihan satunya tu lagi tanya tentang keluarganya. Nah ini pilih yang mana?
S: Milih yang pertama, milih yang muji rumahnya. W: Alasannya kenapa kok milih yang itu?
31 W: Kata lainnya yang nggak ngerti apa? S: „Shallow‟.Yang ini aku nggak yakin artinya. W: Terus guessing?
S: Iya, guessing… ya guessing sama yang…kayak common sense yang aku dulu udah dapet terus buka kamus.
W: Yang di-guess sama yang di kamus tu sama nggak?
S: Sama, karena kan tadi aku bilang, sebenernya udah punya konsep di kepala, tapi karena nggak yakin, terus… ya udah, sekalian buka kamus aja. Ternyata bener.
W: Kira-kira yang bikin guess nya bener itu dari mananya, ada clue-nya gitu nggak?
S: Dari „but‟ ini. Ini kan istilahnya kayak ada dua, sub kalimat pertama sama yang ke-2. Terus kalau menurutku kalimat yang ke-2 ini nyupport yang kalimat pertama ini. Jadi kenapa kok “a little shallow”, karena “image does matter”. Jadi mungkin kayak menekankan gitu kalo misalnya “image does matter” kan itu lebih membantu nebaknya itu.
W: Ini ada pilihan lagi. Mau tanya sesuatu yang nggak berhubungan, atau bilang, oh nggak jadi. Pilih yang mana?
S: Pilih yang pertama.
W: Pilih yang pertama, kenapa?
S: Karena kalau misalnya aku bilang nggak jadi, kayaknya dia nanti bakalan curiga, lho ini mau tanya apaan nih, gitu kan, terus daripada dia nanti penasaran mending aku tanya yang lain aja.
W: Kata lain yang nggak ngerti? S: „Postulated‟.
W: Terus guessing atau buka kamus?
S: Guessing, kepengen guessing cuma… karena nggak ada bayangan exact-nya ini artinya apa, aku cuma nangkepnya sih ini pokoknya sesuatu yang positif. Terus buka kamus buat make sure artinya apaan.
W: Guessing-nya itu positif dari mana?
S: Kan tadi ditanyain, „dapet duit apa nggak‟, terus kan akunya bilang „nggak
dapet‟, terus kayaknya Travis „setuju‟ sama aku, karena harusnya dapet duit gitu.
32 S: Iya buka kamus.
W: Buka kamus terus udah ngerti nggak, ini dalam konteksnya ini ngomongnya artinya apa?
S: Ini kan kalimatnya agak panjang, pakai kamus pun walaupun ngasih beberapa pilihan kok kayaknya nggak ada yang nyambung sama yang di kalimat ini.
W: Jadi tetep nggak dapet meaning-nya ya? S: Iya.
W: Di sini ada pilihan lagi, mau untuk membantu sama nggak mau. Ini pilih yang mana?
S: Pilih yang mau mbantu karena kan tadi sebelumnya udah dibilangin kalo bakal dapet uang, ya lumayan kan dapet uang, jadi bantu aja. Terus juga nganggur kan, lumayan dapet uang.
W: Jadi alesannya supaya dapet duit? S: Iya itu alasan utamanya.
W: Di sini kata bracket ini kan diulangi lagi, tapi kalimatnya agak beda. Kalau bracket-nya ditaruh di sini kira-kira bisa guess nggak ini artinya apa?
S: Sebenernya nggak yakin, cuma ada bayangan, ya hubungannya sama
„pekerjaan‟ gitu.
W: Clue-nya dari mana yang „pekerjaan‟ itu?
S: Dari ini, kalimatnya yang “It‟s just a simple double elimination bracket”. W: Ada yang lain lagi nggak?
S: Ini ada lagi yang nggak ngerti, „noutorious‟. W: Terus buka kamus?
S: Kan guessing dulu, kalau aku sih guessing-nya mirip-mirip sama „infamous‟ gitu. Terus ngecek kamus buat mastiin, ternyata bener.
