The enhancement of young learners with hearing difficulty of

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THE ENHANCEMENT OF YOUNG LEARNERS

WITH HEARING DIFFICULTY OF

SLB B WIYATA DHARMA I TEMPEL

YOGYAKARTA IN ENGLISH LEARNING

WITH COMPUTERIZED EDUCATIONAL GAMES

A THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Magister Humaniora (M.Hum) Degree in

English Language Studies

by

ANASTASIA KIKI WIDIANTARI

086332016

THE GRADUATE PROGRAM

IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

▸ Baca selengkapnya: pes 2017 difficulty levels

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i

THE ENHANCEMENT OF YOUNG LEARNERS

WITH HEARING DIFFICULTY OF

SLB B WIYATA DHARMA I TEMPEL

YOGYAKARTA IN ENGLISH LEARNING

WITH COMPUTERIZED EDUCATIONAL GAMES

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the

Magister Humaniora (M.Hum) Degree in English Language

Studies

by

ANASTASIA KIKI WIDIANTARI

086332016

THE GRADUATE PROGRAM

IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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vi

ACKNOWLEDGEMENT

In this opportunity I would like to express my gratitude for those who have

supported and facilitated me accomplishing my study. First of all, I would like to

thank God for His enormous blessing, grace, and love, so I could finish my study

well.

I would like to thank Mr. F.X. Mukarto, Ph.D., the greatest advisor.

Without his attention, I would not have the chance to finish my study. His great

patience, support, and advice are very precious for me. One thing you have made

me experience is that when someone is still beside you when you have let them

down, it means that person loves you so much.

For all lecturers and staff in the English Graduate Program, I thank them for

the days they have spent during my study. They have brightened my simple life

into a firework.

I would like to thank my beloved parents, Bapak Damasus Widiatmoko –

my super hero – and Ibu Lucia Iswantari, also my sister, Keke. I thank them for

their supports, never-ending love, advice and prayer. Without their

encouragement, I could not achieve it.

I would like to thank my soul mate, Peechonk, for her patience and endless

care. Without her, I might not have the spirit in doing this thesis. I would like to

thank my cute best friend, Titin, for being my teddy bear that will be ready to hug

me during difficult times.

The most special thank is for my husband for being my hero who came at

the right time and gave me my life back. This is for the new beginning I would

like to start with you.

I also would like to thank all people that I cannot mention. I thank them

for their encouragement and prayers. All people who I mentioned really mean so

much to me. Without their support and prayers I could not reach this achievement.

Yogyakarta, January 7, 2014

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CHAPTER III METHODOLOGY

3.1 Research Method ... 3.2 Nature of Data ... 3.3 Data Setting and Sources ... 3.4 Data Gathering Instruments ... 3.5 Data Collection Methods ... 3.6 Data Analysis and Representation ... 3.7 Trustworthiness ...

CHAPTER IV ANALYSIS

4.1 Data Presentation ... 4.1.1 Field Notes of Classroom Observations ... 4.1.2 Field Notes When Playing Game ... 4.1.3 Interview ... 4.2 Narrations of the Participants ...

4.2.1 Participant A ... 4.2.2 Participant B ... 4.3 Problems Encountered ... 4.4 Findings of the Study ... 117

4.4.1 Challenge ... 4.4.2 Motivation ... 4.4.3 Scaffolding ... 4.4.4 Creativity... 4.5 Discussion ...

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ix

CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATIONS,

AND RECOMMENDATIONS

5.1 Conclusion ... 5.2 Pedagogical Implications ... 5.3 Recommendations ...

BIBLIOGRAPHY ...

APPENDICES ...

125 127 127

129

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x

LIST OF TABLES

page

Table 2.1 Benefits of three types of interaction from three perspectives 25 Table 2.2 The General Averages of Hearing Loss Degrees 58 Table 2.3 Hearing Loss Degrees in Gaza 59 Table 2.4 Research Construct and Its Operational Definition 69 Table 3.1 Blueprint of Observation to Learners with Hearing Difficulty 79 Table 3.2 Summary of Strategies to Establish Trustworthiness 89 Table 4.1 Children With Hearing Difficulty in Classroom

(Attitude, Behavior, Experience, Opinion, and Knowledge) 91 Table 4.2 Learning English (Strategy, Motivation, Feeling, What the

Learners Acquire, and How Learners Acquire English) 92 Table 4.3 Facilities and Teaching Aids (Stationary, Workbook,

Notebook) 94

Table 4.4 School Environment (Setting of Classroom, Social

Environment Around the Classroom) 95 Table 4.5 Indicators In A Field Note When Playing Game 96 Table 4.6 Sample of the First Interview 98 Table 4.7 Sample of the Second Interview 100 Table 4.8 Participants’ Personal Information 102 Table 4.9 Emergent Themes and Sub-Themes of the Study 108 Table 4.10 The Changing Nature of the Collaboration Between Teacher

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LIST OF FIGURES

page

Figure 2.1 A Model for EFL Program Design for Young Learners 21 Figure 2.2 Venn Diagram Illustrating Educational Games 29

Figure 2.3 A Screenshot of Papa’s Cupcakeria 46 Figure 2.4 A Screenshot of Legacy Online 47 Figure 2.5 A Screenshot of Atlantis:The Lost Tales 48

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LIST OF ABBREVIATIONS

NGO : Non-Governmental Organization

SLB B : Special School (Sekolah Luar Biasa) for Learners with Hearing Difficulty

ABK B : Learners with Hearing Difficulty (Tuna Rungu) ABK C : Learners with Mental Retardation (Retardasi Mental) WHO : World Health Organization

NICHCY : National Dissemination Center for Children with Disabilities MMOML : Merc Mannual’s Online Medical Library

ASDC : Atfaluna Society for Deaf Children

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LIST OF APPENDICES

page

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ABSTRACT

Widiantari, Anastasia Kiki. 2014. The enhancement of young learners with

hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games. Yogyakarta: English Language

Studies, Graduate Program, Sanata Dharma University.

