THE USE OF A COMPUTER GAME TO IMPROVE STUDENTS’ ABILITY IN MASTERING VOCABULARIES (A quasi experimental study on vocabulary mastery in one of junior high schools in Pamulihan, Sumedang).

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CHAPTER I

INTRODUCTION

This chapter discusses the introduction of the research. It tends to provide brief

explanation about the whole paper. It is initiated with the background of study,

followed by limitation of study, research questions, aims of study, hypothesis,

research method, procedure of study, clarification of the terms and ended by

organization of the paper.

1.1. Background of The Study

The common stereotype of people about vocabulary is a long list of words from

textbooks, spelling word lists, or even the various lists of terms to study for

examination only. This circumstance drives many practitioners to use various

techniques to teach vocabulary. Normally, flash card becomes favorite technique

in mind. No doubt that this comes up to share the common childhood experience

of having to “go look up the words in dictionary, write the definition, and then

write the sentence using the terms,” but how many of that vocabularies remain

unforgettable?

To deal with those unforgettable issues, other techniques come as an alternative.

First, it has two main criterion “look and remember” technique. Here, students

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memory they wish they had. Another common vocabulary study technique is to

do “word-rehearsing.” It is about saying the terms over and over again, usually in

the exact language and format in which the definition originally comes.

While both techniques are considerably effective to enhance students’ mastering

vocabularies, those techniques are nonetheless a true weakling when compared to

others considerably stronger techniques that could be used. These “look and

remember” and “word-rehearsing” seems to be seductive strategies as Haycraft

(1993) believes that for students, it seems working but only short terms. So that it

rarely results in sustained memory of the new terms.

Nevertheless, researchers (Melka, 1995; Nation and Waring, 1995; Nagy, 2005)

offer the good way to learn vocabularies. In which it should be taught in a manner

that makes the vocabulary meaningful to make it remembered. It can be

interpreted that vocabularies should be taught within meaningful context, so the

new terms are part of experiences which are meaningful to the students. In other

words, the new terms for students to learn are in meaningful context, so that

students understand them contextually and have a chance to understand how to

put them in different context.

Because of that, the stereotype definition to vocabulary supposed to be changed. It

is not only the series of words that should be learnt, but more than that. It is series

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An issue rises in its application. Often teachers in secondary schools weekly

require students to memorize lists of vocabulary terms. So that the result is

students who perform well in memorizing the list is considered that he/she can

master the vocabularies. It is believed that their scores in quizzes and unit test are

a good reflection of students’ vocabulary skill. Yet the real test is whether they

still remember those vocabularies in a few months later? Or can they keep the new

term they gained? If the answer is “NO”, then the whole teaching/learning/testing

and exercise were largely a waste of time and energy.

Although there are no specific and perfect ways to teach vocabularies to students,

still, vocabularies are basic to communication and often seen as problems for

foreign language learners. “when students travel, they don’t carry grammar books,

they carry dictionaries.” (Krashen, cited from Lewis, 1993). So it can be

concluded that efforts to identify and to give another techniques to teach

vocabulary are needed, considering how important they are.

Generally, every teaching and learning activity has two main elements; teacher

and students (Suherdi, 2009). Because of that, if learning vocabularies becomes a

waste of time and energy since students cannot reach learning goal, the analysis

will only be narrowed to those elements. It can be inferred from the teacher who

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In non-English spoken countries (as, Indonesia), the chance of failure to some

extent is higher. Since in Indonesia, learning vocabularies usually takes place only

in class during the English lesson, learners have a little time to gain and to

practice the new terms they get. This circumstance is quite impossible to

eliminate, yet, it can be possibly reduced by taking some considerations to teacher

techniques and learning media in the teaching-learning activities (Suherdi, 2009).

By joining a good teacher techniques and learning media, it can create an effective

learning that is able to dispel or reduce the failure of vocabulary learning. In this

case it is built by creating made approaches, planned method and

well-applied techniques. In addition, this effective learning can stimulate students to

become active learners in their own right (Brown, 2001; Cameroon, 2001).

Unfortunately, there is no single formula for giving effective vocabulary teaching

and learning, and there is no single ‘right way’ to explain that are high quality

vocabulary learning experiences for students (Schmitt, 1993: 27-33).

Furthermore, besides learning media and teacher techniques, students’ motivation,

which actually is connected to them, is assumed to be effective to create chance to

eliminate the failure of vocabulary teaching. Because of that, to brush up

self-motivation, there should be a creative, active, innovative and joyful teaching and

learning to motivate learners, to give them exposure in gaining or mastering

vocabulary accurately by learners’ own way. Such activity considerably helps

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linguistic, and becomes more attentive to important categories in the target

language vocabularies they learned (Weaver, 1990).

Hence, the effectiveness of learning and teaching is judged not by performance

but by outcome (Haycraft, 1993; Brown, 2001; Cameroon, 2001.) and the

outcome that counts in higher education is the quality of the students vocabulary

learning scores that occur. So it can be summarized that effective vocabulary

learning is vocabulary learning that is well organized and presented clearly and

enthusiastically with variation and students’ involvement and great outcome as the

results.