W: Dapetnya „infamous‟ itu dari mana?
S: Dari kalimatnya ini, yang „dating and dumping‟.
W: Ini ada pilihan lagi. Mau ngasih tau tentang kasus Alistair atau ngarang-ngarang cerita. Ini pilih yang mana?
33
S: Kalau ngasih tau tentang Alistair kok kayaknya, apa ya, kan sama Travis kan juga nggak deket-deket banget nih, terus masak tiba-tiba cerita tentang game gitu, jadi… Sebenernya pikirnya kalo masih bisa, pengen ngasih taunya besok-besok kalau udah rada deket sama Travis gitu, jadi sekarang ngarang-ngarang dulu. Nanti kaloketemu baru cerita.
W: Ini ke toko buku terus beli dua buku kan, buku apa aja?
S: Yang pertama tentang game-nya yang ini, terus satu lagi tentang Yunani. W: Alesannya beli dua buku itu kenapa?
S: Kalau yang game-nya ini kan aku main, terus kan disampahin sama si Alistair ini kan. Terus mungkin kalau aku baca-baca lagi jadi lebih pro mainnya. Terus kalau yang Yunani ini kan ada tugas yang in pair sama Shiro ini, nah kalo beli buku kan lumayan nambah referensi, karena tadi katanya juga Shiro udah beli beberapa buku. Terus masa aku nggak beli jadi ya paling nggak beli satu.
W:Oke kata lainnya lagi yang nggak ngerti apa? S: „Pristine‟.
W: Terus buka kamus apa guessing?
S: Guessing dulu, tapi buat make sure buka kamus lagi. W: Terus waktu guessing clue-nya dari mana?
S: Waktu guessing, dari tulisannya ini kan setelah „pristine‟ ada kalimat… ada kalimat sebelumnya, terus dia ngasih keterangan yang tentang „pristine‟ ini. W: Terus ini kan pergi ke toko game, beli apa aja?
S: Beli „Diamond Moon‟ sama „Walk This Way‟. W: Kenapa beli dua itu?
S: „Diamond Moon‟ kan game yang tadi direkomendasiin sama Travis, ya nggak apalah beli. Mumpung punya uang. Terus yang „Walk This Way‟ ini… kan ini puzzle game, terus aku suka main puzzle jadi nggak apa beli aja. Terus murah, cuma 20 dollar, terus levelnya 100 lebih, jadi kalau beli kayaknya nyucuk, soalnya mainnya bakal lama.
W: Terus ini ada pilihan lagi, mau kerja apa mau bolos. Nah ini pilih yang mana? S: Kerja dong.
W: Kenapa milih mau kerja aja?
34 W: Oke. Ada yang lain lagi nggak?
S: Ini ada, „prudent‟. W: Terus guessing?
S: Iya guessing. Aku sih guessing-nya ini artinya kayak „hati-hati‟ gitu. W: Clue-nya dari mana?
S: Dari kalimatnya, jadi kayak harus hati-hati kalo mau nge-post di Spacebook. W: Terus ada kata lainnya lagi nggak yang nggak tau?
S: Ini, „seethe‟.
W: Terus ngapain supaya tau artinya?
S: Kan guessing dulu. Sebenernya tuh… kalau guessing tuh menurutku artinya
„marah‟, cuma kan karena dulu-dulu juga nggak pernah buka kamus, jadi mesti nge-guess kalo misalnya nemu kata ini, jadi ya udah nggak apa-apa buka kamus biar sekalian tau artinya. Ternyata bener.
W: Terus guess-nya „marah‟ itu dari mana?
S: Liat dari ekspresinya, sama kalimat sebelumnya kan juga aku nyinggung-nyinggung keluarganya, terus mungkin dia nggak suka makanya marah.
W: Sama sama yang di kamus berarti? S: Iya, hampir sama.