English Learning is not only for normal learners, but also for those who have special needs. In this study, they are young learners with hearing difficulty. Even though their difficulty in hearing and speaking make their learning process slow, it is possible for them to learn and understand English. Thus, to support education, technological innovations are continuously improved and one of them is a computer game. The existence of many computer games nowadays commonly played by children is considered proper to support English learning since many games use English to give instructions. When the children win the game, it means they succeed in playing the game. However, it does not mean that the game is meaningful to them. In SLB B Wiyata Dharma I Tempel Yogyakarta, the learners of elementary school use computer for playing games, not for learning its functions since the subject of computer learning is for High School level.

This study is to describe the enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with computerized educational games. The goal of this study is to describe and interpret the enhancement of young learners with hearing difficulty in English learning with computerized educational games. A computerized game The Sims, a combination of role play and real-life simulation games, was then implemented.

This single case study involved two fifth-grade participants of SLB B Wiyata Dharma I Tempel Yogyakarta. Before doing the study, The Sims was situated for educational purposes. The participants were introduced to this kind of game. The data of this study were derived from the classroom observations, the observations during playing the computerized educational games, the observer’s field note, the learners’ notebook, and the semi-structured interview. After all data were gathered, they were ultimately transcribed and analyzed.

The search of the answer of the study about the use of computerized educational games in English learning to young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta revealed four emerging themes; (1) challenge, with the sub-themes of encountered problems and pleasant experience, (2) motivation, with the sub-themes of internal and external motivation, (3) scaffolding, with the sub-themes of experience learned at home and at school, and (4) creativity, with the sub-themes of opinion, idea, imagination, and logical thinking. The findings showed that when situated appropriately, the computerized educational game was able to help the participants to both memorize the previous English learning and experience a new learning independently.

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ABSTRAK

Widiantari, Anastasia Kiki. 2014. Perkembangan para siswa tuna rungu SLB B

Wiyata Dharma I Tempel Yogyakarta dalam pembelajaran Bahasa Inggris dengan permainan-permainan bersifat edukatif yang dikomputerisasikan.

Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana, Universitas Sanata Dharma.

Pembelajaran Bahasa Inggris tidak hanya untuk para siswa yang normal, tetapi juga bagi para pelajar yang memiliki kebutuhan khusus. Meskipun kesulitan dalam mendengar dan berbicara membuat proses belajar mereka lambat, sangat memungkinkan bagi mereka untuk bisa belajar dan mengerti Bahasa Inggris. Dengan demikian, untuk mendukung pendidikan, banyak inovasi dalam teknologi terus ditingkatkan dan salah satunya adalah permainan komputer. Banyaknya permainan komputer yang saat ini sering dimainkan oleh anak-anak dianggap tepat sebagai sarana pendukung pembelajaran Bahasa Inggris, karena banyak permainan komputer menggunakan Bahasa Inggris dalam memberikan instruksi. Ketika anak-anak memenangkan permainan, berarti mereka berhasil dalam bermain, Akan tetapi, tidak berarti permainan tersebut memiliki arti untuk mereka. Di SLB B Wiyata Dharma I Tempel Yogyakarta, para siswa Sekolah Dasar menggunakan komputer untuk bermain permainan, bukan untuk mempelajari fungsinya karena mata pelajaran tersebut dipelajari saat di Sekolah Menengah Umum.

Studi ini untuk mendeskripsikan perkembangan para siswa tuna rungu SLB B Wiyata Dharma I Tempel Yogyakarta dalam pembelajaran Bahasa Inggris dengan permainan-permainan bersifat edukatif yang dikomputerisasikan. Tujuan dari studi ini adalah untuk mendeskripsikan dan mengartikan perkembangan para siswa tuna rungu dalam pembelajaran Bahasa Inggris dengan permainan-permainan bersifat edukatif yang dikomputerisasikan. Studi ini kemudian dilakukan dengan menerapkan permainan yang dikomputerisasikan The Sims yang merupakan kombinasi antara role play dan simulasi kehidupan nyata

Studi dengan satu kasus ini melibatkan dua partisipan kelas lima dari SLB B Wiyata Dharma I Tempel Yogyakarta. Sebelumnya, The Sims disituasikan untuk tujuan pendidikan. Para partispan diperkenalkan dengan permainan ini. Data penelitian ini berasal dari pengamatan kelas, pengamatan selama bermain permainan komputer, catatan peneliti, catatan para partisipan, dan wawancara yang semi terstruktur. Setelah semua data dikumpulkan, mereka akhirnya di salin ke dalam bentuk teks dan dianalisa.

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yang dikomputerisasikan mampu membantu para partisipan untuk mengingat kembali pembelajaran yang sebelumya dan mengalami pembelajaran baru secara mandiri.

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1

CHAPTER I

INTRODUCTION

In the first chapter, I would like to introduce my study to readers through

elaboration of my study background, problem identification, problem limitation,

problem question, goals of the study, and the benefits. The elaboration comes in

the course of my concern with children with special needs. Below is my personal

experience which results to this study.

In 2009, I watched news program in one of private television stations

about a concert held for children with special needs. This concert performed a

young pianist from China who was also physically defected. She had hands like

crabs or around four fingers only. Though only having four fingers, she could play

the piano beautifully as if she had been a normal child. Then, my memory went

back to 1998 when I, for first time, met to two special people. They were my

neighbors and had always amazed me when hearing about their experiences.

The first person was Mr. Lukas, a pseudo name, who is visually impaired

because of an accident. He is both a great teacher and motivator, especially for

visually impaired people. We often met and talked about his experiences joining

NGO to help people with special needs, particularly children. At that time, I

wondered how they could survive in the world which gives them lots of

difficulties due to their limitations.

Later Mr. Lukas introduced me to her friend who apparently lived near my

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She was a teacher in a private special school in Yogyakarta. To get a better

education, she moved to Wonosobo, an area in Middle Java, and got her

undergraduate degree1. In 2009, we met again. When she knew I was an English

teacher, she always tried to speak in English with me. I was so surprised that I

could communicate with her fluently as her oral language and pronunciation in

English were easily understandable even though I never engaged with people with

special needs. Since then, I am always curious about how people with special

needs learn languages, particularly children.

Ms. Jeni taught in a private special school in Yogyakarta, teaching young

learners of kindergarten and elementary school. She then explained to me that

English in her school was simply taught and tried to convince me that the learners

were good in pronouncing the words. She asked me to come with her when she

was teaching to prove it. In another occasion, she explained further that not all

learners with hearing difficulty in all special schools had the same ability in

English because they had different methods in teaching. Since early age, the

learners had been accustomed to technology when learning, such as computers.

