The Effect of Video Game towards Students' Reading Comprehension of Narrative Text; (A Quasi-Experimental Study at the Eighth Grade Students' of SMP Negeri 96 Jakarta in the Academic Year of 2015/2016)

Academic Year 2015/2016)

A ‘Skripsi’

Presented to the Faculty of Educational Sciences as a Partial Fulfillment of Requirements for Degree of S.Pd. (S-1) in English Education

By

AUDREY NINGTYAS 1111014000083

DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2016

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All praises be to Allah S.W.T., Lord of the worlds, for the blessing, the guidance and the strength given to the writer in completion this research. Peace and blessing be upon to Prophet Muhammad S.A.W., his family, his companion, his adherence.

It is an honor the writer could finally accomplish a skripsi entitled “The Effect of Video Game towards Students’ Reading Comprehension of Narrative Text” (A Quasi-experimental Study at the Eighth Grade Students of SMP Negeri 96 Jakarta Selatan).This paper is submitted to fulfill one of the requirements for the Degree of S.Pd. at the Department of English Education of Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta.

She dedicated this skripsi to her beloved parents, and brother, Dwi Atmodjo, Hariyanti S.Pd, and Aldo Ghani Atmodjo for eternal love, great support and patience. Furthermore, the writer would particularly thank to her wonderful and excellent advisors, Dr. Alek, M.Pd.and Zaharil Anasy, M.Hum., for the guidance, knowledge, patience, and motivation in helping the writer to accomplish this

skripsi. In this occasion, the writer would like to give her deepest gratitude and salute to:

1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta.

2. The Head of Department of English Education and the secretary of Department of English Education, Dr. Alek, M.Pd. and Zaharil Anasy, M.Hum.

3. All lecturers in Department of English Education for the precious knowledge, motivation, and patience during the writer’s study.

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very brilliant and excellent.

5. H. Dwi Atmodjo (beloved father) and Hj. Hariyanti (beloved mother) who always give their best motivation, everlasting love, wonderful patience, great trust to the writer.

6. Families, especially the writer’s brother, Aldo Ghani Atmodjo who always been the reason the writer bears every struggle.

7. The very close friends, Ernita Dewi K., M.M, Yulianti Sari, Nicky Dwiningrum S.Pd., Putik Delima, Selinda Febriani S.Pd., Nadia Karimah S.Pd., dan Novika Rahayu Ningtyas for their eternal support and help.

8. M. Hafidz Maulana, S.E. the writer’s partner. Thank you for his support and keeping up with the writer’s hardships during writing this skripsi.

9. Rizka Muslimaini, S.Pd., Lulu Walidaini S.Pd., Nurita Wulandari S.Pd., Syifa Fauziah S.Pd., and Gustav Firman for helping writer with patience during writing skripsi.

10. English Education B Class family, for the great and bitter moments of writer’s university life.

11. The writer’s special warm for those one who have given such great help, thank you.

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Study at the Eighth Grade Students of SMP Negeri 96 Jakarta Selatan). Skripsi, The Department of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University, 2016.

This research aimed to see the effect of video game towards students reading comprehension of narrative text. The sample was 30 students on the eighth grade students of SMP Negeri 96 Jakarta Selatan. The class samples were VIII-2 and VIII-3. The effect of video game can be seen from students’ multiple choice scores. The writer used a quantitative method and quasi experimental design as the research methodology with a purposive sampling technique. The research instrument was a multiple choice test.From the result of statistics calculation, it was obtained that the value of Tvalue was 1.10 and the degree of freedom (df) was

58. In the table of significance 5% the value of the significance was 1.67 (Ttable).

In comparison, the result was 1.10 < 1.67 which means Tvalue score was lower than

Ttable score. Therefore, the Null Hypothesis (H0) was accepted and the Alternative

Hypothesis (Ha) was rejected. This means, the video game has no effect towards

students’ reading comprehension of narrative text at the eighth grade students of SMP N 96 Jakarta Selatan. In conclusion, video game is not recommended as a media to learn reading comprehension of narrative text for Junior High School students.

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Siswa dalam Membaca Teks Narasi (Penelitian Kuasi Eksperimen terhadap Siswa Kelas Delapan di SMP Negeri 96 Jakarta Selatan). Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Penelitian ini bertujuan untuk melihat apakah ada efek dari penggunaan video game terhadap kemampuan siswa dalam membaca teks narasi. Sampel penelitian ini adalah 30 siswa kelas 8 dari SMP Negeri 96 Jakarta Selatan. Kelas sampel adalah kelas VIII-2 dan VIII-3. Keefektifan siswa dapat dilihat berdasarkan nilai test pilihan ganda Bahasa Inggris siswa. Penulis menggunakan metode kuantitatif dan desain kuasi eksperimen sebagai metode penelitiannya dengan menggunakan teknik purposive sampling. Instrumen penelitian ini adalah tes soal pilihan ganda. Berdasarkan hasil dari hitungan statistic diperoleh hasil Tvalue yaitu 1.10 dan

derajat kebebasan (df) adalah 58. Dimana pada signifikansi 5% nilainya adalah 1.67 (Ttable). Dibandingkan dengan skornya, hasilnya adalah 1.10 < 1.67 yang

berarti Tvalue lebih kecil daripada Ttable. Kesimpulannya, Null Hypothesis (H0)

diterima dan alternative hipotesis (Ha) ditolak. Maka dari itu, tidak ada efek dari

penerapan video game terhadap kemampuan membaca siswa pada teks narasi terhadap siswa di SMP Negeri 96 Jakarta Selatan yang berarti bahwa permainan Video tidak di rekomendasikan untuk siswa SMP sebagai sarana mempelajari kemampuan membaca teks narrative.

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ENDORSEMENT SHEET ... ii

SURAT PERYATAAN KARYA ILMIAH ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... vi

ABSTRAK ... vii

TABLE OF CONTENTS ... viii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Study ... 2

C. Limitation of the Problem ... 3

D. Formulation of the Problem ... 3

E. Objective of the Study ... 3

F. Significance of the Study ... 4

CHAPTER II. THEORETICAL FRAMEWORK ... 5

A. Reading ... 5

1. Definition of Reading ... 5

2. Reading Comprehension ... 6

3. Kinds of Reading ... 10

4. Models of Reading ... 11

5. Techniques of Reading ... 12

6. Purpose of Reading ... 12

7. Problems of Reading ... 14

B. Narrative Text ... 15

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1. What is a Video Game ... 18

2. Characteristics of Video Game ... 18

3. Motivation behind Playing Game ... 19

4. Narrative Devices in Video Game ... 19

D. Previous Study ... 20

E. Thinking Framework ... 23

F. Theoretical Hypothesis ... 23

CHAPTER III. RESEARCH METHODOLOGY ... 24

A. Place and Time of the Research ... 24

B. Design of Research ... 24

C. Method of the Research ... 24

D. Population of the Research ... 25

E. Sample of the Research ... 25

F. Research Instrument ... 25

1. Instrument for Reading Comprehension of Narrative Text .... 26

G. Data Collection Technique ... 27

H. Data Analysis Technique ... 29

I. Statistical Hypotheses ... 32

CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ... 33

A. Research Findings ... 33

1. Data Description... 33

2. Data Analysis ... 37

3. Test of Hypotheses ... 39

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REFERENCES ... 47 APPENDICES ... 50

x

Table 3.1 Test for Pre-test and Post-test ... 26

Table 4.1 Students’ Scores in Experimental Class ... 33

Table 4.2 Students’ Scores in Controlled Class ... 35

Table 4.3 Normality Pre-test ... 37

Table 4.4 Normality Post-test ... 38

Table 4.5 Homogeneity Test of Pre-test ... 39

Table 4.6 Homogeneity Test of Post-test ... 39

Table 4.7 Statistical Calculation on Gained Score of Experimental Class (X) and Controlled Class (Y) ... 40

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Appendix 2. Rencana Pelaksanaan Pembelajaran (RPP) Kelas Kontrol ... Appendix 3. Rencana Pelaksanaan Pembelajaran (RPP) Kelas

Experimental ... 87

Appendix 4. Answer Key ... 88

Appendix 5. English Subject Syllabi of KTSP on 8th _{Grade Students in SMP N} 96 Jakarta Selatan ... 89

Appendix 6. F-table ... 92

Appendix 7. t-table ... 93

Appendix 8. Surat Pengesahan Proposal Skripsi ... 94

Appendix 9. Surat Bimbingan Skripsi ... 95

Appendix 10. Surat Permohonan Izin Penelitian ... 96

Appendix 11. Surat Keterangan Penelitian dari Sekolah ... 97

Appendix 12. Foto-Foto Kegiatan Penelitian ... 98

1

A.