On the other hand, from those three aspects; learning media, teacher techniques,

and students’ motivation, it seems that learning media can provide a chance to

affect the other two aspects. An attractive, innovative, learning media makes

teacher easier to carry out teaching activity. It is also related to students’

motivation. The more interesting the media is the higher motivation of students to

learn vocabulary.

In recent time, the use of technology changes students’ mind a lot. This

circumstance advances education applications of computer that provide a raid

growing resources for language classroom. Because of that, learning language,

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technology to be applied in a language classroom. Hence it creates

Computer-Assisted Language Learning or CALL (Beaty, 2003; Egbert, 2005).

In view of facts, CALL provides game as a language learning media. As in

Walton (1999) computer game is used to learn the use of language, history,

geography, current event, theology, management and math. Another example

provided by Palmbreg (1988). Here, the computer game was analyzed to be used

as a media to learn foreign-language vocabulary. In a view of those researches,

vocabularies can be taught using a computer game.

Furthermore, computer game as a learning media is one way to work out the

problems. Game encourages, entertains, teaches and promotes fluency or at least,

game is used to show students the beauty of foreign language they learnt, not just

a problem that at times seem overwhelming (Uberman, 2007). Computer game is

also developmental, educational, social and fun (Walton, 1999).

In particular, in Indonesia, a little work has been carried out on vocabulary

mastery using a computer game which is not specified for learning media, since

Indonesian researchers still assume that teacher in Indonesia is “non-native” to

computer. So, considering how important learning vocabularies for foreign

language learners and advancing technology to the classroom activities and also

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investigates the vocabulary mastery using a computer game as one of the features

of Computer-Assisted Language Learning.

Besides that, vocabulary mastery has been developed for traditional classroom

type learning and thus need to be reassessed for CALL. It offers the unique

advantage of learning, analyzing, and both the development of vocabulary

knowledge and usage.

From several reasons in the previous paragraphs, this study investigates the

usefulness of a broad range of vocabulary mastery in CALL environment in terms

of vocabulary knowledge.

One appropriate computer game is used for this study. The game criteria are based

on Gairns and Redman (1986) about visual technique and verbal explanation in

learning vocabulary, since the new terms must be defined using language and

example which are already familiar to students and that the more ideas form

background knowledge with which the students are able to associate them. This

chosen game is utilized as a media to learn vocabulary. The game uses as an

example to comprehend the effectiveness in regard of learners’ development in

mastering vocabularies.

Based on the several reasons in the previous, it is summarized that this study

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vocabularies. It is assumed that using games in teaching and learning process as a

media can help developing students’ ability in mastering vocabularies.

1.2. Limitation of Study

This study only investigated whether a computer game as a feature of CALL is

quite effective as a language teaching media to master vocabularies for foreign

language learners, in this case, junior high school students, grade 8. It explains

how and why by giving appropriate statistical manifest to this study and its

interpretations.

1.3. Research Questions

This study aimed to seek the answer of following questions;

1. Does playing computer game improve students’ ability in mastering

vocabularies?

2. What are students’ responses toward the game as a media in mastering

vocabularies?

1.4. Aims of The Study

Associated with the previous research questions, this research investigated the

application of role playing game as one of Computer-Assisted Language Learning

feature to enhance students’ ability of vocabulary mastery. It tended to seek not

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vocabularies using game. In addition, the authentic responses of students toward

the game to be used as a media in mastering vocabularies were analyzed. This

aims of the study are supported by theoretical foundations of vocabulary mastery

and the theories of CALL.

1.5. Hypothesis

This research was begun with null-Hypothesis (H0) where both classes conducted;

experimental class and control class are similar in the ability level of vocabulary

mastery.

H0 : µexperimental = µcontrol

So, the null hypothesis of this research is playing a computer game cannot

develop students’ ability in mastering vocabulary. In other words, there are no

significant different between experimental class and control class in mastering

vocabulary.

1.6. Research Methods

Some brief explanations of research methodology for this research provides

below;

1.6.1. Research design

In general, this research employed a quantitative method of analysis. Some

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affected the students’ vocabulary mastery by analyzing the result of the tests as a

quasi-experimental design (Hatch and Farhady, 1982; Hatch and Lazaraton, 1994;

Kranszler and Moursund, 1999; Dornyei, 2007). Generally, this

quasi-experimental design was used to test the Null Hypothesis (H0); there are no

significant different in term of vocabulary scores between the experimental class

and the control class.

1.6.2. Settings and Participants

This study worked with forty participants of second grade students represented

from one of junior high school students in Pamulihan, Sumedang. They were

chosen since they are in the rural area that is presumed quite rare engaging with

computer, so that it is assumed that they are interested much to study using

computer. This research employs the students and their teacher.

The participants were divided into two classes. Thus, English teacher of those

participants was asked to apply the program in English lesson hours.