Previously, a friend of mine had also done a research of material design

for learners with hearing difficulty in SLB B Wiyata Dharma I Tempel

1

Lembaga Pendidikan Anak Tuna Rungu (LPATR) Dena Upakara in Wonosobo, Central Java was

firstly founded and run by the nuns of the Daughters 1of Mary and Joseph (PMY, Indonesian

acronym)in 1938. The number of pupils later increased, and in 1955 the nuns entrusted the care of deaf boys to the Brothers of Charity, who also opened a school Lembaga Pendidikan Anak Tuna

Rungu (LPATR) Putra Don Bosco in Wonosobo in December 8, 1955. In 1995, Dena Upakara

opened a special school in Wonosobo for these girls and boys. Later in 2000, the school was moved to Yogyakarta and named after Helen Keller (1880-1968), a blind and deaf American woman who successfully graduated from college and became an author, lecturer and activist for women´s suffrage, workers´ rights and the anti-war movement. It obtained government recognition

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Yogyakarta. They used a simple method for teaching English to young learners.

Computers were used in learning only for learners who had been in Senior High

School. However, there were times when the learners were permitted to use

computer with the teacher’s assistance. Unfortunately, they finally only played

some games installed in the computer. When playing, sometimes the learners

asked questions to teacher about things they did not understand. The teacher

realized this condition. It was done minimum once in a month to compare the

learners’ current knowledge and the English expressions they found in the game.

The learners who mostly came from modest family were not accustomed to

technology for their learning.. This condition did not ban the learners to access

technology. At home, they had the access to technology through their family

members’ laptop. Commonly they only played with it without truly realizing the

functions of laptop. This arouse a question in my mind if the learners were aware

if they could use other ways in English learning, such as computer games, which

were more fun and challenging for them. However, the negative perceptions that

computer games for children tended more destructive than constructive became

another consideration. By playing games, the learners were expected not only to

learn English but also to know the meaning of it. Thus, the appropriate game for

young learners with hearing difficulty needed to be mainly considered.

This condition became my milestone in determining my mind to conduct a

research in SLB B Wiyata Dharma I Tempel Yogyakarta to understand more on

how they learn English. Therefore, this research is relevant to English education

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media around them for learning and this awareness leads them to be independent

marginalized learners.

1.1 Rationale of the Study

The essence of education is to educate learners to be more knowledgeable

and then able to use their knowledge as a means to succeed in life. By having

education, the learners are expected to think logically and critically in order to

reach their full potential. Although education is aimed for all learners, in practice

the application is later considered by the characteristics of the learners.

This study particularly focuses on the education of learners with hearing

difficulty.

Learners naturally come equipped at birth with the ability to learn

language (Li & Gleiman, 2002:90). Through language, learners are able to follow

their education better. Their senses influence them to learn. However, different

processes happen for each learner.

Kauffman and Hallahan (2006:8) mention that education for exceptional

learners is required for realizing their full human potential. However, revealing

the learners’ potential needs process. Richards and Renandya (2002:71) explain

that progressive learning that becomes today’s trend in education is aimed to

enable the learners to progress towards self-fulfillment. This later helps the

learners to build learners’ autonomy in learning so that they will be more

independent and able to manage themselves. Autonomy in learning is very

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as they live. In learning, learners are gradually taught to form their self-autonomy

which later leads to learners’ independence to improve their life quality. The

improvement of learners’ life quality is characterized by the ability of the learners

to self-fulfill their needs. It became the main reason of this study. As mentioned

previously, this study was conducted to respond some issues in education that

focus on the computer games in learning English by young learners with hearing

difficulty. They need to learn English in order to be able to compete with normal

learners when they get involved in the society, both in written and in spoken.

From this phenomenon in English learning, the concept of pragmatic

progressivism is employed. The purpose is to help the participants to be more

autonomous and empowered in their learning because the participants of this

study were marginalized by their limitation to hear as what normal children do.

In Indonesia, according to data from UNESCO in 20092, the

implementation of inclusive education for children with special needs continues to

decline. It was proven by the position of Indonesia in the 58th out of 130 countries

in 2007. Meanwhile, in 2008 it declined to the 63rd out of 130 countries. In 2009,

Indonesia was in the 71st out of 129 countries. The continuing decline shows that

the education for children with special needs has not been fully considered. It is

also supported by the few numbers of the teachers in Indonesia and the less-

responsive curriculum towards the children with special needs.

2

The data from UNESCO was proposed in the Inclusive Education Stakeholders National Summit

(Pertemuan Nasional para Pemegang Kebijakan dalam Pendidikan Inklusi) dealing with the Opportunities for Vurnerable Children (OVC) program held by Helen Keller International (HKI) Indonesia in Jakarta on Monday, November 30, 2009 (http://edukasi.kompas.com/read/xml/ 2009/11/30/17003448/soal.pendidikan.inklusi.ranking.indonesia.merosot.terus).

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Furthermore, the emerging issue about government policy dealing with

better education for special needs learners also supports this study. According Act

20/2003 on National Education System3, every citizen has equal rights to receive

an education. It implies that learners with special needs have equal rights and

opportunities as well as other normal students in education, particularly in English

learning, so that they will be able to socialize in society. Thus, development in

ways of teaching needs improving. In addition, Minister of Education Decree No.

70/2009 on Inclusive Education4 also strengthens the actualization of education

for special needs learners.

The changes in education happen along with the development of

technology in teaching learning activities. Previously, learning using blackboard

and chalk might have been good enough. Nowadays, learning using modern

media, such as computer, viewer, and television, becomes more wanted to attract

learners’ attention for a better learning. For this reason, many schools have tried to

provide more modern equipment to support the teaching learning process. Berent

and Clymer (2003:2) explain that the challenges are obviously greater for

learners with hearing difficulty to study English by the means of technology in

non-English-speaking countries, like Indonesia. Hanson-Smith (2004) as stated by

3

T_{he main policy of Higher education system in Indonesia is regulated in the Act no 20, 2003 on}

the National Education of Indonesia. The Act no 20, 2003 is derived further into the Government Regulation no 19, 2005 on the National Standard of Education and, the Minister of Education decree no 28, 2005 on the National Accreditation Agency for Higher Education

(http://planipolis.iiep.unesco.org/upload/Indonesia/Indonesia_Education_Act.pdf).