Background of the Study

In Indonesia, English is one of the subjects learned in school. It is learned from elementary school up until college. The stage of learning English may vary based on the school system and the curriculum. Mainly, there are four Basic English skills that taught in school, listening, speaking, reading, and writing. Listening, speaking and reading are taught since elementary school; only a little part of writing skill is learned by the students. For example, writing a simple sentence with the introduction of simple present tense.

For EFL students, each of those skills has its own problems and difficulties when learned. The lack of knowledge about English language could be a problem for listening and reading. Often, the lack of facility such as dictionary also affects students’ performance in learning English.

Based on the researcher experience in the school she teaches, many students find it hard to learn English at school. It can be because of the lack of vocabulary also because of teacher could not make the learning to be more fun and interesting. Students are tired of monotonous learning which is full of task and homework. Especially for reading sections, students feel tedious when they are faced with long texts or story in exam; it is because they could not understand the words they read. The researcher also experiences the feeling when she needs to practice her reading comprehension. Not only that, students complained that English is hard to learn and mostly, it is because they still could not grasp the benefits they could get from learning English in the future. Therefore, the researcher wants to prove that English could be learned in many different ways and this time focused only on the fun and interesting way.

Students already learn English structure at school; each school have different teacher, and therefore each teacher have their own method in teaching English. It needs to be reminded that every student learns differently, this is why teachers’

job to make all students understand what they have learned is hard. Teacher often give them instruction to read their dictionary at home, but mostly they do not listen. The purpose of this study is not only helping the students to learn English but also lessen teachers’ burden in case of vocabulary and reading comprehension.

Using video game as the method to learn English also has been used by researcher’s friends and relatives as prove that video game have positive effect too. The plot of the story made the player wanted to understand what they should do or what is happening actually in the game, in order to get a good ending. Player can be immersed in the world of simulated game, where they had to understand the story to move on the next scene of the game.

That is not the only reason why the researcher wants to use video game as a media to learn English. 8th _{grade students usually keen on playing video games,}

by using video game; it might be the successful way to make students interested in learning English more.

To get the idea or the plot story of the game, students need to understand the conversations in the game. This is where Reading Comprehension skill is important. Reading Comprehension is the ability to read process and understand the meaning of a text.1 _{The researcher wants to see if video game could make the}

students interested to learn English in order to understand the story. In other words, the researcher wants to find out if this game does have effects on students reading comprehension or not.

B.

Identification of the Problem

Based on the background of the study, it can be identified some problems as follows:

1. Students find it boring when they have to read texts too much in order to answer some text based questions.

1 _{Gary Woolley, Reading Comprehension: Assisting Children with Learning} Difficulties (Netherland: Springer Science+Business Media B.V: 2011), Cet. 1, p. 15.

2. The students have low motivation to comprehend stories or questions when they do not really have mutual purpose of it.

3. Students have low interest in practicing to find words meaning in dictionary to practice their comprehension.

C.

Limitation of the Problem

Based on the problems identified above, the problems of the research are focused on as follows:

1. Using video game in learning English at the eighth grade students of SMP Negeri 96 Jakarta.

2. Reading comprehension of Narrative text at the eighth grade students of SMP Negeri 96 Jakarta.

D.

Formulation of the Problem

Based on the limitation of problems above, the problem of the research will be formulated as follows: is there any different effect before and after using video game on reading comprehension of narrative text at 8th _{grade students in SMP}

Negeri 96 Jakarta?

E.

Objective of the Study

Based on the research questions, the objective of research is to obtain empirical evidence about the effect of using video game on reading comprehension of narrative text at the eighth grade students of SMP Negeri 96 Jakarta.

F.

Significance of the Study

The results of this study are expected to give some clarity or significances not only theoretically but also practically go to:

1. Students

The significance of this study, especially for students, is that it can give students insight on methods of learning English. That English is not only learned at school but also from other activities that they may enjoy in everyday life, for example: playing video games.

2. Teachers

Through reading this research result, the teacher can grasp or promote their understanding about some of the media used in teaching and learning EFL. Besides, teacher also can apply any theories on best practices to their real teaching situations.

3. Future Researchers

This study could be useful for future research on video games and its relationship regarding the English language. It also can be a reference for future research in learning English as a foreign language by using media.

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A.

Reading

1.

Definition of Reading

Based on the research by National Reading Panel, reading is a complex process that needs systematic instructional approach,1 _{while in Tiedeman,}

Vygotsky and Wartofsky stated that there are two types of tools that can be used in reading.2 _{It is the actual objects or instruments used to read, and the}

visualization or symbols in picture and alphabetic.

From those statements it can be concluded that reading is a complex process that will be systematically perceptible using a printed pages or multimedia consisting of pictures and alphabets. This means reading is a process where the brains systematically receive the information from the object used and based on the prior knowledge of readers on the symbols and alphabet to understand what the text is about.

Furthermore, reading also a process where symbols and alphabets combined to send the authors’ message to the reader, in this process the reader need to have a syntactic, semantic and pragmatic information to understand the authors’ message.3 _{Reading involves interaction between t}he readers’ thoughts, knowledge

and the texts being read. Thus, the results of one comprehension may differ from each other because they may have different background knowledge and thoughts in the text they read.

1 _{Cathy Healy, Reading: What the Experts Say: The Lowdown on the National Reading}

Panel, PEATC, p. 1.

2 _{John Patrick Tiedemann, New Literacies, New Contexts? a Theoretical Definitions of}

Reading Context, (Vanderbilt University, 2011), p. 4.

3 _{Donald Jr. J. Leu, Charles K. Kinzer, Effective Reading Instruction in the}

2.

Reading Comprehension

Wooley stating on his journal that reading comprehension is a process to make a meaning of a text but its goal is to understand the meaning of a whole text not for each word or sentence.4 _{While Dutcher in Ulmer et al stating that reading}

comprehension is a process which the reader background knowledge, the information on the text and the situation when reading are interacted with each other.5 _{From those points of view, the researcher concludes that a reading}

comprehension is the complex process to understand what it is about by using our prior knowledge and connecting with the information on the text.

Reading comprehension skill for EFL/ESL students is a little bit hard to obtain. It could be because of the lack of memorizing the vocabulary, their method of learning, their motivations or even the interventions from another subject that can be considered more important than English.

a. Major Components of Reading Comprehension Process

1) Decoding Knowledge

Decoding knowledge is the knowledge used to determine a word with the same meaning in the text. Decoding knowledge may be useful for reading comprehension but it may not necessary too. It is useful when the reader identify the meaning of word. Many readers know the spoken language form of words but they do not know the written form. By using decoding knowledge, reader could understand most of oral language in their written form. Decoding knowledge may not be necessary if the words were scientific but, we could use the context clues in order to understand the sentence.