1.6.3. Data collection techniques

Several data collection techniques were employed to this research to obtain deep

and comprehensive analysis;

a. Tests

This study used two tests as instruments. These instruments were used to measure

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test one as a pre-test. This test comprises 30 items of multiple choices questions

which were developed by own. This test was applied to both classes; experimental

class and control class.

Second is vocabulary test 2 as a post-test. This test also comprises 30 items of

multiple choices questions. This test was applied to both classes after the

treatment given to experimental class. In addition, questionnaire and interview

were used to gain comprehensive data from respondents.

b. Questionnaire

Questionnaire in this research was used to triangulate data along with the

interpretation of the test result. Generally, this questionnaire checked the result of

students’ vocabulary development through test from participants’ point of view.

This questionnaire also gave the clear reason and explanation how students could

learn vocabularies. The questionnaire for this research consists of 15 questions

answered by participants. It was given to the participants at the end of the

program.

c. Data analysis

Data analysis was needed to gather students’ background score of English. It was

generally used to define students’ homogeneity and also in creating instruments as

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was used to acknowledge the researcher whether the program is effective to

improve participants in mastering vocabulary.

Since this research employed a quasi-experimental design, the result of pre-test

was provided as a media to seek the homogeneity of participants using t-test,

(Hatch and Farhady, 1982; Hatch and Lazaraton, 1994; Kranszler and Moursund,

1999; Dornyei, 2007) to compare means of pre-test score to seek whether the

participants are homogeny or not.

Meanwhile, the result of post-test was compared to seek the significant different

between two classes. The representative of this design is

( )

Where G1 is experimental class, G2 is control class, x is treatment and T1 is

post-test

The post-test was analyzed using two-tailed independent t-test to seek the

significance of the program by testing the Null-hypothesis that has been presented

above, since independent t-test aimed to compare two means of different classes

(Hatch and Farhady, 1982; Hatch and Lazaraton, 1994; Kranszler and Moursund,

1999; Dornyei, 2007).

1.7. Procedures of The Study

Below were the procedures of this study:

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b. Clustering respondents into experimental class and control class

c. Pre-testing both classes with instruments (vocabularies test 1)

d. Giving treatment to experimental class.

e. Post-testing both classes with instruments (vocabularies test 2)

f. Comparing the data by using independent t-test in order to seek out whether the

result is significant or not.

g. Giving questionnaire to students in experimental class.

h. Concluding the study.

1.8. Clarification of Terms

• Foreign Language (Cambridge Advance Learners’ Dictionary) Language

which belongs or is connected to country that is not yours

• Vocabulary (Oxford Dictionary, 1995) Vocabulary is whole words that are

consisted in a language. Words are parts of vocabulary. For instant, when

someone masters vocabulary, it means that he/she knows many words and its

meaning. So we can say that vocabulary is a list of words which are known

by someone or used in particular text.

• Teaching Vocabulary (Nation, 2005) the main issue in teaching vocabulary is

that learner only needs to know a few words and small parts of a word that

can be dealt with at any one time. Basically, teaching vocabulary means

teaching words which are considered as new terms (new words).

• Mastery (Cambridge Advance Learners’ Dictionary) Skilled, talented, able

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• Game (Cambridge Advance Learners’ Dictionary) An entertaining activity

• Computer Game (Cambridge Advance Learners’ Dictionary) A game which

is played on a computer, in which the pictures that appear on the screen are

controlled by pressing keys or moving a joystick

• Feature (Cambridge Advance Learners’ Dictionary) A typical quality or an

important part of something

• Computer-Assisted Language Learning (CALL) (Egbert, 2005).

CALL is focused not on technology but on language learning. The word assisted

indicates that technology only facilitates the language learning process.

CALL occurs in many contexts and with many diverse participants. Therefore,

practitioners need to be prepared to meet a variety of needs.

CALL pedagogy should be grounded in theory and practice from a number of

fields, especially applied linguistics, second language acquisition,

psychology, and computer science.

1.9. Organization of The Paper

Chapter I Introduction

This chapter contains Background of Study, Limitation of study, Hypothesis,

Research Questions, Aims of Study, Research Method, Clarification of Terms and

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Chapter II Theoretical Foundations

This chapter includes foundation of theories underneath the study.

Chapter III Methodology

This chapter provides the application of the research, based on the methodology

that was explained previously in chapter one.

Chapter IV Finding and Discussions

The result found at chapter 3 is analyzed and discussed in this chapter.

Chapter V Conclusions and Suggestions

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CHAPTER III

METHODOLOGY

In recent time, the use of technology changes students’ mind a lot. This

circumstance advances education applications of computer that provides a rapid

growing resource for language classroom. Because of that, learning language has

been developed to take the advantage of technology to be applied in language

classroom. Hence, it creates Computer-Assisted Language Learning or CALL. In

addition, one of the features of CALL is game.

Afterward, this research investigated the use of a computer game in learning

activity as a media. Thus, it was aimed to seek:

1. The effectiveness of playing a computer game to enhance students’ ability

to master vocabulary.

2. The responses from students toward the use of a computer game as

vocabulary learning media.

