In addition, the enhancement of young learners with hearing difficulty of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning with
computerized educational games will direct the young learners to achieve the aims of learning – autonomy and self-fulfillment. If it is continued regularly by
practicing, the young learners can learn English faster and better. Besides, this study will arouse the teachers’ attention on what teaching methods might support
their teaching.
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CHAPTER III METHODOLOGY
This chapter presents the research methodology used in this study. The discussion was organized into six sections: 1 Research Method, 2 Nature of
Data, 3 Data Setting and Sources, 4 Data Gathering Instruments, 5 Data Collection Methods, 6 Data Analysis and Representation, and 6
Trustworthiness.
3.1 Research Method
Finney as cited in Richards and Renandya 2002:73 mentions that the purpose of education is to enable the learners to progress towards self-fulfillment.
It means the learners do not only accept new knowledge or specific skills, but also develop self-understanding of the accepted knowledge. This qualitative study is
conducted to describe and interpret the use of computerized educational games in English learning by young learners with hearing difficulty in SLB B Wiyata
Dharma I Tempel Yogyakarta through description and interpretation of the participants. A qualitative research goal is to understand the situation under
investigation primarily from the participants’ and not the researcher’s perspective. The perspective is called the emic or insider’s perspective as opposed to etic, or
outsider’s perspective. This qualitative research tends to emerge, rather than prefigure the condition in the social setting. What is important of this paradigm,
moreover, is that qualitative research does not intend to control, predict the
variables, and generalize the case found in the social setting. In other words, qualitative research provides the description of the human behaviors that cannot
be seen. By describing what actually happens with the participants, information about the participants reveals to present the information about certain issues.
Therefore, a single-case study with interpretative hermeneutic phenomenological approach is used.
According to Baxter and Jack 2008, this single-case case study is an approach to research that facilitates exploration of a phenomenon within its
context using a variety of data sources. This ensures that the issue is not explored through one lens, but rather a variety of lenses which allows for multiple facets of
the phenomenon to be revealed and understood. This method attempts to present a complete description performance of a phenomenon within its context Hancock
and Algozzine, 2006:16. It is supported by Hamilton 2011 who mentions that a case study is often used to build up a rich picture of an entity, using different
kinds of data collection and gathering the views, perceptions, experiences andor ideas of diverse individuals relating to the case. It provides what is termed ‘rich
data’, as it can give the researcher in-depth insights into participants’ lived experiences within this particular context. These lived experiences can be describe
and interpret with hermeneutic phenomenological approach. In this study, interpretativism is related with hermeneutics. Hermeneutics,
for its part, is the art and science of interpretation. It is used to give interpretation of what the learners have experienced. It is open to revision and reinterpretation:
it is about openness to to possible experiences.
The method chosen is ideal to pose the research question: How do computerized educational games enhance young learners with hearing difficulty
of SLB B Wiyata Dharma I Tempel Yogyakarta in English learning? The meaning
is understood through the description and interpretation of the participants’ experience when using computerized educational game in English learning.
The issue of this research was about children with hearing difficulty who lived in educational society gathering with other people around them. The
observation included all the description of children with hearing difficulty in learning English using computer games, especially explored in what they did what
they said about their learning experiences, how they learnt, and what they obtained as a result of learning.
3.2 Nature of Data
This research adopted descriptive narrative as the approach to present the data. Using computer games as a tool, there are some ways captured about how
the participants make sense the events and actions in their live. As cited in Mitchell and Egudo 2003, Riessman 1993 stated that in narrative study,
language is a device to convey meaning, but it tends more to represent reality. It, as Patton 2002:115 also mentioned, is also influenced by phenomenology’s
emphasis on understanding lived experience and perception of experience. Through descriptive narrative, the data reveals the participants’ experience. Then,
the arranged data lead to the construction of the meaning of the participants’ social world.
3.3 Data Setting and Sources
This research was conducted at Special School for learners with hearing difficulty SLB B Wiyata Dharma I Tempel Yogyakarta. The choice of the setting
was based on Creswell idea 2003:185 which stated that the idea behind qualitative research is purposefully select the participants or sited that will be best
help the researchers to understand the problem and research question. There are many Special Schools for learners with hearing difficulty in
Yogyakarta. However, SLB B Wiyata Dharma I Tempel Yogyakarta was chosen because of the supportive condition of the school in encouraging the learners to
learn. The physical condition of the building is not as luxurious as other schools, but it provides more spaces for the learners and teachers to explore the materials
learned. Besides, the accessibility of the place also became important since qualitative research needs direct contact to the social setting.
The sources of the research were two learners of the fifth grade of SLB B Wiyata Dharma I Tempel Yogyakarta for Children with Hearing Difficulty. After
doing observation for few meetings, the researcher chose two participants out of five. The selection of the participants was based on the experience of playing with
computers and the learners’ ability in English. Besides, the access to the participants became one of the considerations since some learners lived far from
the school. The limited number of participants was aimed to put the focus only to the participants chosen and then be able to get thick description of the learning
process using computer games.
3.4 Data Gathering Instruments
This part discussed all data gathering instruments and data presentation. The instruments used were observation sheet, learners’ diary, interview guide, and
visual and audio recorder. The result was that the data covered 1 a series of classroom observations by using videotape and observer’s field note, 2 a series
of playing observations by using videotape and observer’s field note, 3 learners’ notebook, and 4 a series of recorded interviews.
Before the study went further, I made a blueprint for the observation first. A blueprint is necessary to find out what and how learners learn, and finally guide
me when observing the learners during their playing. Below is the observation blueprint.
Table 3.1 Blueprint of Observation to Learners with Hearing Difficulty
NO COMPONENTS INDICATORS
1. Children with hearing difficulty
Attitude, behavior, experience, opinion, knowledge
2. Learning English
Strategies, motivation, feeling, what and how acquiring English
3. Facilities teaching aids Stationary, worksheet, workbook
4. School environment
Setting, social environment All the actions and activities of the learners with hearing difficulty during
the learning process using computer games were video-taped. The results of the data were used to choose the participants. Later, during the participants playing
the game, another blueprint of the observation when playing the games is implemented. The result of the observation above is then described and used to
construct interview blueprint.