4 _{Gary Woolley, Reading Comprehension: Assisting Children with Learning Difficulties,}

Retrieved fromhttp://www.springer.com/us/book/9789400711730, p. 15.

5 _{Constance Ulmer et al, Creating Games as Reader Response and Comprehension}

Assessment, http://www.americanreadingforum.org/Yearbooks/02_yearbook/html/16_Ulmer etal revised.htm, 2002.

2) Vocabulary Knowledge

The ability to determine word meaning from context and determine oral equivalent of words with their meaning are aspects of vocabulary knowledge. It is vital for teacher to help their students improving the vocabulary knowledge, as students will explore more unfamiliar subjects later in their lives. In the vocabulary knowledge process, using context clues is handy, when students are about to find the word meaning, they can look for it in the sentence after or before the word.6

3) Syntactic Knowledge

In comprehension process, the knowledge of sentence syntax or word order is important. It includes grammatical rules in a sentence and is useful to determine meaning and pronunciations of words. Syntactic knowledge is learned by the students from their early years with the help from their oral language ability.

4) Discourse Knowledge

Discourse knowledge includes the knowledge of structural organization of many types of writing, for example, an argumentative essay will begin by thesis statement and so on. It is useful for reading comprehension process, it fasten the students ability to understand the story.

5) Readiness Aspects

Reading Readiness is the skill of students when they are about to read, it means the benefits in comprehending text before reading a specific material. Readiness includes knowledge of letter-names, left to right sequence of writing, the ability to see similarities and differences in shapes, oral language proficiency, ability to hear similarities and differences in sounds, ability to work cooperatively in small groups and the ability to sustain independent works. Readiness consist of pre reading activity such as developing background knowledge, learning new vocabulary words, and so on.

6) Affective Aspects

Improving the students’ comprehension in reading would have a lot work to do. Making a comprehension learning session is often boring for students, and it is encouraged to use as creative as possible in a way of learning comprehension in reading.

b. Reading Comprehension Skill Characteristics

1) Fluency

Fluency is one of the required skills in comprehension. It is about the ability to recognize the word meaning automatically in order to comprehend the sentence. However, fluency appears to be a larger influence in developing reading comprehension skills for younger readers compared to older ones. Yovanoff et al in their study, proved that as text becomes more challenging with each grade level, fluency becomes less predictive of reading comprehension and, instead, gives way to vocabulary.

2) Vocabulary and Semantic Processing

Semantic processing is important in order to understand the meaning of the text. It means, students must understand the word meaning before comprehending the whole sentence. In one study of children from kindergarten through second grade, Roth, Speece, and Cooper discovered that vocabulary skills, such as oral definitions and word retrieval, were the best predictors of reading comprehension development. A similar study conducted by Berninger et al at-risk second graders revealed that verbal IQ was a statistically significant predictor of reading comprehension in both the beginning and end of school year assessments

3) Visualization.

Another key component of reading comprehension is the active construction of a mental image of the text. Woolley stated that the mental image helps the

reader understand the texts. The concept that readers process both visual representations of verbal information and of objects to create meaning. Pressley and National Reading Panel referred this mental imagery, that skill contributes to comprehension and enhances memory of the text. In addition, Center et al and Brown et al found statistically significant correlations between visualization training and reading comprehension scores of students when used as part of a multiple-strategy instruction intervention.

4) Working Memory

Working memory has also been identified as an important part of reading comprehension. Rothlisberger et al stated that working memory is defined as an executive function responsible for keeping and updating information in the mind. Further, working memory is responsible for managing the process of extracting information from text and integrating it with prior knowledge to create meaning. Sequences of text-based information are held in working memory and integrated with new incoming text and with prior knowledge held in long-term memory. 5) Reasoning and Inference.

Inferential reasoning is the ability to use information in the text to determine additional information that implied by the text. National Foundation for Educational Research discovered that the ability to draw inferences is directly related to reading comprehension ability. The process of inferential reasoning requires both short-term and long-term memory, as the provider of background knowledge combined with the text to arrive at the implicit information from the text7

7

Amy L. Moore, M.A., A Research Review of Cognitive Skills, Strategies, and Interventions for Reading Comprehension, Retrieved from http:// learningrx.com/reading-comprehension-research-paper.pdf, p. 2.

3. Kinds of Reading

a. Intensive Reading

Intensive reading is an activity where the reader focused on the aims and tasks of reading. Usually, intensive reading means to develop general reading skill, such as vocabulary development, grammar learning, learning expressions in the text, even translating the passage. Sometimes in the classroom, teacher asks students to scan for specific information and skimming for main ideas as a part of intensive reading activity.

However, intensive reading has several limitations. Students may not interest with the text given by the teacher, also intensive reading activity using short text example which decrease the students’ chance to read fluently. The difference on students background knowledge is affecting on the goals in the activity, students with low vocabulary knowledge might need teacher’s help in this part. In addition, students are pacing with the time to meet the goals and the low level students could be failed in meeting the goals of the activity.

b. Extensive Reading

Harmer states that extensive reading is a reading activity but with pleasure.8

Reading with pleasure means the activity of reading itself brings confidence and enjoyment for the reader. For students, extensive reading includes reading novels, newspaper, magazine or other materials. Students pick the materials themselves and read at their own pace, they could read as much as possible. This activity usually done outside the classroom, teacher only give the students recommendations about what should they read or guiding the students what are the goals after reading.

Though extensive reading is useful for students, it could be challenging for the teacher. It took a lot of time for teacher assessing students’ journal on their extensive reading activity, also extensive reading program is costly and time consuming to set up if the materials are not enough for the students. Then,

8 _{Jeremy Harmer, How to Teach English: 2}nd _{Edition, (England: Pearson Education}

students who’s already experience intensive reading program may not believe in the extensive reading program way to learn language.

4. Models of Reading

These models of reading represent the process of general reading comprehension based on their purpose, they are: 9

a.

Bottom-up Model

Bottom-up model indicates that the reader learning the text letter by letter or word by word to get understanding of the whole text. According to Gough (1972), it is begin by translating the parts of written language (letters) into speech sounds, after that piece the sounds together to form individual words, and then piece the words together to arrive at an understanding of the author’s written message. Bottom up model uses only a little background knowledge from the reader.

b.

Top-down Model

This model represents type of reader who knows what they expect from the text, and they mostly have their own goals when reading the text. The reader will direct their eyes to the information they wanted to find in the text.

c.

Interactive Model

The interactive model is a combined model which it takes the word recognition technique from bottom up model and background knowledge to understand the text then look for the key ideas by using top down model.

9

William Grabe and Fredrika L. Stoller, Teaching and Researching Reading, (England: Pearson Education, 2002), p. 25.

5. Techniques of Reading

a.

Skimming

Skimming is a reading technique that involves the students reading the material quickly to get a general understanding. According to Farrell skimming assumes that readers know:

1) How the text is organized

2) Spotting the main point of the paragraph

3) Have the ability to infer the main idea of the paragraph10

There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

b.

Scanning

Scanning is a reading technique when the students try to look for specific information. When using this technique, students do not have to read every single word in the passage to find the information they need.11 _{When scanning, look for}

the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

6.

Purpose of Reading

These are reading purposes that have been classified by Grabe and Stoller which will be explained below:12

10 _{Thomas S. C. Farrel, Succeeding with English Language Learners: A Guide for}

Beginning Teachers, (California: Corwin Press, 2006), p. 98.

11 _{Peter Mather, Rita McCarthy, The Art of Critical Reading, (New York: McGraw-Hill,}

2012), p. 507.

12 _{William Grabe, Reading in Second Language: Moving from Theory to Practice,}

a.