This chapter discusses about methodology which was used in this research. It

consists explanation of Research Methods, Hypothesis, Population and Sample,

Research Instruments, Data Collection Procedures, and Data Analysis Pre and

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3.1. Research Methods

This research employed quantitative analysis with quasi experimental design. The

design was chosen to test the hypothesis. This research entangled three classes;

the first class was a try-out class; it was used to seek the validity and the reliability

of instruments. The second was control class and the third was experimental class

(Hatsch and Farhady, 1982; Hatsch and Lazaraton, 1994; Kranszler and

Moursund, 1999; Dornyei, 2007). The calculation result was analyzed and

discussed to answer the research question.

Meanwhile, the questionnaire analysis was used to triangulate the data based on

the statistical calculation result. The result of questionnaire and vocabulary test

were compared and synthesized to get deeper interpretation of the research. In

addition, that result was validated using related theoretical foundation of expert

views.

3.2. Hypothesis

This research was started with null-hypothesis (H0) where both classes;

experimental and control were considered have no significant different in the level

of mastering vocabulary.

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In specific, the null hypothesis of this research is playing a computer game cannot

develop students’ ability in vocabulary mastery. It means that there is no

significant difference between experimental class and control class in mean

adjustment level (Hatsch and Farhady, 1982; Hatsch and Lazaraton, 1994;

Kranszler and Moursund, 1999; Dornyei, 2007). By using null hypothesis, every

possibility of the research can be shown. If the hypothesis is rejected, it can be

concluded that experiment works. While, if the hypothesis is accepted, the

experiment does not work.

3.3. Population and Sample

The main prerequisite of population and sample for this research was the sample

should know how to operate computer and engage with them continually. Yet, the

population and sample should not have ever played the computer game given

before. Because of that, purposive sampling was used. As the result, students of

one of junior high school in Sumedang were chosen.

The target population for this research is homogeny population. Therefore, the

population for this research was the second grades students of junior high school.

They were chosen for they become accessible population for this research. So, all

second grades students in one of junior high school in Sumedang became the

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Furthermore, the population selected was narrowed to be samples. Samples for

this research were taken using purposive sampling. It employed clustered intact

group sampling from the population. So that, every class within the population or

sample frame has the same chance to be chosen as experimental class and control

class.

Since there were three classes conducted for this research, two classes were

chosen first as experimental class and control class. And the other class performed

as try-out class. As a result, 8a was chosen as control class, while 8b took part as

experimental class. Both control class and experimental class consist of 20

students.

Since the number of samples does not reach the minimum criteria to apply several

statistical calculations, two tests were employed; normal distribution test and

homogeneity of variance. These tests aim to identify whether t-test calculation

continues or not (Hatsch and Farhady, 1982; Hatsch and Lazaraton, 1994;

Kranszler and Moursund, 1999; Dornyei, 2007).

3.3.1. Try-Out Class

The try-out class was used to analyze the validity and the reliability of the

instruments, so that the instruments can be utilized as a measurement to test

students’ ability in mastering vocabulary. This class consists of 25 students

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with control class and experimental class were chosen, in order to eliminate the

possible issues which relate to validity and reliability of the instruments.

3.3.2. Experimental Class

The experimental class of this research consists of 20 students who are assumed in

the same level in their vocabulary mastery. As it calls, the experiments were given

to them in some segments. Generally, a computer game was given to them to be

played. Thus, teacher guided them and involved with them to play the game.

In order to achieve or to finish the game, teacher did not give the participants any

clues about what this game is for. In the process, teacher did not show the way

how. Furthermore, teacher did not give students the definition of the unfamiliar

words or direct translation. So, students could find a way to understand those

words by their effort.

The experiment took eight meetings. Hence, the experiment stopped when they

finished or completed the game. In addition to those eight meetings, another one

meeting was held before the experiment begun, as a pre-test and another one

meeting for post-test. In total, there were ten meetings held for completing this

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3.3.3. Control Class

Similar with the experimental class, the control class consists of 20 students. This

class performed as a static class that controlled the vocabulary improvement of

experimental class. This result of the research was analyzed by comparing the test

result with the experimental class.

No experiment held in control class. In other words, no changes of way they

learned vocabulary. Roughly, they learned vocabulary along with reading

comprehension in the class. They read the text and try to guess the meaning of the

new words they found in the passage. Otherwise, they wrote down the unknown

words, gave the words to their teacher and teacher explained the meaning of the

words (or direct translation).

Then, commonly, teacher asked them to produce sentences or paragraphs consist

of those new words. And n the end of week or unit, students were given a quiz or

test related to the vocabulary given. Again, it was along with reading the passage

or reading the text.

As in experimental class this class also held 10 meeting in total. 8 meeting for

delivering material to students and the other two were taken for pre-test and

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3.4. Research Instruments

This research employed vocabulary test as the main instruments. These

instruments were supported by the finding from the questionnaire. Below are the

explanations of instruments for this research.