4

Minister of Education Decree No. 70/2009 on Inclusive Educationcovers inclusive education for

children with disabilities and children with special needs. It stipulates the equal rights and access of people with disabilities to education and defines guidelines on the establishment and arrangement of special education at elementary, junior and senior high school levels

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Smith (2006) suggests that technology can provide the student with the means to

control his or her own learning, to construct meaning and to evaluate and monitor

their own performance. It means they can be more independent in learning.

However, based on estimation by Directorate of Special Education,

learners with special needs only got attention about 3% from other normal

learners’ population in education. The census in 2001 described only 3.7% who

got service and allowed to study in school institutions either regular or specific

school. The remained number of learners seems to be neglected and had not got a

better education service.

Based on the reality above, learners with special needs, particularly

learners with hearing difficulty, need more attention regarding to English

education as mentioned above. In communication, they depend on using sign

language or reading lips movement. From this consideration, there should be a

better way in giving English lesson to learners with hearing difficulty. Media play

an important role in contributing and creating several activities and knowledge to

the learners. In learning process, media have very significant impact in improving

the learners’ competency. Appropriate and representative media enable the

teacher to give a good effect in language learning process. Therefore, more

attractive and challenging media is needed. With the improvement of information

technology, computer game is believed to be one of good ways to facilitate and

support the learners in learning in order to become autonomous learners both

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It is also supported by Doyle & Dye (2002:10) who focus on the essential

of using the visual input techniques because most of the learners with hearing

difficulty are less attentive, easily discouraged and come out less confident in the

classroom than the normal learners. These learners are easily fatigued when

learning due to the efforts they need to do. As the consequence, the increased

fatigue levels make these learners’ behaviors more irritable in the classroom. For

this reason, the English language learning of the learners with hearing difficulty

becomes slow. Therefore, computerized games using visual input techniques may

play a basic role in enhancing leaning through visualization, experimentation and

creativity of play which become fundamentals the effective teaching for the

learners with hearing difficulty (Betz, 1995:34).

In addition, learning language can be more interesting through using

educational games as teaching aids (El-Harbi, 2009:34). As a result, computerized

educational games, a combination between educational games and computer,

began entering the classrooms as a prominent topic in teaching learners with

hearing difficulty. Li (2007:87) defines the computerized educational games as

instructional activities are based on entertainment, competition and reinforcement

while presenting a superficial or simulated reality. The uniqueness of computer

games in English learning in terms of moving pictures and relevant stories related

to daily life, and the possibility to apply it outside school hours make learning

process become more interesting and challenging to do. Langran & Purcell

(1994:43) see that the teachers should know that explanations and examples can

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when learners use computerized educational games in the class, they will motivate

the learners to finish the given tasks, even when the process required long periods

of time.

These considerations later focused my mind in helping the learners with

hearing difficulty in SLB B Wiyata Dharma I Tempel Yogyakarta to enhance their

English learning with computerized educational games. Against the learning

methods applying nowadays for marginalized learners, the need of this research is

apparent.

1.2 Problem Limitation

Pointed towards highly the visual input techniques, the study used a

computerized educational game as one of the visual input techniques to help

children with hearing difficulty to develop aspects of English. The game does not

only bring the visual input for the learners, but also a direct way in teaching the

learners. So, the researcher used a certain computerized games to develop English

for children with hearing difficulty.

Despite the importance of using a computerized game in the classroom for

children with hearing difficulty, using them is not the main challenge. Nielsen

(2006:80) shows that the real challenge for using computerized games in teaching

and learning language for children with hearing difficulty is where computerized

games can give a better learning experience language.

This study is along with Berent, et al. (2007:200) that the roots of the

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teaching English for the learners with hearing difficulties. In other words, it is

considered that the real challenge is in the effective use of the computerized

games on developing English for young learners with hearing difficulty.

Meanwhile, in SLB B Wiyata Dharma I Tempel Yogyakarta, technology has not

been used yet for all levels of learners during the existing limitations.

To enhance children with hearing difficulty’ acquisition of English and to

increase their motivation for learning English, this study attempts to examine the

use of a computerized educational game as one of the reflections of the visual

input in the field of teaching young learners with hearing difficulty.

In the current study, the enhancement of using a computerized educational

game to develop English for children with hearing difficulty is examined. In

addition, there is no study in Indonesia that tackled the use of computer games for

teaching English for young learners with hearing difficulty in SLB B Wiyata

Dharma I Tempel Yogyakarta. However, in the case of educational research, the

game used was contextually made educational through the engagement between

the participants and the researcher.

1.3 Previous Related Studies

This part elaborates the previous studies similar to this study. There are

three fields of discussion concerned to differentiate the studies. The first one dealt

with studies that examined the effectiveness of using computerized educational

games in teaching English language. The second field is related to the studies

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other school subjects. The last field of the discussion engaged in studies that

examined the effects of using computers in teaching English language and other

school subjects for learners with hearing difficulty.

The first study of computer games use in teaching English Language for

the ordinary students that will be discussed was conducted by Palmberg (1988)

who investigated the effect of playing computer games on learning English

vocabulary for Swedish-speaking in elementary level and discuss the role of

computer games as a technique used to teach English in Finland. This study shows

that computer games help students to learn new English vocabulary at their own

pace, depending on how they are focused on the learning. Another study presented

by Lim (2005) was on the effect of English reading instruction with the

application of computer games for the 4th grade learners compared to the

traditional method in China. The result of this study showed that learners who

experienced more reading materials could improve their English language better

than those who were just controlled. Therefore, this study reveals that reading

skill in learning English language can be improved by using computer games if

suitable techniques and materials are well-prepared. Following Lim, Yu (2005)

carried out a study in Japan about the effect of grammar-based instruction

computer games on learners’ motivation and classroom atmosphere. From this

study, it was shown that after using computer games, the learners were more

learner-centered and improved their accuracy in grammar. The next study also

examined similar discussion. Hamzah and Dourad (2009) did the study on the

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tense and past simple tense. They also aimed to gain imminent of the teachers and

learners in Malaysia when using computer games in teaching and learning

grammar. This study recommended that using computer games on learning

grammar can be an effective way. Different from the previous studies, Kablan

(2009) intended to observe if using computer-game-based exercises increased the

learners’ performance and academic achievement among 1st and 2nd graders. The

study showed that the academic achievement enhanced as a result of using

computer games which facilitate the learning process.