Reading to Search for Simple Information and to Skim

In reading to search, scanning for a specific word, or a specific piece of information, or a few representative phrases is commonly used by reader. For example, when we look for address or telephone number in Yellow Pages or when we read a dictionary, looking for the word meaning. Skimming is also commonly used by reader and it is a useful skill when we are about to read unfamiliar and long text. We look for the important information then combine them with our comprehension skill to generate the outline of the text.

b.

Reading to Learn from Text

Reading to learn from text means that the reader needs to learn significant amount of information from a text. The reader have to remember main ideas and supporting ideas of the text, then organize them to build understanding and connect them to their base knowledge. Reading to learn allows reader to read the text again and reflecting to help remember information because it needs deeper comprehension to connect the information with base knowledge.

c.

Reading to Integrate Information, Write and Critique Texts

Reading to integrate information means that we make a new conclusion based on the supporting and conflicting information we read, and then combine them with other source of information. Reader can decide which information to integrate and how they are going to integrate them for their own purpose. Reading to write and reading to critique is a part of the reading to integrate because both of them requires the skill to choose, critique and arrange information from a text.

d.

Reading for General Comprehension

Reading for general comprehension mostly known as the ability to understand information of the text but the comprehension ability is much more complex than that. It needs a quick and automated process of words then strong skills in making a general meaning in main ideas and efficient reading in such limited time.

7. Problems of Reading

Some students might fail at reading unlike other students. There are many things that can cause this to happen. It could be physical or mental factor furthermore it could be the situation or bad habits that develop unconsciously by students in their early years. In this section, problems of reading will be divided into six parts, common reading problems, physical factor reading disability, intellectual factor, emotional factor, sociocultural factor, and school factor.13

a.

Physical factor reading disability

Students with low reading rates or lacking on certain understanding of text could be having a physical condition called dyslexia. Dyslexia is a condition where a person has difficulties in decoding alphabet and thus resulting in difficulties when reading words. Children who suffer brain damage at birth will find difficulties in reading word symbols too. They get confused with letters and affect their perception on it which resulting in interference with word recognition. Most of the case, children with brain damage are easily distracted and hyperactive, only high skilled teachers can successfully teaching them to read.

b.

Intellectual Factors

In a group of children with high intellect, they tend to be a good reader. They can do several tasks that require reading with no problem. While children with average intellectual, they have some difficulties in reading task and have no problem in task that requires no reading. The ability to remember sequence of letters and words could be a factor in learning to read. Teacher can help students improving their ability to manage visual symbols.

13 _{Robert Karlin. Teaching Elementary Reading: Third Edition. (New York: Harcourt}

c. Emotional Factors

Children may experience failure in school because of their incapability to handle emotions. Psychologists have studied that problematic children with insecurity, hostility, dependency can resist and even hate reading. In this case, children can be given treatment to relieve them from pressure and encourage them to read. It has been proved that treatment not only helping students to read more but also effective for children personal adjustment.

d.

Sociocultural Factors

There are enough evidences that student with higher socioeconomic classes are far better readers than other. In this case, students with higher culture can read proper English than students who speak dialects having hard time in written Standard English. this can be helped with reading program from the school, parents and teacher together they motivates students and provide them variety in activities and books to read.

e.

School Factors

The school factors problem in reading is mainly from the teacher. If the teacher could not provide special instruction for student with reading problems, they can fail and it will become worse. School administration can be blamed too if they could not provide support for teacher. They give teacher a large classroom that is decreasing the teacher confidence to provide student in need.

B. Narrative Text

1. Definition of Narrative Text

Chatman in his book, state that narrative is a compiled series of events that ends with conclusion.14 _{That means Narrative text is a compiled sequence of}

problematic events, it always ends with resolution from the problems. In Narrative text, plot became the main content, Gordon and Kuehner stated that plot could be

defined as an author’s careful array of events in narrative to achieve a desired effect.15 _{Plot in narrative text is important as it is necessary for narrative text to be}

chronologically written.

2. Structure of Narrative Text

Narrative text focuses the text in chronological series of occurrence.16 _Below

are the generic structure of narrative text: a. Orientation (Introduction)

Orientation consists of setting in the story. It includes the introduction of characters, background story, time of the story etc. it usually answers “Who, When, and Where”. For example, Mr. Wolf went out hunting in the forest one dark gloomy night.

b. Complication or problem

Complication is a series of occurrences that happens in the story. It involves the main characters problem or hardships in a story.

c. Resolution

There needs to be a resolution after the complication. The complication may have happy ending or bad ending. Sometimes there are a number of complications that have to be resolved. These complications will add and sustain interest and suspense for the reader.

15 _{Jane Bachman Gordon and Karen Kuehner, Fiction: The Elements of Short Story,}

(Ohio: McGraw-Hill, 1999), p. 1

16 _{Joko Priyana, Interlanguage: English for Senior High School XI, (Pusat Perbukuan}

3. Sample of Narrative Text

Table 2.1

Narrative Text Sample and Structure

Generic Structure Text

Orientation In the town of Verona there lived two families, the Capulets and the Montagues. They engaged in a bitter feud. Among the Montagues was Romeo, a hot-blooded young man with an eye for the ladies

Complication There, he was surprised to find Juliet on the balcony, professing her love for him and wishing that he were not a “Montague”, a name behind his own. “What’s in a name? That which we call a rose by any other name would smell as sweet.” Romeo was ready to deny his name and professed his love. The two agree to meet at nine o-clock the next morning to be married.

Resolution Unfortunately, the Friar’s letter failed to reach Romeo. Under the cover of darkness, he broke into Juliet’s tomb. Romeo kissed the lips of his Juliet one last time and drank the poison. Meanwhile, the effects of the sleeping potion wear off. Juliet woke up calling for Romeo. She found her love next to her but was lying dead, with a cup of poison in his hand.

Reorientation She tried to kiss the poison on his lips, but failed. Then she died.

4. Types of Narrative Text

There are many types of Narrative text, mostly, students were introduced fable, legend, myth, fairy tales and folk tales story. Fables where the characters are animals and usually ends with moral value. Legend is one of the narrative story that was told from one person to another person and is usually tells about how one place was found. Then, myth is a narrative story that most of it is not

real; it was spread from one person to another person without a real evidence of the story. Next is fairy tale, it is a folktale that usually tells about a magic in the characters and at the end of the story may consist of moral value. Last is folktale it is a tales that has been spread for generations and become a tradition for its society. 17

C. Video Game

1.

What is a Video Game

A video games term is still uncommon for the study. However, Tavinor having research towards the definition of video game and he concludes that he doubts if a video game can be defined.18 _{Though, Tavinor presenting some}

people’s point of view of what a video game is. For example, Juul explains about games but not exactly a video game. He refers the definition as a “Classic game model”. While, Tavinor argue that video games are a technologically designed entertainment object that will develop as long as the technology improvement still going on.

The researcher concludes that it is hard to term the video game but based on what Tavinor states, a video game is a tool to have fun and its technologies made it more interesting to try on.

2.

Characteristics of Video Game

Video games according to Saulter has certain common characteristics, there are 5 characteristics: 19

a. One or more players, a condition can be called a game when a player or players identified.

b. Set of rules, a game must have rules; the rules will cover the consequences of every action made by the player.

17

Joko Priyana, Interlanguage: English for Senior High School XI, (Pusat Perbukuan Departemen Pendidikan Nasional, 2008)

18 _{Grant Tavinor, The Definition of Video games Revisited, (The Philosophy of Computer}

Games Conference: Oslo, 2009).

19

Joseph Saulter, Introduction Video Game Design and Development, (New York: McGraw-Hill America, 2007)

c. Player interaction with an opposing force, a game must have a conflict in it which player must face and interact with.

d. Organized method of play, a game must be playable and the sequence should be logical and balanced. A game that require strategy to play will make the player became aware of the game and it results in better player.

e. Desirable goals or outcome, a game must have a goal, also one or more possible endings according to the option the players take.