3.4.1. Vocabulary Test

This vocabulary test is a measurement of students’ ability in mastering

vocabulary. The test comprises 30 multiple choice question items which were

tested to both experimental class and control class. However, to build the test as a

good measurement of vocabulary mastering ability, its validity and reliability of

the vocabulary tests appeared.

In the very beginning, 50 items of multiple choices question were analyzed to

seek the highest validity and reliability for every question items. Before they were

analyzed, those 50 items of multiple choices question are validated by experts. In

consequence, several chances were done to the items. Some of them considered

the words which should be familiar and localized based on the syllabus and

curriculum of junior high school students in Sumedang.

In addition, the site and the condition of students were considered to make the

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3.4.1.1. Vocabulary Test Item

The test was given to try-out class to seek their validity and reliability of

instruments before it was tested to both control class and experimental class.

The analysis began with 50 question items of vocabulary test in order to get in

order to choose the better validity and reliability scores. All questions items were

developed from the school syllabus, relevant theories and part of the

conversations taken from the game played. They cover four basic competences

and several indicators (see Appendix B).

Yet, before applying the test to try-out class, the items were analyzed by experts

and document analysis by comparing the test item to the syllabus and the specific

theories. Therefore, from 11 vocabulary skills which are proposed by Gairns and

Redman (1986) cited from Lewis (2001), this test items are covered 10 of them.

There are boundaries between conceptual meanings, polysemy, homophony,

homonymy, synonymy, affective meaning, style, register and dialect, translation,

chunks of language, and grammar of vocabulary. While pronunciation was not

included since this skill are related to recognize and to reproduce words in speech.

Meanwhile, questions items can be seen in the appendix A.

To make clear understanding about the items and prove the validity and reliability

of the instruments, the specification used for constructing test can be seen on

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3.4.1.2. Validity test

Arikunto (1993; 63-69) explained that validity is a measurement of instrument. If

the validity value of the instrument is low/poor, the instrument cannot be trusted

to measure something. It means the invalid instrument cannot be applied to the

respondents. Arikunto also proposed the use of Pearson Product Moment

Correlation Coefficient Values to seek the value of instruments’ validity.

=

_∑ ∑_∑ ∑ _∑∑ _∑

(Hatsch and Farhady, 1982; Hatsch and Lazaraton, 1994; Kranszler and

Moursund, 1999; Riduwan, 2003; Dornyei, 2007).

Where r is Pearson Product Moment Correlation Coefficient Values, N is number

of students who are analyzed, x is students’ vocabulary score (first variable) and y

is students’ summative score (second variable).

Every item on the instrument was calculated by using Pearson Product Moment

Correlation Coefficient Values to seek correlation index for every items through

correlating every single item of instrument (x) with total score of instrument (y).

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Table 3.1. Index of Validity Level

Coefficient Interval (r) Validity Level

0.800 – 1.000 Excellent (Ex)

0.600 – 0.799 Good (Gd)

0.400 – 0.599 Satisfying (St)

0.200 – 0.399 Poor (Pr)

0.000 – 0.199 Very Poor (Vp)

(Riduwan 2004:110)

3.4.1.3. Reliability test

Not only validity analysis but also reliability analyses were employed for this

research, so that the effective measurement of vocabulary test can be given to

gather data as exact as possible to students’ ability in mastering vocabulary. This

research used KUDER RICHARDSON-20 (KR-20) method to analyze reliability

of instrument. It is because in this research instrument, every single right-answer

is valued 1 and every wrong-answer is 0.

In addition, this method was used to gain a higher reliability value, since the result

of KR-20 tends to give a higher value than the other methods such as KR-21,

Anova Hoyt, Alpha and so on. (Arikunto 1993: 101).

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= _{− 1} − ∑

r11 = Internal reliability coefficient for all items

K = sum of question item

p = proportion of subjects who answer right

=

!" # $" %& $#' '()"! (& %& (!# * & +#' '# , &-#&!

q = proportion of subjects who answer wrong (q = 1 – p)

s2 = variance total

=. ∑ / − ∑ /_{. . − 1}

Afterward, the value of r11 is compared with index of Pearson Product Moment

Correlation Coefficient Values (see Appendix E) to see whether the value is

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3.4.1.4. The Result of the Try-Out test

On Monday, May 2, 2011, the instrument was applied to try out class, eight grade

students of one of junior secondary school in Sumedang, to seek the validity and

reliability of the instrument. The result is shown as follow.

a. Test Items

The calculation showed that from 50 questions items of vocabulary tested, 34

items were categorized valid and 16 items were invalid. So that 30 valid items of

vocabulary test were taken as the instrument of this research and the instrument

was covered as shown on the table below.

Table 3.2. Index of Validity for Question Items (Try-Out test) Coefficient

Interval (r) Validity Level Question Item number

0.800 – 1.000 Excellent (Ex) -

0.600 – 0.799 Good (Gd) 16,20,27,

0.400 – 0.599 Satisfying (St)

2,3,5,6,9,10,15,17,18,19,22, 25,26,31,32,33,36,37,38,39,

40,42,46,47,48.