W: Di sini kan ada option waktu mau makan mi itu, mau nggodain dia karena mau makan mi lagi apa suggest supaya dia mau makan lainnya?
S: Nggodain.
W: Kenapa kok nggodain?
S: Biar nggak tegang, kan kalo misalnya diguyoni kan mestinya orang bakal seneng, ketawa-ketawa, habis dia mukanya poker face gitu.
W: Ini kan ada pilihan lagi, mau doain Derek supaya nilainya bagus apa doain supaya lebih bagus lagi di olahraga?
S: Doain biar dapet nilai bagus. W: Alesannya?
35
W: Ini kan ada di toko baju terus beli sweater, beli tanktop sama beli rok. Ini alesannya beli tiga ini kenapa?
S: Kalo tanktop karena dari awal liat itu aku udah seneng sama desainnya, jadi aku beli tanktop-nya ini, terus rok-nya juga aku suka desainnya jadi beli. Kalau yang sweater ini, biar kalo pas aku pakai tanktop bisa didobel sweaternya. Terus karena harga tanktopnya juga kan murah, terus sweaternya juga murah dibandingin sama yang lainnya jadi beli tiga nggak apa lah.
W: Ini pilihan terakhir dari game-nya. Buat nebak siapa yang nyampahin di game itu. Dari Travis, Shiro, sama Derek, suspect ke siapa?
S: Suspect-nya pilihan terakhir ke Travis. W: Pilih Travis kenapa?
S: Karena sebenernya aku main eliminasi. Karena kan sebenernya nggak tau pasti siapa kan. Kalo yang dieliminasi pertama ini Derek soalnya… kan tadi dia bilang dia nggak main game online, jadi aku percaya lah ya masadia bo‟ong. Terus Derek dicoret. Terus yang ke-2 ini aku eliminasi Shiro, soalnya kayaknya dia anak alim jadi mungkin kalo main pun nggak bakal nyampah ya. Jadi sisanya Travis. W: Jadi gara-gara itu nebaknya Travis ya?
S: Iya.
W: Ini ada kata lain yang nggak ngerti? S: Iya, „imposing‟.
W: Terus buka kamus apa guess?
S: Guess, pokoknya… nge-guess-nya yang intinya yang awesome-awesome gitu lah. Soalnya kalau nggak awesome kayaknya Derek juga nggak bakalan suka sama main character-nya ini.
W: Nah ini kan mainnya udah selesai. Udah liat endingnya. Menurut kamu endingnya yang kamu dapet ini setelah main tadi tu, pilih yang ini itu, dapet rutenya itu, jalan ceritanya itu, menurut kamu endingnya gimana?
S: Kan tadi sebenernya misinya itu misi utama buat dapetin stone-nya ini balik lagi, terus sama sebenernya pingin tau Alistair ini sebenernya siapa, nah karena
kan… nebak Alistair-nya salah nih aku malah nebak Travis, tapi at least dapet stone-nya balik lagi, ya seneng lah.
W: Jadi menurut kamu ending yang ini tetep happy ya buat kamu? S: Iya dong, dapet pacar.
36
dari gambarnya itu. Elemen ke-2 itu dari plot ceritanya, teksnya apa-apa aja, konteks yang membantu buat kamu ngerti vocabulary yang kamu nggak ngerti. Yang ketiga suara. Dari background music-nya, atau sound effect, bisa menggambarkan ekspresi sama suasana atau tone gitu. Nah menurut kamu yang dari 3 elemen ini yang paling membantu sama yang paling nggak membantu yang mana?
S: Yang paling membantu sih plot ya pastinya, terus kalo yang nggak membantu menurutku suaranya.