People play games basically because it is entertaining in its own way, meaning, by playing the game, the player could be relieved or it might boost the player mood. Research by Entertainment Software Association (ESA) found that 50 percent of Americans who play computer and video games are looking for entertainment (Essential facts, 2005).

3.

Motivation behind Playing Game

This part will explain the motivations behind playing games focusing on Education. Saulter stated that most of children’s first year learning through play. For example, a game like Peek-a-Boo help children to learn that separation is not always permanent. As for children nearing their adulthood, games trying to educate children about important life lessons, such as trust, cooperation, conflict resolution, communication and ethics.20

4.

Narrative Devices in Video Game

In order to keep the story goes, video games tend to have these devices: a. Cut Scenes, is a mini clip or scene to make the players feel that they are

involved in the game. Mostly, it was just a non-interactive scene and usually it contains information about the next action that the players should do.

b. Scripted Event, these scripted events are maintained by AI (Artificial Intelligence). Usually an AI will determine the events based on the choices made by the players.

20

There are many studies that using video games as a way to improve students’ English learning. Squire argues that video games have many factors on why it is popular and influential for children:

a. Video games trigger strong emotional reactions to the players like fear, happiness, or sadness.

b. Those emotions created through the plot, character traits, game achievement and rewards, and competition or collaboration with other player.

c. Video game appears to be rich in socio-cultural which provides ‘raw material’ in youth culture.21

D. Previous Study

Ting-Yu Yang & Chen conducted a study of a group of 60 Taiwanese EFL learners’ perceptions of a commercial adventure video game for second/foreign language learning. This study wants to determine the effects of a commercial adventure video game on foreign language learning and learners' perceptions toward an adventure game. About twenty two college students in Taiwan were asked to play an English adventure game titled BONE. The analysis results that students learned some new words, however both groups are not improving on their performance in learning. The researchers then conducting another research to understand the strength and weakness of using adventure games in learning foreign language, there are 35 college students tested on their perception towards the game. This study resulting that the students consider playing video game is helping them to make learning foreign language as interesting and motivating. It is proved that this game is improving students listening, reading and vocabulary skill along with students’ motivation too. The research results identified both strengths and weaknesses of adventure games for EFL/ESL based on learners’ perceptions,

21

Kurt Squire, Video Games in Education, (USA: Cambridge, Massachusetts, Comparative Media Studies Department Massachusetts Institute of Technology, 2000)

and should encourage more studies on the investigation of using adventure games in language learning.22

The study above only investigating the students perception, while the study the researcher wanted to investigate the implications towards reading comprehensive and the motivations that emerge during playing the game. However, it is not easy to do such research, it is mainly because playing video games are still considered not educating and sometimes they were considered as ‘violent’. This fact made the researcher eager to prove that video games are not as what most people said.

The second study is the Effect of Video Games on Iranian EFL Learner’s Vocabulary Learning by Sedigeh Vahdat from Shahid Chamran University and Amin Rasti Behbahani from Islamic Azad University. In this study, the researchers pick about 40 participants through TOEFL proficiency test; male and female. The participants then divided into a control group and experimental group consist of 10 males and 10 females each. The control group studied vocabulary via traditional classes while the experimental group plays a video game titled Runaway: A Road Adventure. The Researchers using three instruments where the first instrument is simulated TOEFL test, second is an achievement test consist of 40 multiple choice test and the third is a Likert scale to determine the experimental group’s view and experience when learning through video games. This study proves that video games are useful for students’ vocabulary learning and the male participants are more interested in learning through video games than the female participants.23

The third study is the Effect of using Narrative Comprehension Cards Strategy toward reading comprehension on narrative text from UIN Sultan Syarief Kasim Riau researched by Erika. This study conducted for a senior high school students and it is using quasi experiment where pre-test, treatment and post-test

22

Howard Hao-Jan Chen and Christine Ting-Yu Yang, the Impact of Adventure Video Games on Foreign Language Learning and the Perceptions of Learners, (Philadelphia: Taylor & Francis Ltd., 2013).

23

Sedigheh Vehdat and Amin Rasti B., the Effect of Video Games on Iranian EFL

are conducted. The treatment only directed once by the researcher then the experimental group tried the strategy themselves. The result is that there is a significant effect of the strategy used in the test. It is proved by the test result that the students’ comprehensions are increased after using the strategy.24

The fourth study is conducted by Romli with the title ‘Improving Students’ Reading Comprehension of Narrative Text through Story Mapping’ from UIN Syarief Hidayatullah Jakarta. The purpose of this study is to get the empirical prove in improving the students’ reading comprehension of narrative text through story mapping. The researcher using a Classroom Action Research method, where he conducts observations, interviews, questionnaires and tests. The result for this study is that the story mapping method brings an improvement to the students’ comprehension in narrative texts.25

The results of the studies above are involving many kinds of methods in language learning, which can inspire many teachers in teaching narrative texts. It is proved that there are many ways to learn to comprehend English narrative texts. That is why researcher wants to try another method. In this study, role playing game is going to be used and expected to have effects on students’ reading comprehension skills.

There are many differences and similarities from the study above with the researcher study. From the first and second study, both using video games as the tool for learning which the writer will use for this study. Meanwhile the third and fourth study using a story mapping and narrative comprehension cards strategy as the method of learning. The participants are varies from all of the study above, the researchers mostly pick intermediate level students while the writer will choose from Junior High School students in Jakarta Selatan.

24

Puspa Erika, The Effect of Using Narrative Comprehension Cards Strategy toward Reading Comprehension on Narrative Text of the Second Grade Students at SMAN 2 Bagan Sinembah Rohil Regency, Skripsi for undergraduate Sultan Syarif Kasim Riau State Islamic University, 2015.

25 _{Muhamad Romli, Improving} the Students’ Reading Comprehension of Narrative Text

through Story Mapping, Skripsi for undergraduate Syarif Hidayatullah State Islamic University. 2014.

E. Thinking Framework

In learning second language, reading skill is one of the skill that learner must have. It is because in order to understand a text in the target language one has to understand the meaning of each words then connecting all the information with the prior knowledge.

The researcher feels it herself when she was learning English for the first time, find it hard to understand what is the meaning of each word and what it is about. The urge to look for the meaning of the word is not enough for a child her age and this is proved by her friends too. The lack of teachers’ creativity is a crucial matter to the students in teenage. How to attract the students’ attention is important in order to motivate them to learn second language.

This is why the researcher tries to find a way by using the modern technology that actually intriguing to children these days and children at teenage love to play games and trying something new. This study is hoping to be useful for teachers’ creativity in engaging students while not in the class. While homework seems to be scary back then, this time the researcher assume that it will be more exciting and interesting.

F. Theoretical Hypothesis

Based on the problem formulation, the hypothesis of this research is “Video game has positive effect on students’ reading comprehension of narrative text at the Eighth Grade Students of SMPN 96 Jakarta.”

24

A. Place and Time of the Research

This research was conducted at SMP N 96 Jakarta Selatan on Jl. Margasatwa RT 001/RW 03 Pondok Labu, Cilandak, South Jakarta, DKI Jakarta, 12450. The research held from 27 April until 25 May on 2016.