0.200 – 0.399 Poor (Pr) 11,21,24,28.

0.000 – 0.199 Very Poor (Vp) 1,13.

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Later, the invalid items were eliminated, so that the vocabulary test item consist of

three items categorized good, 25 items categorized satisfying and two items

categorized poor. Furthermore, after comprising the items into 30 (see appendix

I), below is the distribution table for each items of pre-test and post-test.

Table 3.3. Index of Validity for Question Items (Pre-and Post- test) Coefficient

Interval (r) Validity Level Question Item number

0.800 – 1.000 Excellent (Ex) -

In consequence, the distribution of standard competence, basic competence,

learning activities and also vocabulary skill offered by the question items were

changing as in appendix I.

b. Reliability of the Instrument

After calculating validity of the question item using item analysis (see appendix C

and D), the reliability of the instruments were analyzed to using KR-20 (Hatsch

and Farhady, 1982; Hatsch and Lazaraton, 1994; Kranszler and Moursund, 1999;

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The result of reliability question item by using KR-20 is reliable (see appendix E).

From the calculation, it is shown that the reliability value (r11) is 0.527321 this

result is reliable in level .05 which has minimum value 0.4227. It means that

selected question items are valid and reliable to measure students’ ability in

mastering vocabulary.

3.4.2. Questionnaire Items

Questionnaire in this research was used to triangulate the data along with the

interpretation of the test result. Generally, this questionnaire checked the result of

students’ vocabulary development through test from participants’ point of view.

This questionnaire also gave the clear reason and explanation how students could

learn vocabulary.

The questionnaire dealt with the students’ responses toward the game as a

vocabulary learning media. The questionnaire for this research consists of 15

multiple choices-questions answered by participants. It was given to the

participants at the end of the program.

3.4.3. Learning Media (the Game)

A computer game entitled Nancy Drew: The Creature of Kapu Cave was chosen

as a media for assisting students in learning vocabularies. This game was selected

because it provides audio and visual aids for learner. Furthermore, this game was

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given by the English native speakers. In addition, to support vocabularies learning

for learners, the subtitle was provided for every character’s spoken words.

Another reason this game was chosen is the game rating. Since it was directed to

junior high school students, the rating of the game that can be given is labeled “E”

(everyone) or “T” (teenagers) not “18+” nor “A” (adult). This Nancy Drew: The

Creature of Kapu Cave has been rated by ESRB (an organization specialized to

rate video games) as “T” (teenagers). It means this game is saved to be played by

teens.

In a brief, this game is considered as RPG or Role Playing Game, where the

player controls the main character in the game and decides what the character will

do. Role-playing games requires much in the way of reading; rules are written in

books after all. At it is absolute minimum, a person playing an RPG must at least

read enough information to be able to create a character. Someone choosing to

referee a game must do a great amount of reading; game rules, setting, history,

back story, plot, character histories and descriptions, all of these must be read

before a game can be properly played. It helps a lot if some of the basic facts are

memorized, as well. All of this reading and rote memorization is exercise for the

mind (Cameroon, 2001).

RPGs can also involve a bit of writing to go along with all of the reading. Many

players write their own character history and background, to help flesh out the

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adventure must create a setting, plot, and characters at the very least, and usually

ends up getting rather involved in writing an enjoyable story. In both cases, not

only are writing skills being developed, but creative ones are as well.

Because of those reasons, a computer game entitled Nancy Drew: The Creature of

Kapu Cave was chosen as a vocabulary learning media to be applied to junior

high school students.

3.5. Data Collection Procedures

The data for this research was gathered from various resources related to it. Those

data were used to create valid and reliable instruments and to provide

comprehensive discussion to the research finding.

To create valid and reliable vocabulary tests, syllabus of the one of junior high

schools in Sumedang were used to bond the instrument with the learning goal. So,

the vocabulary tests are apart with the school learning goal. This syllabus was

used as question items parameter to develop the vocabulary test.

Furthermore, the vocabulary tests were created by applying the theory of eleven

vocabulary aspects by Gairns and Redman (1986) cited from Lewis (2001);

Boundaries between conceptual meanings, Polysemy, Homophony, Homonymy,

Synonymy, Affective meaning, Style, register, dialect, Translation, Chunks of

language, Grammar of vocabulary and pronunciation. Both syllabus and

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Meanwhile, the target words used in vocabulary tests were taken from several

conversations that exist in the computer game (see appendix A). In sum, the

vocabulary tests given to students were created from several conversations in the

game with considering the learning goal in syllabus and vocabulary aspects as

theory.

The other instrument of this research was questionnaire. The questionnaire for this

research consisted of 15 question items. Those items were created by considering

theories of vocabulary, theories of the use of game, and theories of Computer

Assisted Language Learning. This questionnaire was aimed to provide students’

responses toward the media.

Afterward, the computer game which was used as media entitled “Nancy Drew;

the Creature of Kapu Cave.” This game considers as RPG (Role-Playing Game)

that allows players to choose the character’s fate.