W: Jadi waktu main nggak begitu memperhatiin background music-nya, gitu-gitu? S: Sebenernya merhatiin, maksudnya notice kalo musiknya beda-beda kan, kalo tiap scene tertentu kan ganti. Cuma… itu lebih ke lagu ya, jadi mungkin kalo misalnya ada suara orangnya ngomong mungkin bisa lebih kebantu dari tone-nya dia. Tapi kalo cuma background music kayaknya menurutku kurang membantu. W: Kalau misalnya main visual novel tanpa suara ada pengaruh nggak buat kamu? S: Sebenernya kalau pengrauh nggak, soalnya aku lebih mentingin bacaannya. Karena aku biasa main visual novel juganggak ada suaranya.
W: Kalau misalkan dari gambarnya kira-kira bawa pengaruh apa aja?
S: Sebenernya aku prefer ke game yang gambarnya bagus, jadi yang karakternya cakep-cakepjadi ada yang bisa diliat gitu. Makanya kalo… ini kan aku main otome-game kan, terus aku juga milih yang gambarnya bagus, soalnya kan kalo aku bilang itu daya tarik dari visual novel karena kalo novel kan cuma tulisan aja, nah kalo misal visual novel kan berarti ada yang bisa diliat gitu. Terus menurutku sih gambar juga bantu buat ngerti cerita, kayak misalnya dari ekspresi karakternya kan ganti-ganti, Terus setting tempat juga, mbantu buat ngasih visual kan misalnyakayak waktu di rumah Shiro kan katanya gede, terus aku juga bisa mbayangin gitu lho karena gambar settingnya juga, gitu.
W: Terus tertarik buat main visual novel lainnya nggak?
S: Ini kan aku juga lagi main nih, udah hampir sebulan kan main terus kayaknya juga bakal lama karena ini ada banyak banget rutenya, ada 4, terus ending-nya juga banyak, puluhan, terus ada sequel-nya juga, padahal ini aku satu rute pun belum selesai mainnya. Jadi kalo misalnya ditanyain tertarik apa nggak, ini aku udah sampai taraf ketagihan ini sebenernya. Dan sebenernya pengen main Alistair-nya lagi, jadi pingin dapetin ending-ending lainnya. Kan ini ending-nya nggak cuma satu kan?
W: Iya.
S: He‟em, iya gitu. Pingin main lagi.
37 S: Iya sama-sama.
Transcription 2
W: Wenda
Y: Yesha
W: Selamat sore. Y: Selamat sore.
W: Tadi kan sudah main visual novel, Alistair. Ini kita nonton rekamannya lagi, terus tiap kali ada vocab yang nggak tau atau yang baru dipelajari dari sini, tolong kasih tau aku ya.
Y: Oke.
W: Ada vocab yang nggak tau di sini?
Y: „Blessed stone‟, itu sih aku guessing-nya „batu yang diberkati‟. W: Taunya dari mana?
Y: Literally aja, ngartiin secara literally. Terus dari ceritanya kan ini lagi main game online, dari gambarnya juga keliatan suasana game-nya, „blessed stone‟ di
sini itu nama „item‟ di game gitu. W: Taunya itu item gimana?
Y: Itu reward sehabis ngalahin musuh yang gede tadi itu lho. W: Ada yang lain?
Y: „Spotty internet‟. Spotty itu aku ingetnya kata „spot‟ dan spot itu kayak titik, satu tempat buat kamu... Kayak istilahnya apa ya, koneksi wi-fi gitu lho, kalo aku guessing-nya sih itu.
W: Guessing dari konteksnya ini ya?
Y: Iya. Soalnya di sini kan ada gambar suasananya tuh lagi di ruangan komputer gitu, banyak komputernya. Nah spotty internet itu nggambarin tempatnya ini, spot buat internetan.
W: Terus ada lagi nggak?
38 W: Terus guessing?
Y: Iya dari kalimatnya ini. Kayak „keluar‟. Jadi dia otomatis keluar dari duelnya tadi itu, soalnya tadi pas main di game online nya itu tiba-tiba ada keluar tulisan
„disconnected‟, bla bla bla bla… Terus gambarnya juga tiba-tiba ganti ke ruangan komputer.