B. Design of the Research

This research using an experimental research design in order to answers the problems presented on the background. Experimental research is a research that test the hypotheses cause and effect relationship about.1 _{For this study, as an}

educational study where the variables are controlled and manipulated, this study is a quasi-experimental research. Quasi Experiment itself is experimental situations in which the researcher assigns, but not randomly, participants to groups because the experimenter cannot artificially create groups for experiment.2

C. Method of the Research

In this study, Pre-test was given before the procedure applied on the samples. After that, experimental class samples were given treatment by playing a role playing game for some time and the last, both experimental and controlled class were given a post-test which was the same kind of narrative text. The researcher held one meeting for pre-test and one meeting for post-test. Treatment held for four days a week for 80 minutes, and it lasted for two weeks. The experimental group brought a dictionary while playing the game and only allowed to look up for vocabulary when playing game.

1 _{Margeurite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle, Method in}

Educational Research, (US America: Jossey-Bass, 2006), p. 12.

2 _{John W. Cresswell, Educational Research Planning, (US America: Pearson Education}

25

D. Population of the Research

The population of this study was eight grade students of SMP N 96 Jakarta Selatan which from class VIII-1 until VIII-6. Purposive sampling used to determine the sample of this study.

E. Sample of the Research

Purposive sampling is a technique to determine the sample by a specific consideration.3 _{It means the sample will be special and suitable for the research.}

For example, if the research is about political condition in one region, then the sample will be people who have specialty in Politic. In this study, the students who own a laptop or computer at home and have an average score of English subject on their last report. Approximately 30 students for experimental class and 30 students for controlled class.

F. Research Instrument

In this study, the researcher using tests for instrument, first the researcher was conducting pre-test, pre-test will give the researcher a view to assess the participants before treatment,4 _{and in this case, the researcher made 10 narrative}

texts and 5 questions for each text (50 in total) for the participants and then, providing treatment afterwards. The treatment in experimental class was playing video game for 30 minutes after that the participants in experimental class answer about ten questions regarding the narrative in the game. In the control class, they were also given pretest but the treatment is only reading narrative texts about the game and answering the questions. Last, post-test was given to the sample with same contents only differ in some parts. Post-test provides the researcher evaluation after the treatment was given to the participants.5 _{The post-test also}

3 _{Sugiyono. Metode Penelitian Kuantitatif, Kualitatif dan R&D. cetakan ke 8. 2009}

Alfabeta, Bandung

4 _{John W. Cresswell, Educational Research Planning, (US America: Pearson Education}

Limited, 2012), p. 297.

5 _{John W. Cresswell, Research Design: Qualitative, Quantitative, and Mixed Method}

26

consists of 10 short narrative text with each text contains 5 questions related to the text.

1. Instrument for Reading Comprehension of Narrative Text

a. Concept and Operational Definition

1)

Concept Definition

a) Dutcher in Ulmer et al stating that reading comprehension is a process which the reader background knowledge, the information on the text and the situation when reading are interacted with each other.

b) Chatman in his book, state that narrative is a compiled series of events that ends with conclusion.

2)

Operational Definition

While the operational definition of reading comprehension on narrative text includes students understanding in sentences, this includes their understanding of characters, plot, setting, moral of the story and classifying the text organization.

Table 3.1

Test for Pre-test and Post-test

Indicator Questions Number Total Questions

1. Determining the schematic structure:

a. Orientation: Characters, setting, and plot.

Characters : 1, 35, 37, 42, 43

Setting : 2, 14, 34, 39, 46

Plot : 6, 20, 23, 27, 28

Characters: 5 Setting : 5 Plot : 5

b. Complication 11, 16, 31, 45, 50 ₅ c. Story Sequence 5, 8, 24, 33, 38 ₅ d. Resolution: moral

of the story.

4, 10, 22, 29, 32

5 2. Ability to make

27

Indicator Questions Number Total Questions

inferences of events in the story and finding the synonym and antonym.

Inference: 9, 12, 18, 25, 48

Synonym: 3, 7, 13, 17, 21

Antonym: 26, 30, 40, 41, 44

Inference: 5 Synonym : 5 Antonym : 5

3. Determining the story organization.

15, 19, 36, 47, 49

5

Total Questions 50

G. Data Collection Technique

In this research, there are three steps on the experiment. The pre-test where the students read some narrative texts and answer sets of question regarding the texts. Then, the class had a treatment that is playing the video game and taking notes about their feelings on learning English through the game. Last, the post-test is a narrative text too with its set of question and same level as the pre-test.

Before conducting pre-test and post-test, the researcher needed to determine which questions is valid and reliable. Therefore, the researcher conducting validity test and reliability test on the same school but in four different classes. The researcher using class VIII-1, VIII-4, VIII-5, and VIII-6 to determine the validity and reliability of the test, by providing 70 questions of multiple choices. To analyze the test, there are four steps to determine the validity and reliability, they were:

1. Validity Test

The researcher used anatest software version 4.0.9 developed by Drs. Karnoto, M.Pd. and Yudi Wibisono, ST., to test the validity of the instrument. A valid test is a test that measures accurately on what it is intended to measure.6

6 _{Athur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University Press,}

28

The criteria of validity:7

r_xy = 0.91—1.00 = very high r_xy = 0.71—0.90 = high r_xy = 0.41—0.70 = enough r_xy = 0.21—0.40 = low r_xy = < 0.21 = very low

After calculating, the validity value of the instrument was 0.75. This means that the test had high validity, from 70 questions there are 63 questions were valid and the other questions are not valid.

2. Reliability Test

Reliability test used to measure the consistency of the test result. According to Arikunto, reliability used to measure instrument that provides consistency of the indicators in the research.8

Then, the researcher using anatest software version 4.0.9 developed by Drs. Karnoto, M.Pd. and Yudi Wibisono, ST. to determine the reliability value of the instrument.

From the calculation using anatest, the reliability value r was 0.87 and 0.67. Then, r should be compared with the r_{t le} (r_t) of product moment. The students participated on this test was about 144 students, and based on the r_{t le} (r_t) of product moment, it showed r_{t 5%} is 0.16.

An instrument is reliable if the reliability value is higher than r_{t le} 9_{. From}

the calculation, it can be concluded that the reliability value (0.87 and.0.67) were

7 _{Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2012), p.}

89.

8 _{Ibid., p. 101.}

9 _{Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta,}

29

higher than the r_{t le} with 5% significance (0.16), therefore the test were reliable (0.87 and 0.67 > 0.16).

H. Data Analysis Technique

In technique of analyzing data, comparative t-test statistical analysis was used. The function was to compare the results of the students’ scores in pre-test and post-test between the experimental group and control group.

These are the statistical formulas for t-test :

�

_�= �−

� _��−�

Below is the process of t-test

1. Determining mean of variable X (Experiment Class):

�

�

=

∑ �

2. Determining mean of variable Y (Control Class):

� =

∑ �

3. Determining standard deviation of variable X:

�

= √

∑ � 2

−

∑ �

4. Determining standard deviation of variable Y:

�

= √

∑ � 2

− (

∑ �

)

5. Determining standard error of mean variable X:

�

=

_{√ −}�

6. Determining standard error of mean variable Y:

�

=

_{√ −}�

30

7. Determining standard error of different mean of variable x and mean of variable Y:

� − = √� + �

M

x = mean of students' post-test score in experiment class

M

y = mean of students’ post-test score in control class

∑ fx

= sum of students’ post-test score of experiment class

∑ fy

= sum of students’ post-test score of control class

N

x = number of students’ in experiment class

N

y = number of students in control class

SD

x = standard deviation of mean in experiment class

SD

y = standard deviation of mean in control class

SE

Mx = standard error of mean in experiment class

SE

My = standard error of mean in control class

SE

Mx-My = standard error difference between Mx and My

t

0 = value of hypothesis testing

After all of the data calculated, determine the degree of freedom with formula:

df = Nx + Ny – 2

8. Normality Test

Normality test used to know whether the data collected are normal on the distribution or not. The researcher will use IBM SPSS Program version 23 to find out the normality of the data.