The other field of study is teaching other school subjects for ordinary

students with computer games. Apparently computer games are used not only for

learning English language, but also for learning other subjects. One of them is for

treating reading disabilities. The study was conducted by Al-Helih dan Ghuneem

(2002) who examined the impacts of computerized and ordinary linguistic

educational games in treating reading abilities for the 4th grade of elementary

school learners in two private schools in Amman. The study revealed that learners

showed that learning reading using computerized games was more effective than

ordinary games. Another school subject using computerized educational games is

mathematics. Neimeyer (2006) intended to find out if the use of computerized

educational games has an effect on the mathematics achievement of the learners

of the seventh grade in Texas. Meanwhile, Tuzun, et al. (2008) tried to observe

the effect of using computer games on Turkey’s primary school learners’

achievement and motivation in learning geography. The result showed that the

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achievement and motivation for both in mathematics concepts and in effective

geography learning.Therefore, it is even convincing that computerized educational

games are great help for learners with hearing ability to learn English language.

The fun the learners get from playing the games motivate the learners to know

more about what they learn.

The other area of related researches is teaching English Language with

computer games for learners with hearing difficulty. Related to this study, there

were some studies similar to this study conducted in the same field, which is using

computerized educational games in teaching English language for learners with

hearing difficulty. Fogel (1990) examined the effectiveness of computerized

educational games called the "Yes-No" game in order to overcome the difficulties

of formation Yes -No Questions for the deaf students. Meanwhile Melon (1991)

continued the study by conducting a Question Game study. The purpose was to

explore the effectiveness of highly visually-oriented Computer as Assisted

Instruction (C.A.I) for teaching syntax to learners with hearing difficulty. In this

study, Melon used Yes-No Game and WH-Game. Both studies show that the

games may help the learners to learn and memorize simple grammar and assist the

teacher to adapt teaching with new technique. Another study by El-Dosoqi (2003)

investigated the effect of electronic educational games to help the learners with

hearing difficulty to look toward the individual differences. This study focuses on

the characteristics of the games and the criteria of the use. The result concluded

that the unique characteristics of the learners were not a matter for the teacher to

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suggested the curricula designers to include modern educational teaching

techniques in the curricula in order to help the learners with hearing difficulty to

learn better. Barker (2003) , in addition, examined the acquisition of “everyday”

vocabulary of learners with hearing difficulty in an auditory/oral program called

“Vocabulary Tutor” program. Briefly, this program gave the children sound and

written form with drawing and pictures for each word to be learned. After being

conducted for three years, this study revealed that this program helped the learners

with hearing difficulty who were labeled not having good linguistic ability to

acquire and develop their vocabulary. As the proof, most children involving in the

study kept more than half of the new words after a month.

From the previous studies divided in three different areas, it shows that

implementing computerized educational games for teaching learners with hearing

difficulty brought positive results on their learning. The studies indicated that the

learners can be more learner-centered in learning and able to learn at their own

pace because the learners were encouraged and motivated in learning through the

fun the games offered. They became more independent learners. The different

characteristics each learner had did not prevent the learners from developing

themselves to learn many school subjects by the assistance of computerized

educational games. However, they should be assisted first by the teacher before

being able to operate the games themselves. Nevertheless, this study focuses on

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1.4 Research Question

The previous discussed studies have directed this study to a question

related to the English language learning of learners with hearing difficulty. The

study, therefore, is aimed to address the following research question: How do

computerized educational games enhance young learners with hearing difficulty

of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning? To reach an

understanding of this question, it was important to turn to those who have lived

such difficulty to experience another method in learning. As the result, what the

meaning is to the learners can assist in proving the answer to this question.

1.5 Research Goal

In conducting this study, a deep engagement with the young learners was

needed in order to reveal what was behind the learners’ experience during their

playing the computer game, in which this study used computerized educational

game The Sims (2000). The goal of this study was to describe and interpret the

participants’ enhancement of young learners with hearing difficulty of SLB B

Wiyata Dharma I Tempel Yogyakarta in English learning with computerized

educational games.

The observations also revealed some actions done by the learners when

applying the technology and processes happened. Their actions were then

actualized in a form of long and thick description based on conducted interviews

and video recording. The result of the interviews and video recording finally

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research also discovered emerging themes of participants’ meanings of computer

games and tried to understand the participants’ experiences during their English

learning when playing computer games.

1.6 Significance of the Study

SLB B Wiyata Dharma I Tempel Yogyakarta is one of public special

schools in Yogyakarta which has not implemented technology in English learning.

The study of computerized educational game to the participants in this school was

essential in order to understand their experience when playing computer games. It

was expected to bring some theoretical and practical benefits for future English

learning. I chose 2 participants of 5th grade for this study. I expected to find new

information and life insight about this subject. For the teachers in SLB B Wiyata

Dharma I Tempel Yogyakarta, this study provided theoretical benefits that might

help the teachers in knowing the learners better and finding new methods in

teaching them.

In addition, this study provides practical benefits for the young learners in

experiencing computer games as a way in English learning. It also helps them to

be aware that they are actually able to learn independently and monitor their

learning themselves. Finally, the result of this study can provide information to

the stakeholders to be used in adjusting related curriculum and policies in

education with the contextual needs of young learners with hearing difficulty. In

elementary school, English is taught as a local content. Even though there are

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competency that children with hearing difficulty should achieve. Therefore, the

suitable curriculum and policies will encourage special schools to arrange their

programs during the academic year suitable with the learner’ needs. Later, by

having this study, experts in technology is encouraged to create more effective,

interesting, and challenging computer games that can be used by children with

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18

CHAPTER II

LITERATURE REVIEW

The second part describes how I answer my problem formulation

theoretically by providing the foundation for contributing to the knowledge base.

For this reason, I need to clarify the concepts used in my study in order to put the

problem in the context of English education in theoretical review. By having the

theoretical review, as Merriam further discussed, I also demonstrate how the

present study advances, refines, or revises what is already known and show how

my study deviates from what has already been done. Thus, in theoretical review,

some related theories are elaborated. Later some related researches that have been

conducted previously are also structured so that both related theories and

researches help me to build my theoretical framework of this study and put the

statement about the hypothesis of this study which becomes the aim to achieve in

this study.