W: Di sini ada pilihan, „argue‟ atau „play on his pride‟. Kamu pilih yang mana? Y: Pilih yang „argue‟.
W: Kenapa kok pilih „argue‟?
Y: Kenapa ya? Ya karena aku ngerasa dia itu perlu di-argue. Kalau „argue with him‟ berarti kan kayak nentang si Travis, tapi kalau „play on his pride‟ itu lebih kayak, ya udah, nganggep si cowoknya ini bener. Jadi nggak perlu di-argue lagi. W: Ada vocab yang lain lagi?
Y: Ada. „Dash off‟ itu aku guessing-nya lari pergi. W: Lari pergi?
Y: Iya.
W: Itu dari konteksnya apa dari mananya?
Y: Ada kata-kata ini, “I grab my books and dash off to class.” Dari konteks kalimatnya aja, jadi kayak dia ambil buku terus pergi. Terus kan ada suara bell masuk nya juga kan itu, jadi dia pergi buat ke kelas.
W: Di pilihan yang ini ada „suggest a topic‟ sama „ask him to suggest a topic‟. Pilih yang mana?
Y: „Suggest a topic‟. W: Alesannya?
Y: Karena kayaknya dia tuh nggak, nggak apa ya, oh anggepannya tuh kayak aku sudah punya topic duluan jadi aku yang lebih baik suggest.
W: Ada kata lainnya lagi?
Y: Ada, „scribble‟. Guessing-nya itu kayak, „nulis‟, karena “I tear the sheet in half, scribble my e-mail address.” Jadi kayak dia nyobek kertas, jadi… dia nulis di situ alamat e-mail-nya. „Scribble‟ di sini kayak nulis, „write it down‟.
W: Terus ada lainnya lagi?
39
Y: Ini kan ngomongin kerjaan. „Menial tasks‟… „Mailing envelopes‟, „calling
people to ask for donations‟. Jadi guessing dari kalimatnya itu.
W: Ada lagi kata yang nggak ngerti?
Y: „Smirking‟, itu aku guessing-nya, melihat aku dengan tatapan yang… pokoknya negatif gitu sih.
W: Kenapa kok mikirnya „smirking‟ itu negatif di konteksnya ini?
Y: Soalnya keliatan dari ekspresi mukanya, mukanya tuh nyebelin gitu… Terus kalau aku sih lihat dari konteks kalimatnya kok kayaknya.... kalau aku ngebayanginnya itu si cowoknya lagi sibuk aja sih, terus tiba-tiba si cewek ini tuh ceritanya dengan santainya nyari komputer, jadi pandangannya tuh udah agak nggak enak gitu lho, ya itu menurutku sih.
W: Oke. Ada yang lain lagi nggak? Y: „Brash‟.
W: Terus guessing?
Y: Jadi kan Rui tadi bilang mau „revenge‟, balas dendam. Terus katanya Fiona…
“Tapi jangan nentuin sesukamu, you might do something brash”. „Brash‟ tuh
kayak, „kasar‟, pokoknya negative gitu. W: Jadi clue-nya dari kalimatnya ya? Y: Iya.
W: Terus ada lagi?
Y: „Rotten‟, itu mungkin kalau aku guessing-nya kayak... orangnya tuh kasar kalau aku menilainya sih gitu, kasar gitu. Aku kalau kata „rotten‟ itu
membayangkan „rude‟, jadi ngartiinnya „kasar‟. W: Nggak ada clue lain?
Y: Dari kalimat „some of the nicest people turn into rotten jerks online‟. Jadi, orang baik tu kadang di dunia maya jadi orang kasar.
W: Ada kata yang lain?
Y: “Echoing boom” itu kayak suara dribble-an dari basket, boom boom boom… Kan tadi juga ada scene pas Derek main basket, suasananya keliatan dari gambarnya tuh lagi di gym, terus ada suara boom boom boom dari main bola
basketnya juga… Kan ceweknya ini kan ke gym, terus kalimatnya “I can hear
shouts and echoing boom”, jadi guess dari situ.