Steps:

a) Open IBM SPSS 23 program, to find out the normality data, the researcher used Descriptive Statistic formula

31

b) First, write the variable view with Score for pretest or posttest score and Class for experimental or control class

c) Then, click Analyze→Descriptive Statistics→Explore

d) Drag the Score to the Dependent List and Class to the Factor List e) Click Plot→checklist Normality Plots with Test→OK

The criteria of determining the normality of the data was:

a) If Lvalue is smaller than Ltable (Lvalue < Ltable), it means that the data were

distributed normally.

b) If Lvalue is bigger than Ltable (Lvalue > Ltable), it means that the data were not

distributed normally.

2. Homogeneity Test

Homogeneity test is used to determine whether the data is in homogeneity variance or not. Below are the steps to calculate the homogeneity data:

a) Open IBM SPSS 23 program, for homogeneity test, the researcher used one-way ANOVA formula.

b) First, write the variable view with Score for pretest or posttest score and Class for experimental or control class

c) Click Analyze→Compare Means → One-way ANOVA

d) Drag the Score to the Dependent List and Class to the Factor List

32

I. Statistical Hypotheses

Ho: β ≤ 0

H1: β > 0 Description :

H0: Video Game has no positive effect on Students’ Reading Comprehension

of Narrative Text

H1: Video Game has a positive effect on students’ Reading Comprehension of

33

RESEARCH FINDINGS AND INTERPRETATION

A.

Research Findings

1.

Data Description

This chapter presents data collection of experimental class and controlled class on SMP N 96 Jakarta Selatan where pre-test and post-test given. The researcher chose class VIII-2 as the controlled class and class VIII-3 as the experimental class. Both classes consist of 36 students each and the researcher chose only 30 students as the sample. In this section, there are 2 tables presenting test scores of experimental class and test scores of controlled class. Each table consist of 3 columns, they are pre-test score, post-test score and gained score.

a.

Data of Experimental Class

Table 4.1

Students’ Scores in Experimental Class

Student No. Pre Test Post Test Gained Score

1 60 64 4

2 52 60 8

3 56 70 14

4 66 70 4

5 50 64 14

6 60 74 14

7 56 64 8

8 66 68 2

9 58 78 20

10 42 56 14

11 40 50 10

12 62 70 8

14 42 58 16

15 60 72 12

16 50 68 18

17 52 74 22

18 48 50 2

19 56 64 8

20 54 58 4

21 50 60 10

22 56 68 12

23 54 68 14

24 50 66 16

25 62 70 8

26 54 70 16

27 48 70 22

28 54 64 10

29 58 70 12

30 52 60 8

∑ 1620 1962 342

Average Score 54 65.4 11.4

From Table 4.1, it was shown that the highest score on pre-test of Experimental Class was 66 and the lowest score was 42, while in the post test of Experimental Class, the highest score was 78 and the lowest was 58. In the Table 4.1, it also revealed that the total of gained score was 342 and the average score between pre-test and post-test are different. The post test score was slightly higher by 11.4.

Table 4.2

Students’ Scores in Controlled Class

Student No. Pre Test Post Test Gained Score

1 52 56 4

2 68 84 16

3 44 46 2

4 46 50 4

5 66 78 12

6 56 58 2

7 62 82 20

8 54 68 14

9 70 80 10

10 46 62 16

11 42 62 20

12 48 56 8

13 60 54 -6

14 54 82 28

15 54 64 10

16 50 58 8

17 48 50 2

18 58 82 24

19 66 70 4

20 68 66 -2

21 58 64 6

22 48 56 8

23 52 64 12

24 54 60 6

25 46 58 12

27 44 62 18

28 64 70 6

29 58 68 10

30 62 70 8

∑ 1640 1926 286

Average Score 54.6 64.2 9.53

In the Table 4.2 above, it was shown that the highest score in pre test on Controlled Class was 70 and the lowest score was 42, furthermore, the highest score in post test on Controlled Class was 84 and the lowest score was 46. The average score on Controlled Class was slightly increased by 9.53 points and the total of gained score was 286. In the next page, the scanned pages of pre-test instrument can be seen.

a.

Normality Test

The researcher using Shapiro-Wilk as the normality test testing, it is because the sample is 30 which is below 50, therefore the hypotheses are as follows:

H0: Data of X is normally distributed.

H1: Data of X is not normally distributed.

H0 is accepted if the significant value of Shapiro-Wilk Test is higher than

significant value α (0,05). 1) Normality of Pre-test

Table 4.3 Normality of Pre-test

Tests of Normality

Kelas

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Pre_test Experimental .101 20 .200* _{.959 20 .520}

Controlled .124 40 .124 .965 40 .252

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

The table above shows that the significant value of normality test in Pre-test on Experimental class was 0.520 while in the Controlled Class was 0.252. From these scores, it can be concluded that the significance in Experimental Class is higher than α 0.05 (0.520 > 0.05) and the significance in Controlled Class also higher than α 0.05 (0.252 > 0.05). Thus, the H0 is accepted and it means the data

Table 4.4 Normality of Post-test

Tests of Normality

kelas

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Post_test Experimental .159 20 .200* _{.958 20 .502}

Controlled .145 40 .034 .964 40 .228

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

The table above shows that the significant value of normality test in Post Test on Experimental class was 0.502 while in the Controlled Class was 0.228. From these scores, it can be concluded that the significance in Experimental Class is higher than α 0.05 (0.502 > 0.05) and the significance in Controlled Class also higher than α 0.05 (0.228 > 0.05). Thus, the H0 is accepted and it means the data

are normally distributed.

b.

Homogeneity Test

After calculating data normality, the researcher needs to calculate the homogeneity of data. Whether it is homogeny or heterogenic, it will be calculated using Descriptive Statistic formula in SPSS 23 program for Windows as already been described in Chapter 3. Below are the hypotheses and results.

Hypothesis:

H0: The sample of experimental class is not different from controlled class or

the sample is homogeneous.

H1: The sample of experimental class is different from controlled class or the

Table 4.5

Homogeneity Test of Pre-test Test of Homogeneity of Variances

Pre_test

Levene Statistic df1 df2 Sig.

.014 1 58 .907

From Table 4.5 it can be seen that the significance of Pre-test between Experimental Class and Controlled Class was higher than significance value (0.907 > 0.05). This means the H0 hypotheses was accepted, the sample of

Experimental Class and Controlled Class were homogenous. 2) Homogeneity Test of Post Test

Table 4.6

Homogeneity Test of Post-test Test of Homogeneity of Variances

Post_test

Levene Statistic df1 df2 Sig.

.947 1 58 .334

From Table 4.6 it can be seen that the significance of Post-test between Experimental Class and Controlled Class was higher than significance value (0.334 > 0.05). This means the H0 hypotheses was accepted, the sample of

Experimental Class and Controlled Class were homogenous.

B.

Test of Hypotheses

This section is the most important calculation for the research. It is to determine whether there is a positive effect of video game towards students’ reading comprehension of narrative text or not. The researcher using t-test Formula to compare score between Experimental Class (X) and Controlled Class (Y). Table 4.7 is presented below, consist the calculation of gained score on both classes.