2.1 Theoretical Review

Theoretical review elaborates any theories which give a clear

understanding about the constructs and related concepts conceived in my research

title, problem identification, problem limitation, problem formulation, goals, and

prefigured theme coding. Besides, it situates my study in the knowledge base of

the field. These theories are not a compile of quotations only, but a tool to help me

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study, computer games and English learning for young learners with hearing

difficulty, there are some related theories discussed. Those theories are

categorized into five big parts, which are: (1) English Learning, (2) Educational

Games, (3) Computer-Assisted Language Learning (CALL), (4) Computerized

Educational Games, and (5) Young Learners with Hearing Difficulty.

2.1.1 English Learning

In learning English language, second language acquisition becomes crucial

because knowing how learners acquire languages and what things affect the

process of acquisition help me to focus more on what to concern. Therefore, this

section elaborates how English language is learned by the children, the input and

interaction for the learners, and learning strategies used by the learners.

2.1.1.1 Children in Learning English Language

Children are excellent learners who can acquire language naturally.

Unconsciously, they are influenced by their environment and imitate what they

see and hear. This is along with what McGlothlin (1997) mentions. He divides the

English language learning process into two parts. The first parts deals with how

the new language comes to the learners and the second part deals with the idea of

how the learners come to the language (the strategies the learners use to learn the

language).

One needs motivation in learning process, both internally and externally.

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language is difficult appears to them. Moreover, their innate language-learning

strategies to learn language have not yet diminished just like as they grow older.

For these reasons, children can learn language faster than those older than them,

in various paces depending on how their learning setting is. Paradis, Kirova, and

Dachyshyn (2009: 3) state the different results are due to:

1. Language aptitude

Each child’s language aptitude varies among individuals. It is an inherited

characteristic, so that it cannot be changed.

2. Age of acquisition

Learning language in all ages is possible. However, it is better to learn

language during their early stage of development, which is during the

childhood. Children’s ability in learning new knowledge is innate. Therefore,

different outcomes will appear when individuals of different ages learn

language at the same learning setting.

3. Socio-economic status

The family’s socio-economic status of children will affect the learning results.

It is primarily measured through the levels of education and income of the

parents. Children from higher-education and higher-income family will learn

differently from children from common family since the parents will treat

their children differently at home.

4. Quality and quantity of English exposure

When learning in class, children have the same materials given by the teacher.

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experiences in learning, depending on the books they read, people they talk

with, and environment they live in.

For these reasons, when in school, learners should be provided with

appropriate learning materials. Therefore, the teacher has the responsibility to

provide the learners with proper materials and exposure, as well as opportunities

for learning English (Cameron, 2002: 15). The exposure is in the form of

activities adjusted to the learners’ need and interest, instead of the curriculum. It is

supported by Bejarano and Gordon (2012) who suggested a model for designing a

program to teach English as a foreign language for young learners, taking into

account the young learners’ cognitive and affective needs.

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The figure explains that in order to create a teaching program to teach

English language, teacher should consider the objectives in order to create and

compile the best teaching materials for learners. On the other hand, the suitable

teaching techniques and activities are also designed, regarding to the learners’

background as mentioned previously.

The explanation above reveals that what and how the learners will learn

can affect their next learning development. Teacher should pay attention on some

points before teaching. Thus, preparing the suitable materials and activities is

necessary.

2.1.1.2 Input, Interaction, and Negotiation of Meaning

Input, interaction, and negotiation of meaning theories relate to what and

how the learners experience the phenomenon. However, the understanding of

these theories can improve my ability in treating my participants equally to create

supporting atmosphere in conducting this study. The explanation of what actually

input, interaction, and negotiation of meaning are will be stated as follows.

2.1.1.2.1 Input

In language learning, input is an essential part that can be obtained orally

and literally in both natural settings and classroom. As cited in Beatty (2003),

Ellis indicates that input refers to the language which learners are exposed to. It

can be ‘comprehensible’, one that the learners can understand, and

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also states that input is actually a message aiming to the learners that while they

consist of structures and grammar, the learners’ current competence are made

understandable by the context where they occur.

Yang (2007:10) suggests that in order to understand what input should

be exposed to the learners, the importance of input defined by three different

views – behaviorism, nativism, and constructivism – should be elaborated briefly.

The behaviorism view sees input as stimuli and language acquisition occurs when

responses to stimuli are conditioned. Meanwhile, the nativism states that human

beings naturally possess Language Acquisition Device (LAD) and it can be turned

on once they have the access to input. Therefore, here input is used to trigger our

innate language learning ability. Different from the previous views,

constructivism believes that language can be acquired from the result of input as

well as interaction with others.

Yang, further, elaborates that according to Krashen’s Comprehensible

Input Hypothesis, acquisition happens when the learners understand messages

which are just far away from their current development stage. Therefore,

comprehensible input in language acquisition is important. Krashen explains

further that there are four characteristics of optimal input for acquisition, as cited

in Kenning and Kenning (1990). Those are comprehensible, interesting and/or

relevant to the acquirer, not grammatically sequenced, and provided in sufficient

quantity. However, merely receiving comprehensible input does not guarantee the

acquisition since comprehensible input is a necessary, but not the only condition

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For this reason, Schmidt (1983) argues that learners need to notice input before

assimilating it into intake.

From the theories above, input is considered as one of important learning

components to create a successful learning outcome. Nevertheless, to make input

comprehensible and meaningful, the ways the learners interact affect the learning

process and outcome.

2.1.1.2.2 Interaction

Interaction is one of characteristics of any living species. Animals, plants,

and human beings interact. Ellis (1999:1) defines interaction as the social

behavior that occurs when one person communicates with another. It can occur

inside our minds, both when we engage in the kind of ‘private speech’ and when

different modules of the mind interact to construct an understanding of or a

response to some phenomenon. Therefore, Ellis divides interaction as

interpersonal and intrapersonal. Meanwhile, Hall (2004:611) explains that

interaction is not just merely to gather individuals to work toward a common goal

that leads to transformation. She adds that interaction is the relationship that is

developed, with the methods by which talk is accomplished in this relationship

creating the object of knowledge and, at the same time, the tool by which that

knowledge is known. In other words, interaction is a way to convey thoughts

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Related to this study, as cited in Paiva (2011:1), Chapelle (2003)

proposes another kind of interaction, that is ‘between person and computer’. She

later synthesizes the basic types of interaction to three different perspectives on

the value of interaction discussed by Ellis (1999) – interaction hypothesis,

sociocultural theory, and the depth of processing theory. The synthesis is

elaborated below.