40 Y: „Agree on a date‟.
W: Alesannya?
Y: Kenapa ya? Pengen ngedate aja.
W: Ada vocab yang lainnya lagi nggak di sini?
Y: “Something of a stretch” tuhkalau aku sambungin sama „calling you a human
being‟ itu kayak jadi „memanggil kamu manusia itu adalah sesuatu hal yang...‟
bukan nggak pantes sih, tapi kayak apa ya, udah sewajarnya. Kalau menurutku sih.
W: Alesan lain, atau clue lain gitu ada nggak?
Y: Karena memang bentuknya manusia kan kayak gitu. W: Terus ada kata lainnya lagi?
Y: „Merging‟ sama „throng‟. W: Terus guessing?
Y: Jadi ini kan Merui mau tanya Travis kalo dia bisa manggil pakai username di game-nya “Rui”. Tapi sebelum dia berhasil nanya si Travis itu udah ngilang,
“merging with the throng of students.” Nebaknya merging itu kayak „bergabung‟, terus „throng‟ itu kayak „sekumpulan‟.
W: Di pilihan yang ini pilih yang mana? Y: „Ask about his family‟.
W: Alesannya apa?
Y: Karena pilihan yang pertama kan „compliment his house‟, „compliment‟ itu kayak mengeluh, kayak berkomentar tentang rumahnya gitu, daripada komentar tentang rumahnya lebih baik aku tanya family-nya, karena di sisi lain aku juga pengen tau kok rumah sebesar itu tapi dia tinggal sendirian.
W: Terus ada lagi nggak?
Y: „Heads off‟, itu di sini Derek „pergi menuju‟ kamar mandi. Dari kalimatnya itu
“Derek heads off to the showers”.
W: Ada clue lain nggak? Y: Nggak ada sih.
W: Terus ada lagi yang lain nggak?
41 W: Jadi dari kalimatnya ya? Clue lain nggak ada?
Y: Soalnya dia kan cerita, sibuk di basket sama wakil ketua OSIS. Lebih mementingkan kegiatan lainnya itu daripada bikin PR.
W: Ada yang lainnya lagi? Di pilihan yang ini maksudnya… pilih yang mana? Y: “Tell him nothing”.
W: Kenapa?
Y: Karena si ceweknya ini kayak nggak kepingin dianggap penasaran dia itu siapa sebenernya, si cowoknya ini.
W: Kenapa kok nggak pilih yang atas? Y: Ya buat apa basa-basi.
W: Ada lainnya lagi nggak?
Y: „Postulated‟. Aku nebaknya ini tuh kayak „think‟. “I postulated as much”, jadi
kayak “I think so”.
W: Clue-nya dari mana?
Y: Soalnya kalimat sebelumnya Merui kan kayak ngasih opini, terus Travis ini setuju, kalau menurutku sih.
W: Terus ada lagi? Y: „Bracket‟. W: Terus guessing?
Y: Iya. “We need someone to help us maintain the bracket”. Kalimat sebelumnya tuh bilang kalau ada yang sakit, jadi butuh pengganti buat ngerjain tugas di klub. Aku guess-nya „kerjaan‟.
W: Di pilihan yang ini pilih yang mana? Y: “Agree to help”.
W: Alesannya? Y: Biar dapet duit.
W: Nggak ada alasan lain? Y: Nggak.
42
Y: „He sighs‟ itu, apa ya, kayak dia melihat dengan tatapan yang sinis. W: Ada clue nggak?
Y: Apa sih tadi, pokoknya tuh ceweknya, ini ngomongin hal yang mungkin membuat si Travis nya tuh kayak, „kok kayak gitu sih?‟ Jadi dia kesannya kayak jengkel gitu menurutku. Terus keliatan dari ekspresi mukanya juga.
W: Ada yang lainnya lagi?
