Research Method RESEARCH METHODOLOGY
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c. Questionnaire The questionnaire distributed to the students consisted of two parts. The first
part contained ten closed-ended questions, while the second part contained three open questions. The questionnaire aimed to understand how the students responded to the
purposes of the games implemented and how they would evaluate the games. The questionnaire would also help the researcher to find out how the students perceived
the implementation of the games as well as whether or not they felt that they benefited from the carried out research.
d. Semi-structured Interview The participants of the semi-structured interview were chosen randomly. The
questions aimed to find out the students’ perception on how they had progressed throughout the research. The interview also aimed to clarify the students’ answers in
the questionnaire given to them. e. Students’ Personal Vocabulary List
This list aimed to record every single word that the students encountered in every meeting. The students were asked to take note of the words of which the
meanings and parts of speech they did not know before the game began. Then, they were asked to write down the meanings along with the parts of speech after the game
was done. This list should function as a reliable source which would point out the students’ improvement. It would help the researcher to monitor the improvement that
the students have made.
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A sequence of steps was done in order to gather the data needed for further analysis. First of all, the researcher asked the students to fill in their pre-
implementation vocabulary list. The scores gathered from the list were the ones illustrating the students’ vocabulary level before the implementation was done. Pre-
implementation vocabulary list was given in each meeting before the implementation of the game. This list consisted of vocabulary items which were selected based on the
games used in a particular meeting. These words were adapted from the sources that included words which were often encountered by English learners in general. The
researcher used the words adapted from Bauman and Culligan’s General Service List 1995 as well as Seal’s American Vocabulary Builder 1 1990. The students were
required to find the meanings of the words and categorize the words into the correct parts of speech through doing a selected game.
The games used in the meetings were always varied in order to avoid boredom. The rule of selecting the appropriate game was that the game used in a
particular meeting was not supposed to be similar to the one used in the previous meeting. The games used in all of the meetings were the games which were intended
to enhance the students’ participation during the implementation. Each game would require all students to take part in playing it. The other criterion was that the games
lasted for about 20 minutes at the maximum. The procedure of implementing the games was adjusted to fit the students’ characteristics and time allocation. There were
three games used in this research. The first game, “Word-Web”, aimed to encourage the students to recall the English words that they had already known. The second