Table 2.1 Benefits of three types of interaction from three perspectives

[in Chapelle (2003) as adopted by Paiva (2011:1)]

From the table, as Paiva writes, Chapelle tries to explain further about the

type of interaction she offers as follows.

The cells in the table suggest the hypothesized benefits to be attained through interaction from each of the theoretical perspectives. For example, from the perspective of the interaction hypothesis, interaction between people is expected to promote negotiation of meaning, and if it does so, this should be beneficial for language acquisition. Since the three theories do not specifically address learner - computer interactions, I have filled in the logical predictions in italics. (2003:56)

Chapelle’s explanation emphasizes that interaction occurs not only through oral or

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interaction brings the learners enhanced input. Later, the learners learn to use

computer as a help for them to focus on learning language.

However, computer use in language learning can also disturb the

learners. Paiva (2011:5) discusses the behavior of human beings and computer in

her paper. She clarifies this statement.

The same way silence or a still face disturbs the participant in an interaction, as shown in Tronick’s experiment, computers also disturb their users if the machine does not give them any hint in response to their actions. Computer specialists took interactional instinct into account when they devised semiotic clues to calm us down. To mention just a few, an hour-glass tells us that it is worth the wait for saving a file, or opening a program; a specific sound gives us feedback about wrong actions, and a green bar informs us about the progression of a file downloading, where one can see a myriad of different information pieces: percentage of downloading, the representation of the percentage in a bar, the amount of MB downloaded, the rate of the transference speed, and the amount of time expected for the conclusion of that task. (Paiva, 2003)

Based on this explanation, it indicates that learners need to be provided with

signals to facilitate their interaction with electronic devices.

From the explanations above, it can be inferred that interaction is

unavoidable and happens everytime. The hour-glass, the specific sound, or the

green bar appearing repeatedly inform the learners about what is actually

happening and later they learn what to do through trials and errors when the

signals appear.

2.1.1.2.3 Negotiation of Meaning

When learning, learners often find themselves in confusion. Interaction

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during the interaction. Long (1996) as cited in Yang (2007:22) defines negotiation

as:

The process in which, in an effort to communicate, learners and competent speakers provide and interpret signals of their own and their interlocutor’s perceived comprehension, thus provoking adjustments to linguistic form, conversational structure, message content, or all three, until an acceptable level of understanding is achieved.

This negotiation encourages language acquisition because of the occurrence of

interactional modification as expressed by Long (1996) as the Interaction

Hypothesis (Gass, 2003:234).

Negotiation for meaning, and especially negotiation work that triggers interactional adjustments by the NS or more competent interlocutor, facilities acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways.

It explains that negotiation of meaning takes place when the learners do not

understand some utterances. In the process to negotiate, learners learn to both pay

attention to the utterances that are not comprehensible and attempt to produce

comprehensible output.

When negotiating meaning, learners obtain feedback for their study,

implicitly and explicitly (Gass, 2003; Long, 1996). Implicit feedback appears

indirectly in form of clarification requests, confirmation checks, and recasts.

Meanwhile, explicit feedback happens directly to correct the learners’ errors

(Braidi, 2002).

The concept of negotiation of meaning appears as a result of learners’

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feedback from what they do. It can be positive, such as appraisal, or negative, like

rejection. In this study, feedback is essential to provide the learners with the

ability to analyze and later overcome problems happening during their learning

process.

2.1.2 Educational Games

During the learning process, motivation leads to the success of the

learning. However, learning in classroom is considered as boring and not

motivating to learners. Therefore, games are developed to create different learning

atmosphere. For this reason, educational games are created to give more

motivation to learners during their learning process. In this part, the discussion

about educational games is elaborated.

2.1.2.1 Definition of Educational Games

Educational games combine education and games to create different

atmosphere in teaching learning process. Education is divided into many different

disciplines. Therefore, different games are created to help learners learn different

subjects. However, games in education are not always educational. Below is the

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= Games in education

= Educational games

Figure 2.2 Venn Diagram Illustrating Educational Games

The figure above shows that games are used in education, but not always

educational. They can be educational if it is prepared and conducted

educationally.

Educational games exist to assist the learning through a more fun way.

They bring joy as well as knowledge. Through educational games, learners are

thought to be aware of the meaning and intrinsic value of the games.

An educational game, designed for learning, is a separation of both play

and fun. Prensky (2001) mentions that an educational game is a melding of

educational content, learning principles, and computer games. It is organized to

provide both education and pleasure. Playing relaxes people, putting them in a

accessible state for learning. Besides, it helps the learners to experience and

explore more knowledge they can acquire during the game playing. Games in education

Educational games

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Another definition is from Allery (2004:40) who defines educational

game as a competitive activity with a prescribed setting, constrained by rules and

procedures in which the learning results from playing the game and not from the

academic content. Rules and procedures limit the exploration of the learners to

interact and behave when playing. However, through the limitation, the goal of

the game should still be achieved. Therefore, learners should find out the solution

to this problem.

Meanwhile, Sanchez, et al. (2007:65) define educational game as a way

in which learners get repeated exposure to an aspect of language without being

boring. As a result, games create a fun atmosphere of English teaching and

learning.

Based on the previous theories, in this study, an educational game is

defined as an activity containing educational content and learning principles to

create fun and lovely atmosphere during the teaching learning process, but limited

by rules and procedures in the implementation. However, the implementation of

educational games in teaching English language depends on the characteristics of

the participants of the study and objectives to be achieved in this study.

2.1.2.2 Characteristics of Educational Games

A game cannot be mentioned as educational just because it gives new

knowledge to the learners. Nonetheless, Biocchi (2012) argues that an educational

game has to be able to help the learners develop their characteristics. Besides, it

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learners’ characteristics. Biocchi, further, explains that an educational game

should never punished learners because of getting a wrong answer. Instead, it

should display the instructions again or have them solve a simpler problem. It

means an educational game should create comfortable feeling for learners, so that

they can improve themselves.

