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 auditoryoral 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
different topic of the previous conducted studies.
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 revealed the goal of this study. In revealing the goal, this descriptive-interpretative
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 5
th
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
standard competencies the learners should achieve, it is different from standard
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 hearing difficulty to improve their English autonomously.
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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 build up coherent schemata theoretically. In relationship with the topic of my
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.
As for children, they are easily self-motivated. No thought that learning English