3.6. Data Analysis of Pre and Post tests

To verify the hypothesis of this research, independent t-test was chosen.

Independent t-test has primary purpose to see whether the mean score of two

different or independent groups differ to a statistically significant degree (Hatsch

and Farhady, 1982; Hatsch and Lazaraton, 1994; Kranszler and Moursund, 1999;

Dornyei, 2007). It has aim to analyze the result significance of this study. Yet,

before applying the t-test analysis, two prerequisites need to be fulfilled; Normal

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3.6.1. Normal distribution (Pre-test scores)

The samples of this research were tested using pre-test question item to seek

whether the distribution of the data is normal or not normal. Basically if the

samples reach 30 or more, this test is not needed. Unfortunately, the samples for

this research were only 20. In consequence, their score should be tested, so that,

the research can be continued using parametric analysis or not-parametric

analysis. The normal distribution of the sample was tested using SPSS software.

3.6.2. Homogeneity Variance (Pre-test scores)

To verify whether the subject of this study homogeny or not, Chi-square test and

t-test were used. These tests are specifically used for testing the category data of

hypotheses. (Hatsch and Farhady, 1982; Hatsch and Lazaraton, 1994; Kranszler

and Moursund, 1999; Dornyei, 2007).

The data taken from pre-test was used to seek the homogeneity of subject by

taking the pre-test variance calculation of both classes. The formula of variance

for each variables and total variance are:

- Variance for variable x

0 =10∑ 2 − ∑ 2₁ 0 10− 1

- Variance for variable y

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- Total variance

6! ! = 10. ₁0 + 413. 35 0+ 13

Afterward, chi-square test (x2) is ready to be calculated by using the formula which is proposed by Riduwan (2004). The formula is provided below.

9 = :;1 10 = − > ?@ . log 6

&

Where B equals with log 6_{! !} ∑ ?@ and df is total subjects in one variable

minus 1.

Finally, the result of 9 is compared with table of chi-square test (see appendix g),

so the criteria of subject are found. It can be described as follow:

• The result of 9 > 9 on the table of chi-square test. It means that the

subject is not homogeny, so the comparative test cannot be held.

• The result of 9 < 9 on the table of chi-square test. It means that the

subject is homogeny, so the comparative test can be held.

While for t-test the formulae are;

D + =EF₆#0,− EFG!'H 40̅JKL 0̅MNOP5

6_40̅_JKL _0̅_MNOP₅ =Q₁622

2+

6/2

(41)

Note:

tobs = the value of t-observed through the data

nx, ny = the number of subjects in each of the two classes

6₀, 6₃ = the variances of the two classes

EF#0,, EFG!'H = the mean of two classes

6_40̅_JKL _0̅_MNOP₅ = the values of standard error of differences

And the as in chi-squared test, the result of t-observed is compared with critical in

the t-table (see appendix h). So the result can be described as follow:

• The result of D − ;T > D − U VD on the table of critical value of

two-tailed test. It means that the subject is not homogeny, so the

comparative test cannot be held.

• The result of D − ;T < D − U VD on the table of critical value of

two-tailed test. It means that the subject is homogeny, so the comparative

test can be held.

3.6.3. Calculating t-test (post-test scores)

After the treatment was given to the experimental class, post-test score of both

classes was taken. Then, those scores were calculated by using t-test for two

independent samples to seek the difference between the mean of both classes, so

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To calculate the result, t-test formula which is proposed by Hatsch and Farhady,

1982; Hatsch and Lazaraton, 1994; Kranszler and Moursund, 1999; Dornyei,

2007; is used. There are four steps to calculate the result:

1. Calculate the post test variance (S2) of each class by using;

=. ∑ 2 − ∑ 2_{. . − 1}

Where N is the number of subject and x is the score of variable x.

2. Calculate the t obtain of the result (tobt)

D

+

=

EF

₆

#0,

− EF

G!'H 40̅JKL 0̅MNOP5

6

_40̅_JKL _0̅_MNOP₅ =

Q

62

2

1₂ +

6_/2

1_/

3. After tobs was found, to find the meaning of the calculation, use the

critical value of t (tcrit). To find the tcrit, see appendix H.

4. The last step was to decide whether the hypothesis is rejected or not. If

tobs has equal value or higher than tcrit, it means that H0 is rejected and

vice versa. In addition, level of significance which is usually chosen is

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5. After testing the hypothesis, the result was interpreted, so that the

difference between the experimental class and control class was

shown.

The conclusion of this research was taken not only from the result of t-test

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter discusses the summary of the whole paper and some suggestions that

concern on methodological point for further research and practical use for those

who want to apply this media.

5.1. Conclusion

Based on the research finding and discussion, it can be concluded that playing the

computer game entitled Nancy Drew: the Creature of Kapu Cave is assumed to

some extent effective to enhance students’ ability in mastering vocabularies. The

explanations are discussed below.

