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49 learning activities in the developed games. The researcher could make the
appropriate activities based on the real condition.
3. Data for Interview Analysis
The interview analyzed by utilizing qualitative approach. The analysis of the interview result was stated in descriptive form. It was done to the students.
There were 30 students who were interviewed and the results were recorded. The result would be in a form of coding analysis. In the research, the coding scheme
was used to find the clues about what the students felt. The researcher asked simple questions about the students‟ feelings, problems, and responds when
playing the game. T his aim was to collect students‟ opinion about the designed
game. Their complaints and responds about the game became the feedbacks for the designer to revise the designed game. The result was used to be the basis in
revising the designed game.
F. Research Procedure
There were some steps that were done by the researcher in the research procedure. Those steps were described as follows.
1. Collecting Data
Conducting analysis was done by collecting all data needed to be the starting point in designing the game. The researcher collected the data by
distributing questionnaire for the English teacher and IT teacher. This questionnaire discussed students‟ interests, difficulties, motivation, characteristics,
and background, teachers‟ problem in teaching, teachers‟ strategies, and teacher‟s
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50 solution. Besides doing questionnaire distribution, the researcher also made
classroom observation to see the students‟ ability in English, teacher‟s way of
teaching, and the classroom facility.
After taking and gaining the data analysis, the researcher started planning the goal, standard competences, topics, general purposes, indicators, and building
the subject content. This was the following step after doing the data collecting about the target of the research. Since determining the goal, topics, standard
competences, indicators, and building the subject content should be based on Curriculum 2006 Muatan Lokal, the curriculum and the standard competence and
basic competences inside became the main consideration in choosing the activities. The researcher also made lesson plans as the guideline in teaching
referred to the basic competences, indicators, and, general purposes which could be seen in Appendix J.
2. Developing the Materials and Game in Magic English
In this step, the researcher used the book Rainbow 2 Kristiyani, 2014 as the main source of the vocabulary inputs in the designed-game. The researcher
added some vocabulary which were frequently used and learnable as stated by Sumardi 1974. The researcher developed the materials and the game using
computer and using Macromedia Flash Software. The students would study the materials and playing the game in an application named Magic English which was
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51 saved in the computers. The students would have English lesson in computer
laboratory.
3. Evaluating the Process of the Game-Making
