Participant A Narrations of the Participants

Finally, the participants got used to speak to me orally since they found it difficult for me to understand their communication. The next problem was the way in responding to questions. Mostly the participants answered my questions shortly. So, less elaboration was given during the interview. Therefore, the transcription was also brief. It appeared that the participants’ vocabulary might be slightly more limited and moreover found my pronunciation of some words similar to other words. For this reason, they preferred to answer that they did not know what I meant or tended to keep silent and smiled during the interview. What was obviously noticed from the answers was that the participants’ speech was the lack of connector words, such as prepositions and conjunctions, in order to answer questions more comprehensively. The tendency of answering briefly showed the lack of the participants in building the structure of spoken sentences. In addition, they also answered my questions differently. I had tried to describe my questions as brief and clear as I could. However, since the participants might hear and think differently from what I had previously asked, they answered another way. Easily distracted visually was one of the characteristics of learners with hearing difficulty. It also happened when I conducted this study to the participants. The school kindly gave me a space to do my study. However, some learners living in the dormitory felt curious of my intention coming there. Therefore, they walked back and forth near the room. Since their existence could be seen clearly, the participants were many times distracted by their friends’ attitudes. This third problem got me many times return the participants’ attention. It took some time to get the participants feel accustomed to the method of my study. For the reasons above, it could be said that all the mentioned problems might have slightly influenced the results of the study. However, it could be argued that a long-term engagement would offer more objective results.

4.4 Findings of the Study

This part presents the findings of the study. They were acquired from the data coding. It is the important step in qualitative data analysis. Rossman and Rallis, as cited in Creswell 2003:192, defined that data coding is the process of classifying data into categories and sub categories by labeling them using meaningful codes. From both the observations and the interviews, I interpret four emergent themes and sub-themes occurring during the participants’ involvement in my study. Challenge, for instance, is a term I have used to indicate problems the participants experienced both during playing game and in daily life. The distribution is as follow.

4.9 Emergent Themes and Sub-Themes of the Study

THEMES SUB-THEMES Challenge • Problems experienced • Pleasant experience Motivation • Internal motivation • External motivation Scaffolding • Experience learned at home • Experience learned at school Creativity • Opinion • Idea • Imagination • Logical thinking These emergent and sub themes derived from the interview are interpreted in order to give insight to the readers of what I would like to convey below

4.4.1 Challenge

A good computer game improves capabilities of the learners since it provides broad experiences and practice opportunities continue to challenge the learner. However, the challenges depend on the level of the game played. For the participants, as they spoke to me, learning English was fun, but confusing. They sometimes did not feel confident because they realized their pronunciation was not good. It was the reason they often did not speak loud when answering teacher’s questions. As interviewed by me, they felt relaxed and not under pressure. They were not doubtful to share about their obstacles they faced during their learning.