5.1.1. Playing Computer Game can improve students’ ability in mastering vocabularies

Common strategies for learning vocabularies such as flash card normally just

shares the common childhood experience of having to “go look up the words in a

dictionary, write the definition, and then write a sentence using the term”, but how

much of that vocabulary remains unforgettable?. This condition arouses

researchers’ interest to create the most effective strategies and techniques for

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Related to that effective vocabulary teaching, Melka (1995), Nation and Waring

(1995) and Nagy (2005) offer strategies which combine technology (CALL) with

language learning. One of the strategies is the use of computer game as a

vocabulary learning media.

The use of computer game as a learning media has been proven by Walton (1999),

Uberman (2007), and other researchers. They believe that computer game

encourages, entertains, teaches and promotes fluency. At least, game is used to

show students the beauty of foreign language they learnt, not just a problem that at

times seems overwhelming. Game is also developmental, educational, social and

fun.

As the result of applying the media to junior high school students in Pamulihan,

Sumedang, the students’ ability in mastering vocabulary between those who learnt

using a computer game and those who did not are different statistically.

It is found that the scores of post-test between control and experimental classes

are different significantly. It is proven from the computation of t-test of both

pre-test and post-pre-test scores. In the beginning, experimental and control classes

statistically were in the same level. It can be seen on the result of homogeneity

test using Bartlet formula and t-test (see chapter 3).

However, after several treatments applied to experimental class, and both classes

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the difference of experimental class is better than control class. The improvement

is assumed to be significant with the 5% level of error. It is proven by the result of

t-observed 2.179. The result is higher than t-table 2.042 for degree of freedom 30.

Since null-hypothesis was used for this research, the result shows that the

hypothesis was rejected. It means for some extends experimental class and control

class have different ability in mastering vocabulary statistically. In addition, it was

verified that experimental class has better score than control class in terms of

mastering vocabulary as the positive result of t-observed.

In sum, playing this game for some extent is proven effective to provide students

another vocabulary learning media that creates joyful learning in the classroom

activity.

5.1.2. Factors Affecting the Differences

The statistical computation in previous chapter shows the differences in term of

scores between experimental class and control class. While students’ assumptions

toward the game are shown from the result of questionnaire and interview were

held after the post test.

The fact that all of the participants have ever played computer game drives the

assumption that actually teachers have a giant access to develop learning material

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with actual source of language provided by native speakers of English without

really inviting them to the classroom.

Furthermore, students’ interest and learning time span are raised by playing game

(see figure 4.3.). Implicitly, those factors were assumed forced students to learn

new vocabularies by their own will. They searched those new terms because they

needed them. In which, it is closely related to one part of acquisition (Ellis, 1994).

Unfortunately this method failed to create productive vocabulary learning (Nation,

2005) alone. In consequences, a tutor or a guide is needed to direct and to review

the gained vocabulary, so that, the method is effective and applicative as one part

of vocabulary learning media for junior secondary high school students.

5.2. Suggestions

Although this method created some improvements for students to master

vocabulary as it is shown in conclusion, still, further researches related to this

method are needed. Some suggestions for those who want to do further research

or want to apply the media are discussed below.

Generally, this method is a branch of Computer Assisted Language Learning

(CALL), so that the weaknesses in CALL occur in this method too. For instance,

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tutors. So, instead of choosing suitable computer game to apply, choosing suitable

guides or tutors are also needed.

This research only dealt with vocabulary aspect with only one kind of computer

game, so that researches which deal with other language areas such as

pronunciation, dictation, or even for language skills are needed. Moreover, a

larger sample area is required to test the external reliability of this research, since

it only employed 20 samples in one junior high school.

Meanwhile, for practitioners who want to try applying this as vocabulary learning

media, several considerations are needed. Although it seems that applying this

media is rather easy, still, teachers or guides are needed to control them. It is

because in some scene the game contains various difference values with students’

own culture.

The most important thing when applying this game is teachers or guides should

consider and focus on the aim of this media or the syllabus. Since game is mostly

joyful, to keep students to the learning goals/aims, this game is suggested to be as

a part of learning not becomes the main material. Because of that, using this game

as media is only suggested not to be used in whole semester. So, the function of

the media to break students’ boredom and to create joyful learning is achieved

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THE USE OF A COMPUTER GAME TO IMPROVE STUDENTS’ ABILITY IN MASTERING VOCABULARIES (A quasi experimental study on vocabulary mastery in one of junior high schools in Pamulihan, Sumedang).

CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

CHAPTER I

INTRODUCTION

1.1.

Background of The Study

1.2.

Limitation of Study

1.3.

Research Questions

1.4.

Aims of The Study

1.5.

Hypothesis

1.6.

Research Methods

1.7.

Procedures of The Study

1.8.

Clarification of Terms

1.9.

Organization of The Paper

CHAPTER III

METHODOLOGY

3.1. Research Methods

3.2. Hypothesis

3.3. Population and Sample

3.4. Research Instruments

=

=

3.5. Data Collection Procedures

3.6. Data Analysis of Pre and Post tests

9 = :;1 10 = − > ?@ . log 6

D

=

EF

6

− EF

6

Q

CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1. Conclusion

5.2. Suggestions

REFERENCES

₆