Statistical Calculation on Gained Score of Experimental Class (X) and Controlled Class (Y)

No. X Y X y x2 _y2

1 4 4 -7.4 -5.53 54.76 30.5809

2 8 16 -3.4 6.47 11.56 41.8609

3 14 2 2.6 -7.53 6.76 56.7009

4 4 4 -7.4 -5.53 54.76 30.5809

5 14 12 2.6 2.47 6.76 6.1009

6 14 2 2.6 -7.53 6.76 56.7009

7 8 20 -3.4 10.47 11.56 109.6209

8 2 14 -9.4 4.47 88.36 19.9809

9 20 10 8.6 0.47 73.96 0.2209

10 14 16 2.6 6.47 6.76 41.8609

11 10 20 -1.4 10.47 1.96 109.6209

12 8 8 -3.4 -1.53 11.56 2.3409

13 12 -6 0.6 -15.53 0.36 241.1809

14 16 28 4.6 18.47 21.16 341.1409

15 12 10 0.6 0.47 0.36 0.2209

16 18 8 6.6 -1.53 43.56 2.3409

17 22 2 10.6 -7.53 112.36 56.7009

18 2 24 -9.4 14.47 88.36 209.3809

19 8 4 -3.4 -5.53 11.56 30.5809

20 4 -2 -7.4 -11.53 54.76 132.9409

21 10 6 -1.4 -3.53 1.96 12.4609

22 12 8 0.6 -1.53 0.36 2.3409

23 14 12 2.6 2.47 6.76 6.1009

24 16 6 4.6 -3.53 21.16 12.4609

25 8 12 -3.4 2.47 11.56 6.1009

27 22 18 10.6 8.47 112.36 71.7409

28 10 6 -1.4 -3.53 1.96 12.4609

29 12 10 0.6 0.47 0.36 0.2209

30 8 8 -3.4 -1.53 11.56 2.3409

SUM 342 286 857.2 1677.467

AVG 11.4 9.53 28.57333 55.91557

Table 4.7 shows the total of gained score on Experimental Class (X) and Controlled Class (Y). From the table above, the summation of gained score in Experimental Class is 342 while in the Controlled Class it has 286. It means that gained score on Experimental Class is higher than the Controlled Class.

After calculating the gained score, the t-test formula was calculated as follows:

1. Determining mean of variable X (Experiment Class):

�

_�

=

∑ �

=

=

.

2. Determining mean of variable Y (Control Class):

� =

∑ �

=

= .

3. Determining standard deviation of variable X:

�

= √

∑ � 2

= √

5 .

= √ .

= .

4. Determining standard deviation of variable Y:e

�

= √

∑ � 2

= √

.

= √ . = .

5. Determining standard error of mean variable X:

�

=

_{√ −}�

=

_{√ −}.

=

_5..

= .

7. Determining standard error of different mean of variable x and mean of variable Y:

� − = √� + �

= √ . + .

= √ . + . = √ .

= 1.69

8. Statistical t-test formula:

�

_�= �−

� _��−� = . − .5. = .. = .

9. Determining t_{t le} in significance level 0.05, with df (degree of freedom) df = (Nx + Ny) – 2 = (30 + 30) – 2 = 58

From the calculation above, the df value is 58 and from degree of significant value 0.05 or tt is 1.67.

10. Hypothesis Testing

From the calculation above, the calculated t-test of t0 was 1.10 and the degree

of freedom (df) was 58. Furthermore, the degree significance that was used for this research is 5 % or 0.05, therefore from ttable it was 1.67. Compared to the ttable,

the result of t0 was lower than ttable.

Those calculations were meant to know if video game has positive effect on students’ reading comprehension of narrative text on eighth grade students of SMPN 96 Jakarta Selatan. Therefore, the hypotheses are:

H0: Video Game has no positive effect on Students’ Reading Comprehension

of Narrative Text

H1: Video Game has a positive effect on students’ Reading Comprehension

formula as follows:

a. If t _{e v ti} (t0) >t_{t le} (tt) in significant degree of 0.05, H0 (the null

hypothesis) is rejected. This means that video game has no positive effect on students’ reading comprehension of narrative text.

b. If t _{e v ti} (t0) <t_{t le}(tt) in significant degree of 0.05, H0 (the null

hypothesis) is accepted. This means that video game has positive effect on students’ reading comprehension of narrative text.

B. Interpretation

Based on the data analysis, there were slight differences between students using video games on reading comprehension of narrative text and the students who did not use video games on reading comprehension of narrative text. It can be seen from their average score on both post-test and gained score between the students.

Students who used video games were the experimental class, have average of gained score of 11.4, meanwhile the students who only get usual teaching have average of gained score of 9.53. It means that the students who used video games on their reading comprehension of narrative text have higher gain score than those who did not get the treatment. Then, the average score of post-test on the experimental class was 65.4, meanwhile the average score of post-test on controlled class was 64.2. It was only slightly higher than the students who did not get video game treatment.

Before using the ttest formula, the researcher calculates the normality and

homogeneity of data collected. The purpose of analyzing normality data was to get to know if the data was normally distributed or not. It can be calculated by comparing between tmax and ttable.

The researcher used Shapiro-Wilk Test in analyzing the normality of the data. Both of pre-test and post-test on the experimental class were distributed normally. According to the data calculated, the significant value of normality test of pre-test in experimental class was 0.520 > α 0.05 and for post-test, the significant value on

was also distributed normally; it can be seen based on the calculation. The significant value of normality test of pre-test in controlled class was 0.252 > α 0.05 and for post-test, the significant value on controlled class was 0.282 > α 0.05.

After analyzing the normality of data, the homogeneity data was calculated to get to know whether the sample from experimental class and controlled class was homogeneous or not. The result from both classes were homogeneous, homogeneity test on pre-test was 0.907 > α 0.05 and the homogeneity test result on post-test was 0.334 > α 0.05. According to the hypothesis, H0 was accepted

which concludes that the sample from experimental class are not different from the controlled class.

Testing hypotheses was the last calculation, ttest was used to calculate the

result of gained score from the sample both experimental class and controlled class. This research used t-test formula in the significance degree (α) of 5%. The result concludes that ttest(to) < ttable(tt) or (1.10 < 1.672). This means that the null

hypothesis (H0) was accepted that there was no significant effect of video game on

students’ reading comprehension of narrative text at the eighth grade of SMP Negeri 96 Jakarta Selatan.

This research result was different from the related study in Chapter 2. In Chapter 2, the research done by Vehdat and Ting-Yu Yang were for advanced students’ and it is proved that learning English via video game was motivating and enhancing the students’ English skill, while in this research, the sample were students with limited skills in Eglish. The game used in the research was different from this research, both of the later research using advanced American base adventure game while this research using Japan based adventure game which was more classic. That is why this research result was different from the related study, because the differences between the samples background knowledge and game used in the research.

45

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter includes the conclusion of the research and suggestions for students, teachers and future researcher.

A. Conclusion

This quasi-experimental research was conducted to get the empirical evidence about the effect of video game towards students’ reading comprehension of narrative text at the eighth grade students’ of SMPN 96 Jakarta Selatan in academic year 2015/2016. Based on the statistical calculation and hypotheses testing in Chapter IV, in significance degree of 5 % the result concludes that ttest(to) < ttable(tt) or (1.10 < 1.672). This means that the null hypothesis (H0) was

accepted that there was no significant effect of video game on students’ reading comprehension of narrative text at the eighth grade of SMP Negeri 96 Jakarta Selatan. Even if the statistic says that there was no significant effect, but the students’ post-test score appeared to be slightly higher than their pre-test and also the students were very eager to use a video game as their media for learning English as a foreign language.

B. Suggestions

From the conclusion above, these are suggestions for people who would like to have research on the same field. The suggestions are as follows:

1. For Students

Students can find another media for learning English as their second language that also entertain them while enhancing their reading comprehension, especially on Narrative Text. If the students tempted to try another video game to enhance their reading comprehension, it is recommended for them to extend their experience outside the research.

Teacher could still having an extended research in method of teaching that will provide not only students’ learning but also students’ needs in many aspects, such as their creativity and learning engagement.

3. For Future Researchers

This research could be another reference for future researchers that wish to know more about digital media in learning English as a foreign language in order that they will do a research which is closest related to the recent focus or problem discussed in this skripsi.

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