According to Harvey & Bright (1985:5), an educational game should

involve a challenge against either a task or an opponent, but limited by a definite

set of rules. It is also considered from two points of views, psychologically and

socially. A game is psychologically called educational if it does not separate from

the real life situations, while socially if the events in the game reflect the

importance of social life and how to build social relationship. Of course, there are

some problems might occur within the game, but an educational game should

provide the learners with possible solutions and a risk of ending the game if the

solutions cannot be obtained. Furthermore, a game should be easily engaged by

learners to create simultaneous learning.

Other researchers, McCarthy (2002:90) and Pham (2007:65), present

that to teach English language, an educational game focuses student's attention on

specific structures, grammatical patterns, vocabulary items, spelling, and

pronunciation. In other words, the game can be used within all skill areas in any

language teaching situation. Moreover, it should have the functions as

reinforcement, revision and enrichment to the learned material. It means the game

needs to implicitly contain knowledge. An educational game, furthermore,

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process of the playing. However, it needs to provide feedback both for the

learners and the teacher. To create successful learning, the age and language

levels of the learners should be considered as well in order to choose an

appropriate game that is equal for both slow and fast learners.

As cited in Rainders (2009:2), Prensky (2001) argues that games share

some characteristics. They are actually the representation of a story which

contains rules, goals and objectives to achieve by interaction. Games also offer

learners with conflicts, competitions, challenges, and oppositions. Those problems

in games can be either solved or left abandoned. No matter what the result is,

games should give outcome and feedback to learners to improve their playing

better.

Based on the characteristics mentioned above, in this study, an

educational game not only provides fun and easiness to play, but also should

consider the psychological and social development of the learners. Therefore, the

tasks and goals set by the rules need to accommodate the process of development

considering the age and language levels of the learners. It means during the

playing the learners will face problems and an educational game should give the

learners a chance to solve them. This situation teaches the learners to be able to

overcome problems coming to them in life.

2.1.2.3 Advantages of Using Educational Games

Games used in education are considered beneficial for the teaching

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advantages in educating learners. Moursund (2007:30) analyzes games from three

points of views, namely cooperation, independence, and competition leading to

the determination of winners and losers. It means that games should offer

cooperation between learners. They need to learn to work together for achieving

the goal. Games should also be competitive, leading learners to win or lose. By

playing the games, learners are taught to know the risks when they win or lose.

Finally, games should make learners become independent. Learners dare to do

everything themselves, without others’ help.

Playing educational games, according to Keesee (2011) also help

learners with focus, self esteem, and memory. Learners learn to be patient when

waiting to achieve the next level. Once learners can get to the next level, they are

encouraged to do better. Here is the part where learners’ self esteem start to

improve. Along with the playing, learners actually recall their memory. So, games

can be used to sharpen the learners’ memory.

Conscious learning can lead learners to boredom. Therefore, creating a

meaningful context for language use is another advantage games present (Cross,

2002:15). Through games, learners can focus to their own learning. It helps

teachers to create unconscious learning contexts during their teaching activity

since learners’ attention is not on the language, but on the games and messages

contained in the games. It means games might lead to a successful learning

process when learners enjoy the process. It is supported by Nemerow (1996:25)

who mentions that games is a different way that makes learning easier, more

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In conclusion, educational games can encourage both English language

teachers and learners during teaching learning process to achieve the intended

goals. Teachers are encouraged to create meaningful contexts which are relaxed,

fun, and enjoyable to teach learners. Moreover, the games are expected to lead

learners to learn independently and confidently. Meanwhile, educational games

help learners enjoy the process and unconsciously accept the knowledge delivered

through the games.

2.1.2.4 Which Educational Game to Use

There are many games able to be used in educating learners. However,

not all games are applicable for educational purposes. Teachers should be careful

in choosing games if they want to make them beneficial.

Firstly, teachers should consider the goals wanting to be achieved in

teaching learning process. Then, they decide on the purposes of using a game,

whether it is suitable with the learning goals. It needs to be concerned that a game

might be appropriate and useful. However, as Gulin, et al (2011:221) say when its

value is considered from the view point of foreign language teaching and then

compared to the purposes of the learning, it may have little or no purpose. It

means teachers should see if the game will support the goals of learning.

Furthermore, as cited in Shagga (2012:18), Nedomova (2007) explains

that teachers also need to consider whether the games are only an effort to avoid

boredom for the learners or really used to assist the learners to revise and practice

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be aimed to help learners acquire English language better, not just to have some

fun.

Considering the level of the game is equally important while choosing

games. Biocchi (2012) explains that it is crucial if educational games have to be a

simple user interface and control scheme. Learners as players should be able to

pick up the games and play them without needing to memorize any complex

controls. So, different learners will have different levels. Teachers should decide

whether the level of the games fits students’ language level because a game may

become difficult when it is beyond the learners’ level or it may become boring

when learners find it too easy to carry on (Deesri, 2002:77).

To sum up, to choose the suitable games for educational purposes,

teachers should consider the purposes of the teaching learning process to be

adjusted with the learners’ level, including their age, achievement level, family

background, and context of learning. Teachers should take all these factors into

the account to choose appropriate games. Moreover, they should provide the

opportunities to cooperate, participate, and compete in learning to help them to be

more motivated.

2.1.3 Computer Assisted Language Learning (CALL)

Computer as assistants for learning or so called as CAL (Computer

Assisted Learning) has been an essential need. In educating, teachers have long

involved computer as a means to transfer knowledge to learners as the

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to help learners cope with their learning in order to get improvement. As Young

(2009:34) explained that computer can be placed in any locations where learners

can learn freely. It means that computer can be situated in the classroom, in a

specially designed area of a library, or in any convenient location where the

students, or small groups of students can work uninterruptedly. Moreover, now

there is portable computer called laptop and tablet that can be brought everywhere

easily to support the learning process.

In learning language, furthermore, it is unavoidable that computer is

extremely needed. More programs to help language learning are then developed.

Even, there are more English teachers using CALL. In this part of discussion,

there are some points of CALL elaborated, namely the definitions

The enhancement of young learners with hearing difficulty of