Y: Ini ada lagi. „Chilling‟ di kalimat “just chilling after a long day”. Tuh kan,
karena dia bilangnya si ceweknya itu tanya „gimana kabarmu‟ gitu kan, terus cowoknya bilang „not bad‟, nggak jelek, „chilling‟ itu mungkin „refreshing‟ makanya dia jalan-jalan ke mall. Terus ini gambar tempatnya juga di mall.
W: Di option yang ini pilih yang mana?
Y: Menolak traktiran. Soalnya nggak enak hati aja W: Di sini ada yang nggak ngerti, nggak?
Y: „Chuckles‟,atau „kakles‟ ya bacanya, itu aku guess-nya „ketawa‟. W: Kebantu sama clue apa?
Y: Ini nih, gambarnya, suasananya tu happy, lagi makan es krim, sama mukanya. W: Terus ada lagi?
Y: „Wipes off‟ itu kayak mengelap. W: Ada clue-nya nggak?
Y: Clue-nya itu… ini lho, “wipes off a bit of ice cream from my lips”, kan berarti dia ngelap aja.
W: Terus ada kata lainnya lagi nggak?
Y: „Glance‟,„glance‟ itu… ini, „melihat sekilas‟. W: Ada clue-nya?
Y: Dari kata-kata selanjutnya, „through it quickly‟.
W: Di sini pilihannya “tell Travis about Alistair” sama “make something up”, pilih yang mana?
43
Y: Soalnya tadi yang ceweknya tuh kayak nggak yakin kalau Travis itu main game-nya itu, atau Travis adalah orang yang dicari sama dia. Jadi daripada dia tanya sesuatu yang nggak pasti mendingan dialihkan pembicaraannya.
W: Tadi mampir ke toko buku, terus beli Classical Literature. Y: Iya.
W: Alasannya apa?
Y: Karena yang pertama aku liat harganya dulu, maksudnya kan nggak terlalu mahal tapi juga murah murah banget juga enggak kan. Terus yang ke-2, Classic Literature itu isinya kan ada poem, ada apa lagi ya, pokoknya yang sesuatu yang berhubungan sama literature gitu deh. Dan lagi pingin baca-baca tentang itu aja. W: Terus pergi ke toko game ini beli apa?
Y: Apa ya lupa, pokoknya yang tadi itu,aku nggak tau namanya. W: Oh ya, itu, terus alasannya beli apa?
Y: Kayaknya gamenya ini kan tentang novel-novel gitu, visual novel. Pingin beli aja, pingin lihat itu cara mainnya kayak gimana.
W: Tadi kan beli tiga barang. Beli apa aja dan kenapa?
Y: Beli tanktop, sweater, sama pants, kalau nggak salah yang celana panjang itu. Apa ya, lagi pingin aja sih beli itu, soalnya bagus, terus kalau untuk alasan beli tanktop, buat nambah koleksi aja. Sweater juga sama. Kalau celana panjangnya, nggak tau, bagus aja sih menurutku.
W: Ada yang lain lagi nggak?
Y: Tadi aku liat kata „sensible‟, dan aku tuh guess-nya itu „sensitif‟. Karena dia
„sensible people‟, maksudnya orang yang sensitif gitu kan.
W: Ada konteks atau clue yang membantu nggak?
Y: Dari kalimat “only sensible people know when not to worry about fashion.” W: Ada kata yang lain nggak?
Y: „Picky‟,‟picky‟ tu kayak, kalau menurutku di sini itu artinya… „aku nggak
keberatan‟. “I‟m not picky”, “aku nggak keberatan”. Hampir kayak sama kayak “I don‟t mind”.
W: Terus ada clue lainnya nggak?
Y: Tadi kan si Shiro itu bilang kalau, “Sorry ya aku cuma punya a cup of noodle,
soalnya aku nggak bisa masak.” gitu, terus yang cewenya itu bilang “Okay, I‟m
